2024-03-28T23:41:43Zhttps://escholarship.org/oaioai:escholarship.org:ark:/13030/qt5j96v9s12024-03-27T20:29:19Zqt5j96v9s1Developmental Education Reform as a Civil Rights Agenda: Recent History & Future Directions for CaliforniaBickerstaff, SusanMelguizo, Tatiana2024-03-27In this paper, the authors describe the research that prompted developmental education reform approaches nationally and in California, describe the efforts in California that led to the passing of AB705 by the California state legislature, and summarize research on its implementation and outcomes. We explore the implications of this research for improving postsecondary access and success for Black and Hispanic students and English learners.Higher EducationCommunity CollegeRacial EquityCaliforniaCA Master PlanAchievement TestsEducational OpportunityEnglish Language LearnersLow Incomeapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5j96v9s1publicationoai:escholarship.org:ark:/13030/qt9nx562432024-03-27T17:00:38Zqt9nx56243A POLICY FRAMEWORK FOR JOINT USE: ENABLING AND SUPPORTING COMMUNITY USE OF K–12 PUBLIC SCHOOL FACILITIESVincent, Jeffrey MFilardo, Mary2014-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9nx56243publicationoai:escholarship.org:ark:/13030/qt7g10w0fz2024-03-27T16:59:30Zqt7g10w0fzAdequate & Equitable U.S. PK-12 Infrastructure: Priority Actions for Systemic ReformVincent, Jeffrey MFilardo, MaryDa Silva, JoeHeming, Anisa2018-01-01A joint report from the Center for Cities + Schools, 21st Century School Fund, Center for Green Schools, and National Council on School FacilitiesOur country’s elementary and secondary (PK–12) public school infrastructure is in crisis. Every day, millions of children in the U.S. attend public school in unhealthy, unsafe, educationally inadequate, environmentally unsustainable, and financially inefficient facilities. Our public school facilities have broad impacts on children and communities: student, staff, and community health; school quality and academic achievement; economic development; and environment and natural resources. We need effective and efficient systems to ensure responsible stewardship of our PK-12 public school infrastructure.With much at stake, national leaders launched the Planning for PK-12 Infrastructure Initiative (P4si Initiative) in 2016 to formulate a systems-based plan to address the PK-12 infrastructure crisis. This report presents findings from the Phase 1 national research engagement process to identify the challenges to adequacy and equity in PK-12 infrastructure and to propose system reforms. Our recommended priority actions are designed to develop and support the essentials for modern PK-12 public infrastructure stewardship. Phase 2 of the P4si Initiative will move the 55 priority actions forward to achieve a paradigm shift in our PK-12 public infrastructure systems.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7g10w0fzpublicationoai:escholarship.org:ark:/13030/qt6fm3x3jw2024-03-27T16:58:21Zqt6fm3x3jwBEYOND THE YELLOW BUS: PROMISING PRACTICES FOR MAXIMIZING ACCESS TO OPPORTUNITY THROUGH INNOVATIONS IN STUDENT TRANSPORTATIONVincent, Jeffrey MMakarewicz, CarrieMiller, RuthEhrman, JuliaMcKoy, Deborah L2024-03-27application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6fm3x3jwpublicationoai:escholarship.org:ark:/13030/qt4g20d0x32024-03-27T16:57:09Zqt4g20d0x3STATE FUNDING FOR K-12 SCHOOL FACILITIES: A SURVEY OF THE STATESVincent, Jeffrey M2014-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4g20d0x3publicationoai:escholarship.org:ark:/13030/qt43c7k6jr2024-03-27T16:46:05Zqt43c7k6jrSmall Districts, Big Problems: Understanding Barriers to Planning And Funding School Facilities In California’s Rural and Small Public School DistrictsVincent, Jeffrey M2018-01-01In 2017, the California Department of Education (CDE) announced the “Small School District Assistance Initiative,” aimed at providing targeted assistance to small and rural school districts in the state. To aid CDE’s efforts, this study investigates the facility challenges and issues facing rural and small school districts in California. We utilize a mixed method approach to understand the capital investment patterns and facility planning processes of rural and small public school districts in California. In Part II we present findings from analysis of school district data on facility-related characteristics and spending trends. In Part III, we present findings from interviews with 40 rural and small school district officials from across California.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/43c7k6jrpublicationoai:escholarship.org:ark:/13030/qt42p1b73m2024-03-27T16:45:13Zqt42p1b73mBuilding Pressure: Modeling the Fiscal Future of California K-12 School FacilitiesVincent, Jeffrey MJain, Liz2016-01-01Through this initiative, six national cross-sector working groups have developed a menu of solutions to guide government, industry, labor, and the civic sector in the delivery of high performance public PK-12 infrastructure for all children. The six working groups are organized around basic elements of a well-managed facilities program: Data and Information, Educational Facilities Planning, Management, Funding, Governance and Decision Making, and Accountability. This map identifies policies, practices, and tools needed to structure, manage and fund the public and private capacity for equitable and efficient public school facilities for all communities. application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/42p1b73mpublicationoai:escholarship.org:ark:/13030/qt3w14s6kr2024-03-27T16:44:26Zqt3w14s6krBuilding Accountability: A Review of State Standards and Requirements for K-12 Public School Facility Planning and DesignVincent, Jeffrey M2016-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3w14s6krpublicationoai:escholarship.org:ark:/13030/qt39j7s9492024-03-27T16:43:30Zqt39j7s949Planning for Resilient Early Care and Education: Addressing Climate VulnerabilitiesVincent, Jeffrey M.Garling, AngieDonohoe, IsabelleFretwell, Joe2022-09-01Children born today will bear the brunt of the burden of climate change despite having the least responsibility for causing it. Growing calls to position climate change as a child’s rights crisis are rooted in research on the unique physical and mental health impacts that high temperatures, poor air quality, and stress associated with living through natural disasters have on the most important developmental years in a person’s life.Mitigating existing challenges and preventing harm to future generations will require collaborative policies and interventions that cut across climate science, early care and education, public health, and countless other disciplines. In a new paper, the Low Income Investment Fund and the Center for Cities and Schools at the University of California, Berkeley, make the case for explicit focus on and improvements to the physical settings where young children spend their time.LIIF and the Center for Cities + Schools at UC Berkeley’s new paper explores climate vulnerabilities facing the child care sector and recommendations to plan for and address the consequences of increasingly harsh weather patterns. “Many homes and early care and education facilities are largely unequipped to withstand the impacts of a worsening climate.”application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/39j7s949publicationoai:escholarship.org:ark:/13030/qt2qf1c1vj2024-03-27T16:42:39Zqt2qf1c1vjFinancing School Facilities in California: A 10-year PerspectiveVincent, Jeffrey MBrunner, Eric2018-01-01California’s 6-million-student public school system includes a vast inventory of publicly owned buildings and property. All of these facilities need to be maintained and some need major renovations to ensure health, safety, and educational suitability. Some communities also need new school buildings to house a growing student population.Research suggests students learn better in classrooms that are modern, comfortable, and safe, but the age and condition of school facilities varies widely across the state. According to a recent estimate, california school districts need to spend between $3.1 billion and $4.1 billion annually just to maintain their existing facilities. Further, the total amount of facility funding needed for california schools during the next decade for modernization and new construction is expected to be about $117 billion.Meanwhile, many observers raise concerns about the state’s current policies related to school facility funding. They cite disparities in school facilities conditions and revenues across districts, and argue that the state’s school facilities funding system does not target aid toward districts with the greatest facility needs.This study explains California’s approach to financing public school facilities and examines the level and distribution of state and local school facility funding since 2006, including facility funding for charter schools.Key findings:• Local sources of school facility funding greatly outstrip state support.• School facility funding is volatile and has declined since 2006.• Wide disparities in school facility funding that are systematically related to school district property wealth, income, and students’ backgrounds result in a relatively regressive finance system.• Charter school facility funding continues to expand.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2qf1c1vjpublicationoai:escholarship.org:ark:/13030/qt1rr5b9pj2024-03-27T16:41:20Zqt1rr5b9pjGUIDED BY PRINCIPLES: SHAPING THE STATE OF CALIFORNIA'S ROLE IN K-12 PUBLIC SCHOOL FACILITY FUNDING Vincent, Jeffrey MGross, Liz S.2015-01-01K-12 public school facilities need regular investment to ensure student health and safety and support educational programming. Yet, the future of K-12 school facility funding in California is uncertain. A strong state-local partnership has existed that funded new construction, modernization, and other investments in public school facilities across the state since 1998, under the School Facility Program (SFP). The Governor, members of the legislature and other key stakeholders have identified concerns about the state’s approach, but they have not yet formulated a consensus going forward on the state role and responsibilities for school district facilities. To inform the school facilities funding policy debate among the Governor, the state legislature and the public, this brief provides an analysis of data on facilities spending by California school districts. It proposes principles to guide policy decisions about the State of California’s facility funding role and provides data-driven indicators that can be used to evaluate the application of the principles. Finally it offers approaches to a state and local partnership for K-12 facilities that would advance the principles of equity, local district accountability, fiscal stability and predictability, facility adequacy, and program simplicity.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1rr5b9pjpublicationoai:escholarship.org:ark:/13030/qt1hv9k2pp2024-03-27T16:26:03Zqt1hv9k2ppClimate-Resilient California Schools: A Call to ActionVincent, Jeffrey MPatel, LisaVeidis, ErikaKlein, JonathanDoane, KenHansen, JamieLew, ZoeYeghoian, Andra2023-01-01Amid fires, wildfire smoke, extreme heat, and other climate-driven disasters and health hazards, California’s leading experts in children’s health and education have come together to call for a cost-effective, ten year $150 billion investment to ensure K-12 public schools can remain open and provide safe and healthy places for California’s children to learn and grow. This coalition of more than 50 stakeholders urges state lawmakers to prioritize schools in California’s climate action plan, and proposes a path to ensuring every school in the state helps to mitigate both the impacts and the causes of the climate crisis. This is the first comprehensive report on climate-driven impacts on children in CA that addresses the full scope of the problem while laying out an immediately actionable plan.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1hv9k2pppublicationoai:escholarship.org:ark:/13030/qt1g27b47t2024-03-27T16:24:49Zqt1g27b47tGoing It Alone: Can California’s K-12 School Districts Adequately and Equitably Fund School Facilities? Vincent, Jeffrey M.Jain, Liz S.2015-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1g27b47tpublicationoai:escholarship.org:ark:/13030/qt1bv1r32m2024-03-27T16:23:54Zqt1bv1r32mGauging Good Stewardship: Is California Adequately and Equitably Investing in its Public School Facilities?Vincent, Jeffrey MGebrekristos, SemharNeinstedt, Lily2022-01-01Public school districts across California struggle to upkeep and modernize their school facilities. For many districts, aging inventory, coupled with limited capital funding opportunities, has led to school facilities with ballooning deferred maintenance problems and classrooms that do not appropriately support modern instructional practices. These realities also work against California’s priorities for high quality, equitable education, childhood health, racial justice, and climate resiliency.In this paper, we investigate adequacy and equity of investment in California’s public school facilities. By using a standards-based framework to understand patterns of investment levels, we gauge the likely “good stewardship” of these physical school assets. We look at both “maintenance & operations” (M&O) spending and capital investment by local K-12 public school districts across the state for the years 2009-2019.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1bv1r32mpublicationoai:escholarship.org:ark:/13030/qt6zv069012024-03-20T17:42:22Zqt6zv06901Mindfulness-Based Intervention for Family Caregivers of Persons with Alzheimer's Disease or Other DementiasLe, Christine T.Tran, DianaTran, Tiffany M.Hinkle, Elena K.Le, Jung-Ah Lee2019-03-15Dementia, a progressive cognitive impairment, is the fifth leading cause of death in California with no effective treatments. This disease not only affects those diagnosed but also affects their family caregivers who experience intense emotional and physical strain. Despite this immense stress, there is an insufficient number of interventions focused on the well-being of these family caregivers. The purpose of this pilot study is to provide a mindfulness-based stress reduction intervention to family caregivers. Trained research assistants visited participants’ homes weekly for a month and introduced mindfulness techniques (i.e., deep breathing exercises, caregiving education). A modified version of the Positive Affect (PA) and Negative Affect (NA) Scale was used to measure caregivers’ emotions before and after the intervention. Twenty participants were recruited from Vietnamese and Korean communities, an Alzheimer’s research center, and an academic medical center. The mean age of family caregiver participants was 62.5(SD=4.98) ranging from 26 to 82 years old, of which 19 (95%) participants were females and 10 (50%) were spouses. Ethnic backgrounds of participants varied: 9 Vietnamese, 7 Korean, 3 Caucasian, and 1 African American. The stages of dementia included those in the early (35%), middle (50%), and late-stage (15%) stages. Our findings showed a trend of increase in positive affect (Pre-intervention=16.25 (SD=4.67), Post-intervention=17.45 (SD=4.05), t(df)=-1.45(19), p=.163) and decrease in negative affect, (Pre-intervention=5.9 (SD=2.97), Post-intervention = 4.95 (SD=1.28), t(df)=1.57(19), p=.133). Self-rated happiness displayed slight improvement (Pre-intervention=4.10 (SD=.912), Post-intervention=4.35 (SD=.745), t(df)=-1.23(19), p=.234). The mindfulness intervention showed the potential to improve dementia family caregivers’ emotional wellbeing.DementiaFamily caregiversMindfulnessapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/6zv06901publicationoai:escholarship.org:ark:/13030/qt9gg232hr2024-03-12T22:21:20Zqt9gg232hrFans for cooling people guidebookRaftery, PaulCheung, TobyDouglass-Jaimes, DavidAndré, MaíraLi, JiayuKent, MichaelKhoa, Ken HuynhSultan, ZuraimiSchiavon, Stefano2023-08-01Using fans alone or in coordination with HVAC systems to cool people offers several significant enhancements compared to conventional HVAC systems, including improved thermal comfort, indoor air quality, air distribution, energy savings, and initial cost savings. Despite the numerous benefits of fans and fan-integrated systems, comprehensive resources are unavailable to guide engineers and architects in designing and implementing such systems. The purpose of this guideline is to address this gap and provide practitioners with valuable materials and answers to common questions. What are the available fan options? Various fan types are available in the market, such as ceiling fans, desk fans, and pedestal fans. This guideline provides a comprehensive overview of the criteria for fan type selection. These criteria cover blade characteristics, fan size, airflow patterns, fan performance metrics, motors and drives, power and efficiency, and control strategies. Ceiling fans are generally preferred for their higher efficiency, control and effectiveness, but cost, flickering and fixed location are limitations. This guideline can assist users in selecting suitable fan types based on individual building characteristics and specific application needs. How to integrate fans with my existing AC system? Adequate fan choice mainly depends on design intents, space characteristics, and HVAC operation strategies. This guidebook discusses which HVAC systems can be integrated with fans. With well-defined design intent, the guidebook provides a step-by-step process for determining the number and size of fans and their layout, ensuring proper fan installation, and integrating the fans with the control of the HVAC system. How do we implement and operate fans-integrated systems? Designing a successful fans-integrated system involves more than adding fans to a building. This guidebook assists building designers and operators by helping them adjust appropriate settings in chillers, air handling units, environmental conditions, and operation strategies. This optimization maximizes energy savings while ensuring occupants' comfort within the building. Additionally, the guidelines explore HVAC systems design that can enhance air distribution effectiveness and minimize construction costs. Most importantly, the guidelines outline a transformation strategy for transitioning from conventional air conditioning to a fan-integrated system with minimal disruption to occupants. This comprehensive approach ensures a smooth and efficient integration of fans into the existing air-conditioning infrastructure. Which design tools and case studies are available? This guidebook recommends using the and the CBE Thermal Comfort Tool CBE Ceiling Fan Design Tool. These tools enable users to define the comfort zone with elevated air speed and determine the optimal arrangement of ceiling fans based on room conditions specified by the users. In addition, the guidebook highlights relevant codes and standards related to environmental conditions, fan testing procedures, fire safety, and seismic requirements (subject to variations in different countries' regulations). Furthermore, we presented several case studies of buildings successfully implementing the fan-integrated HVAC system. We released two versions of our guidebook online: the Practitioner Summary and the Full Guide. These resources support selecting, designing, constructing, operating, and implementing fans and fans integrated HVAC systems. The Practitioner Summary offers a concise overview (~15 pages) of key considerations for building practitioners, providing brief descriptions of the fan-integrated system. In contrast, the Full Guidebook provides a more comprehensive exploration (~70 pages) of the fan and fan integrated system, including real building references, catering to users from diverse backgrounds. So we expect that many readers, after studying the Practitioner Summary, will move to sections of the Full Guidebook that are relevant to their work. Fans and fans-integrated HVAC systems will result in more sustainable and healthy buildings. FansCoolingHVACIndoor Air QualityOccupant SatisfactionEnergy EfficiencyCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/9gg232hrpublicationoai:escholarship.org:ark:/13030/qt7dk0n74m2024-03-06T01:51:01Zqt7dk0n74mYouth-focused Community and Citizen Science Research Brief: Youth Engage with Complex Social-Ecological SystemsUC Davis Center for Community and Citizen Science2017-01-01Instead of studying nature alone on a pedestal, treating humans, plants, and animals as one social ecological system (SES) can be valuable for meaningful learning about environmental stewardship and science. Our research shows that using YCCS as a way to engage young people in thinking about complex interactions between human and nature can promote sophisticated reasoning, access to student’s funds of knowledge, and connection to place. In the case studies below, read more about how educators encourage young people to grapple with the world around them.YouthCommunity ScienceCitizen ScienceTaking Actionapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/7dk0n74mpublicationoai:escholarship.org:ark:/13030/qt81m1q7bx2024-03-06T01:49:25Zqt81m1q7bxYouth-focused Community and Citizen Science Research Brief: Fostering Environmental Science AgencyUC Davis Center for Community and Citizen Science2017-01-01As educators and researchers, we are focused on joining young people in the work of learning, doing, and using science to improve the world we share. This means thinking about young people as community leaders and people who do science. We also need to understand and strengthen the connection between “learning science” and “making change in the world.” The concept of environmental science agency (ESA) helps us do this.youthcommunity sciencecitizen scienceenvironmentagencytaking actionapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/81m1q7bxpublicationoai:escholarship.org:ark:/13030/qt1k40r7b92024-03-06T01:47:53Zqt1k40r7b9Youth-focused Community and Citizen Science Research Brief: Youth Take Ownership of Data QualityUC Davis Center for Community and Citizen Science2017-01-01Youth ownership of data quality is the practice of giving young people responsibility for high quality CCS data collection and analysis. As young people gain expertise through practice, they can then be positioned to regulate data collection and analyses for themselves and their peers. We found that creating opportunities for students to be responsible for data collection and analysis helped them understand data and the role of data in scientific endeavors, and develop a sense of ownership around their work in YCCS.Youth-focused Citizen ScienceData QualityCase Studyapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/1k40r7b9publicationoai:escholarship.org:ark:/13030/qt0zk9b3pw2024-03-06T01:45:14Zqt0zk9b3pwYouth-focused Community and Citizen Science Research Brief: Youth Share Findings with Outside AudiencesUC Davis Center for Community and Citizen Science2017-01-01Sharing what you’ve learned is fundamental to Youth-focused Community and Citizen Science, yet the audiences and uses of data and findings are often invisible to participants. Involving youth directly in sharing findings with outside audiences is one way to (1) further motivate, (2) help youth review and reflect on what youth are learning, and (3) diversify the products, processes and people involved in YCCS. With the case studies and resources, read more about this key practice, why we think it is important to learning in YCCS, and the different forms it can take—from scientific posters, to blogs, to conversations with community members.Community ScienceCitizen ScienceTaking ActionYouthapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/0zk9b3pwpublicationoai:escholarship.org:ark:/13030/qt17m5k36f2024-03-02T00:48:41Zqt17m5k36fUnderstanding Suburban School Segregation: Toward a Renewed Civil Rights AgendaFrankenberg, EricaSiegel-Hawley, Genevieve2024-02-22As shifting populations change suburban school enrollment, education policy trends formerly confined to urban districts have spread to suburban ones. Many suburban school districts have experienced growth in the charter school sector, as well as a rash of school closures. Suburban schools and districts reflect broader societal problems, paradigms, and possibilities. Yet, if our society is to advance equitable opportunity for all, children learning together in suburban schools must be part of the solution. In order to think clearly about what a renewed civil rights agenda entails given our complex and multiracial geography of inequality, we must understand the extent to which suburban school districts are segregated—and why. We also need to think deeply about policy responses to advance integration with equitable status for all children. This paper draws on federal enrollment data from the nation’s largest 25 metros from 2011-2020 to descriptively analyze suburban school enrollment and segregation at the school district-level, seeking to understand different district contexts and their relationship to student segregation.segregationschoolssuburbsracial equityeducational opportunityapplication/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/17m5k36fpublicationoai:escholarship.org:ark:/13030/qt86t6t61f2024-02-22T19:46:10Zqt86t6t61fVirtual Readers’ Advisory Using bANTerbot CodeKane, Danielle A.Brown, Kelsey2023-07-01Academic Librarieschatbotreaders advisoryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/86t6t61farticleComputers in Librariesvol 43, iss 6, 9-131041-7915oai:escholarship.org:ark:/13030/qt2bh4b94j2024-02-20T16:45:48Zqt2bh4b94jUC Merced Library White PaperLibrary and Scholarly Communications (LASC) Academic Senate Committee, UC MercedDavidson Squibb, SaraDePrano, MariaScott, EricBlois, JessicaOjeda, ChristopherKolden, Crystal2023-06-01The White Paper highlights selected Library activities and aligns them with UC Merced's Strategic Planning Goals; it does not showcase all Library services and contributions. Included recommendations suggest how an investment in the UC Merced Library can support the ongoing advancement of the university’s mission.Library valueapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/2bh4b94jpublicationoai:escholarship.org:ark:/13030/qt1jr9j7012024-02-16T18:05:17Zqt1jr9j701Public University Systems and the Benefits of ScaleJohnsen, James2024-02-16Multi-campus public higher education governance systems exist in 44 of the 50 U.S. states. They include all the largest and most influential public colleges and universities in the United States, educating fully 75 percent of the nation’s public sector students. Their impact is enormous. And yet, they are largely neglected and as a tool for improvement are underutilized. Meanwhile, many states continue to struggle achieving their goals for higher education attainment, social and economic mobility, workforce development, equitable access and affordability, technological innovation, and human and environmental health. The dearth of scholarly research on these systems and their more effective use is explored in a forthcoming volume edited by the author. This paper extracts from that volume a set of specific ways in which systems can leverage their unique ability to use scale in servie to their mission.public university systemshigher educationgoverning boardsaccreditationcollective bargainingonline educationchange management and leadershipshared governanceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1jr9j701publicationoai:escholarship.org:ark:/13030/qt2qd7r5mp2024-02-02T18:19:41Zqt2qd7r5mpFans for cooling people guidebookRaftery, PaulCheung, TobyDouglass-Jaimes, DavidAndré, MaíraLi, JiayuKent, MichaelKhoa, Ken HuynhSultan, ZuraimiSchiavon, Stefano2023-01-01Using fans alone or in coordination with HVAC systems to cool people offers several significant enhancements compared to conventional HVAC systems, including improved thermal comfort, indoor air quality, air distribution, energy savings, and initial cost savings.Despite the numerous benefits of fans and fan-integrated systems, comprehensive resources are unavailable to guide engineers and architects in designing and implementing such systems. The purpose of this guideline is to address this gap and provide practitioners with valuable materials and answers to common questions.What are the available fan options?Various fan types are available in the market, such as ceiling fans, desk fans, and pedestal fans. This guideline provides a comprehensive overview of the criteria for fan type selection. These criteria cover blade characteristics, fan size, airflow patterns, fan performance metrics, motors and drives, power and efficiency, and control strategies. Ceiling fans are generally preferred for their higher efficiency, control and effectiveness, but cost, flickering and fixed location are limitations. This guideline can assist users in selecting suitable fan types based on individual building characteristics and specific application needs.How to integrate fans with my existing AC system?Adequate fan choice mainly depends on design intents, space characteristics, and HVAC operation strategies. This guidebook discusses which HVAC systems can be integrated with fans. With well-defined design intent, the guidebook provides a step-by-step process for determining the number and size of fans and their layout, ensuring proper fan installation, and integrating the fans with the control of the HVAC system.How do we implement and operate fans-integrated systems?Designing a successful fans-integrated system involves more than adding fans to a building. This guidebook assists building designers and operators by helping them adjust appropriate settings in chillers, air handling units, environmental conditions, and operation strategies. This optimization maximizes energy savings while ensuring occupants' comfort within the building. Additionally, the guidelines explore HVAC systems design that can enhance air distribution effectiveness and minimize construction costs. Most importantly, the guidelines outline a transformation strategy for transitioning from conventional air conditioning to a fan-integrated system with minimal disruption to occupants. This comprehensive approach ensures a smooth and efficient integration of fans into the existing air-conditioning infrastructure.Which design tools and case studies are available?This guidebook recommends using the and the CBE Thermal Comfort Tool CBE Ceiling Fan Design Tool. These tools enable users to define the comfort zone with elevated air speed and determine the optimal arrangement of ceiling fans based on room conditions specified by the users. In addition, the guidebook highlights relevant codes and standards related to environmental conditions, fan testing procedures, fire safety, and seismic requirements (subject to variations in different countries' regulations). Furthermore, we presented several case studies of buildings successfully implementing the fan-integrated HVAC system.We released two versions of our guidebook online: the Practitioner Summary and the Full Guide. These resources support selecting, designing, constructing, operating, and implementing fans and fans integrated HVAC systems. The Practitioner Summary offers a concise overview (~15 pages) of key considerations for building practitioners, providing brief descriptions of the fan-integrated system. In contrast, the Full Guidebook provides a more comprehensive exploration (~70 pages) of the fan and fan integrated system, including real building references, catering to users from diverse backgrounds. So we expect that many readers, after studying the Practitioner Summary, will move to sections of the Full Guidebook that are relevant to their work. Fans and fans-integrated HVAC systems will result in more sustainable and healthy buildings.FansCoolingHVACIndoor Air QualityOccupant SatisfactionEnergy Efficiencyapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/2qd7r5mppublicationoai:escholarship.org:ark:/13030/qt9tr950kt2024-01-31T01:13:47Zqt9tr950ktClosing the Gap: The Role of Public Pensions in Reducing Retirement InequalityRhee, Nari2023-09-13This study analyzes the impact of defined benefit pensions, especially public pensions, on retirement income security and wealth distribution by race, gender, and educational attainment in the U.S. It serves as a companion report to Closing the Gap fact sheets, which are designed to inform the public about the social equity impact of pensions in each state and the District of Columbia.pensionspovertyinequalitywealthapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9tr950ktpublicationoai:escholarship.org:ark:/13030/qt0xb8s2042024-01-30T21:42:11Zqt0xb8s204Bibliographic Records as Data: Making research use of our shared collectionsKane, DanielleDickerson, Madelynn2021-10-27UCI Digital Scholarship Services and Cataloging & Metadata Services have been collaborating on a demonstration project to examine the possibilities of using bibliographic metadata in digital humanities research. his presentation provides an overview of our goals and workflows, and questions about how our system-wide bibliographic data may or may not be useful to researchers beyond record discovery, especially in the context of the Systemwide ILS Project (SILS).SILSShared Library Information Systembibliographic datarecordmetadataapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/0xb8s204publicationoai:escholarship.org:ark:/13030/qt9p11p3s62024-01-30T20:43:55Zqt9p11p3s6Google Scholar & LinkedIn:Supercharge Your ResearcherProfileLiu, Shu2018-10-25Why? Google Scholar Author Profile?Many people search Google Scholar because it’s easy. Google Scholar indexes “scholarly materials” – it includes a very large number of scholarly databases, but not commercial websites, and not law reports. Google Scholar also indexes books and book chapters. This is good for humanities and social science academics (though not perfect).You can manually add publications that aren’t already in Google Scholar.You can export your Google Scholar citations to a spreadsheet, and then add in citations in judgments or government reports etc. to make a more complete record of your citations and impact.Why should Scholars use LinkedIn?Showcase your work - online portfolioMake and maintain connectionsExpand your professional networkGet endorsements and recommendationsGet noticed and contacted by recruitersJob hunting and application made efficientResearch ContactScholarly Communicationscitationsauthor impactDSS_InstructionDSSDigital Scholarship Servicesapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/9p11p3s6publicationoai:escholarship.org:ark:/13030/qt9dq7r4502024-01-30T19:24:35Zqt9dq7r450Telepresence robots for virtual social and academic inclusion: Can they contribute to improved well-being, health, and social outcomes for homebound pediatric patients?Ahumada-Newhart, Veronica2017-04-01Due to increased survival rates, and reclassification of illnesses once considered fatal, there is a growing population of children who are homebound due to chronic illnesses. This project aims to address the lag between the scientific discoveries that have led to increased survival and needed changes in the treatments and practices afforded to these children for quality of life. Recent technological innovations, such as telepresence robots, (Figure 1) may allow for partnerships between the technology, healthcare, and education fields to improve well-being, health, and social outcomes for homebound pediatric patients. These robots allow for real-time, two-way communication and have features that allow for integration of homebound pediatric patients in existing school settings and peer social structures. The goal of robot use is for the patient to engage in social and academic experiences in such a way that they contribute to healthy social emotional development. These social experiences may also contribute to increased adherence to prescribed medial regimens resulting in improved well-being and health outcomes for this population. This project will provide an interdisciplinary partnership between schools of Education, Informatics, and Pediatrics that will provide formal, objective research studies in order to provide recommendations for use of the robots as supported by the psychology, educational, and health care research literatures.telepresenceeducationillnessroboticsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9dq7r450publicationoai:escholarship.org:ark:/13030/qt5hf268b42024-01-24T00:28:29Zqt5hf268b4Putting Schools on the MapBierbaum, ArielVincent, Jeffrey M2013-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5hf268b4publicationoai:escholarship.org:ark:/13030/qt0pf717bh2024-01-23T23:28:46Zqt0pf717bhHow Helpful Are Average Wage-By-Major Statistics In Choosing A Field Of Study?Bleemer, Zachary2024-01-01Average-wage-by-major statistics have become widely available to students interested in the economic ramifications of their college major choice. However, earning a major with higher average wages does not necessarily lead individual students to higher-paying careers. This essay combines literature review with novel analysis of longitudinal student outcomes to discuss how students use average-wage-by-major statistics and document seven reasons that they may differ, sharply in some cases, from the causal wage effects of major choice. I focus on the ramifications of two-sided non-random selection into college majors, mismeasurement of longitudinal student outcomes, and failures of extrapolation between available statistics and student interests. While large differences in average wages by major are likely to indicate causal ordinal differences between fields, small differences are probably best ignored even by students with strong interest in the economic consequences of their major choices. This essay is adapted from Chapter 6 of Metrics that Matter: Counting What’s Really Important to College Students.Higher educationcollege majorseconomic mobilityapplication/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/0pf717bhpublicationoai:escholarship.org:ark:/13030/qt3tz980sx2024-01-23T22:18:07Zqt3tz980sxTransforming Digital Pedagogies with Heritage Speakers of Spanish Collaborative Instruction and Latinx ArchivesEnriquez, SandyLamar Prieto, CovadongaStarry, RachelHoff, AndreaBoehlert, Krystal2024-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3tz980sxpublicationoai:escholarship.org:ark:/13030/qt6cw9k3jh2024-01-23T02:03:46Zqt6cw9k3jhTeaching Direct Marketing and Small Farm Viability: Resources for Instructors, 2nd Edition. Part 4 - Other Direct and Intermediate Marketing OptionsPerez, JanBrown, MarthaMiles, Albie2015-04-03Along with Community Supported Agriculture (CSA), there are a number of other direct and intermediate marketing strategies that growers are using to maintain the economic viability of their small farms. This unit introduces students to some of the primary and innovative marketing approaches being used or explored by small-scale producers.Unit 4.1 – Direct to Consumers—Farmers’ Markets and Roadside Stands, provides an overview of the essential considerations for developing and managing direct market sales through farmers’ markets and roadside stands.Unit 4.2 – Selling to Restaurants and Retail, introduces students to the steps involved and the opportunities and challenges faced in selling directly to these markets.Unit 4.3 – Additional Marketing Options, introduces students to some of the newer strategies people are exploring to expand their reach beyond the more standard ways of reaching customers. These include working with faith-based organizations as well as implementing agritourism ventures and eCommerce strategies. It also briefly reviews intermediate strategies such as farm-to-institution, food hubs, and collaborative ventures.farmers' marketsroadside standsrestaurant salesmarketing to faith-based groupsdirect marketing optionsintermediate marketing optionssmall scale farm marketingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6cw9k3jhmonographoai:escholarship.org:ark:/13030/qt6bn5k6zx2024-01-23T02:03:02Zqt6bn5k6zxTeaching Direct Marketing and Small Farm Viability: Resources for Instructors, 2nd Edition. Unit 5 - Marketing BasicsPerez, JanBrown, MarthaMiles, Albie2015-04-03Marketing is often the most daunting task for beginning farmers, and with competition increasing in the organic sector, it has become an even more essential component of a farm’s overall business plan. Implementing a successful marketing plan requires a set of analytical and human relations skills that are distinct from but that compliment those used in production agriculture.Ongoing growth in the organic sector has increased competition in the marketplace (including more and larger companies), but also has increased awareness of, demand for, and opportunities to market organic products. Market research and analysis of farm production and sales records can help the farmer identify profitable products and market outlets. Customer relations always have been, and continue to be central to a successful marketing strategy. Finally, social media technologies, while providing new marketing opportunities, require developing additional skills and time to use them effectively. This section provides an overview of some basic marketing elements.marketingsmall scale organic farmingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6bn5k6zxmonographoai:escholarship.org:ark:/13030/qt4gt2g6v52024-01-23T01:59:18Zqt4gt2g6v5Teaching Direct Marketing and Small Farm Viability: Resources for Instructors, 2nd Edition. Part 8 - Farm Employees and Innovative Models for Interns and ApprenticesPerez, JanBrown, MarthaMiles, Albie2015-04-03While many beginning farmers may start their new business using only their own labor, they will generally need help for the farm to grow and become profitable. It is important to understand the legal requirements for hiring employees and working with apprentices and interns.Lecture 1 will familiarize students with employee protections— the federal and California state employment laws as they pertain to small farms. Most other states have employment laws administered through the state government in a manner similar to California. Generally, workers are entitled to minimum wage and overtime pay, and employers are subject to penalties for violating the law. There are limited exceptions for family members and some agricultural workers and trainees. This unit will look carefully at how the law treats on-farm internships and apprenticeships. These relationships are often viewed by both parties as something other than employment, but most of the time federal and state law requires an “intern” or “apprentice” to be treated as an employee under the law.Lecture 2 looks at the obligations of an employer. In addition to complying with federal and state minimum wage laws, employers must also pay federal and state payroll taxes on time and comply with applicable state and federal safety standards to protect workers, such as carrying workers compensation insurance. Other federal and state rules cover requirements to keep certain types of records and to provide employees with certain notices.Lecture 3 covers emerging alternative models for affordable and legally compliant farm apprenticeships: (1) working with an accredited educational institution to develop a registered apprenticeship program, (2) sub-leasing part of your land to an aspiring farmer, and (3) starting a separate business—a farm-school—and seeking funds to offset the costs of training provided to employees.small farm employeesinternsapprenticesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4gt2g6v5monographoai:escholarship.org:ark:/13030/qt3574x1v62024-01-23T01:58:10Zqt3574x1v6Teaching Direct Marketing and Small Farm Viability, 2nd Edition. Unit 2 - Overview of Produce MarketingPerez, JanBrown, MarthaMiles, Albie2015-04-03The choice of a produce marketing channel is one of the most critical decisions produce farmers must make. This unit introduces students to the history of produce marketing and provides information on the most common marketing options.Lecture 1 provides an historical overview and discusses the changes growers made to their marketing practices after the advent of supermarkets and 20th century technology. It also introduces Agricultural Marketing Orders and their unique role in marketing produce. Three main conventional market channel options (wholesale buyers, grower/ shipper/packers, and brokers) are also reviewed, including their advantages and disadvantages for small-scale growers.Lecture 2 discusses alternative marketing options (Direct to Retail & Restaurants, Farmers’ Markets, and Community Supported Agriculture); these topics will be covered in detail in later units. The lecture concludes with questions to consider in choosing a marketing strategy.produce marketingsmall farm viabilityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3574x1v6monographoai:escholarship.org:ark:/13030/qt49m8k4qv2024-01-23T01:56:57Zqt49m8k4qvTeaching Direct Marketing and Small Farm Viability, 2nd Edition. Unit 3 - Community Supported Agriculture (CSA)Perez, JanBrown, MarthaMiles, Albie2015-04-03This unit on direct marketing through Community Supported Agriculture introduces students to the history of CSA and today’s various CSA structures. In addition, this unit will focus in depth on the two primary forms of CSA (the Membership/Share Model CSAs and the Subscription Model), illustrating how CSA structure, outreach, and administration differ for each model. The unit also covers the agronomic considerations for running a CSA, including crop planning, soil fertility, harvest, and post-harvest handling.community supported agriculturecrop planningdirect marketingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/49m8k4qvmonographoai:escholarship.org:ark:/13030/qt2t02t7kx2024-01-23T01:55:26Zqt2t02t7kxTeaching Direct Marketing and Small Farm Viability: Resources for Instructors, 2nd Edition. Part 9 - Land Tenure Options and StrategiesPerez, JanBrown, MarthaMiles, Albie2015-04-03Affordable and secure access to land is crucial for assuring both the economic viability of small-scale agriculture and the adoption and use of sound land stewardship practices. In order to help beginning farmers secure long-term land tenure in the face of development and increasing land prices, new and innovative options for land tenure must be explored. This unit introduces students to a range of strategies that may be used to secure affordable access to land. Although the focus is on those farming or seeking farmland in California, this information will also be useful in other regions.Lecture 1 examines the challenge of finding affordable farmland, and outlines various land tenure options, including leasing and purchasing, and alternative models such as community land trusts and shared ownership arrangements.Lecture 2 offers “how to” information on finding land and developing a lease agreement. It also identifies government programs that offer help to beginning farmers who are looking for land and improving farmland.land tenureleasingagricultural easementsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2t02t7kxmonographoai:escholarship.org:ark:/13030/qt2d53v16x2024-01-23T01:54:37Zqt2d53v16xTeaching Direct Marketing and Small Farm Viability: Resources for Instructors, 2nd Edition. Unit 6 - Building Resilience: Small Farm Planning and OperationsPerez, JanBrown, MarthaMiles, Albie2015-04-03This unit is about integrated farm planning. The goal of this approach to planning is to integrate the crop plan, the marketing plan, the financial plan, and the time management plan in order to minimize risk and maximize return.All businesses have to manage uncertainty, but farmers face significant risks that are beyond their control, including the vagaries of nature, the fiercely competitive global market, land access challenges, and increased demands from local markets for ever-improved food safety plans and marketing materials. The farmer does not know what will happen each year, but over the life of the farm all of these pressures (and more) will surely influence the farmer’s success. While larger farmers selling into the undifferentiated commodity market can manage a great deal of production and marketing risk with crop insurance and marketing contracts, small-scale direct-market farmers have to manage their risks with their wits.As with many things in farming, diversity—combined with planning—is the key. The lectures, exercises, and background scenario presented in Units 6.0–6.4 provide a framework for planning and operating a small direct-market farm to ensure resilience in an ever-changing world.business planningcash flowresiliencesmall farm planningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2d53v16xmonographoai:escholarship.org:ark:/13030/qt12c6t93t2024-01-23T01:53:42Zqt12c6t93tTeaching Direct Marketing and Small Farm Viability: Resources for Instructors, 2nd Edition. Part 7 - Food Safety on the FarmPerez, JanBrown, MarthaMiles, Albie2015-04-04For a variety of reasons, including the demands of buyers and insurance companies, food safety has become a major concern in farming operations. Federal regulations governing food safety on the farm are still developing, but even in their absence, all growers should be aware of and employ practices that minimize the risk of food-borne contamination. This unit introduces the concept of food safety, and the steps involved in the developmnent of a food safety plan based on “good agricultural practices” (GAPS).The first lecture discusses some of the reasons behind recent food safety concerns, reviews the categories of microbes and the pathogens most involved in food contamination, and discusses the need for a food safety plan and the current status of the federal Food Safety Modernization Act (FSMA).Lecture 2 discusses potential sources of pathogens, practices that minimize risks of microbial contamination, and the use of logs, checklists, and standard operating procedures in implementing and tracking good agricultural practices. The concepts of conservation and biodiversity on the farm as they relate to food safety are also introduced, along with third party audits and sources for help in developing a food safety plan.food safetysmall farmingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/12c6t93tmonographoai:escholarship.org:ark:/13030/qt24b8q8nx2024-01-18T21:30:24Zqt24b8q8nxComputational Thinking and LiteracyJacob, Sharin RWarschauer, Mark2018-01-01Today’s students will enter a workforce that is powerfully shaped by computing. To be successful in a changing economy, students must learn to think algorithmically and computationally, to solve problems with varying levels of abstraction. These computational thinking skills have become so integrated into social function as to represent fundamental literacies. However, computer science has not been widelytaught in K-12 schools. Efforts to create computer science standards and frameworks have yet to make their way into mandated course requirements. Despite a plethora of research on digital literacies, research on the role of computational thinking in the literature is sparse. This conceptual paper proposes a three dimensional framework for exploring the relationship between computational thinking and literacy through: 1) situating computational thinking in the literature as a literacy; 2) outlining mechanisms by which students’ existing literacy skills can be leveraged to foster computational thinking; and 3) elaborating ways in which computational thinking skills facilitate literacy development.computational thinkingliteracycomputational literacycomputer scienceK-12application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/24b8q8nxarticleJournal of Computer Science Integrationvol 1, iss 1oai:escholarship.org:ark:/13030/qt1ft184cv2024-01-18T21:29:07Zqt1ft184cvTeaching Computational Thinking to Multilingual Students through Inquiry-based LearningJacob, SharinNguyen, HaGarcia, LeinyRichardson, DebraWarschauer, Mark2020-01-01Central to the theory of learning are inquiry-based approaches to education. Whereas there is a plethora of research on inquiry learning in the domain of science [19], [20], few studies have analyzed how inquiry-based learning can be applied to computer science education, and how different approaches to inquiry may benefit diverse learners. This is one of the first studies to analyze teacher enactment of inquiry-based learning during the implementation of an upper elementary, computational thinking curriculum, and to explore how teacher approaches to inquiry appear to support or constrain multilingual students' development of computational thinking and computer science identities. Design-based research was used to iteratively develop, test, and refine the inquiry-based curriculum, which aligns with computer science and literacy standards, provides linguistic scaffolding, and integrates culturally responsive materials. We adopt a cross-case mixed-methods design to collect data from five teachers and 149 students including detailed field notes, teacher interviews, student computational artifacts, and student identity surveys. Through analyses of teacher moves, we find that teachers adopt different approaches to inquiry that can be indexed along a continuum ranging from open to closed. Patterns in student data revealed that those who received more structured inquiry lessons developed more sophisticated computational artifacts and showed greater identification with the field of computer science. Findings from this study are being used to add more structured inquiry approaches to the next iteration of our curriculum, including integrating USE/MODIFY/CREATE models into lessons and applying metacognitive strategies from reading research to students' programming activities.inquiry-based learningcomputer sciencecomputational thinkingmultilingualEnglish learnersapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1ft184cvpublicationoai:escholarship.org:ark:/13030/qt44r461q02024-01-17T21:58:07Zqt44r461q0Southern California Transit Training Consortium Online Training in Electrical Systems and Battery Electric Safety TrainingO'Brien, Thomas J.2023-12-01In partnership with the Southern California Regional Transit Training Consortium (SCRTTC), the California State University at Long Beach (CSULB) expanded potential audiences and offered program support for the Electric Vehicle Transit Bus High Voltage Safety Awareness class, which was previously developed under the National Center for Sustainable Transportation (NCST). CSULB expanded both the number of online offerings and the geographic reach by opening the class to transit agencies and campus fleet operators within the NCST network. The course was designed to enhance a technician's basic electrical skills and 2-circuit diagnosis, while teaching students how to work with a Digital Volt-Ohm Meter (DVOM). The effort supports the broader goal of building the workforce needed to support the transition to alternative energy and zero emission bus fleets.View the NCST Project WebpageEducation and trainingElectric batteriesElectric busesElectrical systemsSafetyVoltmetersapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/44r461q0publicationoai:escholarship.org:ark:/13030/qt7xv434vq2024-01-17T01:36:32Zqt7xv434vqUpdate to Lost Instruction Time in California SchoolsFlores, RamonLosen, Daniel J2024-01-08Many educators in California are unaware of just how harmful out of school suspensions can be. When suspended students are barred from attending school, more often than not, the rule broken was some form of minor misconduct. This update of "Lost Instruction Time in California Schools" demonstrates that despite the important efforts by the state of California to reduce suspensions, those efforts are seriously insufficient.school disciplinesuspensionsracial disparitieshomeless youthapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/7xv434vqpublicationoai:escholarship.org:ark:/13030/qt6917f6162024-01-17T01:30:11Zqt6917f616Washington, D.C.'s Voucher Program: Civil Rights Implications (working paper)Levy, Mary, PhD2018-03-05The District of Columbia has the nation’s only school voucher program established and funded by the federal government. In thinking about the federal initiative in an arena that is a top priority of the Trump Administration it is well to assess this effort over the last 15 years. Clearly the advocates had very high hopes that it would be a major solution to the weak educational results for children in schools that were overwhelmingly poor and nonwhite. Unlike most of the voucher programs, this one mandated evaluations but the results of the evaluations the federal government has commissioned have been seriously disappointing. This paper examines the goals of the program, the hopes of its authors and supporters, and the skeptical predictions of its opponents, and what actually happened.School VouchersEducational OutcomesFederal Programapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/6917f616publicationoai:escholarship.org:ark:/13030/qt1v45s9br2024-01-16T22:50:52Zqt1v45s9brThe Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022Carlson, Susan2024-01-01In The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022, Susan Carlson details the University of California’s systemwide efforts to increase the diversity of its faculty during her tenure as Vice Provost, UC Office of the President. It tells the story of a remarkable alignment of California stakeholders—from the UC Regents and University leaders to the Academic Senate and the California legislature, from small faculty teams to multicampus coalitions—and how they worked to create a 21st-century faculty that reflects the diversity of California. This chronicle’s central focus is on a community of practice dedicated to excellence and equity. Efforts began with a program focused on finding new ways to collect data on faculty recruitment and create multicampus discussions on key topics like mentoring, intersectional racial and gender identities, workplace climate, and statements on diversity, equity, and inclusion. These efforts continued with a novel interactive theater program for department chairs and deans. The capstone effort, Advancing Faculty Diversity, provides opportunities to pilot new ways to recruit and sustain inclusive and equitable academic communities.Carlson addresses this central academic issue: how to build a faculty that is different from the past not only in its gender and racial makeup, but also in its research methodologies, transdisciplinary partnerships, and multimodal pedagogies.application/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/1v45s9brmonographoai:escholarship.org:ark:/13030/qt0709v0bb2024-01-10T18:43:45Zqt0709v0bbEducation Workforce Housing in California: Developing the 21st Century CampusVincent, Jeffrey M.Al-Abadi, MonaKim, JenniferMaves, SydneyCuff, DanaWong, KennyProussaloglou, EmmanuelJayewardene, AkanaGammell, CarrieKneebone, ElizabethManji, ShaziaGarcia, David2022-01-01Education Workforce Housing in California: Developing the 21st Century Campus, a new report and companion handbook from cityLAB, Center for Cities + Schools, and the Terner Center for Housing Innovation, provides a comprehensive overview of the potential for land owned by school districts to be designed and developed for teachers and other employees.Developed in collaboration with the California School Boards Association (CSBA) and funded by the Chan Zuckerberg Initiative (CZI), this research inventories tens of thousands of potential sites, shows a range of housing design strategies, and lays out a roadmap for school districts interested in exploring this transformative opportunity to enable more teachers and staff to live in the communities that they serve.The report also makes important recommendations for state policy reforms to encourage education workforce housing. The report is accompanied by an illustrated Handbook that provides a how-to guide for school boards, administrators, and community members to advocate for and advance the development of education workforce housing on underutilized schools lands in communities across California.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0709v0bbpublicationoai:escholarship.org:ark:/13030/qt9c92h85x2024-01-04T21:03:27Zqt9c92h85xCollaborative Approaches to Teaching and Building Visual LiteraciesLopez, ChrisSalma, AbumeeizNeha, GuptaSimon, LeeSylvia, PageAshley, PetersonMonique, Tudon2024-01-01In “Collaborative Approaches to Teaching and Building Visual Literacies,” [Lopez et al.] give examples and learner perspectives that highlight many phases of creation.... The authors demonstrate how visual literacy learning benefits from the inclusion of a variety of perspectives in creative and collaborative environments." -Sara Schumachervisual literacyteachingcollaborationdiverse perspectivesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9c92h85xpublicationoai:escholarship.org:ark:/13030/qt0jw2x3802024-01-04T01:58:40Zqt0jw2x380Private School Vouchers: Legal Challenges and Civil Rights Protections (working paper)Welner, Kevin GGreen, Preston C2018-03-05In this report, the authors detail the evolution of voucher policies, from their roots in the Jim Crow Era to their modern-day applications, including the rise of “neovoucher” programs; the past legal challenges to vouchers; factors that may influence the legal justifications of vouchers, including the quality of education for students of color in voucher programs; key policy issues that arise from this shift toward greater public funding of private schools; and conclude with a set of recommendations focused on civil rights protections.Private SchoolsSchool ChoiceVouchersapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/0jw2x380publicationoai:escholarship.org:ark:/13030/qt71g767rs2024-01-04T01:49:18Zqt71g767rsBuilding Pathways to Transfer: Community Colleges that Break the Chain of Failure for Students of ColorGándara, PatriciaAlvarado, ElizabethDriscoll, AnneOrfield, Gary2012-02-14In this study, we set out to ask: (1) What causes some students to choose higher transfer community colleges than the college most students from their high school attend? (2) What do these higher transfer colleges do to effect better outcomes for students of color coming from these high need/low-performing high schools? Five colleges were identified as disproportionately transferring students of color from low performing/high needs high schools to community colleges. Three colleges were disproportionately successful with Latino students, and two colleges with African American students, but none was equally successful with both groups. Two colleges were located in urban centers (both of these were most successful with African Americans), two in urban-suburban areas, and one in a rural area of the state. The colleges ranged in size from relatively small (9500) to large (32,000). Each campus had its own success story, and some probably would not qualify today as successful in transfer because of significant changes that have occurred on the campuses. Overall, there were more differences than similarities among campuses with respect to strategies for supporting the transfer function. Higher EducationCommunity CollegesPostsecondary OpportunityPostsecondary OutcomesLatinos/HispanicsAfrican American/Blacksapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/71g767rspublicationoai:escholarship.org:ark:/13030/qt5437259j2024-01-04T01:25:42Zqt5437259jNationwide Survey of State Education Agencies’ Online School Disciplinary Data Losen, Daniel J.2013-10-01UCLA Civil Rights Project’s Center for Civil Rights Remedies has collaborated with the Council of State Governments Justice Center (CSG Justice Center) to extract information from all 50 State Education Agency (SEA) websites and Washington, DC to compile publicly-reported school disciplinary data below. The findings are shown in the downloadable spreadsheet with summaries of student disciplinary data for each state. Information in the table was corroborated by SEA staff. Although most states offer additional data on disciplinary actions upon request, this web-based tool only uses data readily available to the public online.School Disciplinedisparitiesraceapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/5437259jpublicationoai:escholarship.org:ark:/13030/qt0wq1s9822024-01-04T01:10:29Zqt0wq1s982Nationwide Survey of State Education Agencies’ Online School Disciplinary Data for Students with Disabilities Losen, Daniel J2014-07-01UCLA Civil Rights Project’s Center for Civil Rights Remedies has extracted information from all 50 State Education Agency (SEA) websites and Washington, DC to compile publicly-reported school disciplinary data below. The findings are shown in the downloadable spreadsheet with summaries of student disciplinary data for each state. Information in the table was corroborated by SEA staff. Although most states offer additional data on disciplinary actions upon request, this web-based tool only uses data readily available to the public online.school disciplineIndividuals with Disabilities Education ActRaceapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/0wq1s982publicationoai:escholarship.org:ark:/13030/qt7rk0875n2024-01-04T00:56:59Zqt7rk0875nSeizing the Opportunity to Narrow the Achievement Gap for English Learners: Research-based Recommendations for the Use of LCFF FundsGándara, PatriciaZárate, Maria Estela2014-09-10application/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/7rk0875npublicationoai:escholarship.org:ark:/13030/qt76t5j2hf2024-01-04T00:46:27Zqt76t5j2hfSegregating California’s Future: Inequality and its Alternative 60 Years after Brown v. Board of EducationOrfield, GaryEe, Jongyeon2014-05-14Marking the 60th anniversary of the landmark U.S. Supreme Court decision Brown v Board of Education, CRP researchers assessed California's progress in addressing school segregation, and found that California students are more racially segregated than ever. The authors conclude that California is the third worst state when it comes to school segregation for African Americans, behind New York and Illinois. California is, however, the state in which Latino students are most segregated.School SegregationCaliforniaBrown V Boardapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/76t5j2hfpublicationoai:escholarship.org:ark:/13030/qt77r7j0562024-01-03T23:10:41Zqt77r7j056Charters as a Driver of ResegregationAyscue, Jennifer BNelson, Amy HawnMickelson, Roslyn ArlinGiersch, JasonBottia, Martha Cecilia2018-01-30Building upon existing research that finds charter schools tend to be more segregated than traditional public schools, this report describes how charter schools also contribute to resegregation in traditional public schools. The authors explore the direct and indirect ways in which this occurs through a case study of Charlotte-Mecklenburg Schools (CMS) in North Carolina.School ChoiceCharter SchoolsSegregationapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/77r7j056publicationoai:escholarship.org:ark:/13030/qt6qk4r5hf2024-01-03T23:10:27Zqt6qk4r5hfGentrification and Schools: Challenges, Opportunities and Policy OptionsMordechay, KfirMickey-Pabello, DavidAyscue, Jennifer B2023-11-15The study examines the growth of gentrification in California and its impact on schools and educational opportunities in the state. The study highlights the complex connections between gentrification, school choice, and school segregation patterns, finding the relationship between gentrification and local elementary schools largely depends on the specific city and community being gentrified. Statewide, gentrified neighborhoods have become more racially and economically diverse compared to those that did not gentrify, but the analysis finds only modest changes in local schools.school segregationschool choicegentrificationapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/6qk4r5hfpublicationoai:escholarship.org:ark:/13030/qt1pj8d53p2024-01-03T23:10:11Zqt1pj8d53pThe Potential of California's Community College Baccalaureate for Closing Racial Equity GapsRios-Aguilar, CeciliaCuéllar, Marcela G.Bañuelos, NidiaLyke, AustinVo, Davis2023-04-06The bachelor’s degree remains a fundamental path to economic opportunity in the United States. Critical for policymakers, then, is ensuring equitable access to such benefits–a task often constrained by long-standing structural barriers. One of the most obvious structural impediments for bachelor’s degree-aspirants in California (CA) is the current version of the CA Master Plan for Higher Education. With a robust public higher education system that is continually forced to adapt to demographic shifts and evolving labor markets, California is an especially important region for exploring the future of postsecondary education and economic growth. This report describes what we currently know about the California Community College Baccalaureate (CCB) program that was launched in 2017 and expanded in 2021. The program shows promising outcomes and that state education leaders can leverage existing components of the state’s education ecosystem to meet the economic and social demands of 40 million diverse Californians and to close existing racial equity gaps.community collegesbachelor's degreesequityeducational opportunityapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/1pj8d53ppublicationoai:escholarship.org:ark:/13030/qt0dn6z3vc2024-01-03T23:09:49Zqt0dn6z3vcBrown at 60: Great Progress, a Long Retreat and an Uncertain FutureOrfield, GaryFrankenberg, EricaEe, JongyeonKucsera, John2014-05-15application/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/0dn6z3vcpublicationoai:escholarship.org:ark:/13030/qt21m9b47c2023-12-28T20:16:40Zqt21m9b47cTeachers’ Self-Efficacy for Science Instruction in Rural Schools in the Next Generation Science Standards EraKrishnan, JenellHaymore Sandholtz, JudithRingstaff, CathyTriant, JessicaZinger, Doron2023-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/21m9b47carticleTeacher Education Quarterlyvol 50, iss 4, 30-530737-5328oai:escholarship.org:ark:/13030/qt7bd8v0012023-12-19T01:55:01Zqt7bd8v001150 years and counting: Co-education and the College of Chemistryd'Wylde, Marge2023-12-18UC BerkeleyChemistryEducationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7bd8v001publicationoai:escholarship.org:ark:/13030/qt7fv5k47x2023-12-18T20:17:29Zqt7fv5k47xA Qualitative Study of Multilevel Faculty Motivations for Pursuing Engaged ScholarshipRios, MichaelSaco, Larissa2023-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/7fv5k47xarticleJournal of Higher Education Outreach and Engagementvol 27, iss 4oai:escholarship.org:ark:/13030/qt3s10588w2023-12-18T18:19:02Zqt3s10588w150 Years of Women in StatisticsDutoit, Sandrine2023-12-18UC Berkeley150 yearsWomen in StatisticsStatisticsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3s10588wpublicationoai:escholarship.org:ark:/13030/qt7q6522cj2023-12-07T21:01:26Zqt7q6522cjComparisons of Professional Development Approaches for Out-of-School Time EducatorsSmith, MartinWorker, StevenMeehan, CherylMcCambridge, JenniferMaille, AlexaMalone, CharlesMondl, AmieStevenson, Anne2023-10-01Out-of-school time educators benefit directly from effective professional development that advances their knowledge and skills. This publication looks at five approaches to professional development, so educators and programs can make informed decisions about which is best for their needs.professional development4-H Youth Development Programyouth developmentteacherapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7q6522cjmonographoai:escholarship.org:ark:/13030/qt0md1v2cb2023-12-07T17:58:48Zqt0md1v2cb“We Don’t Have Time for That!” Evidence-Based Practice During a Time of CrisisLopez, Balladolid (Dolly)Foster, Britt2023-12-01In this chapter, the authors explore how Koufogiannakis and Brettle’s “Revised Model for EBLIP” (2016) can be applied in libraries in crisis. Crises are defined as such when parameters are unclear, low-resourced, time-sensitive, and high-stakes within the context of our profession (Soehner, 2017). The following two case studies illustrate recent challenges in one library in which evidence-based practice was used to inform the approach to these situations: the first outlines a major collection review project in the face of significant cuts to the collection budget while the second describes building a complete library assessment program in the space of one year in order to meet accreditation requirements. Each is presented in the order in which the crisis occurred and in alignment with the stages of the EBLIP model (Koufogiannakis & Brettle, 2016). Following the case studies, the authors discuss how each component of the EBLIP model was applied during these crises.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0md1v2cbpublicationoai:escholarship.org:ark:/13030/qt9090t4rf2023-12-05T23:25:56Zqt9090t4rfIt’s All About the Prompt: Using AI Tools for Information Research Browne, MelissaCampbell, SheenaFausak, ErikLivas, Melinda M.Studer, Amy C.2023-12-01Large Language Models (LLMs) such as Open AI Chat GPT, Microsoft Bing, and Google Bard have received widespread coverage in the popular and higher education press. However, an important aspect of using these tools effectively has attracted minimal attention – how an individual phrases their query, or prompts the tool, impacts the content and quality of the response. Librarians have extensive experience helping students translate their research topics and questions into searchable queries across various online platforms. This poster includes an overview and assessment of existing AI tools and highlights what we have learned about crafting effective LLM prompts.The emergence of new AI tools for information retrieval and synthesis is exciting; however, there are serious caveats. Instructors should encourage students to recognize the biases associated with using AI tools. prompt literacyinformation literacyartificial intelligencelarge language modelsCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/9090t4rfpublicationoai:escholarship.org:ark:/13030/qt2rq7q7hh2023-12-05T22:19:55Zqt2rq7q7hhThe Impact of a Broken Immigration System on U.S. Students and SchoolsGándara, PatriciaSantibañez, LucreciaEe, JongyeonRico, Julieta2023-12-05This new collaborative research brief updates and builds on a previous analysis of a 2017-18 survey examining the harmful impacts of immigration enforcement on Latinx children of undocumented immigrants. This research brief summarizes key findings from “Schools Under Siege: The Impact of Immigration Enforcement on Educational Equity” (Gándara and Ee, 2021) but updates the analysis with more recent data. immigration enforcementLatinx studentseducational impactsapplication/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/2rq7q7hhpublicationoai:escholarship.org:ark:/13030/qt3b63v3kc2023-12-04T21:30:31Zqt3b63v3kcThe Changing Racial and Ethnic Composition of the School-Age Population in the U.S.Van Hook, JenniferBélanger, AlainSabourin, PatrickPatoine Hamel, Nicolas2023-11-30This research projects the racial and ethnic composition of the U.S. population over the next 3 decades, and finds that it is rapidly changing in response to decades of sustained large-scale immigration.Demographic ChangeDiversityapplication/pdfCC-BY-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/3b63v3kcpublicationoai:escholarship.org:ark:/13030/qt1c68z7sw2023-11-09T17:37:13Zqt1c68z7swThe Future of Democracy and Academic Freedom in Central Europe: A Neo-Nationalism and University Brief Krull, WilhelmBrunotte, Thomas2023-11-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1c68z7swpublicationoai:escholarship.org:ark:/13030/qt1c31s6dq2023-11-08T17:11:50Zqt1c31s6dqHow Economic and Political Pressures are Reshaping China's Higher Education SystemFischer, Karin2023-11-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1c31s6dqpublicationoai:escholarship.org:ark:/13030/qt8158m8112023-11-08T17:11:02Zqt8158m811The Weaponization of Russian Universities: A Neo-Nationalism and University Brief Chirikov, Igor2023-11-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8158m811publicationoai:escholarship.org:ark:/13030/qt6zb9602z2023-11-07T00:36:10Zqt6zb9602zUS Universities Face A Red Tide and A Precipice: A Neo-Nationalism and University Brief Douglass, John A2023-11-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6zb9602zpublicationoai:escholarship.org:ark:/13030/qt8k53w9pr2023-11-05T23:43:23Zqt8k53w9pr"Our Community Is Filled with Experts": The Critical Intergenerational Literacies of Latinx Immigrants that Facilitate a Communal Pedagogy of ResistanceRusoja, Alicia2022-02-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/8k53w9prarticleResearch in the Teaching of Englishvol 56, iss 3oai:escholarship.org:ark:/13030/qt9hp2n74m2023-11-05T23:43:10Zqt9hp2n74mQualities of Safer and Unsafe Spaces at an Emerging HSI: Community-Based Participatory Research to Center Latina/o/x Undergraduates’ Voices in Addressing Campus IssuesDeeb-Sossa, NataliaCaporal, NataliaLouie, BrandonMendez, Lina2022-10-17application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9hp2n74mpublicationoai:escholarship.org:ark:/13030/qt9t97x5n92023-11-01T01:14:09Zqt9t97x5n9Disentangling Diversity's Web of Ambiguity and Conflicts: A BeginningButler, Johnnella2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9t97x5n9publicationoai:escholarship.org:ark:/13030/qt746251182023-10-31T22:37:46Zqt74625118OLAC Best Practices for Cataloging DVD-Video and Blu-ray Discs, Objects, Streaming Media, and Video Games Using the Original RDA Toolkit and MARC 21Barrett, MarciaHutchinson, JoshKudo, YokoMoore, Julie RJemison, KylaScott, AmandaKeenan, TeressaKardos, AnnBurel, Melissa2023-10-01The OLAC Unified Best Practices Guide brings together and aligns Best Practices for Cataloging DVD-Video and Blu-ray Discs Using RDA and MARC21, Best Practices for Cataloging Objects Using RDA and MARC 21, Best Practices for Cataloging Streaming Media Using RDA and MARC21, and Best Practices for Cataloging Video Games Using RDA and MARC21. This is intended for use with the Original RDA Toolkit. There is an accompanying document of full MARC examples.OLACResource Description & AccessRDAMARC 21 Format for Bibliographic DataCataloging Nonbook MaterialsCataloging Video GamesCataloging ObjectsCataloging RealiaCataloging Streaming VideoCataloging Nonmusical Streaming AudioCataloging DVD-Video DiscsCataloging Blu-ray DiscsOriginal RDA ToolkitCataloging Best PracticesCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/74625118monographoai:escholarship.org:ark:/13030/qt31g2h77p2023-10-31T22:37:23Zqt31g2h77pFull MARC Examples to Accompany OLAC Best Practices for Cataloging DVD-Video and Blu- ray Discs, Objects, Streaming Media, and Video Games Using the Original RDA Toolkit and MARC 21Barrett, MarciaHutchinson, JoshKudo, YokoMoore, Julie RJemison, KylaScott, AmandaKeenan, TeressaKardos, AnnBurel, Melissa2023-10-01Examples of MARC 21 catalog records to accompany the OLAC Best Practices for Cataloging DVD-Video and Blu-ray Discs, Objects, Streaming Media, and Video Games Using the Original RDA Toolkit and MARC 21Resources Description & AccessMARC 21 Format for Bibliographic DataCataloging Nonbook MaterialsCataloging Video GamesCataloging ObjectsCataloging RealiaCataloging Streaming VideoCataloging Nonmusical Streaming AudioCataloging DVD-Video DiscsCataloging Blu-ray DiscsOriginal RDA ToolkitCataloging Best PracticesCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/31g2h77pmonographoai:escholarship.org:ark:/13030/qt7td9r8gq2023-10-31T20:27:41Zqt7td9r8gqLost Instruction Time in California Schools: The Disparate Harm from Post-Pandemic Punitive SuspensionsFlories, Ramon TLosen, Daniel J2023-10-30What we don’t know about school discipline and discipline disparities may be hurting the very students who most need a stable school life. The consequences of a suspension can be grave for any child, but the potential for causing extreme harm to foster and homeless youth is rarely considered by educators who punish these children by removing them from school. The uncertain living circumstances for these children are further destabilized when educators deny them access to school for breaking a school rule. The data on lost instruction due to out-of-school suspensions (OSSs) show that students with precarious living situations—foster and homeless youth of all racial/ ethnic groups—are punished far more than most other groups. This report provides a detailed review of how suspensions directly contribute to disparities in learning opportunities for students in these two groups, and along the lines of race and disability in every California school district.school disciplineout of school suspensiondisparate harmsapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/7td9r8gqpublicationoai:escholarship.org:ark:/13030/qt4095f3722023-10-30T23:02:33Zqt4095f372Exploring the Impact of Mobile Learning on STEM Education in K-8 Settings: A Systematic Literature Review on the Implementation and Evaluation of Mobile LearningChatterton, Kara2023-10-01Mobile learning, or m-learning is becoming increasingly popular in the classroom as technology advances and more affordable options hit the market. This systematic literature review examines m-learning in relation to STEM settings for K-8 classrooms. Seven studies published after 2010 were reviewed, focusing on m-learning curriculum and instruction as well as assessment and evaluation. The results reveal that mobile learning has the potential to enhance student engagement, promote collaboration, and encourage creativity. Challenges such as potential distractions and the need for effective content also came up frequently. Successful implementation of mobile learning depends on factors such as teacher training, technical knowledge, and the availability of one-on-one support.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4095f372publicationoai:escholarship.org:ark:/13030/qt8mv1r7qj2023-10-30T23:02:00Zqt8mv1r7qjCase Study: Models for K-12 Public School Success Against the Odds and the Promise of Community Schools in CaliforniaFry, Sydney2023-10-01California’s education system is in a unique position. As Covid-19 restrictions are being lifted across the country, schools and childcare facilities are losing the pandemic emergency funding that kept them barely hanging on as attendance waned and students fell through the cracks. However, in California, Governor Gavin Newsom recently signed off on a $307.9 billion state budget that features a record $128 billion toward reviving TK-12 public schools and community colleges. Understanding what to do with this significant budget allocation in order to serve California’s children best will be vital for educators and politicians in the coming years. This piece addresses how the state may use the influx in funding to address inequity. This is particularly pertinent in California, a highly diverse state with vast differences in socioeconomic status, ethnicity, identity, and need in the children served from district to district. Focusing on the Los Angeles Unified School District as a case study, the article delves into how the community school model has transformed suffering schools, and child outcomes, with pupils who faced high rates of dropout now regularly attending secondary education. Looking beyond the urban public school landscape, the article then presents how a rural school district has managed to defy the odds, focusing on the importance of teacher retention and programming. This article argues for an enormous need for change in the state– California has consistently performed poorly in public education quality rankings, and, unfortunately, the effects of this are distributed unequally, depending upon child socioeconomic status, ethnicity, and postcode.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8mv1r7qjpublicationoai:escholarship.org:ark:/13030/qt7m35s00d2023-10-30T23:00:54Zqt7m35s00dFor Better or Worse? Examining the California Math Wars and its Lasting ImpactsWoods, Marissa2023-10-01In the last thirty years, mathematics standards have undergone frequent changes due to two conflicting perspectives: reformists and traditionalists. The purpose of this study is to assess any lasting impacts of the 1997 California Math Standards. I interviewed three faculty in three categories about diversity, curriculum, and stakeholder perspective. Presented here are findings and common themes that emerged from the analysis of interviews. Results showed that a lasting impact of the Math Wars was the 2010 Common Core Standards, written in a way to favor the reform movement of the 1990s. A professional development perspective as an approach is utilized.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7m35s00dpublicationoai:escholarship.org:ark:/13030/qt0kv3f9pw2023-10-30T22:57:23Zqt0kv3f9pwLabor Relations: An Examination of Conflicts between a Teachers Union and a School District Guo, Yuzhou2023-10-01In this research paper, I have applied the Marxian theory of conflict to the ongoing situation between a teachers union and its corresponding school district. My research uses a mix-method approach, which includes interviews, ethnographic observations, and content analysis. In this dispute, wages and class sizes are the main contentious issues. The teachers believe that smaller classes would greatly improve their working conditions and have concerns about inadequate responses and perceived incompetence, particularly with the superintendent. Despite this, both sides agree on the importance of constructive conversation to resolve this ongoing conflict. According to the orthodox Marxian theory, labor conflicts arise from divergent interests due to economic structural disposition. The teachers seek better treatment while the school district aims to maintain budgets and a professional image under the superintendent’s guidance. Considering these circumstances, I advocate for constructive collective bargaining to achieve a positive outcome instead of engaging in a destructive cycle of mutual harm.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0kv3f9pwpublicationoai:escholarship.org:ark:/13030/qt3sg8204p2023-10-30T18:34:21Zqt3sg8204pHow Participation in STEM Focused Programming Resonates with YouthClemens, Hailey2020-10-01Engaging youth in Science, Technology, Engineering,and Mathematics (STEM) fields earlier rather than later is important for developing a stronger foundation in these disciplines. The STEMinist project aims to engage young girls (fourth through sixth grade) in science and engineering through interactions with female scientists at the University of California, Santa Barbara. This study aims to identify what the girls take away from their interactions with the scientists and their visits to the labto inform after school STEM programming development. This paper presents themes that emerged from the analysis of participant interviews after completing the program.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3sg8204ppublicationoai:escholarship.org:ark:/13030/qt23k081gd2023-10-30T18:33:31Zqt23k081gdLocalizing the PISA Initiative to Tackle Educational Inequity— Case Study on UCSB StudentsChun, Emma2020-10-01The purpose of this study is to analyze the effectiveness of the global Programme for International Student Assessment (PISA) in tackling educational inequity, with an emphasis on the academic experiences of UCSB students. This research was done amidst the various controversies among local academic institutions, which included the 2019 California college admissions scandals and 2020 cost of living adjustment (COLA) protests. PISA is primarily a topdown initiative as it mainly champions educational equity through collaborations with government officials. This neglects the key role of community actors, such as governors and principals, and does not account for localized complexities, such as federalism in the United States. To identify bottom-up approaches that would complement PISA, a pilot study on the academic experiences of UCSB students was done. Key findings included 88% of the respondents coming from counties with higher standards of living, and only 3% having considered an overseas university education. The paper thus suggests that the global PISA initiative is inadequate in resolving localized educational inequities and raises two bottom-up programs – college open-day sessions in disadvantaged counties and local forums on state education policies – to improve socio-spatial disparities in educational equity.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/23k081gdpublicationoai:escholarship.org:ark:/13030/qt4vw1422j2023-10-26T17:53:09Zqt4vw1422jImpact of Ethnic Studies Pedagogyon Latinx Student AchievementTapia, Jose2019-01-01Latinx students currently make up a large portion of the K-12 student population in the U.S. Because the Latinx population is the fastest-growing ethnic minority in the U.S., it is critical to address the persistent educational achievement gap between Latinx students and White students, or the future of the U.S. economy will suffer. Many scholars in the field of educational studies have suggested including more culturally relevant pedagogy in K-12 education. Culturally relevant ethnic studies have been shown to boost academic success and student engagement among K-12Latinx students, but more research must be done. This study examines the impact of an ethnic studies course, Mexican-AmericanLiterature, on a Latinx student in a Southern California high school and compares this to the narrative of a student who has never taken an ethnic studies course. The results show that both studentsbelieve that ethnic studies pedagogy can effectively improve student classroom engagement in K-12 education. The student in Mexican-American Literature expressed feeling more engaged in this class than in most of the other classes in his K-12 experience, and the other student expressed that she would have wanted to learn about her history and culture.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4vw1422jpublicationoai:escholarship.org:ark:/13030/qt4s88j3t62023-10-24T01:44:28Zqt4s88j3t6Response to the CommentatorsBrint, Steven2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4s88j3t6publicationoai:escholarship.org:ark:/13030/qt67g2c5222023-10-23T18:21:17Zqt67g2c522What About Class?Warnke, Georgia2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/67g2c522publicationoai:escholarship.org:ark:/13030/qt7rt3j1pq2023-10-23T17:48:19Zqt7rt3j1pqDEI Statements Reclassify Ideas Arbitrarily Hollinger, David2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7rt3j1pqpublicationoai:escholarship.org:ark:/13030/qt95g888hc2023-10-23T17:46:46Zqt95g888hcOn "Putting Lipstick on A Pig": Beware "Moderate" Critiques of DEI Statements Dressed as Concern for Academic FreedomJayakumar, Uma2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/95g888hcpublicationoai:escholarship.org:ark:/13030/qt53x4j2pc2023-10-23T17:44:12Zqt53x4j2pcA Thriving Intellectual Community Relies on DiversityInkelas, SharonChemerinsky, Erwin2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/53x4j2pcpublicationoai:escholarship.org:ark:/13030/qt2dx594c52023-10-23T17:39:52Zqt2dx594c5Faculty are Conformist and That is Why We Need DEI and Academic FreedomReichman, Henry2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2dx594c5publicationoai:escholarship.org:ark:/13030/qt3pt9m1682023-10-23T17:37:38Zqt3pt9m168Is the University of California Drifting Toward Conformism? The Challenges of Representation and the Climate for Academic FreedomBrint, StevenFrey, Komi2023-10-23In this essay, we explore the consequences of the University of California’s policies to address racial disparities and its support for social justice activism as influences on its commitment to academic freedom and other intellectual values. This is a story of the interaction between two essential public university missions – one civic, the other intellectual – and the slow effacement of one by the other. The University’s expressed commitments to academic freedom and the culture of rationalism have not been abandoned, but they are too often considered secondary or when confronted by new administrative initiatives and social movement activism related to diversity, equity, and inclusion (DEI). The experimental use of mandatory DEI statements on a number of the ten UC campuses, within willing academic departments, as initial screening mechanisms in faculty hiring is the most dramatic of the new administrative policies that have been put into place to advance faculty diversity. This policy can be considered the most problematic of a series of efforts that the UC campuses and the UC Office of the President have taken for more than a decade to prioritize representation in academic appointments. Our intent is to encourage a discussion of these policies within UC in light of the University’s fundamental commitments to open intellectual inquiry, the discovery and dissemination of a wide range of new knowledge, and a culture of rationalism.Academic FreedomDEI PoliciesUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3pt9m168publicationoai:escholarship.org:ark:/13030/qt56d5q6c42023-10-17T17:59:29Zqt56d5q6c4Basic MarcEdit Skills for Searching, Cleaning & Enhancing Your MARC DataBarrett, Marcia2019-04-05One of the basic tools for technical services is skills with MarcEdit. This free utility provides the ability to batch analyze, edit, and enrich MARC records. The Metadata Services Department at the UC Santa Cruz University Library has used MarcEdit to find records lacking an OCLC number, sort and separate records by format, prepend URLs with proxy information, remove unwanted vendor data, add local fields, and detect duplicate fields. This presentation made at the New England Technical Services Librarians 2019 Annual Spring Conference demonstrates, through examples, how to accomplish these tasks. In addition to analyzing and editing records, this presentation covers the creation of MARC records from spreadsheet data and the enhancement of records with RDA elements and URIs.MarcEdittechnical servicescatalogingmetadatabatch processingCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/56d5q6c4publicationoai:escholarship.org:ark:/13030/qt0142f99j2023-10-11T21:09:27Zqt0142f99jBest Practices for Science Communication: Messaging and ReputationMurphy, Colin WPellaton, PaigeFuller, Sam2023-01-01Communication between scientists and policymakers is critical for developing effective policies grounded in scientific evidence. However, actual communication between these two groups is often difficult, due to differences in training, communication styles, and motivation. While numerous “best practices” guides provide advice on science communication, many of these recommendations are based on personal experience rather than empirical data. To remedy this gap in the literature, researchers at the University of California, Davis conducted a literature review of scholarship on best practices in science communication, with an emphasis on finding reports based on empirical data rather than personal experience. The researchers synthesized their findings into a set of best practices for science communication and considered how scientific reputation affects engagement in the policy process.View the NCST Project WebpageScience communicationknowledge transferpolicymakingreputation costsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0142f99jpublicationoai:escholarship.org:ark:/13030/qt1fr5p2ct2023-10-05T00:06:11Zqt1fr5p2ctCreating a Great Public University: The History and Influence of Shared Governance at the University of California by John Aubrey Douglass, CSHE 4. 2023 (October 2023)Douglass, John A2023-10-03Since establishing its first campus in 1868, the University of California (UC), California’s land-grant university, developed into the nation’s first multi-campus system in the United States, and is today widely recognized as the world’s premier network of public research universities. This short essay provides an historical brief on the role that shared governance, and specifically the role of the Academic Senate, played in creating an academic culture of excellence and high achievement in pursuing its tripartite mission of teaching and learning, research and knowledge production, and public service. A key component in understanding the critical role of the Senate in UC’s evolution from a single campus in Berkeley to now a ten-campus system is the university’s unusual designation as a public trust in the state constitution that, beginning in 1879, protected the university at critical times from external political pressures and allowed the university to develop an internal academic culture guided by the Academic Senate. By the 1920s, the emergence of California’s unique and innovative public system of higher education, with UC as the sole public provider of doctoral degrees and state funded research, also helps explain the ability of the UC system to maintain its mission and formulate what is termed a One University model. The Academic Senate has created coherency and shared values within UC, and a culture and expectation for faculty performance that is unique among universities around the world. This essay also offers a brief reflection on the Academic Senate’s past influence, its current status, and prospective role. The overall intent is to provide context for the current academic community and higher education scholars regarding the past and future role of faculty in university governance and management, and what distinguishes UC in the pantheon of major research universities.University of CaliforniaShared GovernanceInstitutional AutonomyUniversity Managementapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1fr5p2ctpublicationoai:escholarship.org:ark:/13030/qt2nx465z02023-09-28T16:45:39Zqt2nx465z0Racial Reckoning and the Role of Schooling: Exploring the Potential of Integrated Classrooms and Liberatory PedagogiesKolluri, SunealHypolite, Liane IPatterson, AlexisYoung, Kimberly Young2023-09-14Schools have long existed as a means of maintaining democracy in the United States and, given the centrality of race relations to the success of democracy, this paper suggests that schools can be called upon to address racism as well. As such, this paper looks to our rapidly diversifying nation and asks: “What would it take to move closer to meaningfully addressing the legacy of racism in the United States, and what role might schools play in this process?”integrated classroomsliberatory pedagogiesEthnic Studiesracial historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2nx465z0publicationoai:escholarship.org:ark:/13030/qt8fs5s1702023-09-19T21:52:51Zqt8fs5s170A Molecular Construction Game Based on Principles from Game-Based Learning SciencesJohnson, Brittany Ann2023-09-19application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8fs5s170publicationoai:escholarship.org:ark:/13030/qt4j08v8ns2023-09-18T17:35:53Zqt4j08v8nsStudent Balancing Act: Worker and Learner Experiences in Los Angeles’ Community CollegesAlegre, ArloLord, MeaganMontaño, BrittanySamaras, BrittShadduck-Hernandez, Janna2023-07-01Community college students in Los Angeles who balance work and school face an array of difficult barriers: housing insecurities, mental health hurdles, inadequate financial aid, and parenting stress, among others. These inequities were only exacerbated during the COVID-19 pandemic. Student Balancing Act: Worker and Learner Experiences in Los Angeles’ Community Colleges analyzes the experiences of Los Angeles County community college students who attend school and who work. For this analysis, the authors subsetted the data of 391 survey responses and nine interviews collected from community college workers and learners and featured in the UCLA Labor Center and Dolores Huerta Labor Institute (DHLI) report Unseen Costs: The Experiences of Workers and Learners in Los Angeles County.working studentsworkers and learnerscommunity collegelaborworkeducationstudentsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4j08v8nspublicationoai:escholarship.org:ark:/13030/qt2350r8n12023-09-18T17:28:07Zqt2350r8n1Unlocking Potential: The Inland Empire Black Worker Center’s Transformative IE Works ProgramSohail, OmerThomas, DejaWangari, Lorraine2023-07-01The Black jobs crisis is alive and well in the Inland Empire, with Black workers having the highest unemployment rates and lowest median earnings across the region. To address this, the newly-formed Inland Empire Black Worker Center (IEBWC) has implemented a pre-apprenticeship program for IE Works—a consortium of water/wastewater utilities and community groups in the Inland Empire—that prioritizes the respect and dignity of Black workers while also preparing them for high road jobs in the water/wastewater sector. Unlocking Potential: The Inland Empire Black Worker Center’s Transformative IE Works Program, a new report authored by the UCLA Center for the Advancement of Racial Equity (CARE) at Work at the UCLA Labor Center, showcases the results of this pioneering workforce development model. The program aims to provide stability, living wages, and a career path to support families utilizing a three-pronged approach: 1) internships for active college students, 2) pre-apprenticeship for those new to the trades, and 3) apprenticeship programs.black workersracial equitywater infrastructureworkforce developmentinland empireblack worker centerpre-apprenticeshipHRTPapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2350r8n1publicationoai:escholarship.org:ark:/13030/qt7690z5p32023-09-16T01:52:52Zqt7690z5p3Aggie Black Excellence: Addressing Anti-Blackness, Listening Sessions White PaperLewis, Ebony EBhan, Jee YoungLopez, Elaina M2023-09-15application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7690z5p3publicationoai:escholarship.org:ark:/13030/qt0dm935wr2023-09-15T20:42:02Zqt0dm935wrCan San Diego beat the heat? A targeted approach to improving the Cool Zone system in San Diego County for heat vulnerable populationsEspinoza, Isabella2023-01-01Extreme heat events (EHE) result in the highest number of weather-related deaths, taking more lives than every other weather-related disaster combined (National Weather Service). Access to AC is one of the most important determinants of heat-related health outcomes (Barreca et al., 2016; Guirguis et al., 2018). However, the initial cost of installing or purchasing an AC plus the increased cost of electricity from running the AC is a huge barrier for a significant portion of the population. Cool Zones provide an opportunity to cool a large portion of the population at a lower cost and energy demand than increasing household AC penetration. This project aims to improve the understanding of the spatial distribution of vulnerable populations in San Diego County in relation to the existing cooling centers intended to serve those populations and to make recommendations on how to improve awareness, accessibility, and utilization.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0dm935wrpublicationoai:escholarship.org:ark:/13030/qt2rv9x9v02023-09-15T18:50:11Zqt2rv9x9v0Assessment of Coastal Flood Communication Mechanisms: A Case Study in Imperial Beach, CaliforniaPourfard, Alexander S2023-01-01As rising sea levels are anticipated to threaten coastal communities around the world within the next century, many low-lying coastlines are already experiencing threats of coastal flooding. The scientific research community is contributing to our understanding of these hazards by collecting data on historically significant flood events, developing short-term flood forecasting models, and projecting future coastal flood risks and vulnerabilities that combine with rising sea levels. For coastal leaders, hazard managers, planners, and residents, effective communication of this data is important to how well it is applied to local impacts, policies, and adaptive measures. A number of U.S. government agencies (e.g., NOAA, NASA) have developed educational guidelines and data mapping tools to enhance understanding of science and coastal flood risks. However, these resources often require a general understanding of flood science, coastal oceanography, or climatic influences. Accessible online communication tools can provide a public benefit by increasing community risk perception and engagement, but these resources should understand their specific audience needs to ensure that relevant language, data, and local priorities are incorporated. In Imperial Beach, California, the low-lying coastal city currently experiences occasional coastal flooding during periods of high tides concurrent with winter storms or large wave events. To better prepare and mitigate the impacts of these events, the City of Imperial Beach has become a longstanding collaborator with the Scripps Institution of Oceanography. This partnership has led to increased technical guidance and support, as well as an abundance of Imperial Beach coastal flood data. Utilizing the flood risk science available in Imperial Beach, this research project sought to work with city staff to identify opportunities and limitations of communicating flood risk in Imperial Beach. The research design included four components. First, a review of flood risk literature and three types of flood risk communication available for Imperial Beach: historical flooding, short-term flood forecasting, and projections of future flood frequency. An ArcGIS storymap was then developed compiling and demonstrating potential methods for communicating Imperial Beach flood risk data in a centralized and publicly accessible format. The storymap was used to facilitate an informal interview and survey with Imperial Beach staff to obtain input on the utility and effectiveness of flood risk communication formats. Finally, an analysis of limitations and opportunities was conducted based on climate risk communication literature and input received from Imperial Beach government staff. This assessment found that communicating historical flood data that could be validated using in-situ observations such as images, videos, or other media was effective for communicating past events. However, historical flood risk communication could be improved if it better described what the different coastal flood drivers were. The short-term flood forecasting system was found to be useful in increasing collaboration between researchers and city officials, as well as increasing hazard response capabilities. However, future workshops between specialists and the public could increase public understanding and engagement, while offering feedback and validation of forecasting models and warning systems. Future projections of sea level rise and coastal flooding communication often relies too much on projections of worst-case scenarios in the long term (100+ years into the future). Additionally, flood frequency projection tools were useful for establishing a future timeline of increasing flood events, but inconsistent vocabulary defining flood days and events may complicate communication. Future coastal flood research projects could significantly benefit from increased stakeholder engagement, and relying on a bottom-up approach to communication and educational resource development.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2rv9x9v0publicationoai:escholarship.org:ark:/13030/qt3p63h4mm2023-09-15T17:04:17Zqt3p63h4mmSetting up CoastSnap stations for Imperial Beach: Using community science as a tool to monitor dynamic coastlines and inform adaptations to rising sea levels in vulnerable regions.Solanki, Yash2023-01-01Sea level rise resulting from human-induced global warming poses a grave threat to our planet, particularly endangering low-lying coastal areas susceptible to flooding. Effective beach monitoring can help vulnerable coastal communities anticipate the adverse impacts of sea level rise. CoastSnap, a worldwide beach monitoring program, collects and analyses coastline photos contributed by smartphone users. The primary objective is to study how beaches change over time while engaging and educating communities about the dynamic nature of their coastlines. CoastSnap employs community science, which empowers communities to actively participate in the scientific data collection and inquiry process, catering to the unique needs of each community. This capstone project focuses on establishing CoastSnap stations in and around the City of Imperial Beach, an exceptionally vulnerable coastal region within San Diego County. Three locations, including two on Imperial Beach Pier and one at Border Field State Park, have been identified as suitable sites for new stations. Additionally, an analysis of CoastSnap data from the Torrey Pines station explored the accuracy of image-derived beach width measurements in comparison to data obtained through physical beach surveying (in-situ), to demonstrate CoastSnap’s suitability for monitoring coastlines in Southern California. The comparison of CoastSnap measurements with in-situ measurements revealed an overall mean deviation of 1.35 meters, with CoastSnap measurements tending slightly more seaward. When considering tide levels, low tide events resulted in a lower mean deviation (mean = 0.94 meters) compared to high tides (mean = 1.78 meters). The analysis also found that CoastSnap-derived shorelines from Winter showed the strongest seaward deviation (mean = 4.30 meters), while Fall measurements tended to deviate slightly landward on average (mean = -0.61 meters).Sea level riseglobal warmingcoastalCoastSnapapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3p63h4mmpublicationoai:escholarship.org:ark:/13030/qt4xp4p95r2023-09-15T17:01:32Zqt4xp4p95rAssessment of Increasing Flood Risks and Application of the Sponge City Concept to Increase Flood Resilience in Ho Chi Minh CityNguyen, Tran2023-01-01This study assesses the increasing flood risks in Ho Chi Minh City due to climate change and urbanization, and proposes the implementation of the sponge city concept as a solution to enhance flood resilience. Through a comprehensive analysis of literature, data, and models, coupled with GIS techniques, the study reveals the escalating flood risks in the city, both from inland and from the coast. The sponge city concept, which integrates nature-based solutions such as green spaces and water storage facilities, is presented as a means to improve flood resilience. The study analyzes the opportunities and constraints in the application process, provides recommendations to utilize opportunities and overcome constraints, and suggests some potential locations for implementation. The findings highlight the importance of incorporating nature-based solutions into urban planning and development strategies to create sustainable and resilient cities. While focusing on Ho Chi Minh City, the study's recommendations can be applicable to other urban areas facing similar flood challenges. Further research and feasibility studies are recommended to fully implement the sponge city concept.flood risksclimate changeurbanizationresiliencesponge city conceptnature-based solutionsHo Chi Minh Cityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4xp4p95rpublicationoai:escholarship.org:ark:/13030/qt7s13h9hd2023-09-15T16:57:23Zqt7s13h9hdQuantifying Carbon Stock Variation in Batiquitos Lagoon’s Salt Marshes: Implications for Conservation and Nature-based Solutions to Reduce the Impacts of Climate ChangeCirrito, Nicholas D2023-01-01Salt marshes and other coastal ecosystems are pivotal in the sequestration and storage of carbon, commonly known as "coastal blue carbon." However, these ecosystems face severe degradation and anthropogenic impacts. This study focuses on assessing the carbon storage potential within the salt marshes of the Batiquitos Lagoon. Our investigation reveals significant carbon stocks ranging from 2.56 to 238.70 MgCorg ha-1, influenced by crucial factors such as maximum sediment depth and carbon density. Additionally, we compare the determined carbon stocks with regional benchmarks, yielding valuable insights to inform future conservation strategies aimed at safeguarding the carbon sinks of salt marshes. This work contributes to the expanding body of research on blue carbon ecosystems, emphasizing the vital role of ongoing research, monitoring, and conservation efforts.Salt marshescoastal ecosystemscarboncarbon storagecarbon sequestrationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7s13h9hdpublicationoai:escholarship.org:ark:/13030/qt9g94b7772023-09-15T16:48:46Zqt9g94b777Rising Resilience: Quantifying the Benefits of Nature-Based Solutions to Sea Level Rise in Imperial Beach, CaliforniaStephens, Emily2023-01-01In light of anthropogenic climate change and increasing global temperatures, coastal flooding and erosion from sea level rise are becoming more prevalent. Historically, adaptation techniques to protect the coastline have focused on gray infrastructure; however, nature-based solutions (NBS) are rapidly emerging as a viable long-term approach for successful adaptation. Due to the relative novelty of the climate adaptation field as a whole and nature-based solutions specifically, barriers to their implementation include a lack of funding and general support. Thus, quantifying and communicating the benefits of NBS is crucial to their successful widespread implementation. This report addresses this issue in the specific context of NBS to sea level rise in Imperial Beach, California. It aims to create a framework that adequately quantifies the benefits of NBS to sea level rise and expresses them in a manner that allows for seamless implementation. A cost-benefit analysis is used, which consists of five steps: (1) project identification, (2) project attributes identification, (3) cost summary, (4) benefits summary, and (5) comparative analysis. The Bayshore Bikeway Resiliency Project and beach nourishment events are considered highly cost-effective solutions based on key findings. Dune restoration, however, is not considered a cost-effective method, given only the current quantitative benefits. If the broader range of additional benefits is included, the City may still designate this project as a plausible response to sea level rise. The most cost-effective method of adaptation considered in this study is beach nourishment. However, a single-project approach is not recommended in climate adaptation. A hybrid adaptation approach is usually the most effective and beneficial as there is no “one-size-fits-all” procedure to planning. Future studies may expand upon this research by utilizing a similar framework for other NBS in different jurisdictions. The City may also utilize this information to further the planning process of climate adaptation projects as they and many other cities work to build resilient communities in the presence of climate change.Climate changesea level riseCity of Imperial BeachSan Diegonature-based solutionsliving shorelineBayshore Bikeway Resiliency Projectbeach nourishmentcost-benefit analysisapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9g94b777publicationoai:escholarship.org:ark:/13030/qt6r06j5tm2023-09-15T16:46:04Zqt6r06j5tmNature Rx: Addressing Climate Anxiety Through Eco Therapeutic Practices and Nature Immersion to Increase Earth Stewardship, Health, and HopeBrady, Eliza2023-01-01The biophilia hypothesis suggests an eco-psychological evolutionary bond between humans and nature that has developed through time. The strength of this bond has a profound impact on human health and wellbeing and the longevity of earth stewardship. With the worsening climate crisis unfolding in unprecedented and often traumatic ways, climate anxiety is a common burden that many people are dealing with on a daily basis. Each person can benefit from a nurtured relationship with nature to maintain baseline mental health and create a strong foundation for climate action. This project aims to bridge the relation between mental health, climate change, and the disconnect from nature. This project combines a detailed literature review on ecopsychology and nature-based therapy with a partner component: an instructional handbook entitled, “Nature Rx: Nature Connection and Eco Therapeutic Practices for Health, Hope, & Earth Stewardship”. The handbook was written as an instructional guide to nature connection and eco therapeutic practices for those who are struggling with climate anxiety, and anyone who wishes to deepen their connection to nature. The strategies in the book will help restabilize and maintain solid mental health and wellbeing. The success and prosperity of the human species and all life support systems depends on if earth’s interconnected ecological systems are able to continue to support and provide for life as they have for millennia; thus, humanity must revitalize our connection to nature and continue to develop and evolve within the natural ecological system as the biophilia hypothesis informs we are meant to do.biophilia hypothesisclimate anxietyclimate changeecotherapynature connectionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6r06j5tmpublicationoai:escholarship.org:ark:/13030/qt2vk132612023-09-15T16:42:51Zqt2vk13261Effects of sea-level rise on manatees’ seagrass habitat: A case study of the northern Indian River Lagoon, FloridaGuery, Anaïs2023-01-01Changes in depth and temperature due to climate change are predicted to highly impact seagrass coverage and distribution. Seagrass is critical for many marine species, including the endangered West Indian Manatee. Predicting changes in seagrass abundance for several climate change trajectories will help inform manatees conservation and preservation. In this study, the SLAMM model was used to assess how sea-level rise would impact the northern Indian River Lagoon, on the Atlantic coast of Florida. This ecosystem is especially interesting as it is one of the places with the highest manatee abundance throughout the state. Using predicted changes in temperature and depth over the area, MaxEnt was run to assess predicted seagrass habitat suitability for 4 climate change scenarios. It was found that as emissions increase, seagrass coverage predictions were increasing too. To assess the seagrass areas that would be available to manatees, the preferred depth and temperature range of the species was estimated. Those estimations were used to map and quantify the areas of seagrass reachable by manatees in each prediction. The areas unreachable by manatees increase as emissions increase but the total seagrass areas that would be a part of their predicted range is highest than it is in present days for all scenarios. Both predictions of seagrass habitat suitability and changes in manatees’ foraging areas should be taken into account and inform seagrass restoration and manatees conservation projects.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2vk13261publicationoai:escholarship.org:ark:/13030/qt8f98s43n2023-09-12T21:06:22Zqt8f98s43nExamining Levels of Alignment Between School and Afterschool and Associations with Student Academic AchievementBennett, Tracy Leeann2013-05-15In recent years, attention has been given to the academic impact of afterschool programs. Some schools collaborate with afterschool programs in an attempt to align the learning that occurs during the school day with the learning that occurs during afterschool hours, and thus maximize the potential to positively impact student academic achievement. However, very little research has sought to estimate the associations of alignment practices with academic achievement. This dissertation proposes a conceptual framework of alignment between school and afterschool programs that incorporates measuring academic resources, communication and a sense of partnership. It reviews the research on such practices, and synthesizes the work within the proposed framework. In the statistical study, survey data were collected from principals and afterschool staff at 78 schools across eleven school districts in Southern California. Respondents reported their perceptions of alignment between the school administrators and the afterschool program on three scales: academic resources, communication, and partnership. Highly aligned schools were defined as those in which both the principal and the afterschool staff reported high levels of alignment on all three scales. Misaligned schools were defined by an absolute difference in scores between principals and afterschool staff. Both measures were associated with relative changes in the average academic achievement of over 8,000 students who were included in the analysis sample. Results indicate a positive association between high alignment between principals and afterschool staff on academic achievement of students in both English Language Arts and Math, when compared with lower aligned sites. Significant negative associations were detected in Math when sites were misaligned. Findings document the need for more research in this under-studied area. Advisor Vandell, Deborah Lowe; Committee members: Duncan, Greg; Farkas, George; University/institution - University of California, Irvine; Department: Education - Ph.D.Educational evaluationSchool administrationEducational administrationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8f98s43nmonographoai:escholarship.org:ark:/13030/qt3vb5x6wq2023-09-08T19:55:37Zqt3vb5x6wq2023 Library Research Forum ProgramLibrary Research Forum Planning Committee2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3vb5x6wqpublicationoai:escholarship.org:ark:/13030/qt99z134712023-08-31T21:51:00Zqt99z13471The Rise of Chinese Studies in the Research University: An Oral History ProjectChen, Su2023-06-16This presentation shares why and how a group of Chinese/East Asian studies librarians started a multi-institutional project to undertake a Chinese Studies Scholars Oral History Project and describes the current status of the project and plans for its future development.publiceScholarship, University of Californiahttps://escholarship.org/uc/item/99z13471publicationoai:escholarship.org:ark:/13030/qt7s29j0d82023-08-31T21:49:08Zqt7s29j0d8Welcome & Opening RemarksSteel, Virginia2023-06-16University Librarian Ginny Steel welcomes attendees to the third annual Library Research Forum and provides brief opening remarks.publiceScholarship, University of Californiahttps://escholarship.org/uc/item/7s29j0d8publicationoai:escholarship.org:ark:/13030/qt78n2j0k72023-08-31T21:47:43Zqt78n2j0k7Introduction to Leganto, Usage and Adoption Strategy DiscussionBrasseur, Michelle2023-06-16Demonstration of the Bruin Learn tool, Leganto, which helps faculty create and organize their own course reading lists, including materials on Course Reserves, Library resources, as well as open web content. Please attend if you work closely with UCLA instructors in any way that incorporates access to materials and/or Bruin Learn. After a short demonstration, we will discuss ways we can support Leganto's adoption and continued use at UCLA.publiceScholarship, University of Californiahttps://escholarship.org/uc/item/78n2j0k7publicationoai:escholarship.org:ark:/13030/qt45b3q54v2023-08-31T21:47:27Zqt45b3q54vGrants Process: The Quick of it!Perez, MelinaAkers, Cathy2023-06-16Come see a shortened version of the grants presentation! We will go over the who and the what! Come by to hear all about how grants work here at the Library!publiceScholarship, University of Californiahttps://escholarship.org/uc/item/45b3q54vpublicationoai:escholarship.org:ark:/13030/qt3d22j8vs2023-08-31T21:47:07Zqt3d22j8vsScrolling Canvas: Bruin Learn & Information LiteratIGilman, ChristopherLiu Zeleny, Chien-Ling2023-06-16This presentation considers the historical Chinese precedent of shū huà (classical 書畫; simplified 書画) “text/image” to describe and explain an innovative instructional design concept using the new UCLA learning management system Bruin Learn. The scholar-official social class or “literati” communicated in calligraphic image and text hybrids of ink on paper. Chien-Ling Liu Zeleny (history of science and medicine) and I will demonstrate live UCLA curriculum comprised of image and text inscribed digitally in long-scrolling Canvas pages with embedded digital content and tools supported by the Digital Library Program. The approach allows for immediacy of perception and embodied knowledge production.publiceScholarship, University of Californiahttps://escholarship.org/uc/item/3d22j8vspublicationoai:escholarship.org:ark:/13030/qt0gp7550s2023-08-31T21:46:51Zqt0gp7550sUse of Derogatory Subjects in UC Library SearchPeterman, DanaShafer, Sharon2023-06-16Using previous research on derogatory terms in LCSH, we investigate their prevalence and use in UC Library Search at UCLA. We discover how users, cataloging practices, and system behavior work in real lifepubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0gp7550spublicationoai:escholarship.org:ark:/13030/qt2qr9f1sg2023-08-31T21:45:44Zqt2qr9f1sgImproving access: adding non-Latin script via automationFletcher, Peter2023-06-16Completion of UCLA Cyrillic Project to Add Non-Latin Parallel Script to Bibliographic Records via Batch-Process Automation in OCLC.publiceScholarship, University of Californiahttps://escholarship.org/uc/item/2qr9f1sgpublicationoai:escholarship.org:ark:/13030/qt81s9129f2023-08-30T23:43:32Zqt81s9129fFocus Group Interviews: Findings from the Building a National Archival Finding Aid Network Project Weber, Chela ScottProffitt, MerrileeLanga, Lesley A.Connaway, Lynn SilipigniBrannon, BrittanyDoyle, Brooke2023-05-30OCLC conducted a series of focus group interviews with archivists and archives administrators from across the United States to investigate the needs of archivists and others who might contribute to a national archival aggregator for the Building a National Finding Aid Network (NAFAN) grant. This report details the methods and findings from those focus group interviews and examines the needs of archives and archivists related to describing the collections in their care and contributing description to an archival aggregation. From 2020–2023, OCLC conducted research as a partner on Building a National Finding Aid Network (NAFAN), an IMLS-supported research and demonstration project to build the foundation for a national archival finding aid network to address the inconsistency and inequity of the current archival discovery landscape (LG-246349-OLS-20). The project was led by California Digital Library (CDL), with partners at OCLC, the University of Virginia Library, Shift Collective, and Chain Bridge Group. application/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/81s9129fpublicationoai:escholarship.org:ark:/13030/qt7hn3m08f2023-08-30T23:43:19Zqt7hn3m08fUser Interviews: Findings from the Building a National Archival Finding Aid Network ProjectWeber, Chela ScottCarbajal, Itza A.Langa, Lesley A.Connaway, Lynn SilipigniDoyle, BrookeBrannon, BrittanyProffitt, Merrilee2023-05-30This report details methods and summarizes findings from semi-structured individual interviews with end users of archival aggregation for the Building a National Finding Aid Network (NAFAN) grant. It focuses on their information needs and information seeking behavior related to searching and accessing primary source material, and their interactions with archival aggregators. From 2020–2023, OCLC conducted research as a partner on Building a National Finding Aid Network (NAFAN), an IMLS-supported research and demonstration project to build the foundation for a national archival finding aid network to address the inconsistency and inequity of the current archival discovery landscape (LG-246349-OLS-20). The project was led by California Digital Library (CDL), with partners at OCLC, the University of Virginia Library, Shift Collective, and Chain Bridge Groupapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/7hn3m08fpublicationoai:escholarship.org:ark:/13030/qt5qp9z6tb2023-08-30T23:37:50Zqt5qp9z6tbPop-up Survey: Findings from the Building a National Archival Finding Aid Network ProjectLanga, Lesley A.Weber, Chela ScottConnaway, Lynn Silipigni2023-05-30This report summarizes the findings from a national survey of more than 3300 end users searching for archival materials online for the Building a National Finding Aid Network (NAFAN) grant. The survey captures data about search behavior and information needs along with demographic characteristics from a cross section of online users.From 2020–2023, OCLC conducted research as a partner on Building a National Finding Aid Network (NAFAN), an IMLS-supported research and demonstration project to build the foundation for a national archival finding aid network to address the inconsistency and inequity of the current archival discovery landscape (LG-246349-OLS-20). The project was led by California Digital Library (CDL), with partners at OCLC, the University of Virginia Library, Shift Collective, and Chain Bridge Group.application/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/5qp9z6tbpublicationoai:escholarship.org:ark:/13030/qt0dr0k7082023-08-22T20:18:53Zqt0dr0k708Solidarity Spring comes to campusSosa, Anabel2023-05-25Undergraduates spend spring break learning firsthand about Bay Area labor history during the 2023 Solidarity Spring at UC Berkeley.student programmingpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0dr0k708publicationoai:escholarship.org:ark:/13030/qt59g2b6js2023-08-18T16:57:53Zqt59g2b6js“I was at war—but it was a gentle war”: The Power of the Positive in Rita Joe’s AutobiographyMcKegney, Sam2006-01-01The Residential School experience was, beyond question, intolerable. . . . [All] too often, “wards of the Department” were overworked, underfed, badly clothed, housed in unsanitary quarters, beaten with whips, rods and fists, chained and shackled, bound hand and foot, locked in closets, basements and bathrooms, and had their heads shaved or hair closely cropped.
—John Milloy, A National Crime
We cannot understand the full horror of Indian Residential Schools until we understand that their very existence, in however benign a form, constituted an abomination.
—Roland Chrisjohn and Sherri Young, The Circle Game
Still, today, I do not regret going into the Residential School.
—Rita Joe, Song of Rita Joe
Canada’s official residential school policy, functioning between 1879 and 1986, acted as a weapon in a calculated attack on indigenous cultures, seeking—through such now infamous procedures as familial separation, forced speaking of non-Native languages, and propagandist derogation of precontact modes of existence and Native spiritual systems—to compel its inmates into assimilation. The results of this onslaught are now widely documented. Native children were divorced from their traditional Native cultures yet at the same time were refused entry into prosperous white Canada through inferior educational practices and racism, institutionalized to occupy a liminal space characterized by disillusion, identity crisis, and despair. The legacy of the residential school system ripples throughout Native Canada, its fingerprints on the domestic violence, poverty, alcoholism, drug abuse, and suicide rates that continue to cripple many Native communities. Okanagan author Jeannette Armstrong identifies residential schooling as “the single most devastating factor in the breakdown of our society. It is at the core of the damage, beyond all other mechanisms cleverly fashioned to subjugate, assimilate, and annihilate.”Canada's residential school policyattack on indigenous culturefamilial separationassimilationapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/59g2b6jsarticleAmerican Indian Culture and Research Journal vol 30, iss 10161-6463oai:escholarship.org:ark:/13030/qt6929g06z2023-08-17T22:53:26Zqt6929g06zPart II: DiscussionHeth, C., et. al1978-06-01C. Heth: The reason for this conference is to discuss a plan to develop an M.A. Program in American Indian Studies that is interdisciplinary or multidisciplinary. We thought that people of your expertise would have something to say about that. We wanted to have both negative and positive comments.M.A. programapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/6929g06zarticleAmerican Indian Culture and Research Journal vol 2, iss 3-40161-6463oai:escholarship.org:ark:/13030/qt12m704pz2023-08-17T22:53:23Zqt12m704pzResponsibility of the University in a Multi-Ethnic Society: A Pragmatic Perspective toward a Graduate Program in American Indian StudiesGuyette, Susan1978-06-01Given the program goal of educating students who would have a positive impact on Indian communities, our planning for the Master's program in American Indian Studies initially included an applied program component. This component was viewed as a terminal M.A., to include a one-year internship with a community organization in lieu of the Master's thesis. As the planning for the applied program progressed, it appeared to become a contrived notion, external to our planning goals of providing a curriculum largely focused upon the acquisition of research skills.Master's programM.A.application/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/12m704pzarticleAmerican Indian Culture and Research Journal vol 2, iss 3-40161-6463oai:escholarship.org:ark:/13030/qt7756w9xq2023-08-17T22:53:21Zqt7756w9xqProposal for a Master of Arts Degree in American Indian StudiesDraper, David1978-06-01One of the most pressing problems encountered in the Indian community, the severe lack of American Indian professionals, calls for an organized effort in encouraging Native Americans to pursue postgraduate education. This lack of professionals is proportionately greater than in any other ethnic minority. The graduate program in American Indian studies is viewed as a necessary step in alleviating this problem. For example, there are now over forty Indian community colleges that require staffing by qualified Native American teaching specialists.postgraduate educationethnic minorityapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/7756w9xqarticleAmerican Indian Culture and Research Journal vol 2, iss 3-40161-6463oai:escholarship.org:ark:/13030/qt1fc0k0tw2023-08-17T22:53:18Zqt1fc0k0twAmerican Indian Studies As an Academic DisciplineThornton, Russell1978-06-01It was several hundred years ago that the system of higher education in the United States commenced with the founding of Harvard, William and Mary, Dartmouth, and other institutions to educate Indian and non-Indian youth of this land. During ensuing centuries, these colleges and the over two thousand that came later concentrated on the education of non-Indians. The education of Indians occurred in missions schools, in schools Indian peoples themselves established, and in government and Bureau of Indian Affairs schools, but seldom in these colleges and universities. In the last decade, however, the national system of higher education sought to return partially to its original mandate to enfranchise American Indians within its realm by recruiting and admitting increased numbers of Indian students.
Concomitant with this renewed mandate was a realization that it is both legitimate and desirable to include the endogenous consideration of American Indian societies and concerns as an important and pervasive activity within academia. As a method of accomplishing this, a myriad of Indian studies programs were created in colleges and universities. The creation of these programs is in contrast to the history of most existing disciplines. The typical historical pattern is that first came the discipline as an intellectual entity, that is, as a distinct body of knowledge and interests; then came its development as a structural entity, that is, as facuIties,
courses, programs of study, degrees, and departments. The structural entity of American Indian studies came several years ago. Its intellectual entity at that time was not distinct, but merely a loose composite of existing academic disciplines (most notably anthropology, law, and history of Indian cultures, especially their language, art, and music) and of contemporary issues and problems of Indian peoples.
Today, American Indian studies is only slightly beyond this initial point. to It has not yet embraced fully the higher order scholarly and academic functions of the contemporary university system. The development of American Indian studies has been characterized by a concentration on teaching and service activities, not on scholarly ones characteristic of other disciplines. Consequently, American Indian studies is only really a quasi -discipline and its existence as a separate area within academia therefore problematic.
This paper addresses the disciplinary nature and possibilities of American Indian studies, issues which seemingly are important to its existence as a distinct entity within the academic system. The discussion is accomplished through the format of examining American Indian studies in light of some disciplinary criticisms leveled against it and suggesting some possible directions it might follow.disciplinary natureissuesdisciplinary criticismapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/1fc0k0twarticleAmerican Indian Culture and Research Journal vol 2, iss 3-40161-6463oai:escholarship.org:ark:/13030/qt18z3x7cm2023-08-17T22:53:16Zqt18z3x7cmPart I: Papers Presented: Native American Studies: Academic Concerns and Community ServiceKidwell, Clara Sue1978-06-01The appearance of Native American or American Indian Studies programs in colleges and universities is a relatively recent phenomenon. The rapid rise in the number of Native American college students since 1968 has been accompanied by a proliferation of special programs, ranging from one or two course offerings to full-fledged academic departments aimed at teaching about Native American history, culture, and current affairs. In 1968, statistics compiled by the Office of Civil Rights of the Department of Health, Education and Welfare, showed a total of 14,361 students enrolled in institutions of higher education who identified themselves as American Indians. By 1974 this number had risen to 32,757. During the same period, the total number of scholarship recipients through the Bureau of Indian Affairs had increased from 2,660 (FY 1968) to 13,895 (FY 1974). The statistics from the Department of Health, Education and Welfare must be viewed with some caution since they depend upon self-identification rather than objectively defined criteria. The increase between 1968 and 1974, however, is remarkable, even on the basis of self-identification.Native American Studies Programssocial changeapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/18z3x7cmarticleAmerican Indian Culture and Research Journal vol 2, iss 3-40161-6463oai:escholarship.org:ark:/13030/qt720230ws2023-08-17T22:53:14Zqt720230wsIntroductionHeth, Charlotte1978-06-01Beginning in the spring of 1976, the American Indian Studies Center at UCLA began exploring the possibility of developing an interdisciplinary Master of Arts program in American Indian Studies. Given the large number of courses about American Indians already being offered at UCLA (22 undergraduate, 13 graduate) the first attempts were really to identify the mechanics of putting together such a program of study. The American Indian Studies Center also needed a curriculum coordinator to oversee the planning of the M.A. During the summer of 1976, Dr. David Draper joined the faculty and assumed this role.curriculum developmentMaster of ArtsAmerican Indian Studiesapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/720230wsarticleAmerican Indian Culture and Research Journal vol 2, iss 3-40161-6463oai:escholarship.org:ark:/13030/qt64f751sm2023-08-17T22:52:43Zqt64f751smCherokee Culture And School AchievementBrown, Anthony D.1980-06-01Cherokee children today have an educational tradition that is unique among American Indians. Wahrhaftig (1969) states that after Cherokees were removed to Oklahoma they began in 1841 to set up a national school system. So successful were their efforts that at its height it was reported to be the finest school system west of the Mississippi River (Fannin, 1968). Most of the schools were at the primary level, but for those graduating from the primary schools separate academies were set up. With the earlier invention of the Sequoyah syllabary in 1821, a large majority of the people had already become literate in the Cherokee language. In those schools attended largely by full-bloods, bilingual teachers taught from text-books printed in the syllabary. Fuchs and Havighurst (1972) report that the Cherokee school system was so successful that Oklahoma Cherokees had a higher English literacy level than the surrounding white populations. But in spite of the many successes, the Cherokee school system was abolished when the Oklahoma territory became a state in 1906.
The following study looks at Cherokee children currently attending elementary school in Eastern Oklahoma. Hypotheses regarding age trends, sex trends, and cross-cultural differences in cooperative and competitive behavior are examined. In addition, an attempt is made to determine the relationship between cooperative and competitive behavior and school achievement. Cooperation and competition are two variables in traditional Cherokee culture that have long been thought to play an important part in the academic achievement of Cherokee Indians (Sanders, 1972; Garrison, 1970). Although ethnographic studies have found evidence that Cherokee children favor cooperation and avoid competition, no experimental evidence has been offered to substantiate the belief that the high cooperative behavior of the children leads to their low academic achievement.Cherokee school systemcooperative behaviorcompetitive behaviortraditional Cherokee cultureapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/64f751smarticleAmerican Indian Culture and Research Journal vol 4, iss 30161-6463oai:escholarship.org:ark:/13030/qt6fh7b8352023-08-17T22:39:19Zqt6fh7b835“A Remedy for Barbarism”: Indian Schools, the Civilizing Program, and the Kiowa-Comanche-Apache Reservation, 1871–1915Ellis, Clyde1994-06-01If there is an idol that the American people have, it is the school. If you don’t believe it, go out to Pine Ridge, where there are seven thousand Sioux on eight million acres of land . . . and find planted . . . thirty-two school houses, standing there as a testimony to our belief in education . . . . It is a remedy for barbarism, we think, and so we give the dose ...The school is the slow match. . . . [Ilt will blow u p the old life, and of its shattered pieces [we] will make good citizens.
-Testimony of Miss Annie Beecher Scoville Annual Report of the Board of Indian Commissioners in the Annual Report of the Commissioner of Indian Affairs, 1901
During the late nineteenth century, no solution to the so-called Indian problem was mentioned more often than education. Determined to remold Indians into models of white, Anglo-Saxon, Protestant society, government officials seized upon schools as the best way to make such changes a reality. Confident that the classroom could transform Indian children more effectively than any other institution, policy makers sought to create a comprehensive school system that would provide a systematic, uniform standard of progress for those who entered it. Of the government's various programs, only education promised a complete metamorphosis for Indian children. Schools could be built anywhere and everywhere; they could accommodate students of all ages and both sexes; and they could act as the most powerful engine possible of the cultural reorientation that policy makers envisioned. Most important, schools targeted young children, those most vulnerable to change and least able to resist it. The Indian school system, Robert Utley has observed, "represented the most dangerous of all attacks on basic Indian values, the one most likely to succeed in the end because it aimed at the children who had known little if any of the old reservation life."educationtransform Indian childrenIndian school systemapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/6fh7b835articleAmerican Indian Culture and Research Journal vol 18, iss 30161-6463oai:escholarship.org:ark:/13030/qt92x194zd2023-08-17T22:12:25Zqt92x194zdSchool Achievement and Dropout among Anglo and Indian Females and Males: A Comparative ExaminationJames, KeithChavez, ErnieBeauvais, FredEdwards, RuthOetting, Gene1995-06-01Tokalakiya wounspe yuha unyanpi kte. (“Into the future we must go with education.”)
-From a poster by Michael Lee Willcuts for the Black Hills Special Services Cooperative
Regardless of the specifics they might emphasize, commentators seem to agree that basic skills are the key to individual and community success. Basic skills, such as reading and mathematics, are the foundation for learning other skills and for effective functioning. Unfortunately, many students in the American educational system are not mastering the types of skills they and their communities need. A major aspect of this problem is school dropout, and nowhere is this a bigger issue than among Native American (American Indian) groups. Native American youth have historically had the highest elementary, secondary, and college dropout rates of any major racial group, and this continues to be true today: although these rates vary across tribes: Native females may also now be dropping out before graduating from high school at higher rates than Indian males. Although more native females than native males graduate from college, they are less likely than native males to receive training in the highest status and best paying types of skills. Clearly, improved educational success is needed to ensure the survival, the economic and social opportunity, and the success of native individuals and tribes.Native American youthhighest dropout ratesimproved educational successapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/92x194zdarticleAmerican Indian Culture and Research Journal vol 19, iss 30161-6463oai:escholarship.org:ark:/13030/qt6v42n5nd2023-08-17T21:58:03Zqt6v42n5ndThe American Indian Linguistic Minority: Social and Cultural Outcomes of Monolingual EducationBrod, Rodney L.McQuiston, John M.1997-09-01During World War II, the United States Army Signal Corps enlisted the aid of Navajo and other native-speaking tribal members to use their native tongue in radio messages so that enemy forces could not understand or break the ”code” being used. The Navajo language was found to be so complex and so little known that it was ideal for use as a code. A ready supply of Navajos still spoke their native language and answered the nation’s call despite the educational system’s efforts to deny the importance of native language.
This article explores the extent of English and non-English language use, ability, and understanding among American Indians and Alaska Natives as children and as adults adapting to a mono-English education system and the impacts of these factors on literacy levels and educational outcomes. Implications are drawn for bilingual educational programs and cultural transmission among Indian Americans. Specifically, early (primary school level) bilingual (English and traditional language) instruction is argued to be crucial for successful linguistic and cultural transition. Data collected as part of the first and only national survey of Indian adult education and literacy show that although one out of four adult Indians normally speak a non-English language to carry out their daily activities, only about 5 percent were able to use that non-English language in school. Currently, few teachers are capable of teaching in the traditional tongue. Nearly half of Indian Americans reported that as children they did not speak English, yet they were educated in schools that provided education solely in English. Regional differences in educational attainment and proficiency are described and compared among groups as graded by English language proficiency. These comparisons show conclusively that the failure of the educational system to provide primary-level bilingual education is a major barrier to educational success among American Indians and Alaska Natives, particularly those in the West.
Viewed as countercultural and the result of intercultural paternalism, monolingual education delivered in English in the long term is shown to constitute a deprivation of culture due to the loss of the basic element of cultural transmission once so vital to these Americans, their languages and language skills. The article concludes with a discussion of the lack of funding for the 1990 Native American Languages Act and the need to develop, test, and implement appropriate programs at the local level that will provide effective education for American Indians who have been left behind solely because of the educational system’s failure to teach in their native tongue.mono-English education systemliteracy levelseducational outcomesearly bilingual instructioneducation system failureprovide primary-level bilingual educationAI/AN barrier to successlack of funding1990 Native American Languages Actapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/6v42n5ndarticleAmerican Indian Culture and Research Journal vol 21, iss 40161-6463oai:escholarship.org:ark:/13030/qt1005330m2023-08-17T21:53:30Zqt1005330m“I Know What It’s Like to Struggle”: The Working Lives of Young Students in an Urban Community CollegeTannock, StuartFlocks, Sara2003-03-01Chronicle of the difficulties faced by young student-workers, illustrating the burdens of the work-school balance, and the funneling of such workers into highly exploitative, low-wage service jobs.low-wage workapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1005330mpublicationoai:escholarship.org:ark:/13030/qt0jr6m5tk2023-08-17T21:48:01Zqt0jr6m5tk“I knew how to be moderate. And I knew how to obey”: The Commonality of American Indian Boarding School Experiences, 1750s–1920sSzasz, Margaret Connell2005-09-01In 1743 Samson Occom, a twenty-year-old Mohegan, made his way north from his Native community to the English settlement of Lebanon, Connecticut. Occom eagerly anticipated learning to read through tutoring from Congregational minister Eleazar Wheelock. As he wrote, “When I got up there, he received me With kindness and Compassion and instead of Staying a Fortnight or 3 Weeks, I Spent 4 years with him.” A little more than a century later, in 1854, a student at the recently opened Cherokee Female Seminary wrote in the student newspaper this advice to her peers: “Let us begin now in new energy that we may gain that intellectual knowledge which will reward the hopes of our Nation, fitting us for doing much good among our people.” Some sixty years later, in 1915, during her first day at Santa Fe Indian School, a five-year-old girl from San Juan Pueblo clung to her mother’s shawl as she faced the challenges thrust upon her. Taken to the principal’s office, she pulled the shawl about her, recalling later, “The principal pointed to a clock up there and he asked me if I could tell the time. I just looked at it and I didn’t know what to say. I didn’t know how to tell time, so I just covered my face [with my shawl] and the students laughed.”institutional cultureforeign customsdoctrinaire purveyorapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/0jr6m5tkarticleAmerican Indian Culture and Research Journal vol 29, iss 40161-6463oai:escholarship.org:ark:/13030/qt3f22v5x02023-08-17T21:47:58Zqt3f22v5x0“Know Your Roots”: Development and Evaluation of an Oral History Curriculum for Native American Middle-School StudentsLacourt, JeanneSt. Clair, DarleneKokotailo, Patricia K.Wilson, DaleChewning, Betty2005-09-01As Aaquumeh youngsters, we were constantly reminded to heed our elders, including the old ones who had lived before. We were encouraged to serve and respect them and to attend to their words, especially when they spoke of our heritage and past, so that we, in turn, could pass this knowledge on to the next generation.
—Simon Ortiz
American Indian children have systematically been denied the opportunity to learn about their origin stories and oral traditions in the mainstream American public school system and have suffered from approaches long documented as failing them. In fact, Indian Education: A National Tragedy—A National Challenge, a summary report of a special Senate subcommittee on Indian education, criticized schools as being ineffective and destroying the identity of Indian children. The report stated that “the goal, from the beginning of attempts at formal education of the American Indian, has been not so much to educate him as to change him.” The report emphasizes the need for more Indians to become involved in the education of their youth. Historically, Western European models of education did not take into consideration the rich resources available in American Indian communities, namely, elders and community members. Educators, researchers, and scholars genuinely interested in working with American Indian communities might do well to ask how traditional forms of Indian ways of learning about the world can be an integral focus of their work.oral traditiondestroying identity of Indian childrenworking with eldersapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/3f22v5x0articleAmerican Indian Culture and Research Journal vol 29, iss 40161-6463oai:escholarship.org:ark:/13030/qt3jc9p9kz2023-08-17T21:36:56Zqt3jc9p9kz“I Should Not Be Wearing a Pilgrim Hat”: Making an Indian Place in Urban Schools, 1945–75Amerman, Steven2007-01-01“I can still remember walking with my mom to Longview Elementary School for the first day of school,” said Martha Sadongei, thinking back to her childhood in the 1960s. “I remember seeing all these kids, all these parents,” she recalled. “It was crowded, and it was noisy, with the echoing little hallways— they were short hallways but there was still a lot of noise. And I remember my mom taking me to the classroom. I don’t remember being scared. I just remember her taking me and finding the room, and that was it. She just said, ‘This is where you’re going to start school, so just listen to what they say, and I’ll be back. I’m not leaving you. I’ll be back, but you need to go to school.’” Reassured by her mother’s words, Martha Sadongei took her seat in her new classroom and prepared to listen to what her teacher had to tell her.
In one sense, Martha Sadongei’s story is like the story of almost every American child in the twentieth century. In other ways, however, it is different. Martha Sadongei is an American Indian, the child of a Kiowa father and a Tohono O’odham mother. Yet her story is not only different from that of non-Indian children but also from that of many Indian children. Instead of attending a federal boarding school or a reservation school, as did many Native youths in the twentieth century, Sadongei attended a school in the heart of a large city: Phoenix, Arizona. Even though there were tens of thousands of Native Americans like her who attended urban public schools between 1945 and 1975, historians have been rather slow to learn their stories. They have now produced several good studies of federal boarding schools and federal Indian education policy, but they have almost completely over-looked urban Indian school experiences. This is no small oversight, for by 1970 the number of urban Indians in the United States was nearly the same as the number of reservation Indians. Phoenix, the focus of this essay, is an especially good place to start listening to urban Indian schooling stories, for it emerged in the post–World War II years as a city with one of the largest urban Indian populations in the nation.urban Indian school experiencesapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/3jc9p9kzarticleAmerican Indian Culture and Research Journal vol 31, iss 10161-6463oai:escholarship.org:ark:/13030/qt1v81h8n62023-08-17T21:36:49Zqt1v81h8n6Indian Activism, the Great Society, Indian Self-Determination, and the Drive for an Indian College or University, 1964–71Crum, Steven J.2007-01-01In the 1960s an increasing number of Native Americans began to express the need for an Indian college or university. Three major developments of the decade inspired them. The first was the rise of Indian activism in the 1960s. Although Native people had always been politically assertive, their activism became more frequent and visible. In part, the larger societal protests and the civil rights movement molded Indian activism in the 1960s. Tribal people intensified their already existing grievances against the larger dominant society, and this included their opposition to the American government’s age-old assimilationist policies for Native Americans, including the federal Bureau of Indian Affairs’ (BIA) 1950s termination policy that dissolved various tribal governments and Indian reservations across the nation. Tribal people wanted cultural pluralism, and one way to express Indian cultural preservation was through an Indian college or university.
The second major development was the socioeconomic reforms of the Great Society, inaugurated by President Lyndon Johnson beginning in 1964. Under the Great Society the federal government provided financial support to help economically disadvantaged people develop programs to improve their quality of life. It was in part Johnson’s larger domestic battle against the war on poverty. Native Americans, along with other racial minorities, became the recipients of the various programs and federal funds, especially the Office of Economic Opportunity (OEO). Indian activism and the Great Society—which were two unrelated entities that shared some common goals—thus encouraged increasing numbers of Indians to push for an Indian college or university in the 1960s.Indian activism in the 1960sassimilationist policies oppositiontermination policyGreat Societyapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/1v81h8n6articleAmerican Indian Culture and Research Journal vol 31, iss 10161-6463oai:escholarship.org:ark:/13030/qt29p8z7f22023-08-17T21:35:33Zqt29p8z7f2Tribal Teachers Are Important to American Indian Adolescents’ Tribal Identity DevelopmentBrown, Carrie M.Gibbons, Judith L.Smirles, Kimberly Eretzian2007-03-01In our original article in the American Indian Culture and Research Journal, we presented the results of a study conducted with adolescents aged thirteen to seventeen of a northeastern tribe. The purpose of our study was to achieve an understanding of the bicultural (tribal and nontribal) ethnic identity of the adolescents, highlighting their unique history and experience as members of the tribe. Northeastern tribal adolescents have a distinct history of longer length of contact with settlers and more intermarriage. Despite this, they have been relatively overlooked in the research literature. Most research on the ethnic identity of American Indian adolescents has focused primarily on tribal identity, and samples have primarily come from those living on reservations. Our study departed from previous research, which focused on tribal and nontribal identity of northeastern tribal adolescents without residential reservation land.
We have conducted some additional analyses that have provided some interesting and important findings. In the results of our original article, twenty-one females and nine males returned the mail-out survey; they had an average age of 15.57 years. Eleven of the adolescents lived in the tribe’s home state, and nineteen resided out of state.bicultural ethnic identitytribal and nontribalapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/29p8z7f2articleAmerican Indian Culture and Research Journal vol 31, iss 20161-6463oai:escholarship.org:ark:/13030/qt4541c0mv2023-08-17T21:32:21Zqt4541c0mvSelling Indian Education: Fundraising and American Indian Identities at Bacone College, 1880-1941Neuman, Lisa K.2007-09-01When we think of schools run by the federal government or by Christian missionaries for American Indians, we are reminded that Indian education was designed—to borrow the words of Richard Henry Pratt, the government’s notorious Carlisle Indian Industrial School founder—to “kill the Indian to save the man.” Historically, American Indian education in the United States was inextricably linked to Euro-American colonialism. By the late nineteenth century, many Euro-Americans thought Native Americans were a “vanishing race,” and schools for Indians incorporated this belief into their design. In the United States, the large number and variety of schools for Indians that sprang up from the late nineteenth through the early twentieth centuries were intended as a means to assimilate Native communities into the American mainstream, turn “primitive” peoples into “civilized” individuals, and create Christian citizens who would adopt values of private property, hard work, and industry considered important by many Euro-Americans. Prompted in part by the Meriam Report findings of 1928, profound changes to federal Indian education began with the Indian New Deal in 1934 and occurred again in the 1970s when Congress passed legislation specifically designed to increase Native American access to and control of formal education. It was during these landmark periods that Indian education shifted to become more community-centered and more tolerant of the expression of Native cultural values and identities.
Only a generation ago in most Native communities, everyone seemed to know someone who had attended one of these institutions of assimilation. Consider what Wilma Mankiller, the former principal chief of the Cherokee Nation of Oklahoma, wrote about her family’s experiences at the government’s Sequoyah School, near Tahlequah, Oklahoma:
The whole idea behind those boarding schools, whether they were government operated like Sequoyah or a religious operation, was to acculturate native people into the mainstream white society and, at the same time, destroy their sense of self. . . . [T]he fact remains that the primary mission of Sequoyah and the other boarding schools was for the children to leave everything behind that related to their native culture, heritage, history, and language. In short, there was a full-scale attempt at deracination—the uprooting or destruction of a race and its culture.Euro-American colonialismprimitive to civilizedcreate Christian citizensinstitutions of assimilationapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/4541c0mvarticleAmerican Indian Culture and Research Journal vol 31, iss 40161-6463oai:escholarship.org:ark:/13030/qt87r7w6rc2023-08-17T21:32:18Zqt87r7w6rcRobert A. Roessel Jr. and Navajo Community College: Cross-Cultural Roles of Key Individuals in Its Creation,1951-1989Barrett, T. GregoryThaxton, Lourene2007-09-01Estelle Fuchs and Robert J. Havighurst presented the results from a national study of American Indian education in their book To Live on This Earth. Based on data obtained by researchers at the University of Chicago in 1972, the authors characterized the general state of Native American education in the following way: “With minor exceptions, the history of Indian education had been primarily the transmission of white American education, little altered, to the Indian child as a one-way process. The institution of the school is one that was imposed by and controlled by the non-Indian society, its pedagogy and curriculum little changed for the Indian children, its goals primarily aimed at removing the child from his aboriginal culture and assimilating him into the dominant white culture.”
The creation of Navajo Community College (NCC) represented the establishment of a cross-cultural brokerage intended to overcome these assimilationist tendencies and to serve five additional purposes: (1) to give the Navajo people a Navajo-owned and -operated college with a curriculum taught by Navajos to help achieve Navajo educational self-determination in higher education; (2) to make higher education for Navajo college students more culturally relevant and culturally specific to the Navajo culture; (3) to help stem the tide of dropouts from colleges around the country by students who had received scholarships from the Navajo Tribal Scholarship Program; (4) to provide general education courses for Navajo students who might want to transfer to four-year colleges and universities; and (5) to provide job skills that were needed on the Navajo Reservation thereby helping to reduce the “brain drain” from the Navajo Nation.cross-cultural brokerageovercome assimilationhigher education relevancyreceive scholarshipprovide job skillsprovide general education courses for transferapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/87r7w6rcarticleAmerican Indian Culture and Research Journal vol 31, iss 40161-6463oai:escholarship.org:ark:/13030/qt9sr4x5q62023-08-17T21:21:24Zqt9sr4x5q6Making It Real: An Engaged Approach for Native American Students in Higher EducationKlasky, Philip M.2013-06-01This essay responds to two questions: What barriers do Native American and Alaska Native students face in higher education? How are these barriers to student success being addressed theoretically and practically? I address these questions with recommendations for a critical pedagogy applied to the classroom, and with a description of learning experiences outside of the classroom that I have found to be engaging and empowering for Native American students.barrierAlaska Nativepedagogyapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/9sr4x5q6articleAmerican Indian Culture and Research Journal vol 37, iss 30161-6463oai:escholarship.org:ark:/13030/qt7j60j7sj2023-08-17T21:21:20Zqt7j60j7sjThe Tribal Learning Community & Educational Exchange: Examining the Space between the "Us-Them" BinaryRivera, DeAnna M.2013-06-01As part of the UCLA university setting, the Tribal Learning Community & Educational Exchange is built into the colonizing narrative and yet aims to address and foster decolonizing narratives. Indeed, as a program it not only exists between that "us-them" barrier but is designed to address that barrier. As the former director, I am aware of its presence between. This article discusses the Tribal Learning Community & Educational Exchange (TLCEE) and how it functions to allow productivity in that space. TLCEE's vision is to make higher education accessible to citizens of Native nations in several ways: on campus, online, and through in-person workshops in the communities.UCLAcolonizing narrativedecolonizingbarrierTLCEENative nationapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/7j60j7sjarticleAmerican Indian Culture and Research Journal vol 37, iss 30161-6463oai:escholarship.org:ark:/13030/qt8n1108t92023-08-17T21:21:16Zqt8n1108t9Using Captions to Reduce Barriers to Native American Student SuccessCollins, Robert Keith2013-06-01Americans talk about captions as if they are only for foreign films. The problem with such an assumption is that it lends an illusion that the benefit of captions does not extend past translation. This article examines the extent to which using closed-captioned video material in the college classroom can be a useful universal teaching tool in enabling Native American and Alaskan Native student achievement.closed-captionvideo materialcollegeteaching toolAlaskan Nativeapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/8n1108t9articleAmerican Indian Culture and Research Journal vol 37, iss 30161-6463oai:escholarship.org:ark:/13030/qt02c5c0v12023-08-17T21:21:12Zqt02c5c0v1Developing Native Student Leadership Skills: The Success of the Oklahoma Native American Students in Higher Education (ONASHE) ConferenceMinthorn, Robin StarrWanger, Stephen P.Shotton, Heather J.2013-06-01This article examines the development of leadership skills among Native American college students through the Oklahoma Native American Students in Higher Education (ONASHE) annual conference. It provides opportunities for students to develop and strengthen their leadership skills through interaction with tribal leaders, contemporary and leadership focused workshops, and fellowship with other Native students. A research study was designed to assess the impact of ONASHE on the development of leadership skills among student attendees of the conference. Three major themes emerged regarding Native student leadership development, including developing a positive self-image, community building, and Native role models.tribal leaderscollegeapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/02c5c0v1articleAmerican Indian Culture and Research Journal vol 37, iss 30161-6463oai:escholarship.org:ark:/13030/qt3hz4v9gg2023-08-17T21:21:09Zqt3hz4v9ggNative American Students Going to and Staying in Postsecondary Education: An Intervention PerspectiveAdelman, Howard S,Taylor, LindaNelson, Perry2013-06-01This paper explores and analyzes what is done for students in general and for Native American students in particular to (a) support readiness for postsecondary education, (b) increase recruitment and access, (c) improve transitions, and (d) support survival to completion. Recommendations are offered for moving beyond the current fragmented and marginalized approaches in order to develop a comprehensive system of student and learning supports.studentsrecruitmentimprove transitionsaccessapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/3hz4v9ggarticleAmerican Indian Culture and Research Journal vol 37, iss 30161-6463oai:escholarship.org:ark:/13030/qt65j5s29j2023-08-17T21:21:06Zqt65j5s29jA Tribalography of Alaska Native Presence in AcademiaPerea, Jessica Bissett2013-06-01Studies on Alaska Natives in higher education draw attention to the need for indigenous-centered analyses that subvert potential erasures of their presence. This essay outlines a "tribalography of presence," an applied theoretical framework that interweaves indigenous knowledge with ethnography, historiography, and cultural theory, and privileges indigenous worldviews, acknowledges a diverse range of inter- and intratribal alliances and differentiations, and advocates for empowerment and healing. Its implications are discussed in part through a brief description and analysis of the "Alaska Native Scholars Project," a work in progress that documents a lineage of Alaska Natives who have earned research doctoral degrees.indigenous knowledgeethnographyhistoriographycultural theoryintratribal alliancesAlaska Native Scholars Projectapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/65j5s29jarticleAmerican Indian Culture and Research Journal vol 37, iss 30161-6463oai:escholarship.org:ark:/13030/qt6rs1038n2023-08-17T21:21:03Zqt6rs1038nIntroduction: Reducing Barriers to Native American Student Success in Higher Education: Challenges and Best PracticesCollins, Robert Keith2013-06-01What barriers do Native American and Alaskan Native students face in higher education? How are these barriers to student success being addressed theoretically and practically? To engage these questions, this special issue of the American Indian Culture and Research Journal seeks to open this dialogue and create a compilation that professors and service providers may use to enhance American Indian studies and other academic curricula. Contributors to this special issue explore a broad range of educational, cultural competence, mental health, advocacy, and efficacy concerns.Alaskan Nativeeducationalacademic curriculaapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/6rs1038narticleAmerican Indian Culture and Research Journal vol 37, iss 30161-6463oai:escholarship.org:ark:/13030/qt3w1154tw2023-08-17T21:13:28Zqt3w1154twMaking Math Count: Tribal College Leadership in Education Reform on the Northern Cheyenne ReservationWard, CarolJepson, SachikoJones, KaceyLittlebear, Richard2014-06-01Recently, Chief Dull Knife College, the tribal college of the Northern Cheyenne Nation, took new actions to assert sovereignty in relation to reservation schooling. This case study presents an account of these actions, which illustrates the kind of resistance that Hall and Fenelon suggest is possible in tribal college settings. Specifically, as a result of math curriculum reform at the Chief Dull Knife College, student success in math increased. Moreover, unintended consequences include that Northern Cheyenne student identities have been strengthened; college instructors use more culturally relevant strategies; and the tribal college has assumed a new leadership role in improving local schooling.Chief Dull Knife Collegesovereigntyreservation schoolingHallFenelonapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/3w1154twarticleAmerican Indian Culture and Research Journal vol 38, iss 30161-6463oai:escholarship.org:ark:/13030/qt8hp2x5fh2023-08-17T21:05:11Zqt8hp2x5fhPolicy through Practice: How Tribal Education Department Leaders View Educational Policy ProblemsPoitra, Christie M.2016-09-01This article examines how tribal education department leaders perceive the process of educational policy problem recognition and definition in their governments. This piece presents the perspectives of two education department directors working in two different federally recognized tribal governments located in Northern California. The data presented in this article was gathered through multiple interviews with the education department directors. The interviews were recorded, then transcribed and analyzed for themes sentence-by-sentence with the use of open coding methodology. The study argues that policy problem recognition and definition processes are, in part, shaped by (1) the expertise and ideologies of the department leadership within tribal governments; (2) the hands-on work of department leadership in the community; and (3) the flow of policy problem indicators from departments to council.federally recognized tribal governmentsNorthern Californiacouncilapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/8hp2x5fharticleAmerican Indian Culture and Research Journal vol 40, iss 40161-6463oai:escholarship.org:ark:/13030/qt2xh8868j2023-08-11T18:54:35Zqt2xh8868jAlma Annual Statistics Analytics Project Team May 2023 Report: Recommendations for standardizing, harmonizing and centralizing the UC Libraries / UC Office of the President Annual StatisticsAugustiniak, EllenAgrawal, AkshayBoone, SusanHernandez, HeatherLanius, AlisonLi, ChanNip, DaisyPotter, MicheleRiemer, JohnSheets, SarahStone-Logan, GemWatters Westbrook, DanielleWong, Lisa2023-05-31application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2xh8868jpublicationoai:escholarship.org:ark:/13030/qt3tn9k7sw2023-08-11T17:22:07Zqt3tn9k7swThe Tribally Controlled Colleges in the 1980s: Higher Education's Best Kept SecretOppelt, Norman T.1984-09-01The late 1960s and early 1970s saw a major change in American Indian education. This change was the advent of self-determination in education for some western American Indians. Rough Rock Demonstration School (1966) and Ramah High School (1970), located on different sections of the huge Navajo Reservation, were the first modern American Indian controlled elementary and secondary schools.
At the higher education level, the founding of sixteen tribally controlled colleges on western reservations between 1968 and 1978 has initiated self-determination in American Indian post-secondary education. Little research has been done on these schools; in fact, they are unknown to many persons in the field of higher education. Other than persons who have worked at these colleges, few educators know of their importance in American Indian education. This article has been written to inform interested persons about the present status of these tribal colleges, their progress and problems, and to speculate about their future.
The first tribally controlled college, Navajo Community College, was chartered by the Navajo Tribe in 1968. Classes were first offered in 1969 at the small reservation town of Many Farms where NCC shared facilities with the Bureau of Indian Affairs’ secondary school. The motivation for founding Navajo Community College was the realization by many Navajos that existing off-reservation White institutions were not meeting the postsecondary education needs of most Navajos. There were too many dropouts, wasted human resources and the preservation and transmission of the Navajo language and traditional culture was discouraged. The Navajo wanted their own college, planned and controlled by their people. They believed that an American Indian controlled college on the reservation would provide services to the tribe and would encourage educated Navajos to return to their homeland where they would provide resident expertise in a number of fields.American Indian educationself-determinationprogressproblemspeculate futureNavajo Community Collegeapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/3tn9k7swarticleAmerican Indian Culture and Research Journal vol 8, iss 40161-6463oai:escholarship.org:ark:/13030/qt2z4183h62023-08-11T17:09:48Zqt2z4183h6Medicine for the Rosebuds: Health Care at the Cherokee Female Seminary, 1876–1909Abbott, Devon Irene1988-01-01Founded in 1851 at Park Hill, in the Cherokee Nation, the Cherokee Female Seminary and its counterpart, the Cherokee Male Seminary, reflected the tribe’s commitment to formal education and acculturation. The female school originally was staffed by graduates of Mount Holyoke College in Massachusetts, and the educational philosophy of the seminary reflected the influence of that New England institution. Students were instructed in a broad spectrum of nineteenth-century curriculae and imbued with ethical and moral values championed by their teachers. Until Oklahoma achieved statehood in 1907, the Cherokee National Council consistently provided tribal money for the schools’ improvement. Young Cherokee women who graduated from the school later became doctors, ranchers, and politicians. One-third of the 160 graduates became educators-many of whom returned to the seminary to teach.
From the time of its opening, the seminary was deemed an academic and cultural success by parents, Indian agents, and school board officials who visited the school’s classes and social events. Viewing the meticulously dressed, articulate, and well-mannered young “Cherokee Rosebuds, ” visitors were duly impressed by their conscientious efforts to appear neat and refined. Each day the students fastidiously cleaned (upon penalty of demerits) the areas most often open to inspection-the kitchen, parlor, and classrooms, Teachers wearing white gloves also examined the private rooms of the students. The scrubbed floors, polished banisters, manicured lawns, and formal flower beds all reflected the institution‘s dedication to order and cleanliness, primary virtues of late nineteenth-century American life.formal educationhealth problemscrowded living conditionsapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/2z4183h6articleAmerican Indian Culture and Research Journal vol 12, iss 10161-6463oai:escholarship.org:ark:/13030/qt82h542sh2023-08-11T17:08:13Zqt82h542sh“For the Children of the Infidels”?: American Indian Education in the Colonial CollegesWright, Bobby1988-06-01Wild and savage people, . . . . they have no Arts nor Science, yet they live under superior command such as it is, they are generally very loving and gentle, and doe entertaine and relieve our people with great kindnesse: they are easy to be brought to good, and would fayne embrace a better condition.
-Robert Johnson, Nova Britannia, 1609
We must let you know . . . the Indians are not inclined to give their Children Learning. We allow it to be good, and we thank you for your Invitation; but our customs differing from yours, you will be so good as to excuse
-Canassatego (Iroquois), 1744
Schemes to deliver higher education to American Indians arose sporadically throughout the colonial period. Within a decade of the first permanent European settlement at Jamestown, plans were already underway for an Indian college, and similar designs continued periodically throughout the seventeenth and eighteenth centuries. Indians in fact offered the impetus for establishing and maintaining among the nation’s most enduring and prestigious halls of higher learning-such elite institutions as Harvard College, the College of William and Mary, and Dartmouth College.higher educationIndian collegefurther educatioinal agendaapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/82h542sharticleAmerican Indian Culture and Research Journal vol 12, iss 30161-6463oai:escholarship.org:ark:/13030/qt5rs6k30p2023-08-11T17:00:09Zqt5rs6k30pToo Dark to Be Angels: The Class System among the Cherokees at the Female SeminaryMihesuah, Devon A.1991-01-01The Cherokee Female Seminary was a nondenomnational boarding school established by the Cherokee Nation at Park Hill, Indian Territory, in order to provide high-quality education for the young women of its tribe. The curriculum was based on that of Mount Holyoke Seminary in South Hadley, Massachusetts, and it offered no courses focusing on Cherokee culture. The seminary first opened in 1851, but in 1887, it was destroyed by fire. Two years later, a larger, three-story seminary building was erected on the outskirts of the Cherokee Nation's capital, Tahlequah. By 1909, when the building was converted into Northeastern State Normal School by the new state of Oklahoma, approximately 3,000 Cherokee girls had attended the seminary. A male seminary was built at the same time, three miles from the female seminary; it educated Cherokee youth until it burned in 1910.
While the female seminary was indeed a positive influence on many of its pupils, there is much evidence to suggest that the social atmosphere at the seminary contributed to the rift between Cherokee girls from progressive, mixed-blood families and those from more traditional, uneducated backgrounds. Although many of the girls hailed from traditional families, the seminary did nothing to preserve or reinforce Cherokee customs among its students. But retention of ancestral Cherokee values was not the purpose of the school's establishment.boarding schoolMount Holyoke Seminaryriftpreserve Cherokee customsapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/5rs6k30particleAmerican Indian Culture and Research Journal vol 15, iss 10161-6463oai:escholarship.org:ark:/13030/qt1nb7p8mx2023-08-11T16:14:43Zqt1nb7p8mxOperation Kanyengehaga An American Indian Cross Cultural ProgramWells, Robert N.White, Minerva1975-06-01The 37,000 acre St. Regis Indian Reservation, located astride the U.S.-Canadian border, is home for 5,000 Mohawk Indians. Big cities' Mohawk men are famed for their sure-footed skill as "high-iron" construction wo rkers, builders of skyscrapers and bridges, but back on the reservation life is neither exciting nor well paid, and for years the Indians have been thoroughly ignored by their neighbors in the surrounding small towns of western New York. Most Mohawks living at St. Regis have low incomes and little education , and until recently there seemed faint hope for a better life for their children.tutoringeducation developmentMohawk childrenapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/1nb7p8mxarticleAmerican Indian Culture and Research Journal vol 1, iss 30161-6463oai:escholarship.org:ark:/13030/qt1z8108992023-08-07T20:32:44Zqt1z810899An Assessment Of The Safeguards Surrounding The Opioid Epidemic & How Public Health Strategy Can Aid In Its ConsummationWells, Chloe2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1z810899publicationoai:escholarship.org:ark:/13030/qt1619b68f2023-08-07T20:32:39Zqt1619b68fEvaluating The Effectiveness Of Financial Intervention For Improved Living ConditionsVazquez Moreno, Leslie2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1619b68fpublicationoai:escholarship.org:ark:/13030/qt7ws6z60t2023-08-07T20:32:17Zqt7ws6z60tChanges In Crypto Markets And Traditional Markets: How They Interact & Cryptocurrency’s Viability As An Investment OpportunityTom, Maxwell2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7ws6z60tpublicationoai:escholarship.org:ark:/13030/qt92h880xb2023-08-07T20:32:00Zqt92h880xbReading Interventions For K-3 Students In Culturally Linguistically Diverse Backgrounds: A Synthesis Of ResearchSolis, Kitzia2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/92h880xbpublicationoai:escholarship.org:ark:/13030/qt4fd5n5mv2023-08-07T20:31:23Zqt4fd5n5mvAddressing The Lack Of Medical Spanish Courses Within The California Higher Education SystemScandurro, Sophia2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4fd5n5mvpublicationoai:escholarship.org:ark:/13030/qt88m3g7mj2023-08-07T20:30:59Zqt88m3g7mjCOVID-19's Impact on California Education K-6Reyes-Moran, Sandibed2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/88m3g7mjpublicationoai:escholarship.org:ark:/13030/qt7xj4z2mw2023-08-07T20:29:48Zqt7xj4z2mwThe Effect of Party Systems on Climate Change Decision MakingOdaiyappan, Meenatchi2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7xj4z2mwpublicationoai:escholarship.org:ark:/13030/qt0mn6n78b2023-08-07T20:29:34Zqt0mn6n78bIntelligent Computer-assisted Language Learning In The English As A Foreign Language ClassroomNewvine, Ulyses2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0mn6n78bpublicationoai:escholarship.org:ark:/13030/qt7v83j2702023-08-07T20:29:31Zqt7v83j270Difference In Undergraduate Students’ Academic Motivation And Conscientiousness As A Function Of Using Online Group Messaging AppsNavarro, Joyce2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7v83j270publicationoai:escholarship.org:ark:/13030/qt5sn452bw2023-08-07T20:29:26Zqt5sn452bwHow Digital Game-based Learning Impacts Student Motivation And Achievement In An Elementary Classroom: A Systematic Review Of Empirical ResearchMurphy-Gonzalez, Orla2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5sn452bwpublicationoai:escholarship.org:ark:/13030/qt1rx4f5n62023-08-07T20:29:22Zqt1rx4f5n6Parenting Children With Autism Spectrum Disorder (Asd) In The Covid- 19 Pandemic: A Cross-cultural ComparisonMoynihan, Johannah2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1rx4f5n6publicationoai:escholarship.org:ark:/13030/qt0847k9jm2023-08-07T20:29:18Zqt0847k9jmEat Move Live: Healthy Lifestyle Promotion And Disease Prevention Intervention Analysis Within Latinx/indigenous Women In The Eastern Coachella ValleyMoreira, Jacqueline2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0847k9jmpublicationoai:escholarship.org:ark:/13030/qt0tw851z42023-08-07T20:28:08Zqt0tw851z4The Access To Academic Resources And Successes Of Biochemistry Students During The Covid-19 PandemicJudge, Harleen2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0tw851z4publicationoai:escholarship.org:ark:/13030/qt57r2f9k72023-08-07T20:27:28Zqt57r2f9k7Avid Success: The Avid Program’s Impact On The College Readiness Of Latinx High School StudentsHernandez, Melissa2023-06-16application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/57r2f9k7publicationoai:escholarship.org:ark:/13030/qt1pn0z1gx2023-07-31T14:48:50Zqt1pn0z1gxBreaking the Ice: Introducing First-Year Writing Students to “Scholarship as Conversation”Roth, AmandaGoldman, CrystalSolomon Amorao, AmandaTurnbow, Dominique2023-07-01This article offers a case study of using a flipped, synchronous virtual workshop to introduce first-year writing students to the “Scholarship as Conversation” frame of the ACRL Framework for Information Literacy for Higher Education. Before the workshop, students completed an asynchronous Preventing Plagiarism Tutorial that introduced them to paraphrasing and citations to develop a foundation for the workshop discussion. In the workshop, librarians used the Cephalonian method to introduce students to “Scholarship as Conversation.” To provide a realworld example of scholarly discourse, librarians cotaught the workshop with a faculty member who self-identifies as a Filipina American and whose research specialty is in Asian American cultural studies, which coincided with the course theme for the week. Workshop evaluations showed that students responded favorably to the presentation style. Learners expressed an awareness of the “Scholarship as Conversation” concept and the role that citation plays.library instructionscholarship as conversationinformation literacyparaphrasingcitationpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1pn0z1gxarticleportal:Libraries and the Academyvol 23, iss 3oai:escholarship.org:ark:/13030/qt9fk100fz2023-07-25T19:34:08Zqt9fk100fzCommunication of Education Innovations to Native AmericansEdington, Everett D.1974-03-01The world today is full of new ideas to bring about change in our society. The field of education is no exception, as educators, too, have jumped on the bandwagon of change. For the educational practitioner, though, it may be extremely frustrating to try to determine which innovations are of value. This frustration is especially keen for educators who work with American Indian children. Of the hundreds of new ideas available, few have been evaluated at all, and even fewer have been evaluated and used with Native Americans. An extremely important part of communicating educational innovations to any group is that the educator is able to sift and decide which innovations are appropriate for his use and for the use of the children for which he has responsibility.
There is a great value in diffusion theory, which we in education can use to help us introduce new knowledge more quickly into the classroom. In the past, many innovations took at least thirty years to become adopted in the majority of the classrooms. Even adoption of the new-mathematics program took six to eight years in the majority of classrooms across the nation. Most of the early diffusion theory came from people in agriculture and the extension service working to persuade farmers to adopt new practices. Recently, writers in education have looked at the special problems of education in our public schools in relation to the theoretical framework for developing a communications system of delivering information to the schools. If we are to move education ahead for Native Americans at a much faster rate than in the past, it is extremely important that the people responsible for the education of Indian children see that the gap between the development of new knowledge and its use is narrowed. Moreover, they should demand that only those ideas that have been properly tested and developed for Native Americans be used with these children.
Research has shown that in education, as well as in agriculture and other fields, different levels of adopters of innovations exist. Most authors generally recognize the first level of adopters as the innovators themselves. Next come the early adopters, many of whom are leaders in education at the local level, people who would rather see new techniques tested and tried before put to use than to jump on every bandwagon. The next level is the early majority, followed by the lake adopters and laggards. The latter two groups frequently let very successful practices pass by before they are willing to accept them.
Diffusion research has pointed out the important role of the linker in the diffusion of an innovation. In the regular educational structure these people may be found in state departments of education, regional service centers (in states that have regional service centers), some county offices of education (in states where such offices have been developed to serve this purpose). In many cases, central office personnel act as linkers. Universities could also act as linkers, although they do not often see themselves in this role. In Native American education, many other linkers are utilized. The BIA serves as a vital link between the knowledge developers and users. Tribal education officers are an extremely important linker where they exist. Many state departments of education have directors of Indian education whose primary responsibility is to see that adequate programs are developed for Indian children within that state. Each of these people links the developer to the educational practitioner, to ensure that worthwhile innovations are put to use in educating the Indian child.American Indian childreneducational innovationsdiffusion theoryapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/9fk100fzarticleAmerican Indian Culture and Research Journal vol 1, iss 20161-6463oai:escholarship.org:ark:/13030/qt14j6m6p42023-07-25T19:23:17Zqt14j6m6p4Those First Good Years of Indian Education: 1894 to 1898Hewes, Dorothy W.1981-03-01It has long been taken for granted, in these United States, that one of the privileges accorded newly elected presidents and their party leaders is the selection of those who will carry out the work of the incoming administration. Although the high price of dropping competent incumbents is impossible to calculate, the most costly decision for Native Americans must have been William McKinley's 1898 appointment of Estelle Reel to replace William N. Hailmann as Superintendent of Indian Schools. It ended a four year period during which almost all of today's innovations were successfully introduced, and it dealt such a crushing blow to Hailmann that he was never again an effective leader.
At the time of his appointment as Superintendent of Indian Schools, William N. Hailmann was one of America's outstanding educational leaders. His career had been one of steady progress, from his arrival as a sixteen-year-old Swiss immigrant in 1852 through the successful adm inis tration of several German-American academies and public school districts. He held top offices in professional organizations and was well-known as a writer, editor, and lecturer. The influential Froebeli an movement of this country during the late 18005 was largely due to the leadership he and his wife, Eudora, had exerted. From 1883 until his appointment by President Cleveland in 1894, he was superintendent of public schools in LaPorte, Indiana, where he had broken with traditional methods of instruction and discipline by developing what he called the "New Education." Based on the philosophy of Friedrich Froebel, a German whose ideas had been adopted primarily for young children, Hailmann was exponent for a system that stressed student self-government, activity learning from kindergarten through high school, the importance of family life and of community involvement in the schools. The system depended upon superior teachers who were facilitators, able to challenge children to advance intellectually, socially, physically, and aesthetically in a supportive environment.William N. Hailmanneducational leaderapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/14j6m6p4articleAmerican Indian Culture and Research Journal vol 5, iss 20161-6463oai:escholarship.org:ark:/13030/qt7ph8h8t72023-07-25T19:22:00Zqt7ph8h8t7The Federal Campaign for the Admission of Indian Children Into Public Schools, 1890-1934Hendrick, Irving G.1981-06-01The four decades prior to the release of the Meriam Report in 1928 and the appointment of John Collier as Commissioner of Indian Affairs in 1933 have not been viewed as a period of significant accomplishment by writers on Indian education. Indeed, it is possible to conclude, as Senator Edward M. Kennedy's Special Subcommittee on Indian Education concluded in 1969, that such a time has yet to arrive; that the Government's overall record on the subject has been a "failure of major proportions.'" Historians and other commentators on the Federal Government's record in Indian relations have properly viewed the comprehensive and highly respected Merian Report as a document which stimulated at least reform mindedness, if not lasting reform, by calling for an end to the Government's policy of de-Indianizing Indians, as well as a phasing out of grossly inadequate Government boarding schools
Commissioner Collier is remembered for his determined and controversial efforts to implement the policy recommendations of the Merian Report, and for encouraging, albeit with minimal success, a rebirth of Indian culture, self-sufficiency, and self-determination. Collier's major achievement in education was the Johnson-O'Malley Act of 1934, an act which provided federal funding to qualifying states for educating Indian children in regular state supported public schools.Meriam ReportJohn CollierIndian Educationfailurede-Indianizing policyapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/7ph8h8t7articleAmerican Indian Culture and Research Journal vol 5, iss 30161-6463oai:escholarship.org:ark:/13030/qt0303v3m62023-07-18T22:15:39Zqt0303v3m6Integrating Identities: The Intersection of Reluctant Professionals and the AcademyFriedman, Lia G.2023-01-06InstructionLibrarianReluctantPedagogyUntraditionalapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0303v3m6publicationoai:escholarship.org:ark:/13030/qt6pj6c3rf2023-07-18T22:09:30Zqt6pj6c3rfFrom the Cold War to Global Warming: A Scientific OdysseyKennel, Charles F.2023-01-23Charles F. Kennel is an American plasma physicist who served as the Executive Vice Chancellor of UCLA, the Associate Administrator of NASA, the Director of Scripps Institution of Oceanography at UC San Diego, and is the inaugural Visiting Research Fellow at the Centre for Science and Policy at the University of Cambridge. This volume contains his autobiography, which not only covers Dr. Kennel's own life but also offers perspectives on the history of science in the twentieth and twenty-first centuries, including the author's work in space research, plasma physics, astrophysics, climate change science, and sustainability.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6pj6c3rfmonographoai:escholarship.org:ark:/13030/qt3kr5j3z22023-07-17T22:28:02Zqt3kr5j3z2A Dissonant Education: Marching Bands and Indigenous Musical Traditions at Sherman Institute, 1901–1940Veerbeek, Vincent2020-09-01At the end of the nineteenth century, the US government established a system of off-reservation boarding schools in an effort to assimilate Indigenous youth into the American nation-state. Music emerged as one of the most enduring strategies that these schools employed to reshape the cultural sensibilities of young Native Americans. A lively music culture could be found, for instance, at Sherman Institute in Riverside, California, which was home to a marching band and dozens of other music groups throughout its history. Although school officials created these institutions for the purposes of assimilation and cultural genocide, this music program often had a more ambiguous place in the lives of students. To understand the role of music within Sherman Institute during the early twentieth century, this article examines the school’s marching band and the place of Indigenous cultural expression. While the school had students march to the beat of civilization, young Native Americans found various strategies to combat assimilation using the same instruments. At the same time, they also used the cultures of their communities to navigate life in an environment that the government created to destroy those very cultures.boarding schoolsmusicSherman InstituteRiversideCaliforniamarching bandassimilationearly twentieth centuryapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/3kr5j3z2articleAmerican Indian Culture and Research Journal vol 44, iss 40161-6463oai:escholarship.org:ark:/13030/qt2vt6g4qx2023-07-17T22:27:46Zqt2vt6g4qxCautionary Stories of University Indigenization: Institutional Dynamics, Accountability Struggles, and Resilient Settler Colonial PowerSteinman, ErichScoggins, Scott2020-01-01Increasingly, a discourse of indigenizing is being articulated in United States higher education. This article contributes to the limited existing research that examines how indigenization processes, well underway in Canada, are able to transform post-secondary institutions and/or how transformation is resisted and contained. With attention to institutional dynamics, Native studies’ centering of community accountability, and patterns of settler-colonial power, the study centers the perspectives and experiences at one university of Indigenous students, faculty, staff, and community partners. Interviews reveal four tensions or challenges of indigenization. “Hidden contributions” are the result of Indigenous people bearing the burden of rectifying the institution’s default colonial practices. Many individuals attempt to satisfy a challenging “dual accountability” to both First Nations and the university. Contradictions and uneven advances across the university create starkly varying experiences and reveal both promising change and disappointment. Finally, participants envision going beyond indigenization and decolonization by centering Indigenous intellectual autonomy and increasing accountability to First Nations. Interpreting these experiences and perceptions through logics of inclusion, reconciliation, and decolonization, the study suggests strategic approaches to address these tensions in future efforts in Canada and the United States.higher educationCanadacommunity accountabilitydual accountabilityFirst Nationsdecolonizationapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/2vt6g4qxarticleAmerican Indian Culture and Research Journal vol 44, iss 10161-6463oai:escholarship.org:ark:/13030/qt1kx3x3xf2023-07-17T22:27:14Zqt1kx3x3xfCommentary on the Recruitment and Retention of American Indian and Alaska Native Students in California Postsecondary Education InstitutionsAkee, RandalStewart-Ambo, TheresaTorres, Heather2020-01-01In this commentary, we engage and summarize existing practices for recruiting and retaining American Indian and Alaska Native students in postsecondary institutions in California. This commentary is the output of a two-day symposium, “Lighting a Path Forward: UC Land Grants, Public Memory, and Tovaangar,” held at the University of California, Los Angeles in October of 2019. The symposium brought together campus and community leaders from across California to discuss the past, present and future of American Indian and Alaska Native student and community concerns, and provide intervening policy and practice recommendations. Participants included both American Indian and Alaska Native and non-Native individuals with a wealth of professional experience and employment in American Indian and Alaska Native education, from the California Community College, California State University and University of California systems. We jointly created a table of critical interventions in education, the justification for this, and potential strategies for implementation. Here, we summarize the discussion of participants from the American Indian and Alaska Native student retention and recruitment workshop to document recommends interventions for campus practitioners and leaders to serve as a guiding document for system and campus advocacy.studentspostsecondary institutionsCaliforniapractice recommendationseducationpolicyapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/1kx3x3xfarticleAmerican Indian Culture and Research Journal vol 44, iss 10161-6463oai:escholarship.org:ark:/13030/qt9m96q4kd2023-07-17T21:09:01Zqt9m96q4kdA Little School, A Reservation Divided: Quaker Education and Allegany Seneca Leadership in the Early American RepublicNicholas, Mark A.2006-06-01Western New York’s Allegany Seneca Reservation was a troubled place. John Peirce, one of many Allegany chiefs, could only lament in 1821 how a political situation had spiraled out of control: “war had risen amongst them.” Within a span of a few years, Quakers operating a schoolhouse on Seneca lands had ripped apart the Allegany people. For Allegany, problems with Quaker-run schools were nothing new. In 1798, Philadelphia Quakers began to offer Allegheny River Senecas some acculturative assistance, including resident schoolteachers. Cornplanter, a chief of mixed Dutch-Seneca ancestry who secured a grant from Pennsylvania in 1791, promoted Henry Simmons Jr.’s education program on his lands. Nonetheless, Simmons’s efforts faltered under the weight of opponent pressure. Another school at Allegany from 1811 to 1815 eventually closed in spite of the labors of an eighteen-year-old school- master, Joseph Harlan. Two unsuccessful schools along the Allegheny River did not halt a third attempt by members of Philadelphia’s Yearly Meeting Indian Committee. In 1816, weighty Quakers dispatched the twenty-two-year-old Joseph Elkinton. Elkinton had some experience educating African Americans but none teaching Indians. Even while lacking knowledge of Seneca language and culture, Elkinton took initiative on the reservation to have a successful school; his work, while benevolent, almost resulted in Senecas killing him. The problems Quakers faced to school the Allegany Senecas in earlier decades, to say the least, were tame in comparison to the chaos that Elkinton’s reservation-based efforts unleashed.
Between 1816 and 1822, Elkinton meddled in reservation affairs, and in multiple diaries, he chronicled the tumultuous period during which he tried to build his schoolhouse. This study adopts a community-centered perspective with respect to the Allegany school-related debate—an approach advocated by scholars such as Richard White and Joshua Piker. Fortunately, Elkinton’s uncommonly rich diaries yield a unique local-level perspective on Allegany Seneca politics, which has remained largely unavailable until now, when analyzed in light of ethnographic, ethnohistorical works and other historical evidence. Elkinton devised categories for the groups vying for power as the school-related debate took its shape: “supporters of improvements” versus “those opposed to improvements.” Closer examination of Elkinton’s many diaries shows that both Allegany school coalitions were the work of specific leaders with specific clan and village ties.Senecaapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/9m96q4kdarticleAmerican Indian Culture and Research Journal vol 30, iss 30161-6463oai:escholarship.org:ark:/13030/qt8410d7cd2023-07-17T20:58:36Zqt8410d7cdEnglish, Pedagogy, and Ideology: A Case Study of the Hampton Institute, 1878–1900Spack, Ruth2000-01-01In the late nineteenth century, when the US government embarked on an educational program to teach English to American Indian students, there were few if any trained teachers of English as a second language in public schools in the United States. Immigrant groups that wielded some political power, such as German speakers, created their own schools, which were staffed with teachers who spoke the students’ languages. In contrast, poor immigrant children, if they attended school at all, were typically drilled in English by the same teachers in the same material as English-speaking children, even though they could not understand the teachers’ instructions. Given that teaching English and teaching through English were necessarily trial-and-error processes, the issue of language and language instruction pervaded the annual reports of the commissioner of Indian affairs at the turn of the century. While there is a growing body of literature on American Indian education in the late nineteenth century, including historical overviews and studies of particular schools, as well as the occasional study dealing with the US government’s language policy at the turn of the twentieth century, no detailed investigation exists of the methods teachers actually employed in order to teach English to American Indian students when this first nationwide English-as-a-second-language program was instituted. This study is a contribution to that history.
To learn how English was taught at the time the US government was increasing its involvement in American Indian education, this article examines the second-language program developed at the Hampton Normal and Agricultural Institute in Virginia beginning in 1878. Hampton was not representative of all off-reservation boarding schools. Founded as a school for freed slaves and focusing on the African American population, it was not designed exclusively for American Indian students.few trained teachersEnglish as a second languageAmerican Indian educationHampton Normal and Agricultural Instituteapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/8410d7cdarticleAmerican Indian Culture and Research Journal vol 24, iss 10161-6463oai:escholarship.org:ark:/13030/qt7qz6h62p2023-07-17T20:55:55Zqt7qz6h62pLabored Learning: The Outing System at Sherman Institute, 1902-1930Whalen, Kevin2012-01-01This article examines the development of the outing system at Sherman Institute, an off-reservation federal Indian boarding school located in Riverside, California. Modeled after the program developed by Richard Henry Pratt at Carlisle Indian School, the Sherman outing system sent hundreds of young men and women to work for white households and businesses throughout Southern California. The outing system presented student-laborers with harsh working conditions and sought to prepare them for lives of menial labor. Yet, in many cases, indigenous students and their communities utilized the system for their own benefit, whether for money, work experience, or adventure. By examining the institutional design of the outing system and indigenous approaches to it, this study sheds further light on how Native students, families, and communities navigated government systems designed to eradicate their cultures.off-reservationfederal Indian boarding schoolRiversideRichard Henry PrattCarlisle Indian Schoolwhite householdsSouthern Californiastudeint-laborersmenial laborindigenousNative studentapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/7qz6h62particleAmerican Indian Culture and Research Journal vol 36, iss 10161-6463oai:escholarship.org:ark:/13030/qt6bc2p07d2023-07-17T20:46:43Zqt6bc2p07dThe Use of Oral Literature to Provide Community Health Education on the Southern Northwest CoastThompson, Nile RobertSloat, C. Dale2004-06-01Among the American Indians of western Washington State and northwest Oregon stories have served as educational tools by presenting lessons concerning the traditional culture. Several types of instruction have been noted in the oral literature of these Indians of the Southern Northwest Coast. June Collins, for example, describes several rules of ethics (caring for the aged and handicapped, limiting potential marriage partners after the death of a spouse, and treating step-children humanely) in stories of the Skagit Indians. William Shelton (1868–1938), a Snohomish Indian, affirms that such stories impart principled messages to the audience: “My parents, uncles, and great-uncles told me, in days gone by, stories which would create in me the desire to become brave, and good, and strong, to become a good speaker, a good leader; they taught me to honor old people and always do all in my power to help them.” There is, however, another set of messages beyond ethics, good citizenship, and bravery. A subset of the oral literature, either whole stories or parts of them, provides its audience with information about human health concerns. These stories attempt to teach listeners how to prevent certain illnesses, avoid bodily harm, and relieve minor afflictions. They also deal with mental health issues, sexual instruction, spirit-power contact, and coping with old age.
Today these stories present another type of insight. They allow us access into the cosmology of the Southern Northwest Coast populations and provide us with a look into their methods for analyzing nature. Through these stories we are able to judge the validity of claims that the indigenous understanding of contagious disease very often parallels Western concepts of germ theory.illness theorymedical trainingoral literatureapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/6bc2p07darticleAmerican Indian Culture and Research Journal vol 28, iss 30161-6463oai:escholarship.org:ark:/13030/qt5jg441342023-07-17T20:39:36Zqt5jg44134"Counting Experience" among the Least Counted: The Role of Cultural and Community Engagement on Educational Outcomes for American Indian, Alaska Native, and Native Hawaiian StudentsAkee, RandallYazzie-Mintz, Tarajean2011-06-01In this article, the authors present results from a survey project that focused on the experiences of postsecondary American Indian (AI)/Alaska Native (AN)/Native Hawaiian (NH) students. They acknowledge that there are political and historical differences among and within these three broad categories of indigenous people; however, the research focuses on a few common obstacles to educational attainment for indigenous peoples in the United States. In the current study, they feel that it is appropriate to incorporate all three groups. The purpose of this study is to generate a profile of characteristics that contribute to, or at least are related to, the success of AI/AN/NH postsecondary students. They discuss the survey responses provided by a diverse Native student population currently enrolled in various postsecondary institutions across the United States. In particular, they found intriguing relationships between the family and cultural experiences of their survey respondents and their educational attainment. These findings provide a clear path for the future investigation of factors that affect educational attainment and the success of AI/AN/NH college and graduate students. The final portion of the article discusses the ways in which the authors plan to establish important collaborations with various indigenous nations, groups, and organizations that might be interested in the links among Native language, culture, and educational attainment.AIANNHindigenous peopleUnited Statescollegegraduateapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/5jg44134articleAmerican Indian Culture and Research Journal vol 35, iss 30161-6463oai:escholarship.org:ark:/13030/qt51f7q70r2023-07-17T20:34:39Zqt51f7q70rScience and Culture in a Curriculum for Tribal Environmental Management: The TENRM Program at the Northwest Indian CollegeBerardi, GigiBurns, DanDuran, Philip H.Gonzalez-Plaza, RobertoKinley, SharonRobbins, LynnWilliams, TedWoods, Wayne2002-06-01This paper discusses an innovative, interdisciplinary two-year environmental studies program funded by the National Science Foundation (NSF). The authors describe the program—its origins, foundation principles, curriculum, assessment, and recruitment—discuss student participation and achievements, and summarize the long-term prospects of the program. This article was prepared during the program’s second NSF-funding cycle.environmental studies programNational Science FoundationNSFstudent achievementlong-term prospect summaryapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/51f7q70rarticleAmerican Indian Culture and Research Journal vol 26, iss 30161-6463oai:escholarship.org:ark:/13030/qt4cc4k1wd2023-07-17T20:27:01Zqt4cc4k1wdIt's Okay To Be Native: Alaska Native Cultural Strategies in Urban and School SettingsGrantham-Campbell, Mary1998-09-01Today most Alaskan schools are public. However there are important historical differences between predominantly Native rural schools and predominantly non-Native urban schools. Many Alaskan rural schools have evolved from a handful of Russian-operated mission schools into approximately 150 small village public schools, while many urban schools are not unlike large schools outside of Alaska; that is, they reflect socioeconomic diversity rooted in broader U.S. society. Urban schools now enroll more Natives than ever before. In various ways the wider social forces and political battles which ensued as Alaska became a U.S. territory and later a state are represented in all of Alaska’s schools. The particular history of Native education reflects a long relationship of struggle between the original inhabitants of this land and those who came to exploit it. This brief paper is about Alaska Native life and education in and around Fairbanks, Alaska’s second largest city. Schooling and educational contexts are examined as key sites where specific cultural strategies are utilized to maintain Native identity. These strategies allow for a complex set of cultural responses to urban and school settings, which historically have been inhospitable to Natives. By “cultural strategies” I mean those attitudes, behaviors, and activities that enable individuals and communities to participate in their own culture(s), as well as in other cultures with minimized risk of cultural conflict. In Alaska these cultural strategies are deeply intertwined with issues of self-esteem, cultural pride, and academic achievement.Native rural schoolpredominantly non-Native urban schoolAlaska Native educationFairbanksNative identityself-esteemcultural prideacademic achievementapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/4cc4k1wdarticleAmerican Indian Culture and Research Journal vol 22, iss 40161-6463oai:escholarship.org:ark:/13030/qt3dx6z6q32023-07-17T20:17:56Zqt3dx6z6q3Escape from Albuquerque: An Apache MemorateGreenfeld, Philip J.2001-06-01They put me in the boarding school and cut off all my hair, gave me an education, but the Apache’s still in there.
-Mitch Walking Elk
This article details the account by Clarence Hawkins, a White Mountain Apache, of his escape from the Albuquerque Indian School around 1920. I knew Clarence for over twenty years, and he told me this story several times. I tape-recorded it in 1990, shortly before he died. The following quote from my journal may give some idea of his personal significance to me:
Clarence died on Thursday, Sept. 23, 1993. He was 82. Alvino [his second eldest son] called me on Fri. morning at 7:00. The wake was to be held starting Thursday at Judy’s [his youngest daughter] house. I was so shocked that I didn’t even ask that till later. He died of cancer arid liver problems in the IHS hospital. He went into a coma before he died.
Although there are a number of personal accounts about American Indian boarding school experiences, I believe the significance of Clarence’s story of his escape from Albuquerque is in the detail of the difficulties and the persistence he showed in his desire and effort to return to his reservation several hundred miles from the Albuquerque Indian School. It also exemplifies the type of reaction many Indian youth had to the American government’s plans for cultural assimilation. Clarence’s journey compares to. James McCarthy’s one-hundred-and-fifteen-mile walk from the Phoenix Indian School to Tucson in 1907, and the anonymous students who covered over 200 miles in their flights from the Mt. Pleasant Indian School in Michigan.Clarence HawkinsAlbuquerque Indian School1920escapecultural assimilationapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/3dx6z6q3articleAmerican Indian Culture and Research Journal vol 25, iss 30161-6463oai:escholarship.org:ark:/13030/qt3600r6pr2023-07-17T20:16:00Zqt3600r6prThe Safe Futures Initiative at Chief Leschi Schools: A School-Based Tribal Response to Alcohol-Drug Abuse, Violence-Gang Violence, and Crime on an Urban ReservationGuilmet, George M.Whited, David L.Dorpat, NormPijanowski, Cherlyn1998-09-01INTRODUCTION
This article will first describe the Puyallup Reservation in Tacoma-Pierce County, Washington, focusing on its urban context and the demographics of the multitribal community it serves. The authors will then consider the Chief Leschi Schools system (pre-K through 12) in historic perspective and in its contemporary form. The community and family risk factors associated with the escalating problem of alcohol/drug abuse and violence/youth violence in the surrounding urban community and within the Puyallup Reservation will be discussed. The impact of the broader urban alcohol/drug abuse and violence on Chief Leschi Schools and its children and families will then be analyzed. The tribal programmatic response to this situation and particularly the development and the evolution of the prevention programs, Positive Reinforcement in Drug Education (PRIDE) and Puyallups Against Violence (PAV) will be discussed. These programs were designed to provide positive alternative activities to American Indian and Alaska Native students and the general multitribal community. The current design of the alcohol-drug-violence-gang prevention program (Safe Futures) and the future goals and plans for this program will then be reviewed. Special attention will be placed on reviewing the risk factors and protective factors targeted for intervention through the Safe Futures Program. Finally, the relevance of this project to a selected sample of the research literature will be discussed. This article is based on an analysis of historic data and a set of interviews with school staff, prevention staff, and general Puyallup tribal employees.Puyallup Reservationurban contextmultitribal communityChief Leschi Schools systemprevention program developmentSafe Futures Programinterviewsapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/3600r6prarticleAmerican Indian Culture and Research Journal vol 22, iss 40161-6463oai:escholarship.org:ark:/13030/qt2pd141xr2023-07-17T20:11:28Zqt2pd141xrTheorizing Native Studies in the NortheastWelburn, Ron2009-09-01Academic programs that focus on the histories, cultures, and contemporary issues of the peoples indigenous to North America, whether they are called American Indian studies, Native American studies, First Nations studies, or, for some as program ideologies evolve, indigenous studies, are not new pursuits. As Native studies continues to develop, administrators, faculties, staff, and students will face questions about theory and methodology and their practical applications. Perhaps inevitably, formulaic theorizing and concerns about methodology seem to evoke doctrinaire responses, compelling the discipline’s thinkers to codify the principles in their programs’ mission statements. Native studies has a continually growing body of critical literature recommending or implying how to theorize the discipline and develop methodological strategies. What this article will offer are ways to think about theory, method, and practice in Native studies from the perspective of the Certificate Program in Native American Indian Studies (CPNAIS) at the University of Massachusetts Amherst (UMass Amherst), a large public institution in the Northeast that draws from a regional population of Native undergraduates in contrast to private institutions like the Ivy League and “Little Ivy” schools, whose students largely come from western federally recognized tribes and whose programs emphasize western Native histories. From this vantage, the discussion will contextualize aspects of the philosophical and pedagogical challenges shared in general with Native studies programs anywhere but that are germane to the UMass Amherst effort. To set up this discussion compels some reference to struggles going on in the older interdisciplinary field of American studies. Similarities regarding theorizing American studies as well as questions about its viability to Native studies offer a useful comparison that cannot be fully covered here. But the coincidental timing of the younger Native studies facing similar structural and epistemological challenges long affecting the older discipline is too ironical to ignore.Academic programsAmerican Indian studiespedagogical challengeNative studies programapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/2pd141xrarticleAmerican Indian Culture and Research Journal vol 33, iss 40161-6463oai:escholarship.org:ark:/13030/qt1p9702192023-07-17T19:59:45Zqt1p970219Some Elements of American Indian Pedagogy from an Anishinaabe PerspectiveGross, Lawrence2010-03-01This paper discusses the use of Anishinaabe pedagogical techniques for teaching American Indian Studies at the college level. Nineteen elements of Anishinaabe pedagogy are first outlined and then explained. The explanation includes examples from Anishinaabe culture and how each particular element is applied in teaching American Indian Studies. The nineteen elements include: 1. Maintaining a sense of family; 2. Maintaining a sense of community; 3. Maintaining a sense of place, especially in seeing the land as a teacher; 4. Oral tradition; 5. Storytelling; 6. Relationships; 7. Balance; 8. Uniting past, present, and future, that is, acknowledging the past to imagine a better future to work toward in the present; 9. Remaining open to mystery; 10. Observation; 11. Visioning/creativity/imagination; 12. Preserving a positive self-identity; 13. Developing forgiveness; 14. Pragmatism; 15. Training to task mastery as opposed to grading level of task achievement; 16. Accretive thinking; 17. Recognition of the complex nature of truth; 18. Respect for people outside one’s culture; and 19. Humor. The piece ends with some general observations about the nature of American Indian pedagogy. It is argued the purpose of American Indian pedagogy is to enable individuals to best fulfill one’s mission in life. However, it is also important for individuals to direct their talents toward benefiting one’s family, community, and place. By the same token, communities need to encourage the development of individuals who know their mission in life so that the community as a whole can become strong. In this way, both healthy individuals and communities can be maintained.Anishinaabeteachingcollegeoral traditionpedagogyapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/1p970219articleAmerican Indian Culture and Research Journal vol 34, iss 20161-6463oai:escholarship.org:ark:/13030/qt1k47d1mt2023-07-17T19:58:40Zqt1k47d1mtAmerican Indian Science Education: The Second StepGarroutte, Eva Marie1999-09-01Recent years have witnessed an expansion of culturally relevant education programs for American Indian youth. These programs, which are a response to underachievement in scientific and technical fields, focus on curricula and methods that render science more accessible to Indian students. They do so by adapting to the "learning styles," the interactional and social patterns, the common knowledge, and the community needs that may distinguish Indian students from their non-Indian classmates. Many of the resulting programs are impressive, showing monumental dedication and tremendous creativity on the part of their staff. Indian science education has taken a giant step.
Now, however, there is an opportunity to take another step. This article, while applauding the achievements of culturally relevant science programs, suggests that many such programs may carry with them unintended consequences. In order to clarify this assertion, I first examine some assumptions which tend to characterize mainstream science classrooms and some of the contrasting assumptions which may appear in various American Indian traditional thought systems. I discuss some specific examples of culturally relevant science programs, showing that the tendency is to overlook or deemphasize the differences just explored. I then argue that the outcome of such neglect is likely to be that American Indian traditional knowledge is severely damaged, even destroyed. I close by considering what science programs might look like if they pressed innovations in culturally relevant programming toward a second and more dramatic step that more explicitly insists upon the legitimacy of traditional American Indian models of inquiry into the natural world.culturally relevant science programsdeemphasize differencesdamaged American Indian traditional knowledgetraditional American Indian models legitimacyapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/1k47d1mtarticleAmerican Indian Culture and Research Journal vol 23, iss 40161-6463oai:escholarship.org:ark:/13030/qt0pp4t2092023-07-17T19:49:56Zqt0pp4t209Willard Beatty and Progressive Indian EducationStefon, Frederick2009-09-01Willard W. Beatty (1891–1961) lived most of his early life in San Francisco. As a teenager there, Beatty experienced the first philosophic influence on his life—a profound influence that he would later incorporate into much of his educational philosophy. As a high school student, Beatty attended the California School of Mechanical Arts, or the James Lick School—a secondary trade school for high school students “drawn from the whole state of California.” His son, Walcott H. Beatty, in a letter to this author noted, “I believe that it was his experience [at the James Lick School] which greatly influenced his thinking with regard to education.”
The James Lick School offered an educational program that was vocational in nature and whose hallmark was a successful apprenticeship program. The founder of the school, James Lick, was a self-made millionaire and a piano maker by profession. A self-educated man, Lick never forgot his origin as a skilled mechanic. He continually sought to enhance his own education not as a means of escape for the laboring man but as a “means to enriched living.” Willard Beatty wrote in 1944 that “Lick thought of things of the spirit, not merely of material well-being. . . . In this he anticipated by a generation the philosophy of the British Labor Party.”progressive Indian educationWillard Beattyeducational philosophyapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/0pp4t209articleAmerican Indian Culture and Research Journal vol 33, iss 40161-6463oai:escholarship.org:ark:/13030/qt2g18c2jj2023-07-12T23:49:58Zqt2g18c2jjLocal Ocean: A Film Exploring Community through Local & Sustainable SeafoodWallace, Biz2023-06-01LOCAL OCEAN is an uplifting documentary film that provides an insightful, earnest portrait of the struggles and value of seafood producers in the San Diego community, breaking down the "us vs. them” public perception surrounding commercial fishing.More about this project can be viewed here:
https://www.bizwallace.com/
filmscience communicationsustainable seafoodlocal fishersapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2g18c2jjpublicationoai:escholarship.org:ark:/13030/qt8463t7gn2023-07-12T23:40:24Zqt8463t7gnEight Oceans: Driving Conservation Engagement Through Gamification of Ocean PolicyWhicker, Dane2023-06-01The ocean is a vital source of many valuable resources and services, such as food supplied through fishing, energy derived from oil and wind power, and often overlooked materials like sand, salt, and minerals. Each of these resources is finite by nature, so the need to sustainably manage them is paramount if we wish to ensure their availability alongside healthy ocean ecosystems for future generations. Doing so will require science-guided policies and laws that are crafted in coordination with stakeholder input from ocean-users and members of the public. Sustainability does not just require protection of ocean resources, but encouragement of human welfare as well. As such, public and stakeholder input is vital. However, engagement can be limited by barriers of inaccessibility: ocean-conservation topics are often complicated, and the policy processes and economic solutions we use to address them are equally so. This project offers a unique solution to fill that gap by representing real world issues and policy processes as a cooperative, physical board game. This process is called gamification: applying game design elements to non-game contexts. By gamifying ocean policy processes and making conservation decisions fun, Eight Oceans strives to demystify opaque policy processes, empower players to learn and discuss a myriad of complex ocean topics, and inspire player involvement and action in the real world. This game was created by assigning game mechanics and elements to real world processes and creating a conservation-focused objective for players to accomplish. This basic game ruleset was then put through many rounds of playtesting with a diversity of players, who provided feedback to revise and create new iterations of the game. The resulting prototype version serves as the framework for a more fully tested and complete product, intended for eventual marketability. Through the lens of gaming, Eight Oceans intends to bring important topics in ocean conservation to a unique new audience.Ocean PolicyResource ManagementClimate ChangeGamificationSustainabilityBoard GameStakeholder EngagementEducationFisheries ManagementFossil FuelsConservationAI Artapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8463t7gnpublicationoai:escholarship.org:ark:/13030/qt9ns389dp2023-07-12T23:36:52Zqt9ns389dpVoices of Island Guardians: A story of Shark-Human Coexistence & The Rising Shark Tourism Industry in Fuvahmulah, MaldivesDandoy, Lorea2023-06-01On the island of Fuvahmulah, Maldives, community members have learned to co-exist with resident tiger sharks. Rapidly becoming a premier destination for shark tourism, Fuvahmulah demonstrates a novel circumstance for how this often-polarizing industry can both bolster the local economy and strengthen shark conservation efforts. Focusing on personal storytelling, this project delivers a 5-part video series and interactive website featuring video portraitures of locals involved in and impacted by the industry. This anecdotal multimedia approach helps examine the grey areas of shark tourism while addressing ways to ensure its sustainability and longevity on the island.You can see the media created for this project here: https://miyaru.org/stories
sharksshark conservationmaldivestourismecotourismmultimediastorytellingcommunityislanddivingstoriesvideofilmmakingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9ns389dppublicationoai:escholarship.org:ark:/13030/qt4gn6b7782023-06-30T22:49:25Zqt4gn6b778Approaching a Tipping Point? A History and Prospectus of Funding for the University of California Douglass, John A.Bleemer, Zachary2018-08-20This year marks the University of California’s (UC) 150th anniversary. In part to reflect on that history, and to provide a basis to peer into the future, the following report provides a history of the University of California’s revenue sources and expenditures. The purpose is to provide the University’s academic community, state policymakers, and Californians with a greater understanding of the University’s financial history, focusing in particular on the essential role of public funding.In its first four decades, UC depended largely on income generated by federal land grants and private philanthropy, and marginally on funding from the state. The year 1911 marked a major turning point: henceforth, state funding was linked to student enrollment workload. As a result, the University grew with California’s population in enrollment, academic programs, and new campuses. This historic commitment to systematically fund UC, the state’s sole land-grant university, helped create what is now considered the world’s premier public university system.However, beginning with cutbacks in the early 1990s UC’s state funding per student steadily declined. The pattern of state disinvestment increased markedly with the onset of the Great Recession. As chronicled in this report, the University diversified its sources of income and attempted to cut costs in response to this precipitous decline, while continuing to enroll more and more Californians. Even with the remarkable improvement in California’s economy, state funding per student remains significantly below what it was only a decade ago.Peering into the future, this study also provides a historically informed prospectus on the budget options available to UC. Individual campuses, such as Berkeley and UCLA, may be able to generate other income sources to maintain their quality and reputation. But there is no clear funding model or pathway for the system to grow with the needs of the people of California. UC may be approaching a tipping point in which it will need to decide whether to continue to grow in enrollment without adequate funding, or limit enrollment and program growth to focus on quality and productivity.Funding support was provided by the Center for Studies in Higher Education of the Goldman School of Public Policy, Speaker Emeritus John A. Pérez, and UC Berkeley Deans Henry E. Brady and Bob Jacobsen. The views expressed are those of the authors.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4gn6b778publicationoai:escholarship.org:ark:/13030/qt7t4947942023-06-27T21:25:24Zqt7t494794Bilingual Education and America's Future: Evidence and PathwaysPorter, LornaVazquez Cano, ManuelUmansky, Ilana2023-06-15As the population of students classified as English learners (EL) grows and EL-classified students continue to experience barriers to opportunity, the need to improve services and supports for EL-classified students becomes increasingly urgent. In this piece we advocate that the next twenty-five years of education and social policymaking should include establishing, through federal policy, bilingual education as the standard service for EL-classified students. Our argument is based in a rigorous, comprehensive synthesis of evidence for the benefits of bilingual education, bilingualism, and biliteracy for students and the nation, a supportive sociopolitical moment, and a wealth of resources and knowledge to support implementation. We also make the case for a series of incremental federal, state, and local policy actions to build towards bilingual education as the standard for EL-classified students. We outline these actions as well as key considerations to guide the incremental policy implementation and the implementation of bilingual education as the standard service for EL-classified students.bilingual educationbilingualismbiliteracyEnglish learnersfederal policyapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/7t494794publicationoai:escholarship.org:ark:/13030/qt93z201rw2023-06-27T06:58:12Zqt93z201rwEconomic Impacts of Early Care and Education in CaliforniaMacGillvary, JeniferLucia, Laurel2011-08-01This paper discusses the range of economic benefits that the early care and education (ECE) industry brings to California.home care and child careindustry researchlow-wage workapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/93z201rwpublicationoai:escholarship.org:ark:/13030/qt7vq7q8s22023-06-23T23:24:49Zqt7vq7q8s2Resisting Racism and Neoliberalism in Critical Language Research and Activism with Racialized YouthBucholtz, MaryCasillas, Dolores InésLee, Jin Sook2020-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7vq7q8s2publicationoai:escholarship.org:ark:/13030/qt3x48t3462023-06-23T23:20:37Zqt3x48t346School Kids Investigating Language in Life and Society: Growing Pains in Creating Dialogic Learning OpportunitiesLee, Jin SookMeier, ValerieHarris, SamanthaBucholtz, MaryCasillas, Dolores Inés2021-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3x48t346publicationoai:escholarship.org:ark:/13030/qt9hj6k1h22023-06-23T23:12:47Zqt9hj6k1h2Researcher Positionality in Linguistics: Lessons from Undergraduate Experiences in Community-Centered Collaborative ResearchBucholtz, MaryCampbell, Eric W.Cevallos, TeresaCruz, VeronicaFawcett, Alexia Z.Guerrero, BethanyLydon, KatieMendoza, Inî G.Peters, Simon L.Reyes Basurto, Griselda2023-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9hj6k1h2articleLanguage and Linguistics Compassvol 17, iss 4, e12495oai:escholarship.org:ark:/13030/qt1r0625vt2023-06-23T21:24:47Zqt1r0625vtEarning My Degree: Memoirs of an American University PresidentGardner, David P.2005-03-01David Pierpont Gardner was president of one of the world's most distinguished centers of higher learning—the nine-campus University of California—from 1983 to 1992. In this remarkably candid and lively memoir he provides an insider's account of what it was like for a very private, reflective man to live an extremely public life as leader of one of the most complex and controversial institutions in the country. Earning My Degree is a portrait of uncommon leadership and courage and a chronicle of how these traits shaped a treasured, and sometimes mystifying, American institution. Before his tenure as president, Gardner spent seven years at the University of California, Santa Barbara, during a tumultuous era of culture wars, ethnic division, and anti–Vietnam War protests, leaving his post as vice chancellor to serve as vice president of the University of California from 1971 to 1973. In 1973 he was named president of the University of Utah, and while there he chaired the National Commission on Excellence in High Education, which authored A Nation at Risk, regarded today as the twentieth century's most telling report on the condition of American public schools. As president of the University of California, he contended with intense controversies over affirmative action, animal rights, AIDS research, weapons labs, divestment in South Africa, and much more. This memoir recounts his experiences with these and other issues and describes his dealings with the diverse cast of characters who influence the university: U.S. presidents, governors, legislators, regents, chancellors, faculty, staff, students, alumni, and donors. The epilogue of Earning My Degree is a thoughtful and engaging account of the ten years since Gardner's retirement that includes his personal views about what has truly mattered in his life.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/1r0625vtmonographoai:escholarship.org:ark:/13030/qt6rj182v72023-06-23T21:22:08Zqt6rj182v7The University of California: Creating, Nurturing, and Maintaining Academic Quality in a Public University SettingKing, C. Judson2018-10-01At 150 years following its founding in 1868, the University of California is regarded by many as the most successful and highly respected public research university in the world. Particularly impressive are the very high standings of its campuses in national and international rankings, the size of the ten-campus university, the high quality of the education it provides, the access and the route of upward mobility that it affords for students in the state, the success that it has had in developing new campuses that have achieved strong reputations in surprisingly short times, the attractiveness of the university to students and their families, and the substantial role that the university has played in the unparalleled technological innovation climate of California.The purpose of this book is to identify and analyze the essential ways in which that success has come about. The book is not a history of the University of California, per se. Instead, it is an analysis of the structural, policy, operational, and environmental matters that have contributed to the success of the University of California and a discussion of what makes UC tick and the approaches that have made it tick best. In that sense it is a selective, topical history and analysis for those subjects. The format is such that the book can also serve as a reference work, and for that reason many cross-references among chapters have been included, along with a substantial index and many citations in footnotes. Most chapters have summary conclusions, distilling the most important points.The book is written from the point of view of one who has been concerned for many years with making the University of California work well academically. Although many books have been written by ex-presidents of universities, many fewer have been written by ex-provosts. Yet because of the large extramural roles of presidents, it is probably the provosts who best know the inner academic operations of modern American universities, as they are totally immersed in them.The intended audience for this book is the global higher-education community, as well as others interested in the University of California and the development and functioning of universities, and particularly public universities, in the United States. The book should be useful to those in governments who are concerned with public universities, as well as those in other states and other countries who would like to understand the University of California and assess what about it could be useful in connection with the development of their own systems and institutions of higher education.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/6rj182v7monographoai:escholarship.org:ark:/13030/qt60s1s1g62023-06-23T21:00:04Zqt60s1s1g6Entrepreneurial President: Richard Atkinson and the University of California, 1995-2003Pelfrey, Patricia A.2012-03-06Richard C. Atkinson was named president of the University of California in August 1995, just four weeks after the UC Board of Regents voted to end affirmative action in the admission of students. The Regents’ decision reversed thirty years of history and made Richard Atkinson the first UC president in decades to face the conflict between the California Master Plan’s goal of broad educational access and UC’s high academic standards without the tool of affirmative action. UC’s often stormy transition to the post-affirmative action age was to be his first major task as president. Entrepreneurial President analyzes this and other defining issues of Atkinson’s eight-year presidency: UC’s expansion into new forms of scientific research with industry; Atkinson’s much-publicized challenge to the nation’s dominant college-entrance examination, the SAT; and the 1999 arrest of Los Alamos nuclear scientist Wen Ho Lee on charges of espionage, which ignited a prolonged controversy over the University’s management of the national nuclear weapons research laboratories at Los Alamos and Livermore. The Atkinson years were a seminal period in UC history, reflected in some important underlying currents of his tenure—his role in the evolving relationship between presidents and chancellors in the ten-campus system and administrative changes he introduced that altered the architecture of UC governance. One of the paradoxes of an administration that began with a governance crisis is that in a number of ways the Atkinson era seemed to exemplify what Clark Kerr meant in describing the twentieth century as unusually hospitable to academic enterprises. Despite the challenges, it was a time of growth, expansion, and optimism for UC. The University opened its tenth campus, UC Merced, and UC’s place as a leader among research universities was underscored by independent national studies demonstrating the high quality of academic programs throughout the system. The political and demographic stresses that set the stage for the Atkinson administration still remain today, intensified by the plunge in state funding for California public higher education generally. Entrepreneurial President concludes with some reflections on the evolution of the UC system and its future.University of Californiapresidential leadershipuniversity governanceaffirmative actionindustry-university relationsapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/60s1s1g6monographoai:escholarship.org:ark:/13030/qt74z355dw2023-06-23T00:45:45Zqt74z355dwWork-In-Progress: Integrating Critical Pedagogy with Project- Based LearningLundell, RyanMontoya, Jonathan LeeNava, Pedro2023-06-23The separation of disciplines in secondary education is an inherent obstacle to project-based learning (PBL): educators go years without meaningful collaboration, critical feedback, or self-reflection (Jacobs, 2010). As a result, many inhabit an isolated bubble where no space is given to interdisciplinary collaboration; this isolation limits the authenticity of the projects students can produce. Compounding the dilemma is neoliberal logic, which disseminates the model of the market to all domains and activities (Brown, 2017). The curriculum is depoliticized; students are motivated to excel academically so they can compete in the market rather than work towards more societal equity. Additionally, marginalized groups are tracked into vocational pathways that focus only on basic skills training and give no space to critical thinking, which hurts the worker’s ability to confront and transform inequitable neoliberal policies (Darder, 2017). While PBL in STEM and vocational pathways have positive impacts on teaching and learning outcomes, implemented without a critical pedagogy framework, PBL has not been shown to increase critical consciousness (Montoya et al., 2018). This research aims to discover how PBL and an interdisciplinary curriculum (Montoya et al., 2020) implemented through a framework of critical pedagogy can impact the critical consciousness of students and teachers.NeoliberalismNeoliberal LogicInterdisciplinary CurriculumCritical PedagogyCritical Consciousnessapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/74z355dwpublicationoai:escholarship.org:ark:/13030/qt62z8n6w72023-06-19T02:56:23Zqt62z8n6w7Physicians as “Patients”- Use of immersive simulated patient experiences to foster physician empathy and compassionLee, Aaron M, DOKenmore, Sean, MDThota, Supraja, MDChace, Constance, MDJagannath, Anand, MD2023-06-18
TITLE:
Physicians as “Patients”- Use of immersive simulated patient experiences to foster physician empathy and compassion
AUTHORS: Aaron M. Lee, DO; Sean Kenmore, MD; Supraja Thota, MD; Constance Chance, MD; Anand Jagannath, MDINSTITUTION: Internal Medicine, University of California-San Diego Medical Center
BACKGROUND
The importance of fostering physician empathy has become increasingly recognized as a critical aspect of physician training; among many things, increased physician empathy has been shown to lead to improved clinical outcomes, higher patient satisfaction, and decreased physician burnout. Despite this, there remains a paucity of interventions to effectively promote compassion and empathy in medical education. To address this void, we propose a set of novel immersive role-reversal simulation exercises which place resident physicians into patient roles to simulate the inpatient experience. We propose that increased appreciation of the patient experience through simulation can lead to improved physician empathy and compassion and thereby improved delivery of patient-centered care.
PILOT INTERVENTION
While the ultimate goal is to develop a formal curriculum involving numerous simulation didactics, we developed a pilot program to study the initial feasibility and effectiveness of this intervention.Aim: Use of a 1-hour noon conference to expose end-of-year interns to numerous aspects of the patient experience to increase appreciate of the inpatient experienceMethods: Several different stations were developed that each highlighted a single aspect of the patient experience. At each station, a prompt provided a simulated patient context/perspective associated with a physical item. These stations included a hospital bed, patient foods, glucometers, bedpans, common patient foods, urinals, nasal cannulas/facemasks, incentive spirometer, oral secretion device, foley and urine leg bag. Participants were given patient gowns, telemetry leads, pulse oximeter leads, to simulate common patient attire. Interns rotated through these stations and were encouraged to discuss openly with their partners their thoughts and feelings from the perspective of the patient. A debrief session was held to reflect on the experience as a group. Learners were asked to complete surveys before and after intervention, evaluating their own empathy and compassion ratings, as well as their appreciation of patient experience.Results: All 9 participants reported the activity to be useful, and all would recommend to future residents. Overall self-reported empathy and compassion ratings increased post intervention. Notably participants reported increased familiarity with the lived patient experience, increased appreciation of patients’ backgrounds and contexts, improved ability to empathize with patient complaints, and increased importance on the physician-patient interaction.
NEXT STEPS:
While initial data was limited due to small number of participants, results were universally positive. Currently, this overall proposal has been accepted past phase 1 for consideration of a Seed Grant with the UCSD Center for Empathy and Compassion. We hope that this funding will allow this novel simulation intervention to be tested and expanded further, and if effective, anticipate it may provide great benefit for patients in the future.
CONCLUSIONS
The use of patient experience simulation with resident physicians can be an effective, feasible, and fun modality for promoting physician empathy and compassion. This novel teaching modality has the potential to increase high-value and patient-centered care if adopted across GME.simulationmedical educationempathycompassionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/62z8n6w7publicationoai:escholarship.org:ark:/13030/qt8v95n5tt2023-06-16T18:12:27Zqt8v95n5ttComputer Science for Multilingual StudentsJacob, Sharin RBailey, AlisonBers, Marina UBurke, QuinnDenner, JillFranklin, DianaGarcia, LeinyGomez-Zwiep;, SusanHoadley, ChrisHopkins, MeganHoward, KeithHoward, NicolIsrael, MayaKafai, Yasmin BLee, OkheeMontoya, Jonathan LeeParker, MirandaPozos, RoseProctor, ChrisRichardson, DebraSaito-Stehberger, DanaTwarek, BryanVee, AnnetteVogel, SaraWeddle, HayleyWarschauer, Mark2021-09-22application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8v95n5ttpublicationoai:escholarship.org:ark:/13030/qt0tb097rk2023-06-12T21:15:22Zqt0tb097rkTheories of Motivation as Inclusive Pedagogy: Strategies for Engaging and Equitable InstructionMarineo Munk, Francesca2023-01-01In this chapter, I share an overview of two motivational theories, self-determination theory (SDT) and expectancy-value theory (EVT), how these theories complement inclusive and equitable pedagogies, and how librarians can move toward praxis by adopting motivational, inclusive practices into their instruction. Specifically, I share strategies for how librarians can support student autonomy and value through engaging and equitable learning experiences that facilitate choice, practice transparency, foster relevance, and decenter the classroom. In addition, I look critically at these approaches through a social justice lens to ensure that they support all students and do not put the burden disproportionately on students from marginalized communities. Ultimately, I hope that after reading this chapter, librarians will feel inspired to explore motivational theory and implement aspects of motivation in inclusive ways throughout their own teaching.information literacymotivationself determination theorylibrary instructioninclusiveeducational equityinclusive pedagogyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0tb097rkpublicationoai:escholarship.org:ark:/13030/qt4wb5c6d32023-06-09T18:59:16Zqt4wb5c6d3The Role of Standardized Tests in College AdmissionsZwick, Rebecca2023-06-08This paper summarizes the history of college admissions testing in the United States; how the SAT and ACT are used today in admissions; admissions criteria and their use; the future of admissions tests and alternative approaches to admissions. It also provides thoughts on the definition of "merit" and the value of meritocracy in college admissions.college admissionsstandardized testsdiversitymeritapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4wb5c6d3articleCivil Rights Projectvol June, iss 2023oai:escholarship.org:ark:/13030/qt1gp7h1j32023-06-08T08:29:15Zqt1gp7h1j3Strengthening the Liberal Arts Along the Pacific Rim: The Pacific Alliance of Liberal Arts Colleges (PALAC) Penprase, Bryan ESchneider, Thomas2023-04-03While international alliances among research universities are relatively well established, the challenges for the small liberal arts college to execute a meaningful global collaboration can be much more difficult, due both to the much smaller size of the institution, its more limited resources, and its smaller and more intimate culture centered on undergraduate teaching and learning. A new alliance of liberal arts colleges known as the Pacific Alliance of Liberal Arts Colleges (PALAC) was established in 2021 with the purpose to better articulate the global components of liberal arts education, and to collaborate on key projects that will build collective capacity for student-centered liberal arts education that engages with the world’s most pressing problems. PALAC contains nine of the best liberal arts institutions from across the Pacific Region, including institutions in China, Hong Kong, Vietnam, Canada, and the United States. This essay describes the origins, motivations, and context of the creation of PALAC, its member institutions, and some of the initial projects planned by the new organization, and goals for global impact for PALAC.Liberal ArtsGlobal Higher EducationAsian Higher Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1gp7h1j3publicationoai:escholarship.org:ark:/13030/qt8x3883k22023-06-07T21:12:17Zqt8x3883k2“I Like the School So I Want to Come Back”: The Enrollment of American Indian Students at the Rapid City Indian SchoolRiney, Scott1998-03-01Charlie Twiss, a mixed-blood Lakota from the Pine Ridge Reservation in South Dakota, enrolled in the Rapid City Indian School in 1909. Founded in 1898, the government boarding school existed to detribalize Indian children and prepare them for assimilation by teaching them English and basic vocational skills. When Twiss enrolled, Rapid City housed students from six to twenty years of age, including relative Dora Twiss, who entered Rapid City in 1903 at age six. His enrollment was against Indian Bureau regulations, for Commissioner of Indian Affairs Francis Leupp (1905-1909) had ruled earlier that year that Indian children were to go to day schools through the primary grades, and from the day schools graduate to reservation boarding schools. Only the most advanced students, ages fourteen and older, were to be enrolled in off-reservation boarding schools like Rapid City. Charlie Twiss nevertheless attended Rapid City until 1911, when overcrowding at the school led Superintendent Jesse F. House (1904-1922) to cut enrollment by sending home underage students. Twiss, eleven years old and in the first grade, was returned to Pine Ridge and enrolled in a reservation day school.government boarding schooloff-reservation boarding schoolsJesse. F. Houseapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/8x3883k2articleAmerican Indian Culture and Research Journal vol 22, iss 20161-6463oai:escholarship.org:ark:/13030/qt6b4667b32023-06-07T20:17:36Zqt6b4667b3Student Engagement in a Brazilian Research UnivesityCarneiro, Ana MariaFior, Camila2023-06-01Research universities enable students to have a unique learning environment and other experiences. This article aims to analyze student engagement in one research university in Brazil, the effects of student socioeconomic and academic characteristics and their associations with university structures (curriculum), and student trajectories. The data comes from the Student Experience in the Research University, an international survey administered in 2012 at the University of Campinas and longitudinal academic registers. The study used both Principal Component Analysis and also Multiple Linear Regression Models. Five modes of engagement were found: two related to curricular engagement (engagement with faculty and engagement outside the classroom), social and leisure engagement, curricular disengagement and co-curricular engagement. The main effects are associated with the disciplines. Regarding student trajectories, there was a negative association between academic engagement and dropout students and those still enrolled seven years after the survey application. The results align with other studies that associate disciplines with student engagement and student engagement with student success.Student EngagementHigher EducationResearch UniversityQuantitative AnalysisStudent ExperienceUndergraduate Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6b4667b3publicationoai:escholarship.org:ark:/13030/qt9jt5h2hk2023-06-07T17:58:52Zqt9jt5h2hkA report of the Santa Clara County Teacher Workforce StudyTellez, Kip2023-06-07application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9jt5h2hkpublicationoai:escholarship.org:ark:/13030/qt15x7385g2023-06-06T00:27:16Zqt15x7385gAssessing the Future Landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven DisciplinesHarley, DianeAcord, Sophia KrzysEarl-Novell, SarahLawrence, ShannonKing, C. Judson2010-01-01Since 2005, the Center for Studies in Higher Education (CSHE), with generous funding from the Andrew W. Mellon Foundation, has been conducting research to understand the needs and practices of faculty for in-progress scholarly communication (i.e., forms of communication employed as research is being executed) as well as archival publication. This report brings together the responses of 160 interviewees across 45, mostly elite, research institutions in seven selected academic fields: archaeology, astrophysics, biology, economics, history, music, and political science. The overview document summarizes the main practices we explored across all seven disciplines: tenure and promotion, dissemination, sharing, collaboration, resource creation and consumption, and public engagement. We published the report online in such a way that readers can search various topics within and across case studies. Our premise has always been that disciplinary conventions matter and that social realities (and individual personality) will dictate how new practices, including those under the rubric of Web 2.0 or cyberinfrastructure, are adopted by scholars. That is, the academic values embodied in disciplinary cultures, as well as the interests of individual players, have to be considered when envisioning new schemata forthe communication of scholarship at its various stages. We identified five key topics, addressed in detail in the case studies, that require real attention:(1) The development of more nuanced tenure and promotion practices that do not relyexclusively on the imprimatur of the publication or easily gamed citation metrics,(2) A reexamination of the locus, mechanisms, timing, and meaning of peer review,(3) Competitive, high-quality, and affordable journals and monograph publishing platforms(with strong editorial boards, peer review, and sustainable business models),(4) New models of publication that can accommodate arguments of varied length, richmedia, and embedded links to data; plus institutional assistance to manage permissionsof copyrighted material, and(5) Support for managing and preserving new research methods and products, includingcomponents of natural language processing, visualization, complex distributed databases, and GIS, among many others.Although robust infrastructures are needed locally and beyond, the sheer diversity of scholars’ needs across the disciplines and the rapid evolution of the technologies themselves means that one-size-fits-all solutions will almost always fall short. As faculty continue to innovate and pursue new avenues in their research, both the technical and human infrastructure will have to evolve with the ever-shifting needs of scholars. This infrastructure will, by necessity, be built within the context of disciplinary conventions, reward systems, and the practice of peer review, all of which undergird the growth and evolution of superlative academic endeavors.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/15x7385gmonographoai:escholarship.org:ark:/13030/qt36b216j32023-06-02T16:23:03Zqt36b216j3A Pair of Wonderful Mentors, in RetrospectRiemer, John J2023-05-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/36b216j3articleTechnicalitiesvol 43, iss 3oai:escholarship.org:ark:/13030/qt9t79h0z42023-06-01T22:07:23Zqt9t79h0z4"You Belong Here," Impact Report, 2021-2022Office of the Vice Chancellor for Diversity, Equity and Inclusion2023-04-01One of our UC Davis themes is “Outgrow the Expected.” This report serves as a reminder that UC Davis is indeed outgrowing even our own expectations as we do ever more to be compassionate, inclusive, thoughtful, insightful, aware, and action-oriented in our Diversity, Equity, and Inclusion, or DEI, practice.While this report focuses on the work of our office, we can’t help but include stories and quotes that reflect the many collaborators and partners that work with us. Our staff simply could not make all of this happen without our colleagues across campus. DEI is—and must be—a collective effort.The cover of our report reflects this reality. Seen on the UC Davis Human Resources website and on the wall as art at the Manetti-Shrem museum, the phrase, “You Belong Here” became the DEI office’s mantra for reaching out to our campus community. Whether you were arriving to campus for the first time or returning from a long break due to Covid-19, we want YOU to know that YOU matter.We are proud that UC Davis is being recognized nationally as a leader in diversity, equity, inclusion, and social justice. This is a tribute to our campus leadership, which continues to support our office, both practically and by championing our projects.On behalf of the entire team, I want to again thank the volunteers across our campus and in our community who worked with us. We hope that you see yourself and your work reflected in these pages.diversityinclusionhigher educationequitysocial justicebelongingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9t79h0z4publicationoai:escholarship.org:ark:/13030/qt57n146jb2023-05-30T19:41:47Zqt57n146jbI’ll make a “Patient” out of you: An Update to “Physicians as ‘Patients’”- Design, Implementation, and Challenges of Novel Immersive Simulated Patient Experiences to Foster Physician Empathy and CompassionLee, Aaron M, DOLe, Khanh, MDSuresh, Preetham, MDWood, RicardoKenmore, Sean, MD2023-05-30Title: I’ll make a “Patient” out of you: An Update to “Physicians as ‘Patients’”- Design, Implementation, and Challenges of Novel Immersive Simulated Patient Experiences to Foster Physician Empathy and Compassion Author: Aaron M. Lee, DO, MS (Internal Medicine, Chief Resident) Co-Authors and Specialty Program Affiliations: Khanh Hoang Nicholas Le, MD (Internal Medicine, PGY-1), Preetham Suresh, MD (Anesthesia, faculty), Ricardo Wood (UCSD Simulation Center), Sean Kenmore, MD (Internal Medicine, faculty)
Issues Addressed/ Background
The importance of fostering physician empathy and compassion has become increasingly recognized as a critical aspect of physician training, with the ACGME and AAMC both acknowledging empathy as a key component of professionalism, with recommendations to incorporate empathy education into core medical education goals. The challenge remains how best to teach physician empathy and compassion in medical education, and to create long term effective educational interventions. Empathy curriculum in graduate medical education remains limited, as there are few standardized methodologies for teaching empathy. Herein lies an opportunity for growth and development of novel and new methodologies to deliver patient-centered and empathy/compassion education to physicians in training. We hypothesize that lack of appreciation or understanding of the patient experience is much to blame in the deficits in teaching physician empathy and compassion. To address this void, we propose a set of novel immersive simulation exercises to place resident physicians in the role of a patient with space for guided reflection. We propose that a standardized longitudinal curriculum based on high-fidelity immersive simulation exercises throughout medical training will improve physician empathy and compassion, and the delivery of this form of education can be effective, easily disseminated, cost effective, and enjoyable to the learner, ultimately leading to better patient-centered and high-value care.This project was previously presented at PSQI 2022 in an earlier iteration, wherein the simulations were less immersive and in smaller sample size. The updated model presented here utilizes the UCSD patient room simulation labs to create high-fidelity fully immersive role-reversal simulation experiences.
Description of project/protocol/innovation
Study design and measuring empathyThis project was funded via a generous seed grant award from the Sanford Institute for Empathy and Compassion, Center for Empathy and Compassion Training in Medical Education. This study is being performed in the UCSD Internal Medicine residency program, which consists of 143 resident physicians at varying training levels. Simulations are based off national VA patient survey data and reflect aspects of the patient experience that are painful or common. Our first simulation session, which will occur April 14, 2023, will encompass 20 residents in several high-fidelity immersive simulations at the UC San Diego simulation labs, with the help of the UCSD Simulation team. We also have plans to have a separate simulation session to include another 10-20 residents in early May 2023.This study utilizes standardized survey data (Jefferson Scale of Empathy) to evaluate the effectiveness of role-reversal simulation didactics in fostering physician empathy. Baseline survey data has been collected from the entire residency, and additional survey data will be collected after interventions have been complete. An intervention group will include those residents who are randomly assigned to the simulation group, while the remainder of the cohort will make up the control group. Statistical analysis will be performed by the Jefferson Scale of Empathy team comparing the two cohorts. All results and responses are de-identified to the primary researchers.The intervention/simulationsSeveral original simulations have been designed, each representing several aspects of the patient experience. Each resident is intended to rotate through each of the simulations in the role of the patient, which in total equals 30-40 minutes of simulation time. A debrief exercise is held afterwards for 30 minutes as well. During this debrief time, participants also will experience several forms of patient’s foods supplied by UCSD Health Dining, which will add another sensory component to the patient experience. Simulation A: a patient on the commode in a shared room is unable to reach their nurse to help them get back to bedSimulation B: ED patient boarding in a busy hallway is given bad news, physician leaves partway through without finishing the newsSimulation C: patient undergoing central line procedure, being done by a novice resident who is visibly nervous, and accosted by a circulating nurseSimulation D: patient interacts with a physician who speaks only a foreign language, who brokenly obtains consent for a procedure
Lessons Learned/expected outcomes
These novel simulations will be performed on April 14, 2023 over a 2 hour session, and an additional session in May 2023. Preliminary results from a prior iteration of this simulation idea suggested a positive signal between role-reversal simulations leading to increased empathy and compassion. We anticipate that these higher fidelity simulations and sensory immersion are powerful tools towards fostering greater appreciation of the inpatient patient experience, and will be effective towards increasing physician empathy and compassion.We recognize several challenges with building this form of curriculum. These simulations require resources, including equipment and simulation space, actors who can play roles of physicians (which most standardized actors are not trained to do), and dedicated educational time, all of which can prove challenging to obtain.
Recommendations/ Next steps
While the development and implementation of these simulation activities is not without its own challenges, we believe these exercises may truly revolutionize how we approach empathy education in medical training. Current versions of standardized encounters do not take into consideration the patient experience, which we feel to be a crucial aspect of building empathy. These simulations are relatively easy to reproduce, and in a world where simulation has become more commonplace, should be easily adopted into curricula. As such, we feel that the next steps for this exercise are to build more robust simulations and disseminate this information to other academic institutions. We have produced an educational packet for these simulation exercises, which will serve as a distribution tool so that other academic institutions may adopt this novel teaching modality. Within this educational packet includes the background and evidence supporting these interventions, a toolkit which includes a supplies list, the simulations and scripts, and generally provides the overall structure to recreate these simulations.simulationmedical educationempathycompassionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/57n146jbpublicationoai:escholarship.org:ark:/13030/qt3tv1m5xj2023-05-30T18:07:59Zqt3tv1m5xjSummary of Research: Findings from the Building a National Archival Finding Aid Network ProjectWeber, Chela ScottConnaway, Lynn SilipigniDoyle, BrookeLanga, Lesley A.Proffitt, MerrileeWashburn, BruceCarbajal, Itza A.2023-05-30This report contextualizes and synthesizes the findings from across all OCLC’s research activities on the Building a National Finding Aid Network (NAFAN) grant, with a focus on how findings relate to future phases of work on the NAFAN project. The findings indicate that there is significant value to be drawn from a national aggregation of archival description. They also identify challenges that must be overcome to build the community of participation that a national finding aid aggregation will require to be sustainable. From 2020–2023, OCLC conducted research as a partner on Building a National Finding Aid Network (NAFAN), an IMLS-supported research and demonstration project to build the foundation for a national archival finding aid network to address the inconsistency and inequity of the current archival discovery landscape (LG-246349-OLS-20). The project was led by California Digital Library (CDL), with partners at OCLC, the University of Virginia Library, Shift Collective, and Chain Bridge Group. application/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/3tv1m5xjpublicationoai:escholarship.org:ark:/13030/qt90k6w2wf2023-05-26T20:32:40Zqt90k6w2wfEAD Analysis: Findings from the Building a National Archival Finding Aid Network ProjectWashburn, BruceProffitt, MerrileeWeber, Chela Scott2023-05-30This report details the methods and findings from a quantitative analysis of a corpus of EAD encoded collection descriptions provided by current regional finding aid aggregators in the US. The analysis sought to assess current EAD data as raw material for building a finding aid aggregation by looking for common elements and data structures present in the data and probing for gaps that could impede user discovery of archival collections. From 2020–2023, OCLC conducted research as a partner on Building a National Finding Aid Network (NAFAN), an IMLS-supported research and demonstration project to build the foundation for a national archival finding aid network to address the inconsistency and inequity of the current archival discovery landscape (LG-246349-OLS-20). The project was led by California Digital Library (CDL), with partners at OCLC, the University of Virginia Library, Shift Collective, and Chain Bridge Group.application/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/90k6w2wfpublicationoai:escholarship.org:ark:/13030/qt2rp465vv2023-05-24T20:14:06Zqt2rp465vvPreliminary Distribution of the Various Pueblos and Tribes of New Mexico For the Purposes of Evangelization, San Juan Bautista, 8 September 1598De Marco, BarbaraCraddock, Jerry R2014-12-04Pueblo IndiansFranciscan missionsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2rp465vvpublicationoai:escholarship.org:ark:/13030/qt8hp6d97g2023-05-23T16:57:21Zqt8hp6d97gIntegrating Food Systems into Regional Climate Action Plans: a food security, climate resiliency and adaptation strategy for San Diego, CaliforniaGruen, Hannah2022-01-01The global food system must address food insecurity and malnutrition in a way that aligns with the urgent need to decarbonize and mitigate the release of short-lived climate pollutants. Mitigation of emission sources, supporting CO2 sinks, and increasing access to resilient crop yields, especially among disadvantaged communities, must be prioritized. San Diego County is uniquely positioned to multi-solve this dynamic problem at hand and serve as a model for building an equitable, climate resilient food system that actively mitigates and sequesters CO2 while alleviating food insecurity on a large scale.This paper assesses the food security and carbon sequestration potential of converting publicly owned open space to regenerative agricultural sites among San Diego County’s 15 municipalities routinely evaluated by the Climate Action Campaign’s Annual Report Card, including Carlsbad, the City of San Diego, Chula Vista, Coronado, Del Mar, Encinitas, Escondido, Imperial Beach, La Mesa, Lemon Grove, National City, Oceanside, San Marcos, Solana Beach, and Vista. To conduct this analysis, a modifiable, replicable, geospatial model was built in ArcGIS Pro to identify eligible open space with key criteria to prioritize equity and suitable environmental features. As identified by this model, if 5,652 acres of eligible open space were converted to productive regenerative agricultural sites across the aforementioned 15 municipalities, an estimated annual 182.75 million pounds of crops could directly provide 152.29 million meals, closing San Diego County’s meal gap by 94%, while sequestering approximately 4,060 MTCO2 each year. This paper offers scaled-down food security and carbon sequestration benefits by municipality and concludes with project implementation strategy recommendations.food systemsclimate changeregenerative agriculturefood securitycarbon sequestrationclimate actionurban agricultureurban foodurban farmhuman healthclimate justicefood sovereigntyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8hp6d97gpublicationoai:escholarship.org:ark:/13030/qt97k3s1kw2023-05-23T00:47:07Zqt97k3s1kw“I don’t fit in anywhere”: Undergraduates’ experiences with avatars and
games in an Education courseDegand, Darnel2022-09-18This article presents findings from an investigation into undergraduate students’ experiences with the video game Forge of Empires in an Education course. I share details from one student’s personal life experiences and I illustrate how those experiences relate to her reflections on her gaming assignments. I also contrast her reactions to Forge of Empires’ avatar choices with the reactions of the other participants in this study. I conclude by recommending that preservice teachers be simultaneously trained in critical pedagogies and the use of video games for instruction. The inclusion of critical pedagogies such as Critical Media Literacy, Culturally Relevant Pedagogy, and Critical Race Theory in courses about educational uses of video games can help prepare teachers for difficult conversations that will arise when students come across the issues of biases, inequities, and the underrepresentation of marginalized groups.educationforge of empiresteachersundergraduatesvideo gamesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/97k3s1kwpublicationoai:escholarship.org:ark:/13030/qt7xv5g5rc2023-05-23T00:47:01Zqt7xv5g5rcIncreasing Equity in Entertainment Through EducationIsaacs, StevenFrenzel, AllisonWilson, KiMiHendrix, NicolePrince, Arabian2022-09-18This panel discusses how to challenge the status quo and create alternative career opportunities, especially for diverse talent. Through career technical education programs and the development of a registered youth apprenticeship for Animation, VFX, and Game Design, young people will have access to industry training as a part of their free and public education.DEIInclusionArts Media and EntertainmentCTEapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7xv5g5rcpublicationoai:escholarship.org:ark:/13030/qt7pd3t7tk2023-05-23T00:46:56Zqt7pd3t7tkToward a Systematic Approach to Evaluating Emotional Design in Learning GamesBrenneman,, Jeffrey S.2022-09-18Emotional design has emerged as a critical area of research in game-based learning (GBL). Initial studies have yielded promising results indicating that learning games can be designed to purposefully induce specific emotions that support learning processes and outcomes. Yet, existing studies have not always yielded consistent results with regard to the expected effects of emotional design in learning games (Plass & Hovey, 2021). In order to make sustained and significant progress in this area, researchers have called for a systematic approach to evaluating the impact of emotional design on players’ emotions, learning processes, and learning outcomes (Loderer et al., 2019; Plass et al., 2019; Plass & Hovey, 2021). This paper draws upon research approaches from existing emotional design studies to propose an initial outline for such a systematic approach.emotional designemotional design researchgame-based learninglearning gamesgames researchapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7pd3t7tkpublicationoai:escholarship.org:ark:/13030/qt9qf2v4bg2023-05-23T00:46:53Zqt9qf2v4bgLoFi Hip Hop Worlds to Study InCoopilton, Matthew2022-09-18LoFi Hip Hop Worlds to Study In is a collection of three-dimensional worlds full of study spots with instrumental music and ambient sounds. Students can explore these worlds to relax while they take breaks from studying. The software allows them to set a timer to remind them to come back to their studies. When they do, they can set a new timer; the game-world remains inactive in the background, but the application continues to provide relaxing sounds and beats with no ads. The game was released on Itch.io in 2021 to support students with remote learning during the COVID19 pandemic (https://lofiworlds.itch.io/study). At GLS 2022 it was set up in the arcade to offer attendees some meditative downtime as they took a break from the intensity of the conference.Mindfulnessstudy appgamemusichip hopapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9qf2v4bgpublicationoai:escholarship.org:ark:/13030/qt7sp1n3xm2023-05-23T00:46:47Zqt7sp1n3xmScaffolding Zoombinis: Adding Executive Function Scaffolds to the Popular, Classic GameEdwards, TeonAsbell-Clarke, JodiBardar, ErinRobillard, TaraDahlstrom-Hakki, Ibrahim2022-09-18The popular, award-winning game Zoombinis has been around since the 90s, with an updated version launched in 2015 for new devices. Since that relaunch, research has been conducted on the effectiveness of the game and related bridging activities for the teaching and learning of computational thinking (Asbell-Clarke et al, 2021; Rowe et al, 2021b; Almeda et al, 2019). Recently, efforts have been made to design and test executive function (EF) scaffolds that surround puzzles from the game, permitting learners who may have EF challenges, such as issues with working memory, attention, and metacognition, to demonstrate their skills with computational thinking (CT), a logical approach to problem solving which can be applied to any problem, task, or system. On this poster, we present the Zoombinis scaffolds, the intent of their design, and the results of their use with teachers and students, grades 3-8, as part of a larger CT-education project.neurodiversityscaffoldexecutive functioncomputational thinkinggameapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7sp1n3xmpublicationoai:escholarship.org:ark:/13030/qt8ps4432n2023-05-23T00:46:44Zqt8ps4432nDwell™: A Tabletop Simulation to Experientially Learn Poverty-Related StrugglesTran, Lien B.Sanko, JillSalani, Deborah2022-09-18Poverty impacts the daily lives of hundreds of thousands of individuals. It is certain that health care providers will encounter patients navigating an impoverished reality; however, few have the necessary skills to fully assist these individuals. Dwell™, a tabletop poverty simulation experience, was created with the goal of fostering players’ development of empathic service and care skills. In the game, players take on a character and household and have to stay afloat for a simulated 4-week in-game period. By engaging in perspective-taking as part of a facilitated experiential learning tool with compulsory debrief, health care students learn important lessons that can drastically improve their interactions with economically disadvantaged patients and thus enhancing patient care and professional success. The game has been evaluated with positive outcomes including when compared against other simulation-based tools addressing poverty.situational povertyhealth care educationsimulationperspective-takingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8ps4432npublicationoai:escholarship.org:ark:/13030/qt9tn6053m2023-05-23T00:46:41Zqt9tn6053mWalden, a game EDUFullerton, Tracy2022-09-18Walden, a game, EDU adapts the widely acclaimed experimental game based on Thoreau’s Transcendentalist masterpiece as a set of games-based learning modules with integrated standards-based curriculum in ELA, Social Studies, Social and Emotional Learning, History, Civics, and Environmental Science. Created in collaboration with teachers, students, content advisors, games-based learning experts, and evaluators, Walden, a game EDU is a model for online and hybrid games-based learning experience in the humanities. This showcase of Walden, a game EDU will contain completely new content, gameplay, and integrated curriculum that will be fully playable at the showcase and will be the first in-person demonstration of this new educational version of the game.game-based learninghistorycivicsplaycentric designapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9tn6053mpublicationoai:escholarship.org:ark:/13030/qt1xr7s6z22023-05-23T00:46:39Zqt1xr7s6z2Baba is Hint - Designing a Scaffolding Guidebook for Game-Based LearningAnderson, Craig G.Goeke, MeganHussein, BaselCarpenter, ZackSalehi, ShimaDeLiema, David2022-09-18Providing guidance to learners navigating a game-based learning environment requires walking a fine line between encouraging progression toward learning goals without disrupting playful engagement in the game. In this paper, we present a scaffolding guidebook developed for tutors to provide guidance in game-based learning environments that encourages exploration of the problem space and solving puzzles without disrupting engagement. Scaffolding strategies were coded and categorized from Baba is You gameplay recordings of 13 middle school and 12 undergraduate students and then situated based on guiding principles from relevant literature into a scaffolding guide. Here, we describe this guidebook and its development, which could provide educators with important tools that can help their students progress through game-based learning environments without interfering with engagement.ScaffoldingPuzzle gameCommercial gameGuideapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1xr7s6z2publicationoai:escholarship.org:ark:/13030/qt8z2325pz2023-05-23T00:46:32Zqt8z2325pzUsing Fortnite Creative to Imagine Solutions to World ProblemsCheo-Isaacs, CathyIsaacs, SteveKelly, Ben2022-09-18We've seen how games can change classrooms and communities for the better, but can they really help all of humanity survive — and even thrive? The United Nations has 17 Sustainable Development Goals (SDGs). These are must-reach targets for the year 2030, and have been crafted with the purpose of supporting continued comfortable human life on Earth. Epic Games has taken these goals to heart and are providing lesson plans that can be used with Fortnite Creative to educate a new generation on the importance of sustainability across many aspects of life.Game Based LearningUN Sustainable Development GoalsSandbox GamesBig G Gameapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8z2325pzpublicationoai:escholarship.org:ark:/13030/qt7st361fr2023-05-23T00:46:29Zqt7st361frAcademically Meaningful Play in the Mathematics Classroom: Learning Symmetry and Transformations through Transformations Quest Educational Video GameHernández-Zavaleta, Jesús E.Becker, SandraClark, Douglas B.Brady, Corey2022-09-18This paper aims to analyze how Transformations Quest, an educational block-based videogame designed using the academically meaningful play framework supports middle grade students’ learning of geometric transformations. Data sources include video footage of 18 students’ dialogue with researchers while playing the game on Zoom. We present one illustrative example as evidence of the students’ geometric transformations learning using our game. Findings determined that the game helped students to productively hybridize everyday and mathematical formal experiences in favor of mathematical understandings beyond the curriculum, leading us to conclude that when games are designed with an academically meaningful play lens, they can support the building of conceptual understanding.Academically Meaningful PlayGeometric TransformationsComputational Thinkingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7st361frpublicationoai:escholarship.org:ark:/13030/qt0p12x22f2023-05-23T00:46:26Zqt0p12x22fTeaching game accessibility to designers and design studentsCezarotto, Matheus, PhDChamberlin, Barbara, PhD2022-09-18Accessible games are valued, doable and ultimately, accessible design is teachable. While the game community has been increasing its accessibility efforts, it can still feel challenging for design teams to prioritize and design for accessibility, particularly on games for learning. Some guidelines can be overwhelming and intimidating and may present contradictions when addressing different players’ needs. Learners need an opportunity to think through accessibility needs on a spectrum, consider categories (such as visual, hearing, motor and cognitive), and review designs in ways that are meaningful and doable. Designers and design students can learn accessibility design through a collaborative and participatory process. This established accessibility framework has been designed to help a facilitator guide participants through best practices on accessibility and apply it to the design process of transformational games. This collaborative learning leads to shared reflection on how to best teach accessibility and can be adjusted for use in formal classes or informal professional settings tailored based on the participants' needs.FrameworkAccessibilityNeedsInclusiveTransformational Gamesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0p12x22fpublicationoai:escholarship.org:ark:/13030/qt3fg6j8rq2023-05-23T00:46:20Zqt3fg6j8rqPoor Not Guilty: An Experiential Street Law Education on the Criminalization of Poverty through Perspective-TakingTran, LienEzer, TamarFontenot, Lily FrancesStuzin, David2022-09-18Cities and states throughout the United States impose fines for minor offenses at every stage of the criminal justice system, trapping individuals in cycles of poverty and punishment. At the same time, almost every city has laws that punish and fine people experiencing homelessness for engaging in necessary activities, such as sleeping in public. These laws are not only cruel and a violation of basic rights but also counterproductive. Two major roadblocks to ending the criminalization of poverty are a lack of awareness and empathy. A team of designers and legal experts engaged in tandem transformational game design to create Poor Not Guilty: Fines and Fees Challenges, in which players perspective-take as someone impacted by the criminalization of such petty offenses. The challenges employ storytelling and seek to generate awareness and empathy of the systemic nature of this criminalization, as part of Street Law curriculum and advocacy supporting policy change.transformational game designperspective-takingsocial justicehomelessnesspovertyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3fg6j8rqpublicationoai:escholarship.org:ark:/13030/qt9982j60h2023-05-23T00:46:17Zqt9982j60hLearning Deliberately: Walden, a Game-Based CurriculumFullerton, TracyFarber, MatthewCoopilton, Matthew2022-09-18This hands-on workshop will present strategies and examples of how to design game-based learning that treats games as multi-model texts in a broader ecology of learning. As part of the Walden, a game EDU project, an interdisciplinary team of educators, researchers, curriculum designers, evaluators outreach experts, and game designers have re-designed the core experience of the award-winning independent game, Walden, a game (https://www.waldengame.com/educators), to develop inclusive, classroom-friendly, and standards-aligned games-based learning modules. This workshop includes a hands-on demonstration of these new educational game modules and integrated curriculum. These lessons use the game as a text to prompt critical discussion and learning. The session reflects on what we learned when we applied a playcentric design method to the challenges of teaching during COVID-19 and beyond. Participants will engage collaboratively with the lessons and will take away best practices in the use and design of multimodal learning games.game-based learninglesson designplaycentric designhumanities gamesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9982j60hpublicationoai:escholarship.org:ark:/13030/qt5j91k9wj2023-05-23T00:46:15Zqt5j91k9wjInteractive Lessons on PBS LearningMedia – Developer, Researcher, and Educator Perspectives on Building and Teaching For Diverse LearnersCayko, EthanKeating, MicaelaButler, AlyshaHalligan, Paula2022-09-18Over the past two years, educators have turned to digital technologies and media more than ever to meet the needs of students amidst a global pandemic. While many edtech tools enable educators to create interactive materials with digital media (e.g., Nearpod, Kahoot!, Quizizz), educators more often seek existing digital resources to supplement their curriculum rather than create them from scratch (National Center for Education Statistics, 2021). Interactive Lessons (ILs) on PBS LearningMedia, produced by GBH Education and fellow PBS (Public Broadcasting Service) member stations, provide teachers with free, standards-aligned, classroom-ready resources. This panel will discuss how GBH Education develops ILs and the IL authoring platform, including findings from research studies on IL usage. Two educators will also discuss how they participate in IL development and integrate ILs into their classrooms to support diverse learners.PBSWGBHInteractive Lessondiverse learnerslearning mediaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5j91k9wjpublicationoai:escholarship.org:ark:/13030/qt25d4z2w62023-05-23T00:46:07Zqt25d4z2w6“Find Ways to Cope:” Games and Gamification Supporting College Student Mental Health During the PandemicLee, JadeChing, Cynthia Carter2022-09-18The COVID- 19 pandemic has created challenges for student mental health in higher education. Emerging literature documents the various challenges that today’s college students encounter, but students’ coping strategies are understudied. Our work examines how college students utilize gaming as a tool to transition into a new campus environment and address mental health. Using a grounded theory approach, our analysis of interviews with freshmen on UC Davis campus during Fall 2021 revealed that college students use mental health apps and games in response to pandemic-related stress and anxiety. Students also articulated connecting to their peers as well as to themselves. We argue that gaming plays a critical role in this historic time by supporting students in their pandemic-lives on a college campus under stressful circumstances.GamesGamificationMental HealthCollege StudentsCovid-19application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/25d4z2w6publicationoai:escholarship.org:ark:/13030/qt06j8z3n32023-05-23T00:46:02Zqt06j8z3n3ports athletes’ group sensemaking of team gameplay data analyticsPoole, Frederick J.Lee, Victor R.2022-09-18In this exploratory case study, we investigate how a collegiate esports team makes sense of gameplay data visualizations. Through our intervention we introduced the team to new data collection practices, provided data analysis and visualization support, and organized sensemaking sessions with the team to discuss implications of the analytics. Through an exploratory analysis of video footage, we identified three different sensemaking activities.esportssensemakingdata visualizationquantified selfapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/06j8z3n3publicationoai:escholarship.org:ark:/13030/qt6s93n92x2023-05-23T00:45:59Zqt6s93n92xCo-Designing a STEM-based VR Game For and With Neurodiverse LearnersEdwards, TeonLarsen, JamesDahlstrom-Hakki, IbrahimAlstad, ZacBelton, GeraldHagberg, IanHoder, KatherineScheff, BeckyDavid, David2022-09-18As part of developing and researching a virtual reality (VR) game intended to increase access to and broaden participation in STEM learning, designers and researchers from EdGE at TERC and interns from Landmark College, a post-secondary institute for learners with ADHD, autism, dyslexia, and other learning differences, have been immersed in an intensive co-design process. Co-design embraces the ‘nothing about us without us’ movement by ensuring stakeholder voices, in this case neurodiverse learners, have a prominent role throughout the design process. We present our co-design process, key lessons learned, important game-design decisions, and the experiences and perspectives of individual co-design participants. And recommendations are provided to help guide others who are interested in implementing a co-design process of their own.co-designneurodiversityvirtual realitygameSTEMapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6s93n92xpublicationoai:escholarship.org:ark:/13030/qt1956b6xr2023-05-23T00:45:50Zqt1956b6xrDeveloping the Learning Games Lab Toolkit: Engaging Learners from Diverse Backgrounds in Game DesignArmstrong, Amanda LaTashaChamberlin, Barbara2022-09-18Members within and outside game design and game studies communities have critiqued the lack of diversity in the fields. Encouraging school-age children and youth from diverse backgrounds is one approach to addressing this concern. New Mexico State University’s (NMSU) Learning Games Lab has developed a Toolkit that enhances children and youth’s interests in being game developers, knowledge and skill in reviewing games and digital media, and engagement in the game design process. By using teaching and learning principles based in Universal Design for Learning, culturally responsive education, and media literacy, the Learning Games Lab creates learning experiences that cultivate a sense of belonging in game communities and foster critical thinking and creativity for children and youth of diverse backgrounds.game designeducationmedia literacydigital literacyyouth programsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1956b6xrpublicationoai:escholarship.org:ark:/13030/qt8d8147n02023-05-23T00:45:47Zqt8d8147n0Mistoria: A Narrative Tool for Language LearningBoothe, Maurice, Jr.2022-09-18Learning a new language is an asset for which the benefits have been well documented. However, our educational institutions struggle to provide the opportunities that enable our students to achieve meaningful levels of fluency and proficiency. Mistoria is an initial proposed design solution that leverages the affordances of Second Language Acquisition Theory, Games for Learning, and Learning Analytics to realize a compelling and effective means of learning another language.second language learninglearning analyticsgames for learningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8d8147n0publicationoai:escholarship.org:ark:/13030/qt1m0167h52023-05-23T00:45:41Zqt1m0167h5Poor Not Guilty: Fines and Fees Challenges - Advocating Against the Criminalization of Poverty through Perspective-TakingTran, LienReed, Jess2022-09-18Cities and states throughout the United States impose fines for minor offenses at every stage of the criminal justice system. Without any means of escape from a system designed to punish poverty, millions of Americans lose their jobs, homes, and even their children. Two of the major roadblocks to change on addressing the criminalization of poverty are a lack of awareness and a lack of empathy. In order to educate audiences who are less likely to be exposed to or directly impacted by such unfair practices, a team of game designers and legal experts collaborated on Poor Not Guilty: Fines and Fees Challenges, in which players perspective-take with the goal to increase their awareness of unjust monetary penalties and reduce bias towards those who are living in poverty by experiencing the detrimental impact of criminalizing petty offenses.transformational game designsocial justiceadvocacypovertyhomelessnessperspective-takingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1m0167h5publicationoai:escholarship.org:ark:/13030/qt2mr8j41p2023-05-23T00:45:33Zqt2mr8j41pSpiritfarer: A Relaxing Exploration Around Themes of Death and LossGlaser, Noah, PhDCenter, MaggieRiedy, TinaJensen, Lucas John, PhDGriffin, JoeShifflett, Jim2022-09-18Spiritfarer is a cozy resource and relationship management game focused on caring for passengers and helping them to address their unfinished business before ultimately guiding them to the afterlife. The game features repeated learning opportunities for practicing the grieving process in a safer game-based environment as well as requiring players to learn the unique needs of each other character that make them human. This Well Played session will demonstrate critical game design elements that align with the embedded opportunities for learning.spiritfarergrieflossserious gamescommercial off the shelf gamesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2mr8j41ppublicationoai:escholarship.org:ark:/13030/qt80r6r2jp2023-05-23T00:45:29Zqt80r6r2jpExploring players’ experience of humor and snark in a grade 3-6 history practices gameGagnon, David J.Baker, Ryan S.Gagnon, SarahSwanson, LukeSpevacek, NickAndres, JulianaHarpstead, ErikScianna, JenniferSlater, StefanSan Pedro, Maria O.C.Z.2022-09-18In this paper we use an existing history learning game with an active audience as a research platform for exploring how humor and “snarkiness” in the dialog script affect students' progression and attitudes about the game. We conducted a 2x2 randomized experiment with 11,804 anonymous 3rd-6th grade students. Using one-way ANOVA and Kruskall-Wallis tests, we find that changes to the script produced measurable results in the self-reported perceived humor of the game and the likeability of the player character. Different scripts did not produce significant differences in player completion of the game, or how much of the game was played. Perceived humor and enjoyment of the game and its main character contributed significantly to progress in the game, as did self-perceived reading skill.game dataeducational data mininghumorgamesnarrativesocial studiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/80r6r2jppublicationoai:escholarship.org:ark:/13030/qt9707h9fz2023-05-22T21:09:35Zqt9707h9fzRace and Class through the Lens of Asian American and Pacific Islander Experiences: Perspectives from Community College StudentsTeranishi, Robert T.Alcantar, Cynthia M.Nguyen, Bach Mai Dolly2015-01-01While the Asian American and Pacific Islander (AAPI) population is one of the fastest-growing college student populations, there is very little known about their situated experiences within community colleges, which is the sector of higher education where they are mostly likely to be enrolled. Community colleges are a particularly important sector in higher education for low-income AAPI students who are the first in their families to attend college. This study describes the financial vulnerability of low-income AAPI students, how their financial circumstances intersect with other aspects of their lived experiences, and how students describe the choices they make to navigate competing demands in their lives.Robert T. Teranishi
Cynthia M. Alcantar
Bach Mai Dolly Nguyen
Youth
Education
Ethnic and Racial Identity
Asian American Studies and the Movement
Community College
Financial Vulnerability
Research Articleapplication/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/9707h9fzarticleAAPI Nexus: Policy, Practice and Communityvol 13, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt0zv3c3br2023-05-22T21:09:31Zqt0zv3c3brIncreasing Youth Financial Capability: A Subsample Analysis of Asian American and Pacific Islander Participants in the MyPath Savings InitiativeLoke, VernonChoi, Laura2015-01-01This article examines the impact of the MyPath Savings pilot on 274economically disadvantaged youth participating in a youth development and employment program in San Francisco, California, with a subsample analysis of Asian American and Pacific Islander (AAPI) participants. My-Path Savings targets youth earning their first paycheck to promote savings and connect youth with mainstream financial products. AAPI youth experienced significant increases in financial knowledge, financial self efficacy, and the frequency with which positive financial behaviors were carried out. AAPI participants also saved an average of $566 through My-Path Savings. Gains in financial capability were mostly independent of the youths’ race, gender, household income, and public benefits receipt.Vernon Loke
Laura Choi
Youth
Education
LaborBusinessand Economy
Community Development
Community Based Organizations
Research Articleapplication/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/0zv3c3brarticleAAPI Nexus: Policy, Practice and Communityvol 13, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt21n9s1892023-05-22T21:09:11Zqt21n9s189The Critical Moments of Immigrant Integration: A Research Brief of the Impact of Financial Education, Coaching, and Traditional Lending Models for Increasing Financial CapabilityPisnanont, JoyceDuong, JaneHossain, ImtiazLau, BenPyeatt, LucyYoon, Hee Joo2015-01-01This paper highlights the findings of a multicity pilot project that the National Coalition of Asian Pacific American Community Development implemented in partnership with Asian American and Pacific Islander (AAPI)–serving community-based organizations in Los Angeles, Chicago, New York, and Houston. This partnership with all four organizations represents the largest lending-circle pilot project to date in the AAPI community. Over the course of one year, we tested a program model that integrated financial education training and individualized coaching with immigrant integration services such as English as a Second Language, citizenship classes, parenting classes, and workforce readiness. Clients were also offered an opportunity to access Lending CirclesSM, a peer-lending financial product, as a vehicle for helping to improve savings habits while also building credit. This essay will discuss recommendations for replication by other community-based organizations and practitioners.Joyce Pisnanont
Jane Duong
Imtiaz Hossain
Ben Lau
Lucy Pyeatt
Hee Joo Yoon
ImmigrantsRefugeesand Migration
LaborBusinessand Economy
Community Based Organizations
Education
Community Development
Resource Paperapplication/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/21n9s189articleAAPI Nexus: Policy, Practice and Communityvol 13, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt36m6x4jf2023-05-10T01:18:43Zqt36m6x4jfContext Synthesis Accelerates Vocabulary Learning Through Reading: The Implication of Distributional Semantic Theory on Second Language Vocabulary ResearchWang-Kildegaard, BowenJi, Feng2023-05-03Besides explicit inference of word meanings, associating words with diverse contexts may be a key mechanism underlying vocabulary learning through reading. Drawing from distributional semantic theory, we developed a text modification method called reflash to facilitate both word-context association and explicit inference. Using a set of left and right arrows, learners can jump to a target word’s previous or subsequent occurrences in digital books to synthesize clues across contexts. Participants read stories with target words modified by reflash-only, gloss-only, gloss + reflash, or unmodified. Learning outcomes were measured via Vocabulary Knowledge Scale and a researcher-developed interview to probe word-context association. We modeled the learning trajectories of words across five weeks among three adolescent L2 English learners (113 word-learner pairings) using Bayesian multilevel models. We found that reflash-only words made more gains than words in other conditions on both outcomes, controlling for key covariates such as types of existing knowledge. Our analysis also revealed that context synthesis may be particularly useful for learning specific types of words like homonyms, which has significant pedagogical implications.vocabulary learningreadingdistributional semanticssecond language acquisitionpsycholinguisticscomputer-assisted language learningcorpus linguisticsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/36m6x4jfpublicationoai:escholarship.org:ark:/13030/qt9sb8h4r62023-04-27T06:42:50Zqt9sb8h4r6Are California Teachers Better off with a Pension or a 401(k)?Rhee, NariFornia, William B.2016-02-04Pensions form a significant part of public school teacher compensation, and provide the primary source of retirement security for teachers, many of whom are not included in Social Security.public pensionsretirement securityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9sb8h4r6publicationoai:escholarship.org:ark:/13030/qt1z35c2802023-04-11T21:33:29Zqt1z35c280Brief Report: Longitudinal Trajectory of Working Memory in School-Aged Children on the Autism Spectrum: Period of High Plasticity and âLate BloomersâKim, Sohyun AKasari, Connie2023-04-06Purpose While working memory (WM) is a powerful predictor for children’s school outcomes, autistic children are more likely to experience delays. This study compared autistic children and their neurotypical peers’ WM development over their elementary school years, including relative growth and period of plasticity.Methods Using a nationally-representative dataset, latent growth models were built to examine periods of high plasticity and the relationship between children’s performance upon school entry and their relative growth.Results While both groups made steeper gains during the early school years, autistic children’s period of highest plasticity was prolonged by 1 year, which suggests a larger window for interventions. Further, autistic children who started kindergarten with poorer WM were more likely to make rapid growth during the last 3 years of elementary school, which is when their neurotypical peers’ development started to plateau.Conclusion Findings should prompt various stakeholders to examine interventions and instructions to maximize autistic children’s growth in WM. Further, the continued support and monitoring by educators throughout autistic children’s late childhood can be particularly beneficial for the “late-bloomers.”Autism spectrum disorderWorking memoryDevelopmental trajectoryLongitudinal relationshipapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1z35c280publicationoai:escholarship.org:ark:/13030/qt0wn1156b2023-04-06T06:26:07Zqt0wn1156bAnna Head: Pioneer for Women’s EducationChapman, Paul2023-04-05Anna HeadschoolsCaliforniaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0wn1156bpublicationoai:escholarship.org:ark:/13030/qt08x004322023-03-21T17:18:51Zqt08x00432The Attractiveness of European Higher Education Systems: A Comparative Analysis of Faculty Remuneration and Career PathsCivera, AliceLehmann, Erik EMeoli, MichelePaleari, Stefano Paleari2023-03-15The academic professoriate is a determinant of successful higher education systems. Yet, recently, worsening conditions of employment, deteriorating salaries, and threats to job security have made the academic profession less attractive, especially to young scholars, in several countries. This paper investigates the salaries as well as the recruitment and retention procedures in public higher education institutions from a cross country perspective. The UK, Germany, France, and Italy are adopted as case studies to determine the attractiveness of European higher education systems. The evolution over the last decade creates an extremely variegated picture.HE System AttractivenessEuropean Higher EducationFaculty RemunerationCareer StructureAcademic Professionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/08x00432publicationoai:escholarship.org:ark:/13030/qt6rb7z3x32023-03-18T07:55:37Zqt6rb7z3x3At the Wage Floor: Covering Homecare and Early Care and Education Workers in the New Generation of Minimum Wage LawsThomason, SarahAustin, LeaBernhardt, AnnetteJacobs, KenWhitebook, Marcy2018-05-22These workers provide a critical (but too often unrecognized) public good; as such, we argue that a significant public investment is a necessary part of the solution, both to deliver minimum wage increases to these workers and to cover the significant unmet need for care.home care and child careindustry researchlabor standardslow-wage workminimum wageapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6rb7z3x3publicationoai:escholarship.org:ark:/13030/qt5xq6s2282023-03-14T20:54:50Zqt5xq6s228Envisioning the Asian New Flagship University: It Past and Vital FutureDouglass, John AubreyHawkins, John N2017-08-01This book explores the history of leading national universities in Asia and contemplates their capacity for innovation by focusing on the New Flagship University model. This model, presented more fully in The Flagship University Model – Changing the Paradigm from Global Ranking to National Relevancy (2016), envisions the university as an institution that not only meets the standards of excellence focused on research productivity and rankings, but one that is creatively responsive to the larger social needs of their specific national or regional environment and people. Chapters discuss the mission, policies and practices of the holistic and aspirational New Flagship University model and explore the contemporary academic cultures and innovations of leading national universities in China, Singapore, South Korea, Japan, India and elsewhere. Each is pursing aspects of the Flagship model on their own terms. Academic leaders and ministries in Asia are beginning to understand that the bell-curve approach of rankings and the myopic notion of a “World Class University” no longer provide an adequate strategy to guide policy, funding, and practice. This book furthers discussions within universities about their larger purpose and the internal academic culture that will bolster their drive to become among the best and most influential universities in the world.Asian UniversitiesFlagship ModelUniversity Reformapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5xq6s228monographoai:escholarship.org:ark:/13030/qt5gb362ck2023-03-14T20:04:12Zqt5gb362ckArchaeologists as Early Adopters and Critical Remediators at UC Berkeley’s MACTiA.Tringham, Ruth2019-04-01In this presentation, I revisit the digital training that was carried out by myself and colleagues at the UC Berkeley Multimedia Authoring Center for Teaching in Anthropology (MACTiA). During the period of its existence (1998-2011) the program transformed itself enormously not only in response to changing hardware and software, but also as our own interests and experience in archaeological education and community building grew, along with our changing (and diverse) viewpoints of what “digital education” meant in practice. I regard the experiments that I was able (allowed and enabled) to carry out in teaching digital practice and media literacy through the MACTiA being the backbone of my own intellectual development during this period and more recently. The collaboration between faculty, graduate and undergraduate students in the MACTiA courses was quite unique, and created many diverse ways of developing digital practices. Throughout this diversity and change, however, there are certain features – notably the encouragement of remediation and re-use of media, a “content-first” attitude, and an “education of attention” - that characterize the “MACTiA style” of digital archaeology and continue to affect our practice.Digital archaeologypedagogydigital educationmultimodal publicationapplication/pdfCC-BY-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/5gb362ckpublicationoai:escholarship.org:ark:/13030/qt883414nh2023-03-13T06:32:56Zqt883414nhIf someone tells you your kid’s teacher would be better off with a 401(k) than a pension, don’t believe itRhee, Nari2017-07-21Berkeley Blog post. Traditional pensions attract recruits to the profession and keep experienced teachers in the classroom. Doing away with pensions would increase teacher attrition and, worse, severely diminish their retirement security.retirement securitypublic pensionspubliceScholarship, University of Californiahttps://escholarship.org/uc/item/883414nhpublicationoai:escholarship.org:ark:/13030/qt92x4p83m2023-03-10T06:29:39Zqt92x4p83mThe Union Effect in California #2: Gains for Women, Workers of Color, and ImmigrantsThomason, SarahBernhardt, Annette2018-06-07In this report, we present data for the state of California on the union advantage in wages and employer-sponsored health and retirement benefits for women, workers of color, and immigrants.black workersimmigrants and healthjob-based health coveragepublic pensionsretirement securityunions and worker organizationsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/92x4p83mpublicationoai:escholarship.org:ark:/13030/qt8h38537z2023-03-09T00:17:39Zqt8h38537zReport of Findings: 2022 SILS Usability TestingWaggoner, JessCaldwell, ChristyGreen, TylerGarcía Mazari, Sheila2022-10-14application/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/8h38537zpublicationoai:escholarship.org:ark:/13030/qt4z78n1552023-03-08T06:17:19Zqt4z78n155The “Dulcie Lives On” Podcast Series: Sparking Students’ Intellectual Curiosity Through Library InstructionChikowero, Angela2023-01-01Library instructionintellectual curiosityundergraduate studentsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4z78n155monographoai:escholarship.org:ark:/13030/qt5df6t4nv2023-03-04T02:00:43Zqt5df6t4nvTeacher Pensions vs. 401(k)s in Six StatesRhee, NariJoyner Jr., Leon F.2019-01-08In this study, we determine whether most teachers working in classrooms today can expect to work long enough in the same state to accrue higher benefits under their existing traditional pension, which provides monthly income based on age and service, than they would under a 401(k)-type savings plan of equal cost.public pensionsretirement securityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5df6t4nvpublicationoai:escholarship.org:ark:/13030/qt5bg1z4wk2023-03-03T08:39:34Zqt5bg1z4wkInvesting in Early Care and Education: The Economic Benefits for CaliforniaPowell, AnnaThomason, SarahJacobs, Ken2019-05-08Expanding high-quality ECE would not only generate economic output through the higher earnings of ECE workers, but would have an even greater impact on the state’s economy by increasing the employment, earnings, and productivity of parents.home care and child careindustry researchlow-wage workearly careearly educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5bg1z4wkpublicationoai:escholarship.org:ark:/13030/qt7dq8j0t32023-03-03T00:40:03Zqt7dq8j0t3Exploring the Intersectional Development of Computer Science Identities in Young LatinasJacob, SharinMontoya, Jonathan LeeWarschauer, Mark2022-05-02Background: There has been a dearth of research on intersectional identities in STEM, including the fields of computing and engineering. In computing education research, much work has been done on broadening participation, but there has been little investigation into how the field of computer science (CS) presents opportunities for students with strong intersectional identities. This study explores the strengths and connections among the unique identities and the symbiotic relationships that elementary Latina students hold in CS identity attainment.Purpose: The aim of this article is to better understand how predominantly low-income, multilingual Latina students experience identity development through the lens of diverse group membership. We examine how young Latinas, through their participation in a yearlong culturally and linguistically responsive CS curriculum, leverage their intersecting identities to rewrite the formula of what a computer scientist is and can be, leaving space to include and invite other strong identities as well.Research Design: An explanatory sequential mixed-methods design was used that analyzed data from predominantly low-income, multilingual Latinas in upper elementary grades, including pre- and post-CS identity surveys (N = 50) delivered before and after implementation of the curriculum, and eight individual semi-structured student interviews.Findings: We found that Latina students developed significantly stronger identification with the field of CS from the beginning to the end of the school year with regard to their experiences with CS, perception of themselves as computer scientists, family support for CS and school, and friend support for CS and school. Interviews revealed that perception of their CS ability greatly influenced identification with CS and that girls’ self-perceptions stemmed from their school, cultural, and home learning environments.Conclusion: Our results highlight the wealth of resources that Latinas bring to the classroom through their home- and community-based assets, which are characterized by intersecting group membership. Students did not report on the intersection between language and CS identity development, which warrants further investigation.Intersectionalitycomputer scienceLatinxengineeringeducationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7dq8j0t3publicationoai:escholarship.org:ark:/13030/qt9z98j4h32023-02-28T00:48:10Zqt9z98j4h3Derogatory Term Analysis in University of California’s CatalogPeterman, Dana SShafer, Sharon M2022-10-14Using previous LCSH research on derogatory terms, we develop a strategy to identify derogatory subject items in the newly implemented consortial unified resource management system of one of the largest collections in the United States. deiinformation seeking behaviorlibrary catalogprimo vegoogle analyticspubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9z98j4h3publicationoai:escholarship.org:ark:/13030/qt00p3159c2023-02-25T18:14:30Zqt00p3159cBuilding sustainable communities: A project-based learning approach to modify student perceptions of the building industryMontoya, Jonathan LeeLundell, RyanPeterson, ForestTarantino, SergioRamsey, MarcKatz, GlennFruchter,, RenateFischer, MartinBaldini, Robert2018-08-12ABSTRACT The building industry has experienced a paradigm shift with increased use of data for collaboratively designing, building, and operating sustainable, socially conscious, energy-efficient projects; this shift has resulted in a theory called virtual design and construction (VDC). Secondary education provides students few opportunities to explore these methods. However, project-based learning (PBL) has shown success in VDC education at a graduate level; though scarce in low-income schools due to a discrepancy called the ‘opportunity gap.’ The opportunity gap creates a perception that the building industry does not lead to advanced STEM degrees — which students otherwise discover through courses like VDC. That perception forms a resistance to building industry entrance pathways such as building trade apprentice programs. That resistance then hinders achieving the social mandate to include underrepresented demographics such as women in high paying STEM fields such as apprenticed building trades. As a result, it is a male dominated pathway. Leveraging California Proposition 39 funding, the authors developed a PBL education platform to integrate VDC students from the secondary, apprentice, undergraduate, and graduate levels. The purpose of this research was to discover to what degree underrepresented youth perceive the building industry as a career if given an opportunity to learn VDC through PBL. The VDC curriculum was piloted as a course that encompassed topics of sustainability, environmental justice, and energy efficiency. A mix of community-based participatory research (CBPR), ethnography, and surveys were utilized to gather content. Data were gathered from three secondary institutions, including an all girls school and an underrepresented community with one tenth the admission rate to top-tier universities of Palo Alto high school (selected as a generic benchmark for comparison). Through CBPR the authors show that VDC-PBL 1) narrows the opportunity gap 2) teaches virtual design and construction, and 3) explores careers in sustainability and topics of environmental justice.Keywords: collaboratively designingsustainable buildingenergy efficiencyproject-based learningvirtual design and constructionenvironmental justiceenergy efficiencyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/00p3159cpublicationoai:escholarship.org:ark:/13030/qt7cs4s4rq2023-02-25T17:47:38Zqt7cs4s4rqFiddlers Green College: Looking for Equitable Workforce Pathways in Silicon ValleyMontoya, Jonathan LeePeterson, Forest OKinslow, Anthony, llFruchter, RenateFischer, MartinBustamante, Andres S2021-12-01Often, research on the efficacy of postsecondary workforce programs does not convey their impact on true social mobility. The purpose of this study is to investigate project-based Career and Technical Education (CTE) workforce pathways in Silicon Valley. 1 This study takes a step towards better understanding what constitutes the metrics that explain functioning pathways. In contributing to Project-Based Learning (PBL) theory, Amaral et al. (2015) found that seven PBL essentials form good learning outcomes; Creghan and Adair-Creghan (2015) then showed a measurable outcome of PBL is higher attendance, to which Plasman and Gottfried (2020), using a case of Applied STEM CTE (AS-CTE), framed attendance as a predictor of the efficacy of a workforce pathway. Recommendation: Through ethnography, the investigators observed that when social mobility was added as a metric of high quality PBL with AS-CTE in a predictive ontology framework of education success, an improved level of attendance was observed. The authors conclude that using the seven essentials and social mobility as a metric of PBL helps explain the observation of PBL's improved efficacy. Hence, social mobility should be a metric of PBL AS-CTE program outcomes.Social mobilityCareer technical educationWorkforce pathwaysEquityVirtual design and constructionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7cs4s4rqarticleJournal of Problem Based Learning in Higher Educationvol 9, iss 1, 179-1992246-0918oai:escholarship.org:ark:/13030/qt2nn8d17b2023-02-16T21:35:34Zqt2nn8d17bThe impact of field experiences in paleontology on high school learnersLepore, Taormina2023-02-16Field experiences are an important element of paleontological knowledge building. However, there is little information about the effects field experiences have on science stewardship and personal growth in high school learners. This pilot study analyzed the reflections of a group of female and male 9th grade U.S. high school students (N = 72) on their first field paleontology experience at Rainbow Basin Natural Area, California. We investigate the attitudinal impact of this experience within a human dimensions research framework using mixed methods. Likert-style surveys indicate relative consistency in pre- and post-treatment total group responses student-to-student. Qualitative responses highlight themes such as the power of science stewardship and a personal sense of connection to public lands. An increase in reflections of stewardship across coded segments occurred, from 18.4% to 29.4% pretreatment versus post-treatment. Qualitative responses and the human dimensions research framework are highly recommended as tools for paleontology education researchers to more effectively document attitudinal changes during field experiences and to better understand field paleontology narratives. In combination, these methods can highlight the intersection of science stewardship, personal growth through experiential education, and the importance of field paleontology. Future studies can make use of human dimensions research to illuminate the impact of field paleontology on pre-college students, and document the influence of field science on future generations of policy-makers, educators, and scientists.Paleontologyhigh schoolhuman dimensions researchscience stewardshipthematic analysisapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2nn8d17bpublicationoai:escholarship.org:ark:/13030/qt8627p2fn2023-02-12T22:46:51Zqt8627p2fnCorralling sensitive data in the Wild West: supporting research with highly sensitive dataChristopher, JasonFernsler, KarenHoffman, ChrisLocanas, JoleenLutz, KennethNeeser, AmyRobb, George, IIIYashar, Mark2022-07-08publiceScholarship, University of Californiahttps://escholarship.org/uc/item/8627p2fnpublicationoai:escholarship.org:ark:/13030/qt3g64n2752023-02-10T21:55:02Zqt3g64n275Toward a National Archival Finding Aid Network - From Planning Initiative to Project and Program: An Action PlanTurner, AdrianAllison-Bunnell, JodiDaigle, BradleyDunham, ElizabethEberhart, KarenTingle, Brian2019-10-01This action plan is a key deliverable of "Toward a National Finding Aid Network," a one-year planning initiative supported by the U.S. Institute of Museum and Library Services under the provisions of the Library Services and Technology Act (LSTA), administered in California by the State Librarian. The plan was prepared by a Task Force comprising representatives from the Core Partner group of aggregators, who contributed time between July-September 2019 to formulate and develop these recommendations. At the heart of the action plan are recommendations for and principles to guide next steps to implement a national-level finding aid network. The Task Force recommends a phased, incremental approach that moves this effort from a research and demonstration project to a program; is informed by a research agenda; and (from the beginning) includes work to establish business and governance models that fit the infrastructure and service model.application/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/3g64n275publicationoai:escholarship.org:ark:/13030/qt5sp131122023-02-10T21:43:42Zqt5sp13112Finding Aid Aggregation at a CrossroadsAllison-Bunnell, JodiTurner, Adrian2019-05-20This report represents the first phase of "Toward a National Archival Finding Aid Network," a one-year planning initiative supported by the U.S. Institute of Museum and Library Services under the provisions of the Library Services and Technology Act (LSTA), administered in California by the State Librarian. The report describes the current landscape of archival description -- and in particular, finding aid aggregations -- as background for an exploration of how best to provide access to archival collections, ensure the long-term sustainability of that access, and plan for future developments in this space.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5sp13112publicationoai:escholarship.org:ark:/13030/qt9r34m7c92023-02-09T00:31:16Zqt9r34m7c9Promoting Critical Reading through Learner-Centered Design: WI+RE’s Approach to Open Online LearningAbumeeiz, SalmaLopez, ChristopherWeirick Johnson, MatthewRavaei, KianRomero, ReneeSutherland, HannahWorsham, Doug2023-01-01designlearner-centered designinstructional designinclusive designopen educational resourcescritical readingcritical pedagogyonline learningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9r34m7c9publicationoai:escholarship.org:ark:/13030/qt884048762023-02-08T20:04:04Zqt88404876Opportunities for Community-University Partnerships: Implementing a Service-Learning Research Model in Asian American StudiesCruz, Melany delaLeung, Loh-Sze2003-01-01Over the last quarter century, many Asian American Studies (AAS) programs have gradually gained academic legitimacy within universities as part of the movement for Ethnic Studies. The pressures of fighting for legitimacy in a system where research, not community-based work, is rewarded mean that the growing institutionalization of AAS has made the majority of programs and courses less accessible to communities. This article calls for AAS to take a more active, practical, and broader approach in reaching out to Asian Pacific Americans (APA) in our community, especially the underserved who face several obstacles in achieving their goals due to lack of access, lack of education, and discrimination. Asian American Studies now devotes a smaller share of its growing resources to community-orientated and community-based courses than at its inception, exacerbating the divide between the university and APA communities. Asian American Studies must return to its roots as a social agent in a broader social movement for equality and justice. This article introduces a service-learning research model that is one approach to linking the Asian Pacific American community with university Asian American Studies departments and programs across the nation.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/88404876articleAAPI Nexus: Policy, Practice and Communityvol 1, iss 11545-0317oai:escholarship.org:ark:/13030/qt3f95n7672023-02-08T03:11:40Zqt3f95n767Expanding research data management to UC Berkeley researchers: a targeted approach to outreach and instructionSackmann, AnnaNeeser, , AmyTeplitzky, SamanthaGlusker, AnnSmith, Elliott2022-01-03application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3f95n767monographoai:escholarship.org:ark:/13030/qt1t2568612023-02-04T00:38:55Zqt1t256861CHAPTER 4. Writing and Research Training Program: A UCLA Campus Partnership to Support BIPOC, LGBTQIA, and Disabled Student ResearchersAkua Agyen, Jason Araújo, Matthew Weirick Johnson, Simon Lee, Ashley Newby, Renee Romero, and Laurel WestrupAgyen, AkuaAraújo, JasonJohnson, Matthew W.Lee, Simon W.Newby, AshleyRomero, ReneeWestrup, Laurel2023-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1t256861publicationoai:escholarship.org:ark:/13030/qt8r6792722023-02-03T16:52:53Zqt8r679272Aligning course materials to improve student learning in an introductory physics laboratoryCortez, Jarod2023-02-03In an undergraduate introductory physics lab course, it is crucial that students receive an opportunity to acquire laboratory and research skills that they will take with them as they move through academia to the workplace. Lab questions are addressed in each student’s lab notebook. The goals, assignment questions and rubric criteria for a class can be assigned levels of Bloom’s Taxonomy, a hierarchical model that describes learning into distinct categories. In this study when the components of the class, lab objectives, questions, and rubric criteria, were not on the same level of Bloom’s this was considered as misalignment. This was done for four different labs from the Fall 2021 semester at UC Merced, two of which were based on app-based data collection and two that were hands on data collection using circuits available to or made by students. For the three components, two were compared at a time for alignment giving three total analyses, objectives to questions, objectives to the rubric criteria and questions compared to the rubric criteria. The goals were (1) to determine if alignment exists between these three components, and (2) where is this misalignment happening as well as if it is independent between the three components. Using this analysis, it was determined that there is misalignment in the course, and that some of the labs are aligned in certain aspects such as between objectives and questions while being misaligned when comparing objectives to the rubric criteria. Out of all the different components the rubric was the one which had the most misalignments, demonstrating the need for changes to ensure students are graded fairly. For future semesters the rubric needs adjustment so that the students can be graded on content they are asked to produce with the notebook content as evidence that they fulfilled these goals.Jarod Cortez, Teaching Assistant, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8r679272publicationoai:escholarship.org:ark:/13030/qt8n38k5kq2023-02-03T16:52:34Zqt8n38k5kqShifting to a checklist rubric increased alignment between assignment learning objectives, assignment prompts, and the rubric criteria in a 2nd semester introductory physics labMenke, Carrie2023-02-03Investigating alignment between learning objectives, question prompts, and rubric criteria in a second-semester introductory physics lab. We investigated alignment between course learning objectives, learning objectives for specific labs, prompts within those labs, and rubric criteria for a second-semester introductory physics lab course at UC Merced. Starting in spring 2020, the first- and second-semester labs were redesigned based on the American Association of Physics Teachers (AAPT) recommendations for instructional labs. The course learning objectives align with the AAPT recommendations and learning objectives for the physics major and campus’ general education program. However, an explicit check for alignment between the course learning objectives, objectives for specific labs, lab prompts, and rubric criteria was left undone due to the shift to emergency remote instruction. Returning to in-person labs, Jarrod investigated alignment between lab objectives, prompts, and rubric criteria for four second-semester introductory physics lab manuals by applying Bloom’s Taxonomy to Fall 2021 materials. We continue this work with Spring 2022 materials, which had been significantly edited.Carrie Menke, Associate Teaching Professor, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8n38k5kqpublicationoai:escholarship.org:ark:/13030/qt81r8r1342023-02-03T16:52:24Zqt81r8r134Efficacy of CALM Application for Improving High School Students' Subjective WellbeingYork, Ana2023-02-03The purpose of this quasi-experimental, single-group, pretest-posttest study is to share the difference that existed in the subjective wellbeing of high school students before and after listening to a guided mindfulness meditation from an online application. The theoretical foundation was positive psychology and the PERMA model. The sample consisted of 83 students (67 females, 15 males, one unidentified). Students participated via ZOOM and completed the EPOCH Measure on days one and five. A repeated measures MANOVA was used to address the research question. The overall MANOVA was statistically significant, Roy's Largest Root = 1.07, F (5, 78) = 16.64, p < .001, partial ƞ2 = .52. Therefore, a series of repeated measures ANOVAs were conducted to examine each dimension of the EPOCH Measure of Adolescent Wellbeing (engagement, perseverance, optimism, connectedness, and happiness). There was a significant difference in each dimension, so the null hypothesis was rejected.Ana York, Assistant Professor, CSU StanislauspubliceScholarship, University of Californiahttps://escholarship.org/uc/item/81r8r134publicationoai:escholarship.org:ark:/13030/qt6kz8j6gv2023-02-03T16:52:09Zqt6kz8j6gvMorning, midday, or night: Learning time-of-day affects student expereience- but not performance- in upper division genetics courseTroy, Kris2023-02-03Research on K-12th grade students shows reduced performance in classes scheduled early in the morning if the student prefers to learn and work later in the day. Not much research has been done on undergraduate learners in the morning, nor research at either level on learning in the late evening-- like the Spring 2022 UC Merced Genetics course where some sections were scheduled to end as late as 9:20 pm. To understand the experiences and effects on performance for students in these courses, we compiled 143 survey responses querying student time-of-day learning preference, including free response questions about student experience at different times of day and with different course modalities (in-person vs remote instruction), from the 167-student Genetics course. We found that although students do have different time-of-day learning preferences, their overall exam grades were not affected by whether these preferences aligned with scheduled class time. However, asking open ended questions about the experiences that come with late evening classes elucidated important health, safety, and equity concerns that would be missed by looking at student performance alone. For example, students shared concerns about not having time to eat before the dining hall closes, being expected to wait on campus for several hours for their scheduled class time, being worried about late-night transportation accessibility, and with fear of being assaulted walking home past sunset. Additionally, students expressed that changing the course modality can offset some of the downsides of learning late at night, and students were significantly more likely to prefer sections in the early morning or late night if the courses were instructed remotely. Taken together, the responses indicate that these quality-of-life concerns might not be visible in their grade performance, but still represent an area in need of consideration and improvement for the sake of student's well-being.Kris Troy, Graduate Student, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6kz8j6gvpublicationoai:escholarship.org:ark:/13030/qt63r9t0102023-02-03T16:51:54Zqt63r9t010Are all labs equal? An investigation of student self-efficacy and its relation to different lab types.Pennington, Lillie2023-02-03Whether or not a student believes they can perform well in STEM is their self-efficacy, and self-efficacy can impact student success in STEM. It has been shown that student self-efficacy can be positively impacted by hands on experience with the scientific method, and this experience can be provided by lab classes. However, lab classes can take many different forms, with different types of activities sometimes within one course, for example: wet labs, discussion sections, and field labs. Whether or not different types of lab classes differentially affects student self-efficacy. To address this question, I sent out surveys to students of an upper-level biology lab class after different lab activities to assess self-efficacy. I found that the wet lab had slightly more positive impact on self-efficacy than the field or discussion labs, but none had a negative impact. Further, I analyzed what students felt were barriers to their success in STEM and found students feel that they are unable to understand, communicate, and apply concepts. These survey results suggest that while lab activities do improve self-efficacy, students still feel overall that they are not being prepared for a career in STEM. A more formal link between lecture, lab, and general science skills may further improve student self-efficacy and aid in the removal of student-perceived barriers to their success in STEM.Lillie Pennington, Graduate Student, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/63r9t010publicationoai:escholarship.org:ark:/13030/qt4fp841wm2023-02-03T16:51:43Zqt4fp841wmMetacognitive Strategies for Gateway STEM CoursesHarding, Brittany2023-02-03Metacognition refers to the awareness of one’s own thinking processes. The benefits of metacognition on student performance are well documented and a recent study suggests that the infusion of metacognitive instruction with active learning in General Chemistry has a significant effect on student performance. General Chemistry is required as a prerequisite for STEM majors at UCM and poor performance in these gateway courses is one reason students leave STEM programs. Accurate and efficient metacognitive monitoring is critical to performance because it encourages people to reflect on their abilities relative to the demands of a task. Thus, implementing effective metacognitive strategies in gateway courses at UCM may enhance student performance and increase the retention of STEM majors. The proposed project analyzes two existing metacognitive strategies through the framework of cue-utilization. Two new potential strategies are explored: in one, metacognitive prompts are interspersed at regular intervals in a Jupyter notebook assignment; in the other, metacognitive prompts are presented after completion of the Jupyter notebook tasks. Comparing the efficacy of these two strategies may provide insight into best practices for early and more advanced college learners in STEM, driving future development of combined metacognitive and active learning activities for college chemistry.Brittany Harding, Graduate Student, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4fp841wmpublicationoai:escholarship.org:ark:/13030/qt1p11m7542023-02-03T16:51:23Zqt1p11m754Inclusive teaching practices and culturally responsive science teaching in graduate teaching assistants: A qualitative analysisMcAnally, Kaylyn2023-02-03One way to mitigate the effect of sociostructural disparity and systemic oppression on historically marginalized students in science classrooms is through culturally responsive science teaching (CRST; Barron et al., 2021), a pedagogical approach based on student empowerment, cultural competence, and sociopolitical consciousness (Ladson-Billings, 1995). Although CRST and other culturally-centered pedagogies have been linked with improved student outcomes as measured through student empowerment, self-efficacy, and ethnic and academic identity (Aronson & Laughter, 2016), more research assessing whether graduate teaching assistants (TAs) in college science are familiar with and prepared to engage in CRST is needed. During the COVID-19 pandemic, we conducted two training sessions for inclusive teaching practices and CRST adapted from Barron and colleagues (2021) during a graduate course focused on teaching and learning in the sciences at UC Merced, a large, research-intensive Minority-Serving Institution. Before and after the relevant training, we collected surveys and written teaching reflections from five graduate teaching assistants who participated in the training and consented to participate in the study. We used inductive, open-coding (Saldaña, 2015) to generate a preliminary picture of how graduate teaching assistants described their experiences with inclusive teaching and CRST. Preliminary themes indicate that prior to the intervention, graduate TAs felt they lacked training in inclusive practices and CRST, but still were intentional in providing their students individualized attention and tried to connect class material with current events. After the intervention, graduate TAs reported using inclusive practices and CRST through encouraging shared student experiences and promoting growth mindsets, while a lack of time and training remained a barrier to implementation. These findings may inform future graduate teaching assistant training which aim to bolster graduate TAs beliefs and behaviors regarding inclusive teaching practices and CRST with the goal of refining science higher education to be equitable for all.Kaylyn McAnally, Graduate Student, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1p11m754publicationoai:escholarship.org:ark:/13030/qt18t778h82023-02-03T16:51:09Zqt18t778h8Power of Guidance: Mentorship Need and Viability for Undocumented Student PopulationsGonzalez Millan, Nahui2023-02-03There are more than two million undocumented individuals living within the state of California (Hayes & Hill, 2017). When attempting to transition to higher education, many undocumented students encounter barriers that inhibit their passage. Undocumented young adults between the ages of 18-24 attend higher education at lower rates than their documented peers (Passel & Cohn, 2008). In order to evaluate the educational resources available to undocumented high school students and their impact on their access to higher education, 3 undocumented college students were interviewed by undocumented college researchers. Interviews lasted between 40 minutes - 60 minutes and were recorded via Zoom. To protect the anonymity and confidentiality of the participants, pseudonyms were used. Questions were about the resources available to them as undocumented students. What we found was that all participants mentioned that having a supportive figure such as a mentor/counselor, was imperative in their transition to higher education. As a result of these findings, the researchers began development of the Rooted in Education Mentorship, a mentorship for undocumented youth from undocumented college students and are conducting further research on the resources available to undocumented high school students.Nahui Gonzalez Millan, Student Researcher, CSU StanislauspubliceScholarship, University of Californiahttps://escholarship.org/uc/item/18t778h8publicationoai:escholarship.org:ark:/13030/qt0s38g9pr2023-02-03T16:50:53Zqt0s38g9prThe Gene Editing Research Lab — a new classroom-based research experience at UC MercedLigunas, Gloria Denise2023-02-03The ability to directly edit genetic sequences with technology like CRISPR/Cas has revolutionized the biological sciences. We have developed a Course-based Undergraduate Research Experience (CURE) that will give students hands-on experience with gene editing techniques that, in a short time, have become standard in biology and biomedical research. Our course introduces students to discovery-based research. Students will learn how to design, execute, and assess gene editing strategies and create unique, user-defined changes in target genes. We recruited 6 undergraduate students for our research team for a trial run in the fall semester of 2021. Each student was assigned one gene and designed and executed a CRISPR-based knock-in strategy for each gene. To accommodate their experience level, we held lectures covering fundamental concepts related to the project such as CRISPR/Cas9, DNA repair, and recombinant DNA technology. We also held structured training demonstrations of the protocols to be used in their research — with surprising success: we are currently in the process of identifying germline transmission for 4 of the initially targeted 6 genes. In addition to their lab work, the students were also encouraged to develop their presentation and scientific communication skills; all 6 students presented their work at an end-of-semester symposium attended by members of the Woo and Materna labs and others in our department. Two students presented posters on their work at the annual SACNAS conference in October 2021, and two students presented a poster describing this project at the annual Quantitative and Systems Biology retreat at UC Merced. We hope to provide more opportunities for research participation especially for underrepresented minorities and help increase scientific literacy and critical thinking — in line with the "Vision and Change" (AAAS) recommendations for biology education. Our new course proposal was recently approved by UC Merced and will be offered starting Fall semester 2023.Gloria Denise Ligunas, Graduate Student, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0s38g9prpublicationoai:escholarship.org:ark:/13030/qt0hw0r0nt2023-02-03T16:50:43Zqt0hw0r0ntUtilizing COPUS Data to Advance Student EngagementWhitmer, RileyVargas, Shaira2023-02-03The Center for Engaged Teaching and Learning at UC Merced offers the Students Assessing Teaching and Learning (SATAL) Program as a mechanism to support the community of instructors working to enhance teaching and learning on campus. SATAL involves trained undergraduates in the data collection, analysis, and reporting. Instructors can partner with SATAL to assess the teaching and learning experiences of students in their classes by implementing different protocols such as Classroom Observation Protocol for Undergraduate STEM (COPUS). The purpose of this poster is to share the rich information instructors can derive from the COPUS implementation to advance student engagement. The SATAL staff share COPUS results as a fruitful mechanism to document active learning practices complemented with guidelines and suggestion notes. Also, SATAL showcases actions taken based on the COPUS data received and impact on the instructors’ experiences as a responsive approach to advance student engagement. Providing wait time, using worksheets, diversifying active learning activities, and adding clicker questions were among the changes introduced by instructors. Moreover, SATAL addresses how the presented assessment practices can be utilized for different purposes apart from classroom assessment, such action research and tenure and promotion.Riley Whitmer, SATAL Intern, UC MercedShaira Vargas, Graduate Student, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0hw0r0ntpublicationoai:escholarship.org:ark:/13030/qt81m9j9032023-02-02T18:56:09Zqt81m9j903"Academic Language is No One's Mother Tongue": Teaching to the Audience Before UsKahlert, Shirley2023-02-02Understanding the role of language communities is essential to any liberatory pedagogy as students learn to present their professional selves. As they enter college, students must make a difficult and necessary shift from the language of the community to the language of the academy. Therefore, to support authentic learning, effective pedagogies must consider their emotional as well as academic issues. They must recognize the value of the students' "mother tongue" and offer academic and emotional support based on learning theory.Shirley Kahlert, Professor, Merced CollegepubliceScholarship, University of Californiahttps://escholarship.org/uc/item/81m9j903publicationoai:escholarship.org:ark:/13030/qt4qw894vq2023-02-02T18:55:54Zqt4qw894vqDiverse STEM Voices, the Role of Conceptual Metaphors in Introductory Biology CoursesRamos, Lorraine2023-02-02To retain diverse students in STEM fields, we need to engage interests and motivations in introductory science courses (Tanner, 2013; Dewsbury and Brame, 2019). For diverse students, the strongest motivators to pursue STEM degrees are tied to prosocial values and cultural connections to their families (Jackson et al., 2016). A strategy called “values affirmation” can harness these motivators and support students who may experience negative stereotypes in academic settings (Jordt et al, 2017); however, the reasoning process and what students have to say about learning in these affirmations has not had a systematic framework for teaching and learning purposes. To that end, this study is interested in why metaphor matters and how Biology classrooms could be transformed by engaging student voices. We employed this value affirmation exercise in three introductory Biology classes as an intervention to obtain a better understanding of student’s self-efficacy and attitudes to help reduce the achievement gap within STEM students. The participants in this project were students enrolled in a medium-sized rural public university in the western U.S. which enrolls about 10,000 students. This study surveys a corpus of students’ work for conceptual metaphors to illustrate how learning experiences and values have been internalized and shared. We found that metaphoric analysis offers critical knowledge about cognitive and affective experiences, with various teaching and learning applications. We found that conceptual metaphors are rich and structured frameworks to gain perspective on motivations and self-efficacy factors. Underrepresented groups have emotionally charged experiences related to science and understanding how these experiences are conceptualized can inform future pedagogy. The use of figurative language and metaphors provides insights into student social and psychological support systems, student values and student logic in an introductory science setting. Overall, our study reveals that conceptual metaphors are rich expressions of values and aspirations.Lorraine Ramos, Ph.D. Candidate, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4qw894vqpublicationoai:escholarship.org:ark:/13030/qt0nx1m5qw2023-02-02T18:55:44Zqt0nx1m5qwWhat's Next? Action Research for Continous Program Improvement and Positive Social OutcomesSarafian, Karen2023-02-02Today’s elementary school students face myriad traumatic issues including poverty, violence, physical and emotional abuse, homelessness, and parental substance abuse. These adverse childhood experiences are responsible for an increased risk of academic failure and behavioral problems in childhood, adolescence, and into adulthood. Social-emotional learning (SEL) programs, provided through school and community partnerships, attempt to address these needs in both school-based and out-of-school-time (OST) learning settings. The purpose of this action research study was to examine one northern California-based nonprofit organization’s OST SEL program for elementary students and determine actions and interventions for greater program effectiveness. Students, parent/guardians, site administrators, school-staff, and community members engaged in focus groups, completed surveys, participated in validation groups, and acted as research associates throughout the iterative plan, act, observe, reflect cycle. Qualitative data included identified themes from authenticated and coded transcripts while quantitative data included descriptive statistical analysis of participant surveys. Based on themes and data trends, as well as the application of self-determination theory’s basic psychological needs satisfaction mini-theory, findings demonstrate that student self-management skills improved during the 4-week action research cycle, as did their sense of autonomy, competence, and relatedness. Findings also suggest growth opportunities in the areas of responsible decision-making and program improvement through development and implementation of integrated and universal SEL supports in classrooms, schools, families, and the larger community. Recommendations for future action research cycles include age and developmental considerations regarding instruction and application of responsible decision-making skills, and integration of all five SEL competencies. There is also a call for implementation of partnerships between schools, families, and community organizations for resource coordination. By focusing on continuous improvement through an ongoing action research process, this study advances the work of the northern California-based nonprofit organization and its programs and offers a model for other organizations seeking positive youth outcomes.Karen Sarafian, Associate Professor, University of the PacificpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0nx1m5qwpublicationoai:escholarship.org:ark:/13030/qt5m50r3bm2023-02-02T18:40:23Zqt5m50r3bmBumping into each other online- The gradual process of building meaningful connections in online contexts for underrepresented groups in STEMFugere, Taylor2023-02-02Building meaningful connections in online contexts became a necessity in 2020 when the COVID-19 pandemic forced people to rely on virtual means for their interactions. As Zoom Meetings became the common method of participating in work and school, institutions scrambled to create an enriching and meaningful environment for their members. This transition has been challenging, and work organizations have reported increased conflict and ‘zoom-fatigue’ whereas educational institutions have experienced increased disconnectedness and attrition (e.g. Leal Filho 2021 et al; Galanti et al. 2021). In this study, we ask: How can individuals form meaningful connections in the context of fully remote professional environments? In particular, we focus on the processes with which gradual familiarity is created in online contexts. In the physical domain, we take the gradual nature of friendship building for granted; people run into one another in the midst of their daily activities and through repeated opportune encounters they begin to form deeper ties. This is challenging in online environments, where interactions are predominantly intentional and designed. There are few opportunities for people to “bump into each other” and engage in casual conversations in passing. While the importance of making meaningful connections in professional contexts has been effectively linked to several positive outcomes, such as motivation, learning, innovation, sense of belonging and professional identity formation. We examine these processes in the context of first-year STEM (Science, Technology, Engineering, and Math) students within their first and entirely remote year of instruction on a university campus. We examine the mechanisms that enabled students to feel connected to other students, supported by the university, and experience an overall sense of belonging while coping with an unprecedented time in higher education.Taylor Fugere, Graduate Student, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5m50r3bmpublicationoai:escholarship.org:ark:/13030/qt86s8c13m2023-02-02T18:39:52Zqt86s8c13mStudent-Centered Learning Characteristic and Perception During Emergency Remote Teaching in a Minority-Serving InstitutionHong, Hanbo2023-02-02Due to the COVID-19 pandemic, many universities moved to emergency remote teaching (ERT). This allowed institutions to continue their instruction despite not being in person, yet inevitably created subsequent impact impeding the student learning. Instructors in UC Merced as a research-intensive and minority-serving institution (MSI) have adopted various pedagogical changes compared with in-person instructions to adapt the ERT. We conducted interviews after ERT to collect such data and anticipated an interesting trend of them becoming more student-centered throughout the period. We aim to analyze the data to study and prove the existence and extent of such perception about the more emerging student-centered learning (SCL) characteristic. We conducted qualitative inductive coding on the interview transcripts then adopted a theoretical framework to build the codes into the constructs. From the constructs, we are able to formulate and quantify the extent of the SCL characteristic of instructors' teaching and discourse practices, the extent of them describing their teaching practices as SCL, and the extent of them enact SCL and its alignment with their enacted practices. The construction and analysis shed light on the SCL pedagogy developments in STEM discipline.Hanbo Hong, Graduate Student, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/86s8c13mpublicationoai:escholarship.org:ark:/13030/qt9zs4s2p82023-02-02T05:49:35Zqt9zs4s2p8Plural: Português pluricêntrico (2 ed.)Fernandes, Eugêniade Oliveira Silva, LeonardoAlmeida, CamilaMello, Tatiana2023-01-31Originally designed for teaching Portuguese in a university context in the United States, this open access and non-commercial textbook, Plural: Português Pluricêntrico is built upon the following pillars: the pluricentric nature of the Portuguese language, social justice pedagogy and project-based teaching. With the urgency to address the complexities of a globalized society focused on Portuguese-speaking communities (and with an added emphasis on diasporas), we present this material as a means to support teachers and learners in their Portuguese language development journey utilizing transformative and inclusive practices.Portuguese as an additional language. Portuguese as a heritage language. Portuguese language in the US. Social justice and language development.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9zs4s2p8monographoai:escholarship.org:ark:/13030/qt6n98m8362023-02-01T03:54:54Zqt6n98m836Opportunity Gap and Women in the Energy Infrastructure WorkforceMontoya, Jonathan LeePeterson, Forest OBonilla, Sade2020-08-18The Bureau of Labor Statistics (BLS) predicts above-average employment growth for jobs in the construction industry. And despite the majority of entry-level jobs in construction requiring a high school diploma or less, median annual wages in the industry are over 8,000 dollars higher than other industries (Torpey 2018). Despite this growth and relatively high wages, women are severely underrepresented; just 3.5 percent of workers in the construction occupations are women while women make up 47 percent of the labor force. Career and Technical Education (CTE) in high school can provide an avenue for increasing the participation of young women. Through a Researcher Practitioner Partnership (RPP), a team of teachers, trades educators, and administrators from high schools, community colleges, and apprenticeship centers sought to increase access through a virtual design and construction STEM (Science, Technology, Engineering, Math) career pathway program. The team explored if a Project-based Learning (PBL) approach in Virtual Design and Construction (VDC) is a feasible method for woman-focused CTE. We found evidence that targeted recruiting through a feminist positive pathway to create a critical mass of female participants in conjunction with PBL can offer an opportunity for women to enter a traditionally male-dominated field. Furthermore, our study calls for continued theory development into and provides evidence that higher concentrations of women has the potential to increase the industry’s focus on safety, environmental protection, and labor standards. We argue that the lack of female representation is due to an opportunity gap for young women to learn about and join high-skill high-wage occupations.WorkforceEnergy infrastructureSocial justiceEthnographyTradeswomenapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6n98m836publicationoai:escholarship.org:ark:/13030/qt4bn766t22023-01-27T21:27:58Zqt4bn766t2COVID-19 Imposed Digital Learning Environment: The Relationship Between Perceived Edcuator Attitude and Student AcceptanceAlmeida, Melissa2023-01-27Poster:"Past research makes frequent note of educator and faculty resistance or concerns regarding online education platforms. However, because of the pandemic, both educators who champion new learning technologies and those with concerns about the efficacy and value of online learning were suddenly teaching remotely. This provided an opportunity to ask if students' perceptions of educator attitudes toward digital learning environments influence the student’s acceptance of these platforms. This question was addressed via a quantitative correlational survey design to measure the strength of association between educator attitude and student acceptance as a mean across the scale measuring confidence in the platform effectiveness as implemented in two specific instances - their best and worst mandatory online-course experiences. This score was used to compare to the Test of e-Learning Related Attitudes (TeLRA) scale to measure teacher attitudes towards e-learning. The Pearson’s correlation coefficients were computed for the analysis of a total of 205-course evaluations. Considering all evaluations there was a strong positive correlation in the relationship between student acceptance and perceived educator attitude. There were no statistically significant correlations between acceptance, previous online course experience, or age. This suggests that students who report a positive perception of the educator's attitude will also report more positive acceptance levels relating to software platform choices and course design."Melissa Almeida, Graduate Student, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4bn766t2publicationoai:escholarship.org:ark:/13030/qt78h8p6ph2023-01-26T23:23:43Zqt78h8p6phDisrupting SLOs with DEI and Paradigm ShiftsPerez, Carlos2023-01-26Session 4: Breaking Barriers: Transformative Practices that Empower StudentsDisrupting SLOs with DEI and Paradigm Shifts"Student Learning Outcomes (SLOs) are paramount for the enhancement of student success. SLOs assessment give the needed feedback to improve the teaching-learning framework. With that in mind, there are some initiatives pushing for a change in the educational model through SLOs with the objective to close equity gaps among traditionally underrepresented groups. This session will introduce a novel multidimensional DEI student-success framework."Carlos Perez, Ph.D., Fresno City CollegepubliceScholarship, University of Californiahttps://escholarship.org/uc/item/78h8p6phpublicationoai:escholarship.org:ark:/13030/qt98w6h5x12023-01-26T22:21:56Zqt98w6h5x1Breaking Barriers: Transformative Practices that Empower StudentsMontero Hernandez, Virginia2023-01-26Talk 11, Session 4: Breaking Barriers: Transformative Practices that Empower StudentsMentoring & Empowering Graduate students"In this presentation I will discuss a graduate mentoring approach and specific strategies that can help empower doctoral students, particularly in the field of educational leadership. I use critical self-reflection, analysis of previous mentoring sessions, mentoring materials that I have created, and students’ reflective essays about their mentoring process with me. I will talk about four relational conditions that need to be constructed in the mentor-mentee to foster graduate student empowerment. Additionally, I will describe and analyze four instructional practices through which these four relational foundations can be constructed as part of the mentor-mentee relationship and the writing of the dissertation. Finally, I will discuss four developmental outcomes that graduates of a doctoral program in educational leadership identify as indicators of an empowered professional self. The conceptual framework guiding this discussion includes the notion of self-authorship, psychological empowerment, and cultural wealth."Virginia Montero Hernandez, Associate Professor, CSU StanislauspubliceScholarship, University of Californiahttps://escholarship.org/uc/item/98w6h5x1publicationoai:escholarship.org:ark:/13030/qt30k7h33d2023-01-26T22:21:40Zqt30k7h33dDevelopment and Implementation of a Guided-Inquiry Laboratory Structure for an Introductory Chemistry CourseDonnelly-Hermosillo, DermotPerson, Eric2023-01-26Talk 8, Session 3: Inquiry-Based Teaching and Learning in STEMDevelopment and Implementation of a Guided-Inquiry Laboratory Structure for an Introductory Chemistry Course"Laboratory courses are often critiqued for being fragmented from week-to-week, having little application to everyday life, and failing to reflect authentic science practices. This presentation will detail the development a guided-inquiry laboratory structure for an Introductory Chemistry course involving a zoo narrative. The guided inquiry structure was compared with a conventional 'cookbook' laboratory structure for two semesters based on conceptual and motivational measures (n = 662). Findings illustrate similar student conceptual gains for both structures, but the two conditions varied by motivational factors influencing students. This presentation considers the implications of these findings for undergraduate laboratory science courses."Dermot Donnelly-Hermosillo and Eric Person, CSU FresnopubliceScholarship, University of Californiahttps://escholarship.org/uc/item/30k7h33dpublicationoai:escholarship.org:ark:/13030/qt5xt0k4v92023-01-26T20:46:05Zqt5xt0k4v9Archaeology in the Borderlands: Investigations in Caucasia and BeyondSmith, Adam TRubinson, Karen S2004-02-01Set on a broad isthmus between the Black and Caspian Seas, Caucasia has traditionally been portrayed as either a well-trod highway linking southwest Asia and the Eurasian Steppe or an isolated periphery of the political and cultural centers of the ancient world. Archaeology in the Borderlands: Investigations in Caucasia and Beyond critically re-examines traditional archaeological work in the region, assembling accounts of recent investigations by an international group of scholars from the Caucasus, its neighbors, Europe, and the United States. The twelve chapters in this book address the ways archaeologists must re-conceptualize the region within our larger historical and anthropological frameworks of thought, presenting critical new materials from the Neolithic period through the Iron Age. Challenging traditional models of economic, political, cultural, and social marginality that read the past through Cold War geographies, Archaeology in the Borderlands provides a new challenge to long dominant interpretations of the pre-, proto-, and early history of Eurasia, opening new possibilities for understanding a region that is critical to regional order in the post-Soviet era. This collection represents the first attempt to grapple with the problems and possibilities for archaeology in the Caucasus and its neighboring regions sparked by the collapse of the Soviet Union and the emergence of independent states.ArchaeologyAnthropologySmithRubinsonBorderlandsCaucasiaAsia.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5xt0k4v9monographoai:escholarship.org:ark:/13030/qt61q0100d2023-01-26T17:20:23Zqt61q0100dQuesting for Relevance: Exploring Student Outcomes from Creative Assessment "Quests" in a General Education Biology CourseWalter, Emily2023-01-26Talk 7, Session 3: Inquiry-Based Teaching and Learning in STEMQuesting for Relevance: Exploring Student Outcomes from Creative Assessment "Quests" in a General Education Biology Course"Creativity, critical thinking, questioning, problem solving, and collaboration skills are critical 21st century skills. Contrary to these goals, students often perceive STEM as boring, lacking relevance, and full of memorizing facts. Students in turn leave STEM degrees or never select them to begin with. It is on these premises that we assert that assessments in STEM need to reflect real-world tasks and engage students’ interests and skills. In this study, we used a mixed methods approach to explore participant outcomes after they completed creative assignments in a general biology course in Spring and Fall2021. In this course, student choose to do three assignment “quests” from a list of over 20 options. The pedagogical goal of the quests was to use science in everyday life, explore and find value in nature, and/or share science with others. The quests differ from traditional assignments, as the product was often something other than a paper, poster, or presentation and because students were encouraged to use creativity and personal talents in their work. Another key aspect of the quests was that we used gamification principles to encourage students. Students could theme assignments to earn "skill trees," or do them in special ways to earn "badges." For example, students were encouraged to do the projects with friends and family or create the project in English and another language. Example student products included poetry, songs, museum tours on Animal Crossing, a movie with a time traveling dog, and fossil layer cakes. We did a mixed method analysis of project reflections (N=924) and interviews (n=11) to uncover how and in what ways the quests elicited participant creativity and general emotions. Our talk will discuss results from this research and implications for how others can use creative and quest-style assignments in their own teaching."Emily Walter, Associate Professor, CSU FresnopubliceScholarship, University of Californiahttps://escholarship.org/uc/item/61q0100dpublicationoai:escholarship.org:ark:/13030/qt97x694fr2023-01-25T23:40:19Zqt97x694frPhysics Students' Epistemologies in the Age of the PandemicStone, Toni2023-01-25Talk 5 of Session 2: Frameworks for Assessing and Responding to Student Expectations and NeedsPhysics Students’ Epistemologies in the Age of the Pandemic"Physics students’ epistemologies are expectations, attitudes, and beliefs that physics students hold about what is necessary to be successful in their study of this science. These epistemologies can play a critical role in how students respond to the course and how they process information to construct their knowledge. They can influence what classroom activities and skills students think are important; what information they think is useful and what information they think is irrelevant. Often these epistemologies differ dramatically from “expert” epistemologies, or what instructors expect students to do. The Maryland Physics Expectations Survey (MPEX) is a survey instrument that measures student views at the beginning and end of a first semester physics class to help determine how student epistemologies may change as a result of a particular pedagogical approach. This survey was given at the beginning and end of the spring semester of 2021 when instruction was remote. The same survey was given in the fall and spring semesters of 2021 and 2022, when in-person instruction resumed. The results of the surveys which examine epistemological shifts for these cohorts that may have resulted from the varying pedagogies, employed by necessity due to the pandemic, is the focus of this talk."Toni Stone, Lecturer, UC Merced publiceScholarship, University of Californiahttps://escholarship.org/uc/item/97x694frpublicationoai:escholarship.org:ark:/13030/qt9gh907gt2023-01-25T23:40:08Zqt9gh907gtBrain-Targeted Teaching: A Tool for College Faculty?Seegers, Adrienne2023-01-25Talk 6, Session 2: Frameworks for Assessing and Responding to Student Expectations and NeedsBrain-Targeted Teaching: A Tool for College Faculty?"Although Mind Brain and Education Science (MBES) offers robust research informed practices for educators there is limited awareness and integration of MBES principles in community college teaching. Brain-Targeted Teaching (BTT) is a framework designed by Dr. Mariale Hardiman to help teachers implement neuroscience and related fields in their work. This qualitative study examined community college faculty’s perception of BTT as a tool to support implementation of MBES in their teaching. Participants engaged in a professional development experience that explored and modeled BTT and reported. The study found that participants made immediate change and planned to make change to their teaching as a result of their experience and perceived BTT to be a valuable tool. In this interactive session we’ll learn more about the BTT framework and examine the findings of this study."Adrienne Seegers, Ph.D., Columbia CollegepubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9gh907gtpublicationoai:escholarship.org:ark:/13030/qt4c81511s2023-01-24T17:37:56Zqt4c81511sSATAL's Classroom Assessment and Educational Development Integrated TogetherSignorini, Adrianna2023-01-24Talk 1 of Session 2:Frameworks for Assessing and Responding to Expectations and Needs"The purpose of this presentation is to share SATAL's classroom assessment tools and the rich information instructors can derive from their implementation to respond to students' needs and for their own professional development. The SATAL program, a UCM campus assessment support involving undergraduates will share Classroom Observation Protocol for Undergraduate STEM (COPUS) results paired with mid-semester feedback findings as a fruitful mechanism to document active learning practices together with the student perspective on their learning to respond to the students' immediate needs. The SATAL staff will present sample reports, action taken, and impact on the student population as a responsive approach to teaching and learning. Also, we will address how the presented assessment practices can be utilized for different purposes such as classroom assessment, research, and tenure and promotion. "Adrianna Signorini, Educational Assessment Coordinator, UC MercedpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4c81511spublicationoai:escholarship.org:ark:/13030/qt8x11x5q52023-01-24T17:37:04Zqt8x11x5q5California's Community College Closet: LGBTQ+ VoicesEllis, Keith2023-01-24Talk 3 of Session 1: Mapping Central Valley Student Narratives: Access, Identity, and Validation"LGBTQ+ individuals face numerous challenges while attending college, including bullying and harassment, a curriculum that does not reflect their identity, and faculty or peers who do not use their correct pronouns or preferred names. Furthermore, LGBTQ+ students often face significant marginalization that leads to some of the highest suicide rates among any student population (Trevor Project, 2020; di Giacomo et al., 2018). This study is framed according to Vincent Tinto’s 1975 Model of Student Integration and 1993Interactionalist Theory of College Student Departure infused with Rendon’s (1994) Validation Theory to explore more fully why these students persist and succeed given the experiences related to their identities. The 7 participants in this study are a diverse group with many facets in their student identity including: gender, sexual orientation, race/ethnicity/culture, and experiences associated with their identity. From this study, 5 themes emerged: 1) Importance of Faculty Interactions and Support; 2) Importance ofStudent Services; 3) Sense of Safety—Policing and Restrooms; 4) Validation by Using Proper Pronouns and Preferred Names, and 5) Supporting Trans Outness. Theimportance of faculty interactions was explored along the outness continuum. At the core of many of these students’ community college experiences was the concept of validation and a sense of belonging. Validating experiences contributed to a campus climate where the students felt safe and accepted to be open about their LGBTQ+ identity. LGBTQ+ California Community College students experience college differently from their non-LGBTQ+ or heterosexual and gender conforming peers attributable in some part tothe heteronormativity that permeates our society."Keith Ellis, Folsom Lake CollegepubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8x11x5q5publicationoai:escholarship.org:ark:/13030/qt4rt4d7xw2023-01-17T22:45:04Zqt4rt4d7xwPin@y Educational PARtnerships: Ethnic Studies Students, Teachers and Leaders as Scholar ActivistsDaus-Magbual, ArleneDaus-Magbual, RoderickTintiangco-Cubales, Allyson2019-01-01Although Filipinas/os/xs was (and continues to be) one of the fast- est-growing populations in the United States, especially in San Francisco Bay Area, when Pin@y Educational Partnerships (PEP) started in 2001, there were limited services, curriculum, and research on Filipinas/os/xs at both the college and K–12 levels (Tintiangco-Cubales, Daus-Magbual, and Daus-Magbual, 2010). This resource essay focuses on the PEP’s development of Participatory Action Research (PAR) projects that were built through the direct result of university-school-community partnerships. We cover three innovative research methods known as Youth Participatory Action Research (YPAR), Teacher Participatory Action Research (TPAR), and Leadership Participatory Action Research (LPAR). YPAR, TPAR, and LPAR are informed by critical pedagogy, critical inquiry, and community responsive pedagogy (Daus-Magbual and Tintiangco-Cubales, 2016; Freire, 1970; Tintiangco-Cubales et al., 2016). Building on this AAPI Nexus issue’s theme, this essay demonstrates engaged social justice research across the educational pipeline and the power of collaboration between universities, schools, and communities. Through PEP’s PAR projects, we offer ways that students, educators, and leaders can work together to- ward transformative change in schools and communities.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/4rt4d7xwarticleAAPI Nexus: Policy, Practice and Communityvol 16, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt7xp554h92023-01-17T22:45:01Zqt7xp554h9Asian American Studies and the Fight for Worker JusticeGeron, KimDao, Loan ThiLai, TracyWong, Kent2019-01-01This essay explores higher education–labor partnerships in the contemporary era between Asian American Studies (AAS), the Asian Pacific American Labor Alliance (APALA), and AAS community partnerships. With the intensified attacks on workers, unions, and Asian American, Pacific Islander, and other communities of color, the importance of higher education and labor and community partnerships will be a valuable resource to expand critical research and participatory education. These partnerships embody the community studies’ roots of AAS. Using three case studies, this essay highlights these partnerships and concludes with a discussion of the opportunities and challenges students can experience when working in labor union spaces and recommendations for building university-labor partnerships.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/7xp554h9articleAAPI Nexus: Policy, Practice and Communityvol 16, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt8sk0b2pg2023-01-17T22:44:53Zqt8sk0b2pgIncorporating Community Engagement into AAS Curriculum ReformLe, EmilySy, Sheila2019-01-01This article examines the assessment of the UCLA Asian American studies program and resulting curriculum reform that was put into effect as of Fall 2013. The essay will discuss the context leading up to the 2013 curriculum reform, including the 2011 UCLA Asian American Studies Curriculum Assessment Project, the departmental curriculum restructure process, the most recent Academic Senate program review, and initial response to the community engagement courses. This serves as a case study of curriculum reform that successfully addressed the needs of the students, met Academic Senate requirements, and returned the department to the original principle of service through community engagement and partnerships.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/8sk0b2pgarticleAAPI Nexus: Policy, Practice and Communityvol 16, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt3rn4159c2023-01-17T22:44:50Zqt3rn4159cServe the People! Asian American Studies at 50: Empowerment and Critical Community Service Learning at San Francisco State UniversityMar, EricPelaud, Isabelle ThuyJeung, RussellNguyen, PhilipCarreon, JensineDariotis, Wei Ming2019-01-01This essay reflects on five decades of growth of the nation’s first Asian American Studies Department at San Francisco State University (SFSU AAS), focusing on its primary commitment to community empowerment and critical “community service learning” (CSL) and also highlighting past and present struggles, challenges, and innovations. This collectively written analysis summarizes SFSU AAS departmental approaches to CSL and community-based participatory research and highlights two case studies: (1) refugees from Burma community health needs research and advocacy in Oakland and (2) the Diasporic Vietnamese Artists Network. We conclude by describing how we are applying our model and building support for critical CSL and argue that AAS and ethnic studies must reclaim CSL from the dominant “charity-based” model or risk losing our social justice orientation and commitment to empowerment and self-determination for our communities.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/3rn4159carticleAAPI Nexus: Policy, Practice and Communityvol 16, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt97r6c8382023-01-17T22:44:47Zqt97r6c838Let’s Get Along: Strengthening Academic-Nonprofit Partnerships in ResearchLee, C. AujeanPatraporn, R. Varisa2019-01-01There have been a growing number of partnerships between universities and nonprofits to conduct community-based research to understand important racial group disparities and develop community capacity. However, these relationships can be unbalanced and fraught with challenges. This resource paper offers a discussion of seven considerations that can assist university researchers in developing accountable and equitable partnerships. We also provide suggestions on how these steps may vary for Asian American and Pacific Islander groups and how to create mutually beneficial agreements that respect both parties and their goals.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/97r6c838articleAAPI Nexus: Policy, Practice and Communityvol 16, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt2xm610p12023-01-17T22:44:44Zqt2xm610p1Theorizing a Sustainable, Holistic, Interconnected Partnership (SHIP) Development Model with Feminist, Activist Lenses: Best Practices from a Community-University Service Learning Partnership in Asian American StudiesYee, Jennifer A.Cheri, Ashley E.2019-01-01Mindfully engaging with one another on collaborative projects and relationship building is critical for sustaining partnerships of trust and reciprocity between community-based organizations (CBOs) and institutions of higher education. This resource paper presents the Sustainable-Holistic-Interconnected-Partnership (SHIP) Development Model based on a study theorizing the organizational evolution of the ten- year community-university service-learning partnership between the Youth Education Program of the Orange County Asian and Pacific Islander Community Alliance and the Asian American Studies Program at California State University, Fullerton. The authors conducted a self- study intersecting their lenses as feminist activists of color and their use of qualitative methods. They found that they sustained their partnership by intentionally grounding their norms and practice in the values of democracy, equity, social justice, and liberation. The SHIP model has diverse implications for community-university partnerships and the fields of Asian American studies (AAS) and service learning.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/2xm610p1articleAAPI Nexus: Policy, Practice and Communityvol 16, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt1s38g0sk2023-01-17T22:44:38Zqt1s38g0skServing the People in Long Beach, California: Advancing Justice for Southeast Asian Youth through Community University Research PartnershipsPatraporn, R. Varisa2019-01-01Khmer Girl’s in Action is a nonprofit that successfully utilizes community-based participatory research (CBPR) with university partners to create social change for youth in Long Beach, CA. Based on semi-structured interviews and content analysis of news articles, I explore the impact and sustainability of this research work and the research partnerships. Findings highlight impacts such as youth empowerment, heightened awareness around community needs, policy change, and CBPR curriculum improvements in the field as impacts. Sustainability requires integrating research into program funding, utilizing a tailored training curriculum, building on community members prior relation- ships, and selecting partners that share common goals, levels of commitment, and flexibility. As funders demand more data to justify community needs, understanding more examples of such work in the Asian American community will be useful for informing future partnerships.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/1s38g0skarticleAAPI Nexus: Policy, Practice and Communityvol 16, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt21f3q3tf2023-01-17T22:39:38Zqt21f3q3tfAsian Canadian Studies as an Emancipatory ProjectHo, RobLee, Christopher2017-01-01With the rise in global neoliberalism and right-wing populism, higher education in Canada is at the forefront of the battleground for racial equality, multiculturalism, and diversity efforts. This essay argues for the importance of Asian Canadian Studies (ACS) as a means to combat ongoing manifestations of racism and racialization in the academy. We examine the necessity of ACS as an emancipatory project—its objectives and the challenges it faces. There are currently three existing ACS programs in Canada, and we will focus in particular on the University of British Columbia’s Asian Canadian and Asian Migration Studies Program as an illustrative example of how to promote social justice and civil rights in Canadian higher education. The importance of ACS and its effectiveness are discussed in the context of university settings.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/21f3q3tfarticleAAPI Nexus: Policy, Practice and Communityvol 15, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt01j0n4h02023-01-17T22:39:14Zqt01j0n4h0Reflections on the Formation and Future of Asian American StudiesVõ, Linda Trinh2016-01-01The ongoing demographic growth of the Asian American population enhances foundational support for Asian American studies; however, it also poses complex challenges for the formulation and direction of the field. Asian American studies has been shaped by transnational and regional economic and political conditions, as well as by the receptiveness and limitations of the academy, which has led to uneven disciplinary and institutional manifestations. This essay specifically analyzes what impact the transforming Asian American population has had on the formation of the field of Asian American studies and how the projected demographic growth will shape its future academic trajectory.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/01j0n4h0articleAAPI Nexus: Policy, Practice and Communityvol 14, iss 21545-0317oai:escholarship.org:ark:/13030/qt6wg482nv2023-01-17T22:37:27Zqt6wg482nvEducational Opportunity and the Missing Minority in Higher Education: Changing the National Narrative of Asian Americans and Pacific Islanders by 2040Pimentel, Leilani MatasauaHorikoshi, Neil2016-01-01For nearly half a century, the model minority myth has dominated perceptions of Asian American college students and masked educational disparities among the nearly fifty ethnic groups that comprise the Asian American and Pacific Islander (AAPI) communities. This essay challenges the model minority narrative by presenting the narrative of the missing minority—outlining how this alternative narrative was influenced by the creation of federal AAPI-serving institution legislation in 2008. The authors explore Asian American Native American Pacific Islander-Serving Institution recognition, how it has provided a framework to further support AAPI higher education outcomes, and what factors will affect the national narrative in 2040.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/6wg482nvarticleAAPI Nexus: Policy, Practice and Communityvol 14, iss 11545-0317oai:escholarship.org:ark:/13030/qt8bz7p6k42023-01-17T22:37:24Zqt8bz7p6k4No Data, No Justice: Moving beyond the Model Minority Myth in K–12 EducationAhrens, Rita PinLee, Souvan2016-01-01Due to the “model minority” myth, Asian American and Pacific Islander (AAPI) students are often left out of the national discourse on educational equity. As a result, obtaining more data on AAPI students (i.e., data disaggregation) has become the primary civil rights issue in education for AAPIs. This paper examines challenges facing AAPIs in elementary and secondary public schools, passage of the Every Student Succeeds Act, and progress made to disaggregate data on AAPI students. The authors highlight additional opportunities and strategies for advocates at the local and national level to improve educational outcomes for all AAPI students by 2040.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/8bz7p6k4articleAAPI Nexus: Policy, Practice and Communityvol 14, iss 11545-0317oai:escholarship.org:ark:/13030/qt1hm014n92023-01-17T22:29:27Zqt1hm014n9Creating Community Criteria for Research Participation at Community Health CentersOneha, Mary FrancesDeCambra, Ho'oipoIeong, LissSong, HuiQuach, ThuChang-Weir, RosyPonce, Ninez A.Enos, RachelleSim, Shao-CheeKagawa-Singer, Majorie2014-01-01Research conducted to benefit communities is often done without community involvement, threatening its relevance for the groups the studies purport to serve. A great need exists for education of both researchers and community members on how research can be more appropriately conducted in partnership with community members. This paper presents Community Criteria for Research Participation developed by community health centers (CHCs) with input from academic partners to support CHCs’ capacity to conduct research of community significance.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/1hm014n9articleAAPI Nexus: Policy, Practice and Communityvol 12, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt4w69337d2023-01-17T22:28:47Zqt4w69337dCentering Student Voices: A Mixed-Method Study of Strengths and Challenges for Asian American StudiesLee, Matthew R.Chung, Jennifer Y.2013-01-01This research study examines Asian American student perceptions of Asian American Studies courses from a large Midwestern university using survey data (n = 761) and in-depth interviews (n = 12). Student voices and perspectives are centered in order better understand strengths and challenges of Asian American Studies beyond identified institutional factors.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/4w69337darticleAAPI Nexus: Policy, Practice and Communityvol 11, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt5w99q4002023-01-17T22:28:23Zqt5w99q400Community-based? Asian American Students, Parents, and Teachers in the Shifting Chinatowns of New York and Los AngelesChang, BenjiLee, Juhyung Harold2012-01-01This article examines the experiences of children, parents, and teachers in the New York and Los Angeles Chinatown public schools, as observed by two classroom educators, one based in each city. The authors document trends among the transnational East and Southeast Asian families that comprise the majority in the local Chinatown schools and discuss some of the key intersections of communities and identities within those schools, as well as the pedagogies that try to build upon these intersections in the name of student empowerment and a more holistic vision of student achievement. Ultimately, this article seeks to bring forth the unique perspectives of Chinatown community members and explore how students, families, teachers, school staff and administrators, and community organizers can collaborate to actualize a more transformative public education experience.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/5w99q400articleAAPI Nexus: Policy, Practice and Communityvol 10, iss 21545-0317oai:escholarship.org:ark:/13030/qt6fg3k7vb2023-01-17T22:26:26Zqt6fg3k7vbNew Research on the Impact of Cultural Influences in Education on Native Hawaiian Student OutcomesKana‘iaupuni, Shawn MaliaLedward, BrandonKeohokalole, Ku‘ulani2011-01-01The long-standing education achievement gaps of Native Hawaiian and Pacific Islander (NHPI) students in our nation represent a significant concern, one that diverse stakeholders are committed to resolving. Although national data sets fail to address NHPI populations, thereby limiting the ability to drive effective policy and programs, local-level research and developments in education provide fresh opportunities to reexamine the learning and teaching of NHPI students. This report shares the results of a quantitative research study that examines the impact of culture-based education (CBE) on student achievement and socio-emotional development. The findings indicate that culture-based educational strategies positively impact student outcomes, especially Native Hawaiian student outcomes. The implications of this study are valuable for education practitioners, programs, and policy makers seeking to eliminate achievement gaps for NHPI and indigenous students.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/6fg3k7vbarticleAAPI Nexus: Policy, Practice and Communityvol 9, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt5ft4h0gw2023-01-17T22:26:08Zqt5ft4h0gwOverview: What a Difference a Data Set and Advocacy Make for AAPI HealthPonce, Ninez A.2011-01-01application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/5ft4h0gwarticleAAPI Nexus: Policy, Practice and Communityvol 9, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt6td8k6rs2023-01-17T22:26:05Zqt6td8k6rsAsian American and Native American Pacific Islander-Serving Institutions: Areas of Growth, Innovation, and CollaborationTeranishi, Robert T.2011-01-01This policy brief aims to raise the national visibility of the Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) program and link the needs of these institutions to the hundreds of similar Minority-Serving Institutions (MSIs) (e.g., historically black colleges and universities, Hispanic-serving institutions, and tribal colleges and universities). More specifically, this brief demonstrates how and why the MSI policy strategy is an effective way to increase the success of Asian American and Pacific Islander (AAPI) college students, and how the AANAPISI program can be further strengthened.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/6td8k6rsarticleAAPI Nexus: Policy, Practice and Communityvol 9, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt00r8f3g72023-01-17T22:26:02Zqt00r8f3g7Charter School “Miracle”? Youth Participatory Action Research and Education Reform in Post-Katrina New OrleansCohen, JacobPoon, Oiyan A.2011-01-01This policy brief examines and identifies education disparities within the context of a much-touted New Orleans “charter school miracle.” After describing the Youth Participatory Action Research (YPAR) method employed at a local Vietnamese American youth organization in New Orleans, we summarize findings on inequalities in academic rigor and access to quality teaching, which suggest that charter school reforms are not bringing about an education “miracle” in post-Katrina New Orleans and that students of color, in particular, are inadequately served. The brief also discusses the potential implications of YPAR methods for asserting Asian American and Pacific Islander (AAPI) perspectives and voices in ongoing education reform debates.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/00r8f3g7articleAAPI Nexus: Policy, Practice and Communityvol 9, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt4bh6w8n42023-01-17T22:25:55Zqt4bh6w8n4The Importance of Critically Disaggregating Data: The Case of Southeast Asian American College StudentsMaramba, Dina C.2011-01-01The following policy brief calls for the improvement in data collection of Asian American and Pacific Islanders (AAPIs) and, more specifically, Southeast Asian Americans (SEAAs) in order to facilitate college access and success. First, context and the concern for the lack of data are provided. Second, an explanation of the challenges with the existing data and importance of disaggregating data with regard to ethnicity and other important factors such as language and generational status are discussed. Also emphasized is the importance of incorporating the use of qualitative data in the policy decision-making process. Third, suggestions and recommendations that will benefit research and eventually positively influence policy decisions regarding SEAAs in education are discussed.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/4bh6w8n4articleAAPI Nexus: Policy, Practice and Communityvol 9, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt2n84p42q2023-01-17T22:25:52Zqt2n84p42qAsian American College Students over the Decades: Insights from Studying Asian American First-Year Students from 1971 to 2005 Using Survey Research DataPark, Julie J.2011-01-01The purpose of this brief is to discuss insights from using survey data from the UCLA Higher Education Research Institute’s Cooperative Institutional Research Program’s (CIRP) Freshman Survey to study Asian American first-year students. The CIRP is the country’s oldest, ongoing study of college students, and 361,271 Asian American students have completed the survey since its inception. In addition to describing unique findings that came from disaggregating data by gender and income level, I discuss the need for survey response options to be tailored to the needs of Asian American students.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/2n84p42qarticleAAPI Nexus: Policy, Practice and Communityvol 9, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt0rx4m3872023-01-17T22:25:49Zqt0rx4m387Overview: Educational Data, Research Methods, Policies, and Practices that Matter for AAPIsHune, Shirley2011-01-01application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/0rx4m387articleAAPI Nexus: Policy, Practice and Communityvol 9, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt6pk889tb2023-01-17T22:23:40Zqt6pk889tbPin@y Educational Partnerships: A Counter-Pipeline to Create Critical EducatorsTintiangco-Cubales, AllysonDaus-Magbual, RoderickDaus-Magbual, Arlene2010-01-01This practitioners’ essay is about the programmatic and pedagogical development of Pin@y Educational Partnerships (PEP), a collaborative teacher pipeline that spans kindergarten to the doctoral level. As a “counter-pipeline,” PEP has been able to “grow our own” critical educators and provide a more critical and socially engaged education for all of its students. Since the fall of 2001, PEP has grown to provide services at five public schools with over forty teacher apprentices. This essay aims to provide PEP’s story as a resource for academics and practitioners in the hopes that more partnerships between the university, schools, and the community can be built to address the inequities and gaps that are prevalent in education, especially in the experiences of youth of color.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/6pk889tbarticleAAPI Nexus: Policy, Practice and Communityvol 8, iss 11545-0317oai:escholarship.org:ark:/13030/qt0xf264gt2023-01-17T22:23:37Zqt0xf264gtModel Minority, Model for Whom?: An Investigation of Asian American Students in Science/EngineeringMa, Yingyi2010-01-01This study examines the attainment of the bachelor’s degrees in science and engineering among Asian American students, including those who are immigrant children and children with immigrant parents. Using data from National Education Longitudinal Studies: 1988-2000, this study finds that Asian Americans have the highest rate of expectation for majoring in natural science and engineering. After they attend college, they have the highest rate of persistence. Drawing from Bourdieu’s theory of cultural capital and habitus, this article finds that Asian American students are disadvantaged in cultural capital compared with other racial groups from the similar socioeconomic backgrounds, and they tend to formulate certain negative self-perceptions associated with their inclination towards science, technology, engineering, and mathematics (STEM) fields. These findings provide further evidence to challenge the model minority thesis, which suggests the choice and the attainment of STEM degrees by Asian American youth is entirely a success story.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/0xf264gtarticleAAPI Nexus: Policy, Practice and Communityvol 8, iss 11545-0317oai:escholarship.org:ark:/13030/qt3px4w8k92023-01-17T22:23:34Zqt3px4w8k9State-Mandated Language Classification: A Study of Hmong American Students’ Access to College- Preparatory CurriculaXiong, Yang Sao2010-01-01Language minority students, many of whom come from low socioeconomic backgrounds, confront multiple obstacles to academic success and advancement. Yet the intersection between language minority students’ K-12 experiences and their potential to obtain higher education remains understudied. This paper examines how a set of institutional processes and practices— state-mandated classification, testing, and tracking—operates to systematically limit language minority students’ access to college-preparatory curricula. Using data from interviews, this study investigates Hmong American high school and college students’ experiences in English language development and mainstream academic tracks, as well as their perceptions regarding access to college preparatory courses. The evidence suggests that students tracked in English Language Development curricula not only have limited access to key resources, such as college preparatory courses, but also hold lower aspirations about college, compared to those who are in college preparatory tracks. The limitations of this study and implications for future research are discussed.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/3px4w8k9articleAAPI Nexus: Policy, Practice and Communityvol 8, iss 11545-0317oai:escholarship.org:ark:/13030/qt37m7v4c12023-01-17T22:23:31Zqt37m7v4c1How Do Pacific Islanders Fare in U.S. Education? : A Look Inside Washington State Public Schools with a Focus on SamoansHune, ShirleyYeo, Jeomja2010-01-01This study examines demographic and educational characteristics of Pacific Islander students in Washington State’s public schools, with a focus on Samoans. Using statewide and Seattle Public Schools data, it uncovers disparities that hinder high school completion and college attendance. Findings suggest that Pacific Islander students in Washington are at a great disadvantage with lower levels of academic performance and school engagement. Samoans perceive discrimination, an uncaring school climate, and generational conflicts as major obstacles to their educational fulfillment. Disaggregated data for Pacific Islanders and case studies of their ethnic groups using qualitative methods provide a more accurate picture of their educational experiences.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/37m7v4c1articleAAPI Nexus: Policy, Practice and Communityvol 8, iss 11545-0317oai:escholarship.org:ark:/13030/qt7b87r36f2023-01-17T22:23:28Zqt7b87r36fPraxis and Power in the Intersections of EducationTintiangco-Cubales, AllysonKiang, Peter Nien-chuMuseus, Samuel D.2010-01-01application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/7b87r36farticleAAPI Nexus: Policy, Practice and Communityvol 8, iss 11545-0317oai:escholarship.org:ark:/13030/qt5gd869dc2023-01-17T22:23:08Zqt5gd869dcAAPIs in the College Access Debate: A Case of Generational and Communication Gaps in the AAPI Education AgendaPoon, Oiyan A.2009-01-01Through the presentation of a case study, this resource article argues for the establishment of a national, comprehensive Asian American and Pacific Islander (AAPI) education organization to facilitate communication among educators, students, and community and institutional leaders in order to develop an education policy agenda based on community interests and research. It presents an analysis of the debate over a new University of California (UC) admissions eligibility policy. After discussing how Asian Americans are framed within admissions debates, the article summarizes the new UC policy and presents an analysis of the policy change, addressing concerns raised by two community leaders. This case study demonstrates the need to connect the diverse intergenerational, ethnic, and gendered voices among AAPIs in education.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/5gd869dcarticleAAPI Nexus: Policy, Practice and Communityvol 7, iss 21545-0317oai:escholarship.org:ark:/13030/qt8gw9f2jw2023-01-17T22:23:05Zqt8gw9f2jw“Greasy Grinds” and “Quasi-Robots:” Rhetoric of Exclusions against Jewish and Asian American Students in American UniversitiesLiesemeyer, Jillian2009-01-01This study examines the historical comparison between exclusionary quotas against Jewish students in American universities and the recent similarities with the controversy over Asian American enrollment. Through an analysis of historical discourse from within the administration, in the public realm, and from students, parallels are seen between the two incidents. With a more complete understanding of the historical trends in exclusionary practices in universities, policymakers can recognize the current controversy with Asian American enrollment and take on the problem at the source.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/8gw9f2jwarticleAAPI Nexus: Policy, Practice and Communityvol 7, iss 21545-0317oai:escholarship.org:ark:/13030/qt3653d6592023-01-17T22:23:02Zqt3653d659Retention and Matriculation Obstacles and Opportunities for Southeast Asian Community College Transfer StudentsWagoner, Richard L.Lin, Anthony S.2009-01-01This qualitative case study of twenty Southeast Asian students at a flagship public research university suggests that it is illogical to view them as the “model minority” so often described in the literature. Their experience is not the same as that of students from other Asian ethnicities. They struggle with similar issues that challenge other students who come from lower socioeconomic backgrounds. However, the students in this study did discuss two issues that might be more unique to them: immigrant status and the importance of the ethnically based student organization as a means of support and belonging.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/3653d659articleAAPI Nexus: Policy, Practice and Communityvol 7, iss 21545-0317oai:escholarship.org:ark:/13030/qt5q0849m92023-01-17T22:23:00Zqt5q0849m9“Not in Your Backyard!”: A Community Struggle for the Rights of Immigrant Adult Education in San Francisco’s ChinatownWang, L. Ling-chi2009-01-01This article is a case study of a protracted struggle to establish a branch campus of the San Francisco Community College in Chinatown for thousands of immigrants and working-class adults, focusing mostly on the period since 1997 when the community was slowly politicized and mobilized to fight for their educational rights. Although educational researchers continue to pay close attention to Asian American fights against discriminatory admission policies among the nation’s top colleges and universities, an urgent need to pay more scholarly and political attention to the neediest, poorest, and powerless among Asian Americans clearly exists. To this segment of the Asian American population, access to community college education is a matter of acquiring tools of survival in America. The study illustrates the equal significance of race and class in understanding the development of Asian American communities, how each can be used to obfuscate or disguise the other, and how both can be easily obscured by other issues, especially “progressive” issues or organizations. Asian American community activists and scholars need to pay more attention to class and class conflict with the communities and between the communities and the mainstream society.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/5q0849m9articleAAPI Nexus: Policy, Practice and Communityvol 7, iss 21545-0317oai:escholarship.org:ark:/13030/qt6903k53h2023-01-17T22:22:57Zqt6903k53hAAPI Nexus Special Issue on Higher EducationChang, Mitchell J.Kiang, Peter Nien-chu2009-01-01application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/6903k53harticleAAPI Nexus: Policy, Practice and Communityvol 7, iss 21545-0317oai:escholarship.org:ark:/13030/qt0cr9g7582023-01-17T22:21:49Zqt0cr9g758Chinese Translated IEPs: Do They Do More Harm than Good?Lo, LusaWu, Joseph2009-01-01Among culturally and linguistically diverse students with disabilities, Asian American and Pacific Islander (AAPI) students comprise the third-largest group. In order to address the diversity of the special education student population and ensure that parents are involved in the decision-making process, the Individuals with Disabilities Education Improvement Act of 2004 requires schools to translate students’ Individualized Education Program (IEP) into their parents’ native language. The quality and accuracy of translated IEPs is a critical concern for limited-English-speaking parents who rely on such document for information that they miss in meetings. Discrepancies in the poorly translated documents prevent families from accurately understanding their child’s IEPs and knowing when they should advocate for their children for appropriate services and placement. This article exposes existing problems of translated IEPs and highlights the importance of hiring high-quality translators to help bridge the communication gap between schools and linguistically diverse parents of children with disabilities.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/0cr9g758articleAAPI Nexus: Policy, Practice and Communityvol 7, iss 11545-0317oai:escholarship.org:ark:/13030/qt72t7v78d2023-01-17T22:21:46Zqt72t7v78dLearning from the Alternative Asian American Press: A Close Look at Asian Americans & Pacific Islanders in Education through GidraRyoo, Jean J.2009-01-01Through a careful analysis of the educational concerns and efforts described by Asian American and Pacific Islander (AAPI) activists in Gidra—the first radical Asian American newspaper described as “the journalistic arm of the [Asian American] Movement” (Wei, 1993, 103)—this article explores ways that current educators, public policy writers, and researchers can learn from the stories of the past to improve the state of K–12 education today. Drawing from five years of monthly Gidra publications, this article illustrates parallels between past and current issues in AAPI K–12 education while offering suggestions for action and change.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/72t7v78darticleAAPI Nexus: Policy, Practice and Communityvol 7, iss 11545-0317oai:escholarship.org:ark:/13030/qt9wd285zt2023-01-17T22:21:43Zqt9wd285ztAsian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School DistrictUy, Phitsamay Sychitkokhong2009-01-01In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/9wd285ztarticleAAPI Nexus: Policy, Practice and Communityvol 7, iss 11545-0317oai:escholarship.org:ark:/13030/qt6x17g6822023-01-17T22:21:39Zqt6x17g682The Beliefs of Successful Asian American Pacific Islander Teachers: How Culture Is Embedded In Their TeachingPang, Valerie Ooka2009-01-01Equal educational opportunity is highly dependent on the beliefs and abilities of teachers. However, there is a dearth of research on Asian American Pacific Islander (AAPI) education and the beliefs of successful AAPI educators. Their contributions have been marginalized in the field of education. This research studied the beliefs of nineteen AAPI educators of a successful low-income (82%), 98 percent minority (75% AAPI and 23% Latino) K–8 school. Student achievement levels are beyond what would be expected with an Academic Performance Index (API) of 860. Any score above 800 is considered exceptional in California. Cultural values are embedded in the belief system of the teachers, and these beliefs result in high teacher personal efficacy and collective efficacy. These then influence teacher behaviors as evidenced by utilized instructional strategies, contributed informal leadership roles, and the long-term stability of the school.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/6x17g682articleAAPI Nexus: Policy, Practice and Communityvol 7, iss 11545-0317oai:escholarship.org:ark:/13030/qt32b2x90s2023-01-17T22:21:35Zqt32b2x90sWhen Is a Student an English Learner? An Ethnographic Account of When Students and Educators Invoke the Institutional Identity “English Language Learner”Her, Leena Neng2009-01-01This article complicates the articulation of the achievement gap between native English speakers and English learners (ELs) as a problem rooted in English language proficiency. I challenge the institutional and popular imagination that 5.1 million ELs in the United States are “limited in English proficiency” and whose performance in school can be attributed to limited English proficiency. This argument is drawn from eighteen months of ethnographic fieldwork in a northern California High School where students identified as ELs were not a homogeneous-ability group with similar language needs. Yet there were occasions when educators echoed the concerns of education reformers and policy analysts by glossing the diversity of their EL population. In “explain failure events” the limited English proficiency of ELs was invoked to explain the academic failure of students and the school’s status as an underperforming school. I argue that the continued invocation and gloss of the diversity of ELs participates in the perpetuation of an ideology that ELs are a homogenous student population with similar educational needs. At best, the explanations offered by educators are partial descriptions of the situation of academic failure. I offer alternative explanations of academic failure by exploring the policy and cultural-ideological context of schooling.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/32b2x90sarticleAAPI Nexus: Policy, Practice and Communityvol 7, iss 11545-0317oai:escholarship.org:ark:/13030/qt2fn6b4kk2023-01-17T22:21:32Zqt2fn6b4kkCritical Review of K–12 Filipina/o American CurriculumHalagao, Patricia EspirituTintiangco-Cubales, AllysonCordova, Joan May T.2009-01-01This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/2fn6b4kkarticleAAPI Nexus: Policy, Practice and Communityvol 7, iss 11545-0317oai:escholarship.org:ark:/13030/qt71b8c4qp2023-01-17T22:21:30Zqt71b8c4qpSpecial Issue on K–12 EducationKiang, Peter Nien-chuChang, Mitchell J.2009-01-01application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/71b8c4qparticleAAPI Nexus: Policy, Practice and Communityvol 7, iss 11545-0317oai:escholarship.org:ark:/13030/qt8742k5p32023-01-17T22:20:42Zqt8742k5p3“Whose School District is this?”: Vietnamese Americans and Coalitional Politics in Orange County, CaliforniaVo, Linda Trinh2007-01-01This essay discusses important lessons for community organizing based on the efforts by the Vietnamese American community in Orange County to have their voices heard in the decision-making process at the school district level. I document their struggle to reinstate Dr. KimOanh Nguyen-Lam, an experienced educator who is fluent in English, Vietnamese, Spanish, and French, as Superintendent of the Westminster School District (WSD) when her job offer was retracted without justification by the school board one week after she was hired. In this majority-minority school district, with Latinos at 38% and Asian Americans at 37%, she would have been the first Vietnamese American Superintendent of a public school in the country. I examine how community leaders organized multi-ethnic and -racial coalitions, engaged in collective protest, and focused their activities on electoral politics. The conflict revolves around which teachers are hired and promoted and who controls the content of the curriculum; yet ultimately, the Nguyen-Lam controversy represents the struggle over the allocation of public school resources and political power in a racially diverse school district. Key lessons can be learned from these events, especially the challenges of building coalitions within the Vietnamese community and creating multiracial alliances with the Latino community, which can inform future coalition efforts by refugee and immigrant populations.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/8742k5p3articleAAPI Nexus: Policy, Practice and Communityvol 5, iss 21545-0317oai:escholarship.org:ark:/13030/qt6vb205xm2023-01-17T17:12:56Zqt6vb205xmCAMPOS Annual Report, 2021-2022Vazquez, MarielBarbu, SophieContreras, Diego2023-01-17annualreportdeistemfacultyurmretentionrecruitmentadvancementapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6vb205xmpublicationoai:escholarship.org:ark:/13030/qt3sz8w0gj2023-01-13T18:19:49Zqt3sz8w0gjMale Narratives in the Midst of Intersectionality: Cultural Practices for the Negotiation, Preservation, and Betterment of the Multiply Marginalized SelfCarranza, Joseph2023-01-13CV-RISER 2022: Talk 2 of Session 1: Mapping Central Valley Student Narratives: Access, Identity, and Validation"This study employed a narrative methodology to increase an understanding of how Mexican American males utilized their agency as they constructed their identities while negotiating competing hegemonic discourses in multiple socio-cultural contexts. The study used the theoretical lens of cultural production to honor the personal journeys of six Mexican American males as they negotiated the space between agency and structure. Findings describe how each of these men exhibited their intersectionality and multiple positionalities as they responded to the distinct expectations of hegemonic masculinities in both the Anglo American and Mexican American cultures. Participants’ narratives highlighted the role and influences of distinct and competing communities of practice that reflected different hegemonic discourses of masculinity on equally distinct and fluid gendered performances. As bi-cultural socio-cultural agents, participants moderated their gendered performances and exhibited strategic plasticity in response to competing hegemonies as they navigated multiple levels of marginalization."- Joseph Carranza, Interim Director CEGE, CSU StanislausIntersectionalityMale NarrativesMarginalizationMexican AmericanHegemonic MasculinitypubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3sz8w0gjpublicationoai:escholarship.org:ark:/13030/qt676112682023-01-13T18:19:33Zqt67611268The Small-Town Dilemma: Understanding the Spatial Imagination of Rural California and the Implications of Physical Place in Access to Higher Education for Black, Indigenous, People of Color (BIPOC)Zaragoza, Alexis Atsilvsgi2023-01-13CV-RISER 2022, Talk 1 of Session 1: Mapping Central Valley Student Narratives: Access, Identity, and Validation"Popular perceptions of rural California as “conservative, old-fashioned, and overwhelmingly white” excludes diverse populations and systemic couplings of power embedded in the state, especially the California Central Valley. Between the prison system on the CA-99 feeding into dual ends of gentrification from the Bay Area and I-5 as a center of supply chain logistics and an economic takeover of minority small towns, the economic landscape of the Central Valley is changing. Black, Indigenous, and Students of Color in the Central Valley are facing a proximity problem: college is far away and money is necessary, the prison system alongside corporations like Amazon is closer and pays off faster than college campuses. While the influx of industry creates an illusion of choice, it is limiting the perceived landscapes of hope for young people. In my research, I am utilizing geo-computation to explore relationships within the spatial imaginaries of Black, Indigenous, and People of Color (BIPOC) in the Central Valley of California as it relates to spatial constrictions illuminating geographic barriers to college access and in turn, upward mobility. I also turn to literary theory for an understanding of feelings of loss and disconnection from land caused by the influx of techno-capitalism.My research involves mapping peripheral distance to centers of hope, maps of exits and movements from the Bay Area, understanding the Central North Valley as the Bay’s newest edge-city, and the effect of the lack of higher education institutions on the formation of identity will piece together the landscape of hope (or lack thereof) within the heartland of the state. Finally, I am interested in understanding the landscape of hope through a lens of empowering rural people of color and infusing hope and positive opportunity into communities of color."- Alexis Atsilvsgi Zaragoza, UC BerkeleyeducationBIPOCCentral ValleyRural CaliforniaHigher EducationpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/67611268publicationoai:escholarship.org:ark:/13030/qt8cz4r7182023-01-13T02:31:29Zqt8cz4r718ISEE's Equity & Inclusion ThemeSeagroves, ScottPalomino, RafaelMcConnell, NicholasMetevier, Anne JBarnes, AustinQuan, Tiffani KHunter, Lisa2022-04-06PDP resourcesequityinclusioninquiryapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/8cz4r718publicationoai:escholarship.org:ark:/13030/qt45q7h5qc2023-01-11T16:14:28Zqt45q7h5qcEQUITABLE BUT NOT DIVERSE: UNIVERSAL DESIGN FOR LEARNING IS NOT ENOUGHRoth, AmandaSingh, GayatriTurnbow, Dominique2021-05-26Information literacy instruction is increasingly being delivered online, particularly through the use of learning objects. The development practice for creating learning objects often uses the Universal Design for Learning (UDL) framework to meet needs for inclusivity. However, missing from this framework is the lens of diversity. This article calls out the need to include practices in learning object development that goes beyond UDL so that learning objects are inclusive from the lens of equity, diversity, and inclusion. Looking at transferable techniques used in in-person instruction, we suggest guidelines to fill the inclusivity gap in learning object creation.equitydiversityinclusionEDIDEIUDLuniversal design for learningpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/45q7h5qcpublicationoai:escholarship.org:ark:/13030/qt26g0p9mx2023-01-10T22:18:16Zqt26g0p9mxCV-RISER 2022 ReportShay, Jackie2023-01-10application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/26g0p9mxpublicationoai:escholarship.org:ark:/13030/qt4t36814z2023-01-06T02:18:08Zqt4t36814zShifting from reactive to proactive: An accessibility review and revision projectFrazier, Donovan2023-01-03application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4t36814zarticleCollege & Research Libraries Newsvol 84, iss 1, 27-312150-6698oai:escholarship.org:ark:/13030/qt8q61h8mq2023-01-04T23:25:41Zqt8q61h8mqBeyond Individual Relationships: Programmatic Approaches to Outreach and Engagement at UC Santa Barbara LibraryMetzger, Rebecca L2022-12-22application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8q61h8mqpublicationoai:escholarship.org:ark:/13030/qt1h61j5pq2023-01-04T19:09:37Zqt1h61j5pqReparative Archival Description Project Assessment ReportDundon, KateNorton, Alix2022-10-01The Reparative Archival Description Project was a two-year long effort to audit and revise the archival description in UCSC Library’s finding aids to identify, contextualize, and remediate language that is racist, oppressive, culturally insensitive, outdated, or coded in ways that harm or obscure marginalized people and communities.application/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/1h61j5pqpublicationoai:escholarship.org:ark:/13030/qt3qr1n2172022-12-30T18:37:24Zqt3qr1n217Food Web Lesson Plan/ParasitesLanes, Andrew D2022-10-01This lesson plan/activity teaching about food webs, trophic levels, and parasites was designed for Kids in Nature's small group settings during field trips to the UCSB Lagoon or North Campus Open Space but could be adapted to any outdoor environment.food web food chain trophic levels parasite ticks producer consumer decomposer lesson plan educational activityapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/3qr1n217publicationoai:escholarship.org:ark:/13030/qt4fr5m6gf2022-12-30T18:37:04Zqt4fr5m6gfFood Web Lesson Parasite CardsLanes, Andrew D2022-10-01These cards featuring images of ticks native to California accompany the Food Web Lesson Cards and the Food Web/Parasites Lesson Plan.food web food chain trophic levels producer consumer decomposer parasite ticks lesson plan imagesapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/4fr5m6gfpublicationoai:escholarship.org:ark:/13030/qt2mv8n3wr2022-12-30T18:36:00Zqt2mv8n3wrFood Web Lesson CardsMyers, Jan2022-12-30These printable cards feature images of organisms native to the central coast of California along with fun facts and accompant the Food Web Lesson Plans.food web food chain images lesson plan trophic levels producer consumer decomposerapplication/pdfCC-BY-NCeScholarship, University of Californiahttps://escholarship.org/uc/item/2mv8n3wrpublicationoai:escholarship.org:ark:/13030/qt02h8c8m42022-12-22T01:41:01Zqt02h8c8m4Trapped in Our Origin Stories: Interrogating the Ideologies of ESL Citizenship ClassroomsVillegas, Karen2022-12-21This paper examines the ideological conceptions of language and literacy practices in an adult, English as a Second Language (ESL) citizenship class for naturalization. Naturalization refers to the process for obtaining U.S citizenship undergone by lawful permanent residents after meeting extensive federal requirements. I situate neoliberalism within settler-colonial, anti-Black logics, and I define neoliberal citizens through language and economic ideologies. By privileging ESL citizenship students’ perspectives, this paper shows how the ESL citizenship classroom, like others, continues to embrace reductive notions of functionality through English-only instruction. I trace how students take up these neoliberal ideologies through performative belonging and performative othering as well as the ways students deviate from these values and the possibilities therein.IdeologiesNeoliberalismCitizenship EducationEnglish as a Second Language (ESL) InstructionImmigrationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/02h8c8m4publicationoai:escholarship.org:ark:/13030/qt44s059nc2022-12-03T00:39:49Zqt44s059ncA Climate Club for Sustainable Aviation Fuels: Assessing Possibilities with Agent-based ModelingHarris, Jonah2022-01-01Previous literature has proposed that international cooperation in small groups of countries, so-called “climate clubs,” will be an effective complement to the UNFCCC process. Little research has investigated the potential for an industry-specific climate club. Filling this gap, we assess possibilities for a climate club in the aviation sector in which “leader” countries pay followers to use sustainable aviation fuels (SAFs). We seek to understand if such cooperation is possible at a reasonable price. In addition, we examine the ideal coalition size for successful cooperation and the sensitivity of outcomes to SAF price and mix rate. To investigate these questions, we use an agent-based model calibrated with data on countries’ populations, GDP, and jet fuel consumption. Our results indicate that modest cooperation is possible under various circumstances but limited by SAF price and maximum mix rate. Furthermore, there may be compelling reasons to start with a very small number of club members. climate changeclimate clubsUNFCCCinternational environmental agreementsaviation emissionssustainable aviation fuelside paymentsagent-based modelingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/44s059ncpublicationoai:escholarship.org:ark:/13030/qt0tq0b4vz2022-11-08T22:42:28Zqt0tq0b4vzPūpūkahi i Holomua: Moving Hawaiian Education for All Learners beyond the COVID PandemicKukahiko, Keali'iFernandez, PonoSang, Kau'iYim, KamuelaKalama-Macomber, Ka‘anohiokalāIwane, AnelaMakua, Ku'uleiKim, KāheaReyes, Leinā'alaTanigawa, DanaLau, Troy MakoaFleming-Nazara, Tristan Kamana2020-01-01The Hawaiian kingdom, prior to the illegal overthrow of its monarchy (1893) and the subsequent English-only compulsory education (1896), had boasted a 91‒95 percent literacy rate. Since the U.S. annexation of Hawai‘i (1898), however, the settler colonial school system has maintained inequitable student outcomes for Native Hawaiians and Pacific Islanders that have become an intergenerational “achievement gap” across multiple academic and disciplinary student indicators (i.e., proficiency, suspension rates). The Office of Hawaiian Education (OHE) uses a theory of change that engages activist research to identify specific historical contexts to contemporary circumstances and issues, to inform futurities for Hawaiian education. These initiatives seek to rethread Hawaiian education into the tapestry of traditional sources of knowledge production that improve cultural, intellectual, and political sustainability for all learners. Today, OHE uses a SWOT and GAP analysis of the impact of COVID-19 on Hawai‘i Department of Education stakeholders (students, their families, schools, and communities) to inform its educational P4 (practices, projects, programs, and policies) that will move Hawaiian education for all learners forward, beyond the current pandemic toward a sustainable model of education that engages learners as knowledge producers with strength-, place-, and culture-based pedagogies that reconnect them to traditional sources of knowledge production.Keali'I Kukahiko
Pono Fernandez
Kau'I Sang
Kamuela Yim
Ka'anohiokalā Kalama-Macomber
Anela Iwane
Ku'ulei Makua
Kāhea Kim
Leinā'ala Reyes
Dana Tanigawa
Troy Makoa Lau
Tristan Kamana Fleming-Nazara
COVID-19
Hawai'i and the Pacific
Education
Research Articleapplication/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/0tq0b4vzarticleAAPI Nexus: Policy, Practice and Communityvol 17, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt6wz9j6kq2022-11-07T06:22:39Zqt6wz9j6kqMulti-Tiered System of Supports to Address Childhood Trauma: Evidence and ImplicationsGee, Kevin AMurdoch, ChristinaVang, TsengQuetzally, CuahueyPrim, Jeremy2020-01-01When California's students return to school this fall, schools can play a pivotal role in preventing, assessing, and addressing trauma in order to support students' well-being. We summarize the existing evidence base on multi-tiered trauma-informed practices that offer increasingly intensive tiers of support. Although many multi-tiered models of trauma-informed approaches have been implemented in schools, the evidence base demonstrating their wholescale effectiveness is limited. The most compelling evidence comes from approaches within the more intensive tiers. Moreover, most of the recent guidance on addressing trauma comes from expert and practitioner experiences and recommendations, including the novel adaptations that some schools made amid the shift to distance learning. Finally, districts and schools seeking to become trauma informed should consider establishing a coherent systemwide trauma-informed approach, including care for educators themselves.traumatrauma-informed careschoolsmental healthmulti-tiered systems of supportapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6wz9j6kqpublicationoai:escholarship.org:ark:/13030/qt1km4f67w2022-11-07T04:08:35Zqt1km4f67wThe Consequences of Food Insecurity for Children with Disabilities in the Early Elementary School YearsGee, Kevin A2021-01-01Although food insecurity has been shown to place children’s developmental outcomes at risk, less is known about how children with disabilities fare if they are raised in households experiencing food insecurity. To address this gap in the evidence base, this chapter investigates how food insecurity relates to the behavioral outcomes of young school-aged children with disabilities. Analyses on data from a sample of approximately 1420 children with disabilities from the Early Childhood Longitudinal Survey, Kindergarten Class of 2010-11, show that household food insecurity led to a significant decline in the attentional focus of children with disabilities. Further, results demonstrate that children from homes who exited out of food insecurity and subsequently became food secure experienced significant gains in their attentional focus. Other outcomes, including children’s inhibitory control, were not significantly linked to food insecurity. These results demonstrate the negative ramifications of food insecurity on children with disabilities, an understudied group highly vulnerable to food insecurity. Strengthening supports aimed at families raising children with disabilities to help address root causes of food insecurity may not only promote overall family functioning, but it may also have critical implications for improving the developmental wellbeing of children under their responsibility and care.food insecuritychildren with disabilitieschild developmentexecutive functioningproblem behaviorsexternalizing behaviorsinternalizing behaviorsattentional focusinhibitory controlearly childhood longitudinal surveyquantitativeapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1km4f67wpublicationoai:escholarship.org:ark:/13030/qt9df763462022-11-07T03:32:59Zqt9df76346Growing Up With A Food Insecure Adult: The Cognitive Consequences of Recurrent Versus Transitory Food Insecurity Across the Early Elementary YearsGee, Kevin A2018-02-18To investigate how kindergarteners cognitively developed in a family with an adult who experienced recurrent versus transitory food insecurity, a sample of 1040 kindergarteners (mean age=5.6) from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K: 2011) was analyzed using multilevel growth modeling. Results indicated that kindergarteners from homes with an adult who experienced recurrent food insecurity (twice within a 24-month period) (n=490) initially had slower growth in reading relative to their counterparts who were in homes with an adult who was food insecure only once over the same time period (n=550). However, this initial disadvantage diminished over time. As a result, the recurrent group’s reading trajectory converged with that of their transitory peers by second grade. These findings highlight the value of adopting more temporal view of food insecurity and its developmental consequences.food insecuritychildrenreadingcognitive developmentmultilevel growth modelingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9df76346articleJournal of Family Issuesvol 39, iss 8, 2437-24601552-5481oai:escholarship.org:ark:/13030/qt7np9g2jb2022-11-03T23:17:51Zqt7np9g2jbCollaborative Tools for Climate Change Adaptation: Building Social-Ecological Resilience in the Tijuana Border RegionRangel, Natalia Pantoja2022-01-01As impacts from climate change continue to present risks for global stability, synthesis of strategies for intervention at the community and societal level may be effective for mitigating current and future impacts. This report summarizes efforts to integrate social risk reduction and ecological resistance planning on a local scale for the San Diego-Tijuana border region. There are several environmental issues afflicting the binational region related to informal development that climate change can exacerbate, such as flooding, erosion, and pollution in the form of wastewater and trash. This project involved the assemblage of collaborative planning instruments and tools for effective management, identification, and access to common spatial assets to increase the amount and dissemination of social and ecological knowledge to develop appropriate community responses to climate change consequences. The tools have been compiled into climate adaptation strategy ‘toolkits’ and have been used to execute educational workshops to develop community-wide ecological fluency and forge social-ecological resilience.The deployment of the tools aims to support cross-border planning and outreach in the Los Laureles Canyon, a series of informal neighborhoods situated in western Tijuana. Implementation has commenced in Miramar, an established community station, and will begin in the community stations within Divina and Alacrán in Summer 2022. The toolkits will be put to the test with the expectation that additional contributions will be required to advance the collaborative strategies utilized for risk abatement. The toolkits are designed to help create the conditions to promote engagement between the community and researchers to establish horizontal information exchanges, in which insight is gained on the community’s perspective. Future work will involve additional research to evaluate community responses and incorporate refinements to ensure subsequent deployments incite productive and meaningful change.social-ecological systemclimate adaptationenvironmental justiceadaptive governancecollaborative planningparticipatory mappingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7np9g2jbpublicationoai:escholarship.org:ark:/13030/qt0058k6q72022-11-03T23:07:37Zqt0058k6q7Heat Resilience Planning in San Diego: Local Plans, Barriers, and Tools to Facilitate Strategy ImplementationChamberlain, Molly H.2022-01-01Heat resilience strategies are necessary to protect against adverse heat impacts in urban environments as extreme heat continues to increase in frequency and intensity due to climate change. Urban planners play a key role in designing and implementing these strategies, and collaboration across agencies and jurisdictions is crucial to building more effective heat governance. The City of San Diego’s Climate Resilient San Diego plan includes heat resilience strategies that the City plans to implement in the next five years, which include expanding access to Cool Zones, increasing the urban tree canopy, creating an urban greening program, and implementing cool pavement, cool roofs, and green roofs.The purpose of this project was first to understand San Diego heat resilience plans and policies, which was accomplished by a review of applicable California State policy and relevant San Diego plans. The next aim was to identify barriers that City of San Diego urban planners face in implementing heat resilience strategies and understand what strategies they believe should be prioritized and what tools may be useful to facilitate action. This was accomplished by conducting a survey of the City of San Diego Planning department. Lastly, these survey responses were used to develop a tool that will help the City meet stated goals in the Climate Resilient San Diego plan and make it easier to implement heat resilience strategies to achieve the most effective outcomes. The tool format is interactive ArcGIS maps and a StoryMap created for the City to use and integrate throughout relevant plans. The results of these maps identify recommended priority zip codes for City planners to consider implementing community outreach and heat resilience strategies based on heat susceptibility and different variables correlating with their heat resilience strategies. Recommendations were made based on survey results, map findings, and heat resilience planning best practices explored through applicable research.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0058k6q7publicationoai:escholarship.org:ark:/13030/qt77n5g6r72022-11-03T23:00:49Zqt77n5g6r7Could Kelp Aquaculture Have a Future in California? A State Policy Briefing BookWallace, Kaira2022-01-01Seaweed farming is the fastest growing aquaculture industry in the U.S., with kelp accounting for much of the sector. Yet the industry faces a multitude of roadblocks in California that have prevented successful expansion of the industry in productive waters and a wide-open market. The purpose of this policy briefing document is to bring together relevant information about kelp aquaculture in California, to succinctly summarize and analyze it in an accessible way, and to provide a variety of solutions to the barriers the activity has faced thus far. This document can act as a comprehensive guide for those interested in the topic, including, but not limited to, members of the public, state policymakers and decision makers, prospective kelp aquaculture farmers, kelp companies, or other relevant organizations. A StoryMap web page version of this report is also available online that acts as an overarching look at this issue for those more visually inclined. It can be found here.Kelp aquaculture is an important topic in relation to climate change, ecosystem health, regenerative agriculture, and sustainability generally. Some of the many potential benefits of cultivating kelp in the ocean include local buffering of ocean acidification, absorption of excess nitrogen and phosphate, creation of habitat, carbon drawdown, buffering wave action, and creation of climate resilient jobs. Farming kelp requires no fertilizers, pesticides, or freshwater, and can grow up to 18 inches in a single day under the right conditions. Kelp is already used in a variety of products such as food, fertilizers, cosmetics, bioplastics, animal feed, biofuels, and medicines.Despite global demand for kelp increasing every year, and states like Maine and Alaska rapidly expanding farm production, California has fallen far behind in the nascent industry. The kelp aquaculture industry in the state faces obstacles such as a complex permitting process, inferior cost-competitiveness, negative social license, absence of marine spatial planning, and limited domestic markets for kelp products. Regardless, many commercial entities are actively pursuing the activity in the state and attempting to overcome these issues.Action is needed from both state and private entities to bring together the resources necessary to surmount barriers to the industry and capture the many potential environmental benefits of kelp. A combination of cooperation within the industry to work collectively on market development and processing infrastructure along with funding from the state for a kelp subsidy, further research, and an improved permitting system would vastly improve the chances of industry success in California. Future policies should take into account relevant research, best environmental management practices, and local community input. While it is not clear if a prospering kelp aquaculture industry will arise in California, there is tangible interest from multiple types of stakeholders to try to make it happen.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/77n5g6r7publicationoai:escholarship.org:ark:/13030/qt5h4980jg2022-11-03T22:18:14Zqt5h4980jgOpportunities for Incorporating Food Landscapes in Public ParksMakinster, Hayley M2022-01-01Public parks are an integral part of many urban areas within the United States, and provide a number of ecosystem and community benefits. However, localized food production, including food landscaping, is not often incorporated into these spaces. Including food landscaping in public parks has the potential to increase benefits and create local food supplychains. The purpose of this study was to explore cities’ views on food landscaping projects, including the barriers that exist for implementing these projects, and to create an implementation guide that can be used by city governments to convert existing public greenspaces into multipurpose food landscapes. This study used the City of Poway in Southern California as a case study to look at why cities do not pursue these projects, and to explore the information that cities could find helpful when developing these projects. The researcher conducted eight interviews with various city employees using semi-structured interviews. Findings suggest that food landscaping in public parks is possible but will require cities to rethink what public parks are designed for and innovative ways to overcome various barriers that may exist for these projects. Participants discussed a variety of benefits that these projects can bring to both a community and a city, which may provide greater impetus for incorporating these projects in the future. This study and accompanying implementation guide pave the way for future research on food landscaping in public parks.Public ParksEdible LandscapesFood LandscapesUrban ParksCity-owned Public SpacesPublic GreenspacesImplementation GuideCommunity Gardensapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5h4980jgpublicationoai:escholarship.org:ark:/13030/qt63d400ns2022-11-03T21:54:26Zqt63d400nsClimate Science and Communication for Mountain Guides: Program effectiveness and future potentialHeadley, Eliot2022-01-01Guided mountain climbing such as on Mt. Rainier, WA operates in environments that are significantly impacted by climate change. This project explores the underutilized opportunity to communicate the impacts of climate change via the mountain guiding industry and analyzes the effectiveness of a climate science and communication program workshop developed for guides on Mt. Rainier. Results from survey responses from guides who attended the program workshop show a significant increase in stated comfortability in discussing climate change with their clients. Trust and emotional engagement are important factors when communicating climate change. Since the guide-client relationship fosters a setting of implied trust and the guided mountain climbing experience has potential for emotional engagement, guides with the resources to comfortably discuss climate change with clients are in a unique position to communicate the impacts of climate change with the public.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/63d400nspublicationoai:escholarship.org:ark:/13030/qt2665c4bx2022-11-02T19:50:47Zqt2665c4bxCOVID Diaries White PaperHill, PatriceBland, DenishaJean-Baptiste, RachelLewis, EbonyBarbu, SophieCerruti, LauraLopez, ElainaAnọ́ba, Ibrahim BàbátúndéYan, SunnyDeeb-Sossa, Natalia2022-10-01In late fall-early winter 2021 the Institute for Diversity, Equity, and Advancement (IDEA) in the UC Davis Office of Diversity, Equity and Inclusion partnered with the UCD-based non-profit Sacramento Area Youth Speaks (SAYS) to design the COVID Diaries research project. It was implemented in March – June 2022 at eight middle and high schools (6 - 12th grades) served by SAYS in Sacramento County and Yolo County. To learn more about the project’s findings, see the COVID Diaries White Paper on eScholarship.COVIDapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2665c4bxpublicationoai:escholarship.org:ark:/13030/qt4207k1g52022-10-25T21:21:19Zqt4207k1g5Legal and Ethical Considerations for Born-Digital Access (poster)Dundon, Kate2022-09-01archives, born-digital, access, attorney-client privilege, copyright, sensitive, donor agreement, FERPA, GDPR, HIPAA, confidentiality, personal, PII, privacyapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/4207k1g5publicationoai:escholarship.org:ark:/13030/qt2bp9s66z2022-10-18T18:51:38Zqt2bp9s66zLloyd Cotsen Study Collection of Chinese Bronze Mirrors: Volume I: Catalogue; Volume II Studiesvon Falkenhausen, Lothar2009-01-01This two-volume set was edited by Lothar von Falkenhausen and authored by Suzanne E. Cahill with essays by K.E. Brashier, Charlotte Horlyck, Li Jaang, Guolong Lai, Colin Mackenzie, Li Min, David A. Scott, Lillian Lan-ying Tseng, and Hanmo Zhang.Volume I, The Lloyd Cotsen Study Collection of Chinese Bronze Mirrors: Catalogue, includes an engaging foreword by Lloyd Cotsen, an overview of major Chinese dynasties and periods, and a brief history of Chinese bronze mirrors by Suzanne E. Cahill. This volume presents a detailed catalogue of the extensive Cotsen Collection through high-quality images and illustrations of the mirrors in their approximate chronological sequence. Volume II, a set of eleven scholarly essays, goes further to investigate these mirrors as a study collection.Guided by the conviction that this particular constellation of mirrors may lead to substantive insights that cannot easily be obtained otherwise, the leading scholars who contributed to this volume used the materials in Volume I as a point of departure for explorations of topics of their own choice. The publication of this two-volume set preceded an exhibition of the mirrors at the Huntington Library, Art Museum and Botanical Gardens and the return of the collection to China in recognition of that country’s rightful cultural patrimony.ArchaeologyCotsenLloyd CotsenChineseChinaBronzeMirrorsUCLAapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2bp9s66zmonographoai:escholarship.org:ark:/13030/qt6zk8689k2022-10-17T16:11:10Zqt6zk8689kCaltrans Sustainable Freight AcademyO'Brien, ThomasWarren, ElizabethVu, Kieu-Anh2022-07-01The Caltrans Sustainable Freight Academy was conducted on March 29; April 5, 12, and 26; and May 3, 2022. The academy consisted of presentations from goods movement professionals and subject matter experts, from the U.S. State DOTs and public-and private organizations as well as those from international planning agencies. The final group presentation allows participants to respond to a capstone project using a web-based geospatial presentation platform. There were 70 participants that were divided into ten groups, and each group developed a presentation that calls for proposals for trade corridor funding.View the NCST Project WebpageEducation and trainingFinancingFreight trafficSustainable developmentTransportation planningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6zk8689kpublicationoai:escholarship.org:ark:/13030/qt6b2108tk2022-10-14T20:19:57Zqt6b2108tkIntroduction: 20 Years of ISEESeagroves, ScottBarnes, AustinMetevier, Anne JPorter, JasonHunter, Lisa2022-10-05application/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/6b2108tkpublicationoai:escholarship.org:ark:/13030/qt3ww069bs2022-10-14T18:30:00Zqt3ww069bsLloyd Cotsen Study Collection of Chinese Bronze Mirrors: Volume I: Catalogue; Volume II Studiesvon Falkenhausen, Lothar2009-01-01This two-volume set was edited by Lothar von Falkenhausen and authored by Suzanne E. Cahill with essays by K.E. Brashier, Charlotte Horlyck, Li Jaang, Guolong Lai, Colin Mackenzie, Li Min, David A. Scott, Lillian Lan-ying Tseng, and Hanmo Zhang.Volume I, The Lloyd Cotsen Study Collection of Chinese Bronze Mirrors: Catalogue, includes an engaging foreword by Lloyd Cotsen, an overview of major Chinese dynasties and periods, and a brief history of Chinese bronze mirrors by Suzanne E. Cahill. This volume presents a detailed catalogue of the extensive Cotsen Collection through high-quality images and illustrations of the mirrors in their approximate chronological sequence. Volume II, a set of eleven scholarly essays, goes further to investigate these mirrors as a study collection.Guided by the conviction that this particular constellation of mirrors may lead to substantive insights that cannot easily be obtained otherwise, the leading scholars who contributed to this volume used the materials in Volume I as a point of departure for explorations of topics of their own choice. The publication of this two-volume set preceded an exhibition of the mirrors at the Huntington Library, Art Museum and Botanical Gardens and the return of the collection to China in recognition of that country’s rightful cultural patrimony.ArchaeologyChineseBronzeMirrorsvon FalkenhausenCotsenUCLAapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3ww069bsmonographoai:escholarship.org:ark:/13030/qt4jc1c4gn2022-10-13T21:09:32Zqt4jc1c4gnUCLA Semantic Web and Linked Data LibGuideSuper, Rhonda A., Ms.2022-01-01The Semantic Web encompasses the technology that connects data from different sources across the Web as envisioned by Tim Berners-Lee and led by the World Wide Web Consortium (W3C). This Web of Data enables the linking of data sets across data silos on the Web by providing for machine-to-machine communication through the use of Linked Data. This Guide provides descriptions and links to resources used to implement this technology. It also provides links to instructional resources, books and articles, use cases, vocabularies, tools, and best practices.Semantic WebLinked DataDataDatasetsWikidataRDFSPARQLVocabulariesLinked Data HistoryUCLA semantic Web LibGuideapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/4jc1c4gnpublicationoai:escholarship.org:ark:/13030/qt12g5j62m2022-10-12T22:47:59Zqt12g5j62mRecommendations from 20 Years of Professional Development of Early-Career Scientists and EngineersHunter, LisaMetevier, Anne JKluger-Bell, BarrySeagroves, ScottQuan, Tiffani KMcConnell, NicholasBarnes, AustinBrown Pacheco, CandiceRaschke, LynnePalomino, RafaelPorter, Jason2022-09-01The Professional Development Program (PDP) was a highly impactful and innovative program that was run by the Institute for Scientist & Engineer Educators for twenty years, from 2001–2020. The program trained early-career scientists and engineers to teach effectively and inclusively, while also developing participants’ skills in leadership, collaboration, and teamwork. In this paper, we summarize important aspects of the PDP and some of the program’s major outcomes, describe legacies of the program, and share recommendations based on two decades of experience. A large section of this paper details aspects of the PDP that we consider essential to the program but that might not be apparent from other documentation of the program. Recommendations for others interested in professional development of STEM graduate students and postdoctoral scholars are: 1) invest in establishing program culture; 2) prepare participants pursuing all STEM career paths for inclusive teaching; 3) focus on teaching and learning authentic STEM practices of participants’ fields; 4) provide authentic and challenging contexts for practicing professional skills; 5) model all aspects of what participants are expected to do; and 6) provide opportunities for growth and becoming a collaborator within the community.engineering educatorsequity & inclusionprofessional developmentscience educatorsSTEM identitySTEM practicesapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/12g5j62mpublicationoai:escholarship.org:ark:/13030/qt56d324gm2022-10-11T21:25:44Zqt56d324gmA Case for For-Profit Private Higher Education in IndiaGupta, Asha2022-10-11India has the credit of running the second largest higher education system in terms of institutions worldwide, despite having only 26.3% Gross Enrollment Ratio (GER), including vocational education. It aspires to achieve a target of 50% GER by 2035. It means it would require a larger number of higher education institutions (HEIs), public and private, in addition to huge fiscal resources. At present about 75% of the HEIs are privately managed with about 66% of student enrolment. Though there is no provision of for-profit higher education institutions in India, many non-profit private HEIs are actually working as for-profit. They are growing fast and are visible too. Therefore, it is high time now to think seriously about the pros and cons, causes and consequences of for-profit and non-profit private HEIs in India. India provides a big market for non-profit and for-profit higher education to domestic and foreign stakeholders. Already 160 foreign universities are working in collaboration with public or private limited companies in India. This essay provides an analysis of issues related to for-profit and non-profit HEIs, including desirability, size, funding, transparency, accountability, quality, feasibility and sustainability, government policies, regulation, foreign collaborations, private investments, and incentives. The methodology adopted is analytical, comparative, and empirical.Emerging trendsdefining for-profitconstitutional provisionscourt interpretationspros and cons of for-profit privateinternational trendsregulatory frameworkrecommendations.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/56d324gmpublicationoai:escholarship.org:ark:/13030/qt0qm9r3dt2022-10-11T20:02:57Zqt0qm9r3dtFine Wine at Discount Prices? A Review of the Research on the Part-Time Faculty WorkforceChristopher, TamiKumar, AmalTodd Benson, R.2022-10-11Although part-time faculty have long contributed specialized expertise to colleges and universities, their role has shifted away from specialized expertise as they have shouldered an increasing share of day-to-day teaching operations at colleges and universities. Today, part-time faculty provide higher education institutions a flexible workforce and a less expensive workforce alternative. Despite their significant impact, the research literature lacks an up-to-date integrative synthesis of the part-time faculty workplace on its own terms, an object of study unto itself instead of a less-than version of the full-time faculty workplace. In this paper, we summarize key themes from the existing research literature most relevant to the part-time faculty workplace, with attention to both the technical components of the workplace and the socio-cultural dimensions of part-time faculty members’ daily work experiences.Part-Time FacultyAdjunct FacultyContingent Facultyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0qm9r3dtpublicationoai:escholarship.org:ark:/13030/qt4tk1v31p2022-10-07T03:07:45Zqt4tk1v31pImpact of Facilitation in the Learning Process in STEMBeceiro-Novo, SaulAzucena, OscarCarrión, Cynthia N2022-09-02The role of facilitator, and facilitation strategies, are components that sometimes get overlooked as important in promoting collaborative interactions, such as with group work. Being able to work effectively in a group is a required skill for most disciplines, in particular for those in the Science, Technology, Engineering and Mathematics (STEM) fields. It is also central throughout the Professional Development Program (PDP) developed and run by the Institute of Scientist and Engineer Educators (ISEE), starting with group formation and leading all the way up to the final culminating activity. As such, PDP teams are taught facilitation strategies. Keeping in mind a group’s goals and what their measures for accountability are, the facilitator should be able to give constructive feedback and actively assess the team’s progress on the go. In this process, the facilitator can identify early on issues that can then be addressed before they become pathological. In this paper, we discuss from our experience as PDP participants and facilitators, what are different spaces we have applied facilitation strategies, what are some of the strategies that have worked throughout the years to improve group work, and what observations from the group help us make the best possible assessment.active learningcourse designequity & inclusionfacilitationrecognitionSTEM identityapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/4tk1v31ppublicationoai:escholarship.org:ark:/13030/qt5mv3k3p72022-10-07T02:04:21Zqt5mv3k3p7From Akamai Intern to PDP Instructor: The Coupled Impact on Becoming a STEM ProfessionalChu, Devin SBarnes, AustinSueoka, StaceyIrvine, Lelemia2022-09-03The Akamai Internship in Hawai‘i and the Professional Development Program (PDP) address key issues of sustaining a diverse, equitable, and inclusive STEM workforce in industry and academia. Established in 2002, the Akamai program builds capacity to overcome the brain-drain workforce problem that Hawaiʻi faces by connecting local undergraduate students with internship opportunities in the STEM industries on the islands of Maui and Hawaiʻi. The PDP provides opportunities for graduate students, early-career scientists and industry leaders to learn effective andragogical practices for teaching science and engineering to the next generation at the undergraduate level. A unique, grounding aspect of the Akamai program across all cohorts is a week-long course preparing interns to work with their local industry partners and build an inclusive community. The course is co-led by Akamai program staff and PDP alumni in collaboration with PDP design teams who run complementary inquiry learning activities. Since the first cohort of 2003, 451 interns and around 100 design team members have participated in Akamai. Of the 451 interns who participated in the Akamai program, at least 8 participants have become PDP design team members. The purpose of this panel discussion is to feature four of those alumni that participated in both Akamai and PDP programs. The panelists will share the factors that influenced them to become a PDP instructor as well as highlight the impacts that both programs had in shaping their respective life and career pathways.AkamaiinternshipsMauiHawai‘iSTEM identityapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/5mv3k3p7publicationoai:escholarship.org:ark:/13030/qt7np735s72022-10-06T03:15:31Zqt7np735s7Pedagogical Training for Graduate Students: Applications in Academia and BeyondLovell, Robin JEgerer, MonikaMontgomery, RyanOlimpi, Elissa M2022-09-04The ISEE PDP program offers vital support to graduate students that is often missing in the U.S. doctoral training tradition. This panel will explore some of the advantages and uses of the ISEE methodology in a variety of educational and also professional settings. First, we explore the relationships between learner identities and outcomes, including the benefits of “facilitation for equity” in the classroom, to facilitate research discussions, and beyond. Second, the paper delves into “backward design” as a method for establishing learning outcomes, curricular plans, and translating theory into practice. Finally, we discuss how ISEE concepts can help all learners of all ages and backgrounds to navigate their career goals and vision, including teaching educators and researchers how to use goal-oriented curricular development. While each vignette approaches the subject from different angles and professions, the structured planning and theory behind curricular design holds true across a variety of settings.backward designequity & inclusionSTEM identityapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/7np735s7publicationoai:escholarship.org:ark:/13030/qt30r3j4qs2022-10-06T02:12:14Zqt30r3j4qsThe Unseen Impact of Inclusive Professional Development and Pedagogic Training on Underestimated Minority Graduate StudentsLui, Lauren MRoth, Danica LRoybal-Jungemann, GabrielIrvine, Lelemia2022-09-05Ostensibly, the main goal of the ISEE Professional Development Program (PDP) is to teach scientists and engineers how to be intentional, inclusive educators by experiencing and designing inquiry-based learning activities. However, the PDP program has many indirect, positive effects on its participants as well, including building community and a sense of STEM identity, fluency to understand and discuss diversity, equity, and inclusion topics, and recognizing the importance of psychological safety in learning, academia, and industry. We present four narratives from past participants with underestimated minority identities, who discuss how the PDP program had a positive impact on their growth as scientists and engineers. In each case, the PDP provided critical tools, knowledge or support that enabled their success as graduate students and into their respective career and life journeys.communityequity & inclusiongrowth mindsetmetacognitionpsychological safetyrecognitionSTEM identityapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/30r3j4qspublicationoai:escholarship.org:ark:/13030/qt1vh495wp2022-10-06T00:11:27Zqt1vh495wpApplying the PDP to Government and Industry Career PathwaysMayfield, KimberleyHolloway, AlexandraJacox, Michael GMartin, Stephen2022-09-06Transitioning from graduate student roles in academia to professional careers in industry and government affords ISEE’s Professional Development Program (PDP) alumni the opportunity to apply lessons and techniques learned at the PDP to new environments with new goals. In mission-focused government roles, PDP alumni apply their expertise in inquiry-style teaching to mentor junior staff and develop projects that meet governmental requirements, while preserving STEM learner identities. Alumni find that the principles of inquiry-style teaching have applicability across professional development spectrums — from mentoring high school interns through training postdoctoral researchers and managing teams of diverse career stages. In industry, where fast-paced corporate goals drive innovation, alumni have found that PDP principles in developing explicit content and practice learning outcomes have helped them develop unique roles within their companies. Additionally, across both industry and government roles, all PDP alumni on this panel report that PDP’s focus on leadership development, effective meeting strategies, and inclusive management practices have readied them for their post-academia careers.course designgovernmentindustryinquiryinternshipsmentoringapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/1vh495wppublicationoai:escholarship.org:ark:/13030/qt41q869sh2022-10-05T16:25:41Zqt41q869shApplying PDP Lessons Learned About Inclusive Teaching and AssessmentMcConnell, Nicholas JCasey, Caitlin MMacho, Jocelyn MO'Donnell, Christine2022-09-07Much of the ISEE Professional Development Program (PDP)’s long-term value arises from participants transferring teaching approaches they develop in the course of designing and facilitating a PDP inquiry activity to other contexts throughout their careers. PDP participants encounter frameworks such as the inquiry framework and the equity and inclusion focus areas, and are encouraged explicitly to become informed consumers of further scholarship on teaching and learning. Many participants resonate especially with the PDP’s emphasis on equity and inclusion in STEM teaching, and meld lessons from the PDP with their lived experiences as well as other scholarship on equity-minded or culturally responsive educational practices. Our panel shares four perspectives on extending lessons from the PDP to new contexts: mentoring students and developing interactive lessons in molecular biology, designing astronomy activities from a culturally relevant and culturally responsive standpoint, incorporating inquiry activities into a large astronomy lecture course, and helping academic programs across a university adopt equity-minded practices for assessing learning outcomes.assessmentcourse designculturally relevantculturally responsiveequity & inclusionSTEM identityapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/41q869shpublicationoai:escholarship.org:ark:/13030/qt4m80g97s2022-10-02T03:55:56Zqt4m80g97sValue of the Array of Returner Roles within the Professional Development ProgramMartinez, Raquel ASilvia, Devin WRice, Emily LPorter, Jason2022-09-08In addition to educating participants about inquiry instruction, equity and inclusion in STEM, and assessment, the Institute for Scientist and Engineer Educators’ (ISEE’s) Professional Development Program (PDP) is intentionally designed to provide opportunities for participants to return in subsequent years to observe (shadow), practice, and train in a variety of roles (e.g., design team leader, discussion group leader, apprentice facilitator, apprentice instructor). Returning participants not only receive instruction to guide them in these roles, but also receive feedback from core team designers and experienced facilitators and instructors while conducting and after performing these roles. Panelists will discuss one or more roles they engaged in as a PDP participant and how these experiences shaped their approaches to learning, teaching, and working with others as part of their professional careers. Topics to be covered will include leadership, facilitating dialogues and group discussions, the process of active listening, and the intentional design of ideas around diversity, equity, and inclusion.equity & inclusionfacilitationleadershipprofessional developmentapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/4m80g97spublicationoai:escholarship.org:ark:/13030/qt0mb4644g2022-10-02T02:19:22Zqt0mb4644gApplying Principles of the PDP Towards MentoringSeverson, ScottDunkin, RobinWalker, Samantha2022-09-09In this paper, we explore how core principles of the mentoring training offered by the Institute for Scientist & Engineer Educators (ISEE) Professional Development Program (PDP) have been adopted by PDP alumni and applied in different contexts. The core themes of the mentoring work conducted by ISEE, which are Inquiry, Equity & Inclusion, and Assessment, form an extensible basis for PDP participants to use as they develop their own mentoring programs. The panel/paper is structured to briefly identify core components of mentoring in the PDP model and then discuss how former PDP participants have applied these in a variety of other venues. With the goal of broadening access & persistence in STEM, the PDP emphasized: the role of ownership and agency, the practice of explanations, the creation of opportunities for recognition, providing formative assessment, and a recognition of and introduction to STEM culture. The PDP has had a unique way of “staying with” participants and provided a framework for mentoring in other modalities including: peer-to-peer, informal, and in the development of new formal programs. These offshoots include key PDP ideas such as: providing support for belonging in STEM, placing value on teaching, promoting adaptability and cultural relevance, and a “training the trainers” modality of mentorship. The panelists will provide examples from programs for undergraduate students, graduate students, teaching professionals, and faculty. The session also provided opportunities for attendees to share their experiences and take-away lessons from the PDP model of mentoring and some of the panel feedback is included in this paper. The ISEE community has a shared vocabulary, toolset, and ethos that continues to inform alumni mentoring since the inception of the PDP.assessmentbackward designequity & inclusiongrowth mindsetinquirymentoringSTEM identityapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/0mb4644gpublicationoai:escholarship.org:ark:/13030/qt8sp532b42022-10-01T22:26:26Zqt8sp532b4The Value of Teaching Leadership Skills to STEM Graduate Students and PostdocsStrubbe, LindaBosinger, MiaStauffer, Heidi LTarjan, L. Max2022-09-10To create and achieve awesome things in the world together, STEM (science, technology, engineering and mathematics) professionals need to be able to lead effectively. Leadership can be thought of as “a process of social influence through which an individual enlists and mobilizes the aid of others in the attainment of a collective goal” (Chemers, 2001). In the Institute for Scientist & Engineers Educators’ Professional Development Program (PDP), STEM graduate students and postdocs learned, practiced, and reflected on leadership skills and strategies explicitly. Design Team Leaders (DTLs) practiced leading their teams, all participants facilitated inquiry (led their students in learning), and some (in later years) learned through the inclusive leadership PDP strand. In this panel paper, we reflect on what we learned from these experiences and discuss how we apply PDP leadership training daily in our work beyond the PDP. We review key principles about inclusive leadership, such as building an image as a credible leader; how to lead meetings; and how to build feelings of motivation, belonging, trust, and shared ownership among team members. We also share case studies of our experiences applying PDP leadership training in roles as co-director for an African summer school, facilitator for a physics equity project, middle/high school math and science teacher, mentor for new teachers, teaching professor and online curriculum designer, and project manager for a non-profit. Last, we offer recommendations for stakeholders who want to support STEM graduate students’ and postdocs’ development as inclusive leaders.equity & inclusionleadershipprofessional developmentapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/8sp532b4publicationoai:escholarship.org:ark:/13030/qt13c3x5vb2022-10-01T21:31:26Zqt13c3x5vbIntegration of Authentic STEM Practices in Real-World Education and Research Environments: Lessons from the PDPWest, Colin GHonig, Susanna ELui, Lauren MRaschke, Lynne2022-09-11A significant focus of the ISEE Professional Development Program (PDP) is identifying authentic STEM practices, so that educators and scientists can develop and assess these practices as intentionally as they would scientific content knowledge. In addition to the classic inquiry-based learning activities, PDP alumni also find themselves using and teaching these STEM practices in other contexts. Many PDP participants have benefited from recognizing "STEM practices" as its own category of specific skills and knowledge, allowing them to build these practices into their work intentionally, rather than simply expecting these skills to develop naturally as a by-product of learning STEM content. We present four instances where PDP lessons have been put to work by alumni of the program in this manner, either in teaching and mentoring students, performing real-world scientific research, or both. First, we consider two instances of alumni using their PDP training to inform the way they build authentic STEM practices into college classrooms and college mentorship, at the College of St. Scholastica and at UC Santa Cruz. Next, we describe a course-based undergraduate research experience (CURE) in which students learn and employ authentic STEM research practices at the University of Colorado at Boulder. Finally, we present an example of an alumna who has used her identification of widely-applicable STEM practices to broaden her own research horizons at Lawrence Berkeley National Laboratory.CUREequity & inclusioninquiryresearchSTEM identitySTEM practicesapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/13c3x5vbpublicationoai:escholarship.org:ark:/13030/qt0sq6r7pd2022-10-01T18:27:13Zqt0sq6r7pdImpact of PDP on Training for Astronomical InstrumentationDo, TuanLu, Jessica RLanz, AliciaKonopacky, Quinn2022-09-12The Institute for Scientist and Engineer Educators (ISEE) Professional Development Program (PDP) has led to the generation of several activities geared toward training in astronomical instrumentation. These include activities developed for the Center for Adaptive Optics summer school and the AstroTech Instrumentation Summer School. The goal of these activities has been to provide the participants with hands-on experience to convey challenging concepts in instrumentation. The inclusion of practices from PDP led to activities that prioritized inquiry-based approaches over the more traditional formulaic lab-based training and activities. Our panel will review the design of these activities and discuss approaches that increase the likelihood of achieving the learning goals. We will also discuss ways in which these activities can help encourage students with little previous experience in instrumentation to consider additional studies in instrumentation. Finally, we will reflect on the importance of facilitators for these activities and the role PDP plays in training facilitators.activity designengineeringinquiryinstrumentationSTEM practicesapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/0sq6r7pdpublicationoai:escholarship.org:ark:/13030/qt7mn8v4zb2022-09-30T19:43:44Zqt7mn8v4zbIncorporating PDP Themes the Akamai WayPerez, KauahiBarnes, AustinMousavi, AliKassab, Richard2022-09-13As part of the Institute for Scientist and Engineer Educators Professional Development Program (PDP), our team designed an activity for the Akamai internship program’s Preparation for Research Experiences and Projects (PREP) course. The activity focused on content around different renewable energy and storage technologies, and the widely applicable engineering practice of optimization through iteration and evaluating trade-offs. Here we describe the overall activity, with primary emphasis on how the PDP backward design process and integration of the Equity & Inclusion (E&I) theme led us to design and implement a unique model we call the “expert training model” that has important E&I implications. We found that an educational activity design that focuses on E&I considerations, such as identifying multiple ways to productively participate and developing learners’ identity in STEM, simultaneously satisfies criteria for being an engaging and authentic STEM experience. We also reflect on potential pitfalls and ways to improve and adapt this model.activity designengineeringequity & inclusionoptimizationrenewable energyapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/7mn8v4zbpublicationoai:escholarship.org:ark:/13030/qt9wq3h6zr2022-09-30T18:57:49Zqt9wq3h6zrOcean Circulation Activity that Incorporates Inquiry and the Use of Real-World DataBlack, Frank J2022-09-14A multi-class period activity on the physical principals underlying ocean circulation was designed that utilizes real world data and inquiry pedagogies for use in an undergraduate, introductory oceanography course. Goals for the activity were for students to practice the scientific method, carry out an experiment of their own design, read and interpret real oceanographic data, and use their data, observations and relationships gleaned from these small-scale demonstrations, experiments, and activities to build an understanding of large-scale ocean circulation while practicing multiple inquiry process skills. Student outcomes related to both process skills and content knowledge improve as a result of the activity’s implementation, as indicated by a 14-percentage point increase in student scores on the same ocean circulation homework assigned in years before and after the new activity was created. During the COVID pandemic of 2020 this learning activity was taught in a hybrid classroom in which students could attend in-person or virtually; modifications to facilitate the successful use of the activity in this hybrid learning environment are described.activity designauthentic STEM educationinquiryoceanographySTEM practicesapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/9wq3h6zrpublicationoai:escholarship.org:ark:/13030/qt7ch3f7zz2022-09-30T16:08:48Zqt7ch3f7zzClimateWEST: A Climate Science ActivityPozo Buil, MercedesIaniri, HopeCarroll, GemmaTrayler, Robin2022-09-15Data literacy and the ability to synthesize and communicate complex concepts are core components of modern scientific practice. Here we present the design and implementation of an inquiry activity about climate variability that was taught as a part of the University of California, Santa Cruz (UCSC) Workshops for Engineering & Science Transfers (ClimateWEST) in 2019. The two-day activity introduced interdisciplinary undergraduate and community college transfer students pursuing graduate school to the field of climate science through a series of inquiry activities. Climate science is a complex topic, and research shows that there are certain concepts that are particularly difficult to grasp. Our climate activity focused on disentangling some of those misconceptions, by emphasizing the following themes or core dimensions of climate variability: (1) Climate varies on both shorter timescales (e.g. seasonal or annual cycle) and on longer timescales (e.g. climate change); (2) Both climate and climate trends vary spatially/geographically and are different from global climate; and (3) Climate is complex and includes not only temperature but also other key variables such as precipitation, ice, wind, ocean circulation, etc. We discuss the inquiry components, assessment-driven tools, facilitation and equity and inclusion design, as well as summarize students' progress toward our goals in the activity.activity designargumentation & explanationclimateinquiryapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/7ch3f7zzpublicationoai:escholarship.org:ark:/13030/qt28r6g3kf2022-09-30T02:44:59Zqt28r6g3kfDose-Response in Context: A Backward Design, Inquiry Activity Workshop for College Transfer StudentsSantiago, Nicholas AGlasenapp, Matthew RHoward, Shanna L2022-09-15The Workshops for Engineering and Science Transfers (WEST) program was designed to foster critical-thinking skills and develop a supportive community for new Science, Technology, Engineering, and Mathematics (STEM) community college transfer students at the University of California, Santa Cruz, with the ultimate goal of improving student retention and persistence in STEM. All learners in the program participate in inquiry activities devised to incorporate elements of backward design and equity and inclusion. Here we discuss our 2019 Toxicology WEST workshop activity, an in-depth exploration of dose-response relationships created to provide an overview of the field of toxicology and clarify common misconceptions. To reflect authentic research design, we had learners assume the roles of Environmental Protection Agency (EPA) scientists tasked with investigating the effects of environmental toxicants on the model organisms Caenorhabditis elegans and Daphnia magna. Learners were asked to design and conduct experiments to explore the dose-response relationship and report their results in a culminating poster symposium. We assessed learning by evaluating their performance on two tasks: an individual written response and a group poster presentation. Our activity gave learners an opportunity to practice experimental design, data analysis, and science communication before beginning UCSC STEM courses. Practicing these skills early is essential for student retention in STEM, as many students find the experimental process challenging. Here, we describe details of our inquiry workshop activity, reflect on the effectiveness of the activity and our assessment of student learning, and offer suggestions for facilitation and adaptation of our activity to additional educational contexts.activity designdesigning investigationsdose-responseinquirytoxicologyapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/28r6g3kfpublicationoai:escholarship.org:ark:/13030/qt7dx183mk2022-09-30T01:26:41Zqt7dx183mkTeaching DNA Barcoding for the Identification of AlgaeTateno-Bisel, AmberPerez, Kauahi2022-09-16Here we discuss the design and implementation of an introductory DNA Barcoding module that we developed for the University of Hawai‘i at Mānoa’s Science in Action Program, a two-week summer program that teaches high school students about Hawai‘i’s biodiversity. Students used the concept of characterization to explain the relationships among organisms using morphological, ecological, and molecular data. Additionally, students gained experience in the scientific practice of generating explanations by gathering multiple lines of evidence to support or refute a claim, linking claims with evidence, and presenting such claims in written and oral formats to identify unknown algae samples. During this activity, students also gained real-world research experience in the field of biodiversity research. We also discuss potential modifications for future iterations of this module.activity designargumentation & explanationcharacterizationcollaborationDNAapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/7dx183mkpublicationoai:escholarship.org:ark:/13030/qt6fv1s4642022-09-22T18:52:22Zqt6fv1s464An Inquiry Approach to Teaching Sustainable Software Development with Collaborative Version ControlFrisbie, Rachel LSGrete, PhilippGlines, Forrest W2022-09-18Software development is becoming increasingly ubiquitous in STEM disciplines resulting in the need for education in associated computational skills. To address this need, we designed a "Sustainable Software Development with Collaborative Version Control" workshop in the 2019 Institute for Scientist & Engineer Educators (ISEE) Professional Development Program (PDP). We describe here the development process and following delivery of the workshop. In particular, we explored how to apply an inquiry approach to learning computational skills. By design, PDP activities intertwine content and “cognitive STEM practices,” and teasing apart content and practice is important for STEM education. We encountered challenges with this task because our content — exploring software sustainability with collaborative version control — is much like a practice in itself. We designed our workshop to introduce the critical skill of sustainable software development using collaborative version control systems with an inquiry approach rather than the more typically used, strictly technical approach. We emphasize the authentic, broadly applicable nature of the workshop in which learners jointly design, test, and discuss their own increasingly complex development workflows. The development process for our workshop may be useful for educators who want to introduce software practices to learners from many disparate STEM disciplines that leverage computational methods and require software development to approach research questions.activity designgitinquiryversion controlsoftware developmentapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/6fv1s464publicationoai:escholarship.org:ark:/13030/qt2tk5j8zh2022-09-22T16:46:24Zqt2tk5j8zhGalaxy-Classification Activity for All AgesCooksey, Kathy LMetevier, Anne JRubin, Kate HRChoi, Philip IRaschke, Lynne2022-09-19Classification is a general tool of science; it is used to sort and categorize biological organisms, chemical elements, astronomical objects, and many other things. In scientific classification, taxonomy often reflects shared physical properties that, in turn, may indicate shared origins and/or evolution. A “hands-on” galaxy-classification activity developed and implemented by Professional Development Program (PDP) participants, for a high-school summer STEM enrichment program, has been adopted for various age groups and venues, from young (K–3) to college students. We detail the basic tools required, outline the general activity, and describe the modifications to the activity based on learners’ ages and learning objectives. We describe the facilitation strategies learned through PDP training and used when implementing the activity, including prompts to motivate the students. We also discuss how we connected the classification process to astronomy and science more broadly during the concluding remarks.activity designastronomyclassificationfacilitationgalaxiesapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/2tk5j8zhpublicationoai:escholarship.org:ark:/13030/qt9r8167ms2022-09-22T14:39:28Zqt9r8167msDesigning and Implementing a PDP Inquiry Activity for an Introductory Astronomy Research Methods CourseFinkelstein, KeelyMartinez, RaquelVanderbosch, Zachary2022-09-20We designed, facilitated, and re-designed an inquiry activity in an introductory undergraduate astronomy research methods course at the University of Texas at Austin over two different semesters. The teaching venue for this inquiry activity took place in the course “AST 376R: A Practical Introduction to Research Methods”, the inquiry activity was inserted into an existing course structure, taking place over multiple class periods. We discuss how we were able to leverage the Professional Development Program (PDP) inquiry themes and introduce students to specific STEM practices, using this experience as a primer or mini version of a larger research activity and research experience that they would determine and lead themselves later on in the semester. In this paper we describe the benefits for students in this course and the lessons learned by the instructors.activity designargumentation & explanationastronomycourse designinquiryapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/9r8167mspublicationoai:escholarship.org:ark:/13030/qt1808f7rw2022-09-21T20:53:41Zqt1808f7rwSelf-guided Inquiry Modules for the Remote Teaching of Undergraduate Physics LabsContreras, DanielRobles, VicenteChoi, Philip I2022-09-21We present highlights from a series of hands-on physics lab modules developed for remote teaching. The labs were composed of multiple self-guided inquiry modules. Though the labs were developed from scratch, some modules that were central to the design process were borrowed from previous PDP sessions and the guiding PDP principles of mirroring authentic Science, Technology, Engineering, and Mathematics (STEM) practices (e.g., allowing students to raise questions and take ownership of decision making). One notable aspect of this work is that by sourcing and assembling low-cost ($25 per student) lab kits that were sent to each student, the majority of the modules were hands-on despite being fully online. Combining online resources and simulation tools with individual hardware kits and small lab groups allowed for a mix of synchronous and asynchronous exploration. This mixed lab mode was successful in promoting both inquiry exploration and community building. One example of a lab design choice aimed at overcoming online barriers was that in lieu of weekly lab write-ups, groups submitted video checkouts in which students were encouraged to reflect on the lab, self-assess their learning outcomes, and highlight unique aspects of their lab experience. This lab was specifically developed in response to the unforeseen challenges of online teaching; however, multiple aspects of the course will seamlessly transfer to an in-person lab setting.course designinquiryonline/remote learningphysicsapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/1808f7rwpublicationoai:escholarship.org:ark:/13030/qt6fz0181f2022-09-20T18:40:14Zqt6fz0181fUsing Pre-/Post-Quizzes Intentionally in Curriculum Development and EvaluationCooksey, Kathy LJonsson, Patrik2022-09-22Developing the final summative assessment of a course at the start of curriculum development is an implementation of “backward design,” whereby learning objectives are identified first and the curriculum is engineered end-to-beginning to achieve them. We trained in backward design through the Professional Development Program (PDP) and adapted PDP assessment ideas for evaluation of curriculum designs and teaching efficacy. A pre‑/post-quiz is an assessment administered the first and last day of a course; a learner’s scores are used to measure normalized gain: the ratio of what a student learned during a course relative to what they knew entering it. The intentional process of developing a pre‑/post-quiz for every course focuses the educator on the essential understanding desired of the learners exiting the course. The normalized-gain statistics for the course can then be used to evaluate the course’s efficacy, and improvements to the curriculum can be monitored by tracking the normalized gains over time, using the same pre‑/post-quiz. Moreover, an individual instructor may self-evaluate their teaching efficacy by tracking normalized gains from all courses over time. Here we discuss applying the practice of backward curriculum design starting with a custom pre‑/post-quiz and utilizing it for immediate and longitudinal evaluation, focusing primarily on designing an entire undergraduate science course.assessmentbackward designcourse designevaluationapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/6fz0181fpublicationoai:escholarship.org:ark:/13030/qt0dh7k64h2022-09-20T14:48:31Zqt0dh7k64hDeveloping Inquiry-Based Homework Assignments with AstrobitesHammer, Michael2022-09-23The majority of physics and astronomy undergraduate major classes are structured around problem sets, an approach that does not typically make it possible for students to learn in an inquiry-based manner analogous to how scientists conduct research. One of the reasons professors often do not attempt an inquiry approach is the lack of educational tools needed to facilitate this method of learning. In this work, I describe how Astrobites — a website run by astronomy graduate students with the goal of making the latest research more accessible to undergraduates — is ideally suited to serve as an educational tool that can make problem sets more inquiry-based. I discuss how I designed inquiry-based problem sets that make use of Astrobites for several different astronomy classes that target physics and astronomy majors. I also present strategies for implementing such assignments based on assessment from the students, and provide example problem sets that received good student feedback. These assignments are intended to complement traditional problem sets, thereby inclusively providing an alternate way for students to take interest and engage in their homework for the class.assessmentastrobiteshomeworkinquiryphysicsastronomyapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/0dh7k64hpublicationoai:escholarship.org:ark:/13030/qt3rg256z32022-09-20T03:02:02Zqt3rg256z3Culturally Relevant and Responsive Education: A Re-Examination of the ISEE Equity & Inclusion ThemeO'Donnell, Christine2022-09-30The lack of diversity in science, technology, engineering, and mathematics (STEM) is a complex problem, and one dimension is the experiences that students from marginalized groups often have in classroom environments. Students cite their struggles to negotiate between their own cultures and STEM’s cultures as a reason for why they do not feel a sense of belonging and identity as a person in STEM. To address these challenges, educators and researchers have proposed various frameworks to transform education. In this article, I re-examine the ISEE Equity & Inclusion (E&I) Theme in comparison to culturally relevant pedagogy and culturally responsive teaching models. While these frameworks have many common elements, including their emphasis on students’ achievements, building on students’ cultural assets, and providing scaffolding for content and practices, they differ in their focus on cultural pride and identities of critical consciousness. Drawing on these differences, I suggest directions for instructors who are familiar with the ISEE E&I Theme on how to make their approach to equity and inclusion more robust.culturally relevantculturally responsiveequity & inclusionSTEM identityapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/3rg256z3publicationoai:escholarship.org:ark:/13030/qt4xc0m7tx2022-09-17T17:17:39Zqt4xc0m7txAspects of Inquiry Applied in Japan and AustraliaCense, Barry2022-09-24The author reflects on his experience as a participant in the Professional Development Program (PDP) in 2005 and 2006 and how he has implemented elements of inquiry learning in his curricu-lum. He taught courses in Japan and Australia and touches on his perception of how the students in his units learned, and what the effects of (learning) culture are on inquiry learning. Through his experiences, the author found that in the first stages of a learning process, inquiry learning can help to engage and motivate students. In the end stage of learning, inquiry learning can help stu-dents to demonstrate their ability to think and work independently. One should carefully consider the learning background of students before implementing aspects of inquiry learning, as it can be affected by the culture in which they grew up.course designcultureengagementinquiryapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/4xc0m7txpublicationoai:escholarship.org:ark:/13030/qt32p685gq2022-09-17T16:41:04Zqt32p685gqRediscovering Practice and Inquiry in Academic Education: Experiences in a European University EnvironmentCantalupo, Sebastiano2022-09-25I describe the design and implementation of a series of university MSc courses in Switzerland and in Italy on the topic of “Cosmic Structure Formation” whose goal has been to provide to the stu-dents a formative experience using interwoven research practice and fundamental scientific con-tent. The course educational framework, which is based on the ISEE Inquiry Framework, empha-sizes science, as much in teaching as in research, as a set of practices, re-discovering and actualiz-ing in modern terms the original pivotal role which these practices had in education in ancient times. In particular, the courses focus on formative, intuitive, student-centered and dialogic learn-ing in opposition to the informative, mnemonic, teacher-centered and monologic teaching of frontal lecture-based instruction, which is still the dominant teaching framework in university edu-cation, at least in Europe. I describe how course activities are designed in such a way as to mirror authentic research, including all aspects which are usually not practiced in lecture-based courses and “standard” laboratories (e.g., generating and refining questions; making and testing assump-tions; developing one’s own research path; and sharing, explaining and justifying ideas and results with peers). Finally, I discuss the major outcomes of the courses and the main challenges which were faced in order to provide to the students a truly transformative experience which could allow them to improve both as learners and future scientific researchers, as well as members of a larger community.cosmic structure formationcourse designinquirySTEM practicesapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/32p685gqpublicationoai:escholarship.org:ark:/13030/qt9b7318432022-09-17T14:55:14Zqt9b731843Inquiries and Frameworks: Synergistic Support for STEM Student InternsShaw, JeromeBarnes, AustinHunter, Lisa2022-09-26Participants of the Institute for Scientist and Engineer Educators’ (ISEE) Professional Development Program (PDP) work in Design Teams to create inquiry activities that foster student learning of relevant STEM content and practices. These teams implement the inquiry activities in one or more teaching venues (i.e., a context in which Design Team members act as instructors or facilitators with actual learners or students). One such venue is the Akamai Internship Program’s PREP Course. Concurrent with running the PDP, ISEE supported the development of frameworks to help Akamai interns understand the projects they undertake during their internship. Two frameworks were developed: one focused on scientific explanations and the other on engineering solutions. This paper describes how PDP inquiry activities and the ISEE Frameworks come together in a mutually supportive manner during the Akamai PREP Course. This synergy becomes apparent as we examine the sequential placement of PREP sessions whereby the frameworks both push interns to make sense of their experiences with such activities (e.g., revisiting the explanation framework after a science-oriented inquiry) and prepare interns for effective engagement in upcoming inquiry activities (e.g., using the solution framework before an engineering-oriented inquiry). Recommendations include using a similar pairing of inquiry activities and frameworks in other teaching venues.argumentation & explanationengineeringinquiryinternshipsapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/9b731843publicationoai:escholarship.org:ark:/13030/qt85d9b1422022-09-17T13:17:45Zqt85d9b142Backward-Designing the Perfect User Experience Internships for Deep Space Network OperationsHolloway, AlexandraBlackwood, Krys2022-09-27“How do you imagine people will operate the Deep Space Network in ten years?” After introducing some problems of operating the global collection of space-leaning telecommunications equipment, this prompt was one of the first questions we asked students to set the stage of their 8- or 10-week internships. While inquiry methods are typically applied to classroom learning, we applied similar strategies to designing custom internships that would be meaningful to the student and beneficial to the project, drawing on students’ unique background and experiences. Inquiry methods have the benefits to the student of giving them a scaffolded space to choose an investigation and deliverable which complements their strengths, or one that stretches them to learn new skills. Working backwards from initial project goals, we scoped the initial question-forming phase of inquiry design to those open issues the project needed addressing. The Deep Space Network was undergoing a major transformation in Follow-the-Sun, transitioning to daylight-only operation from 24/7 work. This resulted in many open questions requiring contributions in the fields of user research, design, and software development. We identified other objectives in the areas of leadership; teamwork; disability, equity, inclusion; and validation and iteration. This chapter describes the methods we used to design the internship project, how we facilitated it, prepared for each intern’s arrival, and measured progress in the students’ 8- to 10-week internships. This method has been used for all 18 interns over seven years to positive outcomes, resulting in four internal hires.backward designinternshipsuser experience researchUXapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/85d9b142publicationoai:escholarship.org:ark:/13030/qt4p12g5nm2022-09-17T12:31:25Zqt4p12g5nmStrategies for Building an Inclusive Community within a STEM Internship ProgramShaw, JeromeBarnes, AustinHunter, LisaSueoka, Stacey2022-09-28ISEE Professional Development Program Teaching Teams, Akamai interns, and Akamai staff all participate in a multi-day Preparation for Research Experiences and Projects (PREP) course at the start of the annual Akamai Internship Program. One of the goals for the PREP course is to establish an inclusive, collaborative community amongst the varied participants. Integrated with the inquiry activities taught by Teaching Teams are several Akamai-designed and facilitated activities whose purpose is to build community as well as an understanding of and sensitivity towards an inclusive work environment. These activities include an opening icebreaker, a career pathways discussion, workplace integration role-plays, a workplace inclusion discussion, and a closing celebration dinner. This paper highlights specific connections between the Institute for Scientist and Engineer Educators’ Equity & Inclusion strand and the collaborative activities that engage Teaching Teams, interns, and staff during the Akamai PREP course.communitydiversityequityinclusioninternshipscourse designworkplace cultureapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/4p12g5nmpublicationoai:escholarship.org:ark:/13030/qt2kz8h9s72022-09-17T00:37:21Zqt2kz8h9s7Utilizing Equitable and Inclusive Design Principles to Promote STEM Identity of Community College Transfer StudentsSantiago, Nicholas A.Gee, CarolynHoward, Shanna L.Macho, Jocelyn M.Pozo Buil, Mercedes2022-09-29Research suggests that developing an identity as a person in STEM is necessary for learners from marginalized groups to persist in STEM education and careers. These learners may perceive that their race, gender, or other characteristics make it difficult for their peers and supervisors to recognize them as scientists or engineers, thus disrupting their ability to maintain successful degree progress and to pursue their STEM career aspirations. Here we discuss the specific ways we designed inquiry workshops to not only clarify difficult core STEM content, but to also promote learners’ competence, performance, and targeted recognition as scientists. Our workshops were designed for students interested in chemistry, climate science, physics, and toxicology at the University of California, Santa Cruz (UCSC), Workshops for Engineering & Science Transfers (WEST) 2019 program. In designing our workshops, we focused on promoting the scientific identities of our learners by incorporating authentic ways for students to receive recognition from both peers and instructional facilitators, as well as allowing students to tap into their own personal interests and values. Insights from our designed assessments for learners’ understanding of our content demonstrate the success of our initiatives and provide further areas of improvement. Our goals are to create inclusive workshops to support students from all backgrounds, with emphasis on underrepresented backgrounds (community college, first generation, students of color, women, and LGBTQ+ students, etc.) as well as support them in other contexts, such as when mentoring STEM students in academic laboratory settings.backward designequity & inclusiongrowth mindsetrecognitionSTEM identityapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/2kz8h9s7publicationoai:escholarship.org:ark:/13030/qt7dz671np2022-09-16T22:26:13Zqt7dz671npAn Ethic of Care in Student Affairs: Humanizing Relationships and Asserting Cultural Values at an AANAPISICuenza-Uvas, AidaGogue, Demeturie Toso-Lafaele2022-01-01As Asian Americans and Pacific Islander (AAPI) practitioners in higher education, we assert our cultural values to leverage important connections between members within the community. These values are centered on collective responsibility, demonstrating care for the community, offering respect, and acting with love. These values manifest through our daily interactions with others and in the spaces we occupy, whether it is in physical proximity or virtual settings. COVID-19, the unprecedented global health crisis that forced campus closures across the nation, along with tensions provoked by blatant racism, racial violence, and ongoing microaggressions, have reminded us that AAPIs are not immune to the injustices present in society. These environmental conditions have prompted negative self-perceptions, induced stressors, compromised physical and mental health, and destabilized income. Student affairs professionals have the potential to intervene, offering students guidance and support as they contemplate personal decisions (e.g., family health crisis, job loss, food and housing insecurities, unattended cultural practices) amidst these harrowing conditions. This article discusses how student affairs professionals at Mt. San Antonio College, an Asian American and Native American Pacific Islander- Serving Institution, utilized their cultural values and employed creative strategies to demonstrate an ethic of care and responsibility for the student community amidst COVID-19 and the rise in violence toward Asian Americans.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/7dz671nparticleAAPI Nexus: Policy, Practice and Communityvol 19, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt74g426932022-09-16T22:26:02Zqt74g42693Fighting for Our Existence: Talanoas of Survival and Resistance at San Francisco StateDaus-Magbual, ArleneLoi-On, Levalasi2022-01-01Although Asian Americans and Pacific Islanders (AA&PI) represent 29 percent of San Francisco State University’s (SF State, 2021d) student body and have one of the nation’s largest Asian American Studies Departments, we continue to fight for our existence within higher education. This essay focuses on the development of AA&PI Student Services’ response and praxis to COVID-19, anti-Asian racism, and anti-Blackness in the AA&PI community. As we faced enormous challenges of a global pandemic, we began to see the connection of what was happening in the world within our own lives. Grounded with the legacy of Ethnic Studies and Community Responsive Pedagogy, we employ the critical race methodology of counterstorytelling (Solórzano & Yosso, 2002) and Talanoa Research Method (Tecun et al., 2018; Vaioleti, 2013) to center our experiences.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/74g42693articleAAPI Nexus: Policy, Practice and Communityvol 19, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt54t7s27j2022-09-16T22:26:00Zqt54t7s27jAANAPISI Campus Challenges and Opportunities: Confronting COVID-19 and Inclusive Social JusticeFong, Timothy P.Hung, Winnie2022-01-01This article will focus on ways the Sacramento State campus community is working to build a strong inclusive sense of community amidst the multiple challenges from anti-Asian hate from COVID-19, attention to police violence, the renewed emergence of Black Lives Matter, as well as heightened awareness of social justice and increasing economic inequality. Particular attention will focus on how Asian American and Pacific Islander students, staff, and faculty are stepping up to the call for engagement and organizing on campus. Current events were the spark for increased activism among AAPIs on our campus, but it did not emerge in a vacuum. Having the Full Circle Project (FCP), our established Asian American, Native American and Pacific Islander-Serving Institution (AANAPISI) program on campus was, in fact, foundational for the genesis for the rise of social action we are witnessing today.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/54t7s27jarticleAAPI Nexus: Policy, Practice and Communityvol 19, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt29m1k84f2022-09-16T22:25:52Zqt29m1k84fCOVID-19, Asian American and Native American-Serving Institutions, and Minority-Serving Institutions: Examining Federal Funding from the Coronavirus Aid, Relief, and Economic Security Act and the Coronavirus Response and Relief Supplemental Appropriations ActNguyen, Mike HoaLaderman, SophiaDuncan, BecketMontelibano-Gorman, MeghanMaramba, Dina C.2022-01-01This article examines and interrogates the formulas used to determine funding at both the designation and institutional levels for Minority-Serving Institutions (MSIs) and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs), in the Coronavirus Aid, Relief, and Economic Security (CARES) Act and the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA); as well as general annual appropriations for MSIs and AANAPISIs. In doing so, the authors aim to facilitate a greater understanding of the current AANAPISI funding landscape, while providing policy makers with new insights and implications to ensure greater equity in future appropriations for AANAPISIs and MSIs. Results indicate that AANAPISIs are severely underfunded, particularly given their large enrollment of Asian American and Pacific Islander students and high number of institutions that meet AANAPISI eligibility.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/29m1k84farticleAAPI Nexus: Policy, Practice and Communityvol 19, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt1pk403dm2022-09-16T22:25:48Zqt1pk403dmIn the Hands of Students: The Charge of a Minority-Serving Institution Student Council at a Dual-Designated Asian American and Native American Pacific Islander-Serving Institution and Hispanic-Serving InstitutionEspinoza, Kristine Jan CruzWatson, Reneé T.2022-01-01The U.S. News and World Report has ranked the University of Nevada, Las Vegas (UNLV) as being one of the most racially diverse institutions, and UNLV has received dual-designations as an Asian American and Native American Pacific Islander-Serving Institution and Hispanic-Serving Institution. Concurrently, pervasive physical threats, student demands for change, and results of a campus climate survey created a peremptory need to center the cultural wealth of minoritized students to organize and coalition build. This essay focuses on the UNLV Minority-Serving Institution (MSI) Student Council (MSISC) and its charge to lead campus initiatives that promote success for minoritized students to become a truly serving MSI. Written by one of the MSISC members and their advisor, we historicize the MSISC’s creation and share ideas for similar MSI-focused student committees and task forces.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/1pk403dmarticleAAPI Nexus: Policy, Practice and Communityvol 19, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt1j1324gz2022-09-16T22:25:44Zqt1j1324gzAsian American Native American and Pacific Islander Serving Institutions Empowering Students Civic Engagement toward Social Justice AgendasVenturanza, RikkaLee, Hnou H.Masulit, Marietess M.2022-01-01The COVID-19 pandemic sparked the civic mobilization of various communities of color, including Asian Americans. This chapter discusses the corresponding role of Asian American Native American and Pacific Islander Serving Institutions (AANAPISIs) within this context, serving as critical sites in cultivating Asian American students’ civic engagement toward social justice agendas. Educational research, scholarship, and personal reflections of practitioners are integrated throughout the chapter to discuss how AANAPISIs at Sacramento State and Coastline College fulfill this call by providing culturally relevant and community responsive programs and practices influenced by an ethnic studies framework.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/1j1324gzarticleAAPI Nexus: Policy, Practice and Communityvol 19, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt0j6625642022-09-16T22:25:40Zqt0j662564Where We’re Really From: NYC Asian American Students Navigating Identity, Racial Solidarity, and Wellness during a PandemicLiu, Marcia M.2022-01-01The COVID-19 pandemic has introduced significant stressors for Asian American college students: distance learning, financial hardship, prolonged isolation, and a spike in anti-Asian hate crimes. Simultaneously, a national reckoning has urged confrontations with anti-Blackness across institutions. The Hunter College AANAPISI Project (HCAP) provides programming attending to Hunter College’s Asian American student community. This article describes COVID- 19 stressors and reflections on anti-Blackness and anti-Asian racism from Hunter’s Asian American college students, as evaluated by HCAP’s mental health specialist. It will then describe strategies HCAP implemented throughout the pandemic to engage students, as well as challenges and reflections for future programming.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/0j662564articleAAPI Nexus: Policy, Practice and Communityvol 19, iss 1-21545-0317oai:escholarship.org:ark:/13030/qt2q11g6532022-09-16T20:53:25Zqt2q11g653Other voices: glimpses of African American, Chinese American, and Japanese American students at Berkeley, from the 1920s to the mid-1950sCover Jones, MaryWalker Macfarlane, JeanHuntington, Emily H.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2q11g653articleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt5qm9w2k22022-09-16T20:47:21Zqt5qm9w2k2May Cheney's Contribution to the Modern UniversityMacLachlan, Anne J.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5qm9w2k2articleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt5888568b2022-09-16T20:38:28Zqt5888568bReviewsLage, Ann1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5888568barticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt7v89t02g2022-09-16T20:34:53Zqt7v89t02gCal Women in MusicChronicle of the University of California Editors1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7v89t02garticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt9kv6w8gn2022-09-16T20:30:07Zqt9kv6w8gnThe College Girls' RecordChronicle of the University of California Editors1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9kv6w8gnarticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt1rm3d9cn2022-09-16T20:26:18Zqt1rm3d9cnPortrait of Helen WillsChronicle of the University of California Editors1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1rm3d9cnarticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt9r04c87n2022-09-16T20:17:38Zqt9r04c87nAggie Women: the University at DavisFoley Schuring, Ann1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9r04c87narticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt855398q12022-09-16T18:49:48Zqt855398q1Publications new and noteworthy Roberts, William1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/855398q1articleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt61n561td2022-09-16T18:47:43Zqt61n561tdThe Oral Histories of Women of the University of CaliforniaLage, Ann1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/61n561tdarticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt2gg1k8vj2022-09-16T18:45:34Zqt2gg1k8vj1942: Lights and DarksDarling Evans Scholer, Margaret1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2gg1k8vjarticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt70f8d8602022-09-16T18:43:23Zqt70f8d860North Gables: A Boardinghouse with a HeartFine Ginsburg, ElizabethShapiro Rochlin, Harriet1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/70f8d860articleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt2x62d9f22022-09-16T18:39:50Zqt2x62d9f2Faculty Wives: the History of the University Section ClubLee Noonan, Mary1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2x62d9f2articleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt4g78590w2022-09-16T18:37:17Zqt4g78590wYou've come a long way Bambina!Scherini, Rose D1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4g78590warticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt8321k1g52022-09-16T18:34:12Zqt8321k1g5Josephine MilesBrentano, Robert1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8321k1g5articleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt4m74r6v32022-09-16T18:32:35Zqt4m74r6v3Few concerns, fewer WomenColvig, Ray1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4m74r6v3articleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt2th811gt2022-09-16T18:26:40Zqt2th811gtA Gym of their own: Women, Sports, and Physical Culture at the Berkeley Campus (1876-1976)Park, Roberta J.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2th811gtarticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt0xw5j0412022-09-16T18:24:26Zqt0xw5j041Girton Hall: the Gift of Julia MorganDarnall, Margaretta J.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0xw5j041articleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt5vp8d10h2022-09-16T18:14:46Zqt5vp8d10hIda Louise Jackson, class of '22Park, Roberta J.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5vp8d10harticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt79t211p32022-09-16T18:13:07Zqt79t211p3"No man and no thing can stop me," Fannie McLean, woman suffrage, and the University Joncich Clifford, Geraldine1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/79t211p3articleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt55k1b71n2022-09-16T18:08:54Zqt55k1b71n"The Want Most Keenly Felt," University YWCA, The Early YearsThelen Clemens, Dorothy1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/55k1b71narticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt8bg8m23m2022-09-16T18:00:34Zqt8bg8m23mDean Lucy Sprague: the Partheneia, and the arts Ruyle, Janet1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8bg8m23marticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt82k7j35h2022-09-16T17:56:29Zqt82k7j35hThe Early PrytaneansRuyle, Janet1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/82k7j35harticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt1236t5cf2022-09-16T17:43:01Zqt1236t5cfHearst HallUniversity of California Berkeley Class of 19721998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1236t5cfarticleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt7p80r3cp2022-09-16T16:04:50Zqt7p80r3cpApplying The Transformation Trifecta Model to an Organizational Diversity, Equity, and Inclusion AssessmentCorrado, CarleyLiSára, L.D.Y.Pacheco, CandiceSummer, IvyKotadia, Shaila2022-10-01We describe how to facilitate an organizational Diversity, Equity, Inclusion (DEI) cultural trans-formation utilizing The Transformation Trifecta (TTT) leadership model which includes three steps: learn, integrate, act. The differentiator of this model is the integration step which is often left out of DEI education yet necessary since the majority of behaviors that propagate oppression are unconscious and manifest through implicit bias or microaggressions that are subtle yet impact-ful. It is necessary to engage an approach that goes beyond the thinking mind in order to shift un-derlying beliefs through rewiring neural pathways that inform the creation of new behaviors in re-sponse to embodying new information. This exploration applies the Transformation Trifecta model to the first phase of an organizational DEI cultural shift meant to increase inclusivity and belong-ing. Additionally, the exploration will include the research-backed education tool of backward de-sign included in the Institute for Science and Engineer Educators (ISEE)’s Professional Develop-ment Program (PDP), which was an instrumental aspect in multiple authors’ training and devel-opment. The Transformation Trifecta utilizes backward design in the assessment creation process in order to clearly articulate the desired outcomes and goals for behavior change. There will be a discussion of the top areas of assessment and benchmarks including: belonging, psychological safety, inclusion, growth mindset, equity, and equitable leadership development.affective domainassessmentequity & inclusionintegrationleadershipapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/7p80r3cppublicationoai:escholarship.org:ark:/13030/qt9dq6b6112022-09-16T15:54:22Zqt9dq6b611Transforming an Academic into a Leader: Providing a Framework and Behaviors for Leading Teams in the WorkplaceTarjan, L. MaxRaschke, LynneHunter, Lisa2022-10-02In many organizations (e.g., higher education, non-profits, small companies), individuals are called upon to lead small groups of people to complete one or more tasks both in formal roles and in informal settings. For example, department heads, committee chairs, project leads, and program managers are all roles that require an individual to utilize leadership skills to lead their team to the successful completion of the tasks at hand. However, in many science, technology, engineering, and math (STEM) fields and their associated jobs, training and support in leadership development are often lacking. To meet this need, the Institute for Scientist and Engineer Educators (ISEE) at the University of California - Santa Cruz (UCSC) made supporting and mentoring leadership de-velopment a key component of the Professional Development Program (PDP) for graduate stu-dents and postdoctoral scholars in STEM, which ran for over 20 years. Building off of the ISEE leadership development model (ISEE 2020), this workshop is designed to give professionals an opportunity to learn about and practice important leadership skills that can be used in their organi-zations. In this workshop, participants learn to apply three elements of effective leadership that are useful in practice and inclusive of multiple perspectives on leadership. Participants apply actiona-ble leadership practices to their own challenges at work and develop the language to discuss their own leadership skills. Workshop duration: 15 minutes individual reading, 2 hours in-person work-shop, 15 minutes follow up.leadershipmanagementprofessional developmentteamsapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/9dq6b611publicationoai:escholarship.org:ark:/13030/qt46p8j3t62022-09-16T15:46:16Zqt46p8j3t6Facilitating Learning in the Professional Development ProgramKluger-Bell, BarryBarnes, AustinSeagroves, ScottBall, TamaraMetevier, Anne J.McConnell, NicholasPalomino, RafaelHunter, Lisa2022-10-03In teaching for experiential learning, we measure our success not by how well we presented the material or designed an activity but by how well our students learned. Facilitation, the moment-to-moment twists and turns of live interactions between educators and learners, is a critical tool for student learning. Over the 20 years of the Professional Development Program (PDP), we have refined our articulation of the desired learning outcomes and have developed a set of strategies and “moves” that contribute to attaining those outcomes. Here, we examine these as well as describe materials and training developed in the PDP to build the skills of novice facilitators.equity & inclusionfacilitationformative assessmentinquiryprofessional developmentapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/46p8j3t6publicationoai:escholarship.org:ark:/13030/qt9cx4k9jb2022-09-16T15:22:14Zqt9cx4k9jbISEE's Framework of Six Elements to Guide the Design, Teaching, and Assessment of Authentic and Inclusive STEM Learning ExperiencesMetevier, Anne J.Hunter, LisaSeagroves, ScottKluger-Bell, BarryQuan, Tiffani K.Barnes, AustinMcConnell, NicholasPalomino, Rafael2022-10-04It seems intuitive that effective learning experiences in science, technology, engineering and mathematics (STEM) should be inclusive and should mirror authentic STEM as practiced by professionals. However, it is less intuitive what an authentic, inclusive STEM learning experience (AISLE) should look like or include. Over the course of 20 years, the Institute for Scientist & Engineer Educators (ISEE) has grappled with this question, developing and refining a framework of six key elements of authentic and inclusive STEM learning experiences. Here, we present this framework, which grew from an exploration of what “scientific inquiry” means in the context of teaching and learning, and expanded to include practices and norms that are valued in engineering fields. ISEE’s framework is the cornerstone of its Professional Development Program (PDP), which trained early-career science and engineering professionals to teach STEM effectively, primarily at the college level, from 2001-2020. In addition to presenting the six elements of this framework, we describe how PDP participants implemented the elements, and we provide recommendations for putting the elements into practice through the design, teaching and assessment of STEM learning experiences.activity designauthentic STEM educationequity & inclusioninquiryprofessional developmentapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/9cx4k9jbpublicationoai:escholarship.org:ark:/13030/qt4q3894q62022-09-13T22:07:46Zqt4q3894q6Cora, Jane, & Phoebe: Fin de siècle Philanthropy Kantor, J.R.K.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4q3894q6articleChronicle of the University of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt1rm3v9vf2022-09-13T22:01:30Zqt1rm3v9vfLadies Blue and Gold, Table of contents and introductionRuyle, Janet1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1rm3v9vfarticleChronicle of the University History of Californiavol 1, iss 2oai:escholarship.org:ark:/13030/qt1178479b2022-08-25T20:26:44Zqt1178479bTHE EFFECTS OF PERFORMANCE FEEDBACK ON OPPORTUNITIES TO RESPOND AND STUDENT ENGAGEMENT IN A HYBRID HIGH SCHOOL CLASSROOMZiemann, Alexis T2022-05-05application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1178479bpublicationoai:escholarship.org:ark:/13030/qt5v49h5g62022-08-25T18:48:13Zqt5v49h5g6DEVELOPMENT OF A LEVANTINE ARABIC LEARNING GRAMMAR USING CLASSIC LEBANESE SONGSWright, Anabelle I2022-05-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5v49h5g6publicationoai:escholarship.org:ark:/13030/qt6dz8t2sj2022-08-25T18:39:00Zqt6dz8t2sjFROM TEACHERS’ PERSPECTIVES: A CASE STUDY OF NO CHILD LEFT BEHIND (2002) AND EVERY STUDENT SUCCEEDS ACT (2015)Weiss, Maya2022-05-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6dz8t2sjpublicationoai:escholarship.org:ark:/13030/qt1k04q3hn2022-08-25T16:28:06Zqt1k04q3hnEFFECTS OF THE COVID-19 PANDEMIC ON THE RETENTION RATES FOR LATINO UNIVERSITY STUDENTSSalmeron, Yanet S2022-05-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1k04q3hnpublicationoai:escholarship.org:ark:/13030/qt381649v42022-08-25T15:00:15Zqt381649v4READING INTERVENTION: IMPROVING LOW READING COMPREHENSION IN ELEMENTARYMorfin, Melissa2022-05-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/381649v4publicationoai:escholarship.org:ark:/13030/qt832384j52022-08-24T22:29:27Zqt832384j5EXPLORING EDUCATION BASED DISPARITIES IN TWO ELEMENTARY SCHOOLS IN THE SAME INLAND EMPIRE SCHOOL DISTRICTFoley, Kendell A2022-05-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/832384j5publicationoai:escholarship.org:ark:/13030/qt25c389212022-08-24T22:12:49Zqt25c38921WHAT WE HAVE LEARNED FROM COVID-19, A LITERATURE ANALYSISCruz, Andrew R2022-05-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/25c38921publicationoai:escholarship.org:ark:/13030/qt5rr1207b2022-08-24T18:21:18Zqt5rr1207bWHAT MOTIVATES STUDENTS?: AN ANALYSIS OF INTRINSIC AND EXTRINSIC MOTIVATION IN ONLINE PEDAGOGYBelady, Amin2022-05-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5rr1207bpublicationoai:escholarship.org:ark:/13030/qt3pg7j70m2022-08-22T20:32:16Zqt3pg7j70mPARENT-REPORTED SATISFACTION DURING ONLINE EDUCATION DUE TO COVID-19 FOR THEIR CHILDREN WITH AND WITHOUT AUTISM SPECTRUM DISORDERJudeid, Rawan Al2022-05-11application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3pg7j70mpublicationoai:escholarship.org:ark:/13030/qt9mn5s6h42022-08-22T20:29:48Zqt9mn5s6h4DIGITAL MEDIA IN THE TIME OF COVID-19 PANDEMIC: USING CIVIC ONLINE REASONING CURRICULUM IN CLASSROOMSAli, Aavaisra2022-05-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9mn5s6h4publicationoai:escholarship.org:ark:/13030/qt26m7k0cx2022-08-19T19:03:02Zqt26m7k0cxSupporting Community Engaged Research Partnerships: Impacts of a Seed Grant ProgramHill, Tessa M2022-08-19application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/26m7k0cxpublicationoai:escholarship.org:ark:/13030/qt5cs2w15g2022-08-19T19:01:10Zqt5cs2w15gExpanding Student Opportunities, Deepening Regional ImpactMuse, Stacey2022-08-19application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5cs2w15gpublicationoai:escholarship.org:ark:/13030/qt49v067pt2022-08-19T18:56:36Zqt49v067ptScaling Faculty Recognition in Engaged ScholarshipRios, MichaelHill, TessaHarrison, Milmon2022-08-19application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/49v067ptpublicationoai:escholarship.org:ark:/13030/qt0kd7d5m02022-08-19T17:40:01Zqt0kd7d5m0Increasing discovery of archives: A project to provide better pathways to archival records in cultural heritage collectionsShift Collective2022-02-01This report summarizes input from participants in the "Increasing Discovery of Archives" workshop hosted by Shift Collective on December 14 and 15, 2021. It is intended to help inform the research and development phase of the National Finding Aid Network (NAFAN) project led by the California Digital Library (CDL).application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0kd7d5m0publicationoai:escholarship.org:ark:/13030/qt7k9396wg2022-08-10T23:18:48Zqt7k9396wgHealthy Yolo Together: A Public Health Project of UC Davis, Final ReportTull, Renetta GJean-Baptiste, RachelBarbu, SophieBabatunde Anoba, IbrahimYan, Sunny2022-07-01Healthy Yolo Together (HYT), also known as Healthy Davis Together (HDT), is a joint project of the City of Davis and UC Davis. It is designed to prevent the spread of COVID-19 through the development of access to testing and vaccines, the dissemination of accurate information to counter misinformation, and the facilitation of a gradual return to regular city activities. The project commenced in September 2020 with a focus on Davis but later expanded to Yolo County.COVIDpandemichealthvaccinevaccinationsocial mediaculturally relevant marketingdiversitytestingDavisapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7k9396wgpublicationoai:escholarship.org:ark:/13030/qt4s96b8nx2022-08-03T20:59:16Zqt4s96b8nxBlueprint for the Digital University: A Report of the UCSD Research Cyberinfrastructure Design TeamNorman, Michael LPapadopoulos, Philip MMinor, David2009-04-24This report provides the rationale and design for a campus‐wide research cyberinfrastructure (RCI) that will meet federal mandates for research data preservation, improve UCSD’s academic competitiveness, and achieve economies‐of‐scale savings through centralization of core infrastructure elements, while at the same time recognizing the diverse and distributed nature of UCSD’s research enterprise. Informed by a campus survey conducted in 2008, as well as a number of case studies analyzed by the Research Cyberinfrastructure Design Team (RCIDT), our design focuses primarily (but not exclusively) on digital data. Driven by proliferating high throughput instruments, wireless sensor nets, and supercomputer simulations, the amount of digital data at the heart of the modern research enterprise is growing exponentially at UCSD and around the world. Our proposed data‐centric RCI will not only allow us to cope with the data deluge, it will position UCSD to prosper from it, and become an international leader and innovator in this area.cyberinfrastructuredata curationCentralized disk storageColocation facilitiesapplication/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/4s96b8nxpublicationoai:escholarship.org:ark:/13030/qt9g96h7782022-08-03T16:55:40Zqt9g96h778Carter Wilson: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Wilson, CarterReti, Irene H.Lowgren, Andrea2004-04-01Carter Wilson was interviewed on the afternoon of the 14th of March 2002, in his home in Aptos, California. He was a professor of community studies at UCSC from 1972 to 2002.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9g96h778monographoai:escholarship.org:ark:/13030/qt95n9b3mj2022-08-03T16:55:04Zqt95n9b3mjTchad Sanger: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Sanger, TchadReti, Irene H.2004-04-01Tchad Sanger was interviewed on February 27, 2002 in the Regional History office at McHenry Library. Tchad was a UCSC student from 1989 to 1993, and a staff member from 1993 to present. He currently works at Stevenson College as an academic adviser. Tchad has been a member of the GLBT Concerns Committee and co-chair of the UCGLBTA. He has been a webmaster for both groups since 1994. He was co-organizer of the UCGLBTA 'Exposed' conference in 1998. Tchad has also been honored by a Mayor's proclamation for his service to the Santa Cruz community.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/95n9b3mjmonographoai:escholarship.org:ark:/13030/qt7d59d4f92022-08-03T16:54:24Zqt7d59d4f9Nancy Stoller, Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Stoller, NancyReti, Irene H.2004-04-01While researching colleges in the Orange County Public Library, I stumbled across an essay detailing Nancy Stoller's impact on UC Santa Cruz. I was awestruck by the institutional changes resulting from her tenure lawsuit. After reading the essay, I knew that if UCSC was the changed campus the essay said it was, then UCSC was the campus for me. As my adviser, Nancy assisted in my journey through the community studies major and the writing of my thesis on queer youth in Dallas, Texas. Because of scheduling conflicts, I interviewed Nancy first on January 24, 2002, and again on May 15, 2002. The long break allowed careful consideration on both what to add and what to clarify in the next interview. Both interviews took place in her office at College Eight. For me, the interview shed new light onto someone who is not only a great professor, but also an amazing activist, and an innovator in the LGBTQ movement.--Jesse SilvaNancy Stollerapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7d59d4f9monographoai:escholarship.org:ark:/13030/qt5928586n2022-08-03T16:53:53Zqt5928586nGwendolyn Morgan: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Morgan, GwendolynReti, Irene H.2004-04-01Gwendolyn Morgan came to UCSC as a re-entry student in 1989. She graduated in 1991 with a B.A. in classics. She then worked at campus housing, and afterwards was chosen as one of four multicultural outreach facilitators in affirmative action for one year, and then was appointed coordinator of the Diversity Education Program for staff until 2000. I first met Gwendolyn in the McHenry Library, where I was the women's studies/reference librarian. She and I became friends. We also worked together on many diversity events about women's issues and gay/lesbian issues when she was the coordinator of diversity education. I did this interview on January 5, 2002, at her home in Castro Valley, California, where she lives with her partner Gail, and their dog and bird.'Jacquelyn Marieapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5928586nmonographoai:escholarship.org:ark:/13030/qt38m7b9kr2022-08-03T16:52:13Zqt38m7b9krDeborah Abbott: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, SAnta Cruz, 1965-2003Abbott, DeborahReti, Irene H.Brashear, Regan2004-04-01Deborah Abbott is a writer, health activist, teacher, river guide and current director of the Gay, Lesbian, Bisexual and Transgender Resource Center at UCSC. Since assuming her position in November of 1997, she has given new shape and direction to the Center. As an American studies major, I was eager to interview Deb Abbott. Deb Abbott to learn more about the queer history of UCSC, as well as about her work within two local feminist health organizations: the Santa Cruz Women's Health Collective and WomenCARE (which she cofounded in 1992). I had read several of Ms. Abbott's essays on pursuing her passion for river rafting, despite her physical disability, and these had deeply resonated with me, as I had been struggling to reconcile my own physical health problems with my dreams for the future. We met at the GLBT Center on the rainy afternoon of February 7, 2002. The Center hums with the richness of the many hours of mental and physical labor'by student volunteers and paid staff'that have gone into creating a place where all gay, lesbian, bisexual, transgender, questioning and queer-identified people and their allies can take refuge. UCSC's reputation for being one of the most 'queer-friendly' campuses in the U.S. is easily understood when one enters the Center. Colorful posters brighten the walls, along with flyers announcing upcoming queer events and numerous lists to get involved with the many, diverse, queer-related groups on campus. An exhibit on GLBT African Americans hangs in the gallery. The enticing library of books and films, and the inviting couches that look out into the redwoods all serve to foster an atmosphere of welcome, creativity, and dynamic engagement.'GayLesbianBisexualTransgendered issues in higher educationUniversity of CaliforniaSanta Cruz historyGLBT student resource centersapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/38m7b9krmonographoai:escholarship.org:ark:/13030/qt2z54d5cb2022-08-03T16:50:33Zqt2z54d5cbAlan Sable: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa CruzSable, AlanReti, Irene H.Espino, Michelle2004-04-01I am graduating from UCSC in the spring of 2002 with a degree in women's studies. Through the course of my studies, my interest in oral history has grown. Alan Sable was a professor at UCSC from 1970 to 1977; he was the first openly gay faculty on campus, and was denied tenure. Alan is now a therapist specializing in queer issues and lifestyles; he runs his practice out of his home in San Francisco. Alan and I first agreed to conduct the interview in my apartment in Santa Cruz. We had a great visit, and ended up having a long conversation where we got to know each other better. Yet, when I went to transcribe, I realized that due to technical problems more than half the interview was not properly recorded. We rescheduled a time to meet, and the second half of this interview was done weeks later in Alan's home in San Francisco. It was interesting to conduct the interview in Santa Cruz and in San Francisco; both locations are very important places in the narrative. The second opportunity to meet gave Alan and me a chance to think about the previous interview and discussion. This provided Alan with more time to re-visit what had happened in the past, and led to a more in'depth discussion about his feelings around his case and experience teaching at UCSC.--Michelle Espinogay professorsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2z54d5cbmonographoai:escholarship.org:ark:/13030/qt23p415sf2022-08-03T16:50:20Zqt23p415sfDavid Kirk: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Kirk, DavidReti, Irene H.Della Ratta, Stella2004-04-01I chose to interview Dave Kirk primarily because I believed he possessed a wealth of information waiting to be unleashed, much like how I perceived my own grandfather. I was drawn to the Out in the Redwoods project in spite of my heterosexuality, because I felt, as a Latina woman, the repressed voice and struggles experienced by gay persons which I have witnessed firsthand. I wanted, as an undergraduate anthropology major, to contribute to the historical and present understandings of gays in the community, more specifically, my community at UCSC and in Santa Cruz. Having only lived in California for three years and migrating from the South, I strongly believe that the discursive and pervasive stereotypes surrounding gays are harmful to everyone in society. David has dedicated a large portion of his life to help counteract those stereotypes, and even now in his retirement he is a lifelong contributor supporting gay rights. Dave and I interviewed on the sunny Valentine's Day of 2002 in the parlor of his home warmed by a gas fireplace, and sliding glass doors allowing a peering into the outdoors. I remember the birds jubilantly chirping outside and an overwhelming sense of welcome and peace.gay menUniversity of CaliforniaSanta Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/23p415sfmonographoai:escholarship.org:ark:/13030/qt5x2442k12022-08-03T16:43:50Zqt5x2442k1Alison Kim: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Kim, AlisonReti, Irene H.Marie, Jacquelyn2004-04-01Alison Kim, a Chinese-Korean lesbian, graduated from the University of California, Santa Cruz with a B.A. in Women's Studies/Art in 1989. As the women's studies librarian at McHenry Library, UCSC, I met and worked with Alison on her research about Pacific/Asian lesbians. I recommended she submit her essay to the library's Book Collection contest; she won second place. In 1987, she edited and published an anthology of Asian/Pacific Islander lesbians' writings entitled, Between the Lines, which included an early version of her bibliography. In the same year, with a UCSC Chancellor's Undergraduate Fellowship, she traveled across the United States gathering Asian/Pacific Islander lesbian newsletters, writings, and other memorabilia. The entire collection, with her finding aid and bibliography was donated to the University Library in 2001. Alison now resides in San Francisco with her partner, Christiane, and their twins. She is, in her words, a 'double virgo, proud mama, and always a UC Slug.' This oral history was conducted December 20, 2001 at Alison Kim's home.Asian American lesbiansAsian Pacific lesbiansapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5x2442k1monographoai:escholarship.org:ark:/13030/qt5m73r0qn2022-08-03T16:43:18Zqt5m73r0qnDavid Thomas: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Thomas, DavidReti, Irene H.2004-04-01David Thomas was interviewed on November 8, 2001 at the Regional History office in McHenry Library. Thomas was a professor of politics at UCSC from 1966 to 1999. He taught Sexual Politics: Gay Politics , the first regular gay course taught by a faculty member at UCSC, and one of the first in the United States.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5m73r0qnmonographoai:escholarship.org:ark:/13030/qt4vg303m62022-08-03T16:41:33Zqt4vg303m6William Shipley: Out in the Redwoods, Documeting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Shipley, WilliamReti, Irene H.2004-04-01William Shipley was interviewed on September 25, 2001 at his home in the Santa Cruz Mountains. At age eighty, he was the oldest person interviewed for the Out in the Redwoods project, and his experience of gay life extends back to the 1930s.Shipley was a professor of linguistics at UCSC from 1966 to 1991. He was a student of Alfred Kroeber's at UC Berkeley and is well known for his pioneering work with the Mountain Maidu Indians of California.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4vg303m6monographoai:escholarship.org:ark:/13030/qt4hr367502022-08-03T16:41:00Zqt4hr36750Wendy Chapkis: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Chapkis, WendyReti, Irene H.Bennett, Elizabeth2004-04-01Wendy Chapkis was an undergraduate at UCSC from 1973 to 1977, a graduate student in sociology from 1985 to 1995, and lecturer in women's studies, politics and other departments. She was a co-founder of the Bulkhead Gallery, and is a queer activist and writer. Her book Beauty Secrets: Women and the Politics of Appearance was published by South End Press in 1986, and Live Sex Acts: Women Performing Erotic Labor by Routledge in 1997. She is currently a professor of women's studies at the University of Southern Maine.GayLesbianBisexualTransgender studieshigher educationUniversity of CaliforniaSanta Cruzhistoryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4hr36750monographoai:escholarship.org:ark:/13030/qt45z3r2cg2022-08-03T16:40:19Zqt45z3r2cgScott Brookie: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa CruzBrookie, ScottReti, Irene H.Letellier, Patrick2004-04-01Scott Brookie was interviewed on August 27, 2002 at UCSC, at Scotty's Santa Cruz home. Scotty and I sat at his kitchen table, drank apple juice and talked for a couple hours. It was a relaxed and, at times, quite entertaining interview. Despite working on the same campus for a year, I didn't know Scotty prior to interviewing him. I had worked for the past year as the Program Coordinator at UCSC's GLBT Center, but our paths had not crossed. Before coming to UCSC, I worked as a freelance writer, a counselor, and an interviewer on AIDS studies, so I was comfortable turning on a tape recorder and asking him lots of questions. Scotty seemed to enjoy the process as well. He was generous with his time and his work: I left that night with an armload of Lavender Readers that he retrieved from a back closet. They are a treasure I have since passed on to the GLBT CenterGaylesbianbisexualtransgendered studieshigher educationUniversity of CaliforniaSanta Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/45z3r2cgmonographoai:escholarship.org:ark:/13030/qt3p09d8pv2022-08-03T16:39:45Zqt3p09d8pvRobert Imada: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgendered History at the University of California, Santa CruzImada, RobertReti, Irene H.2004-04-01Robert Imada was interviewed on March 18, 2002 in the Regional History office at McHenry Library. Imada was a student from 1998 to 2002. He was a organizer for Queers of Color and the GLBT Network, as well as a Queer CUIP [Chancellor's Undergraduate Internship Program] intern. He was a recipient of a Queer Youth Leadership Award in 2000. He was a co-chair of the UCGLBTA and a member of the GLBT Campus Concerns Committee. Imada is a workshop leader, activist, and writer. He is also a color guard dancer.GayLesbianBisexualTransgendered studieshigher educationUniversity of CaliforniaSanta Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3p09d8pvmonographoai:escholarship.org:ark:/13030/qt3289v4jt2022-08-03T16:39:06Zqt3289v4jtJohn Laird: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Laird, JohnReti, Irene H.2004-04-01John Laird came to UCSC in 1968, and graduated in 1972. In 1983, Laird was elected mayor of Santa Cruz, and became the first openly gay mayor in the United States. He was also a founding member of the Santa Cruz AIDS Project (SCAP). In 2002, Laird was elected to the California State Legislature as one of two of the first openly gay men to be elected to the Assembly. Laird was interviewed on September 13, 2001 in his office at the Santa Cruz County building. The timing of this interview was significant because it took place two days after the attacks on the World Trade Center on September 11, 2001.gay legislatorsgay politiciansapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3289v4jtmonographoai:escholarship.org:ark:/13030/qt311893v22022-08-03T16:34:26Zqt311893v2Ekua Omosupe: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Omosupe, EkuaReti, Irene H.2004-04-01Ekua Omosupe was interviewed on February 22, 2002 in Santa Cruz, California. She was a graduate student in literature at UCSC from 1985 to 1997, and received her Ph.D. in literature. She has been a faculty member in the English department at Cabrillo Community College since 1992. Ekua's poems and essays are published in various journals and anthologies. Her first book of poetry, Legacy, was published by Talking Circles Press.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/311893v2monographoai:escholarship.org:ark:/13030/qt2kk2t10g2022-08-03T16:33:17Zqt2kk2t10gZiesel Saunders: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Saunders, ZieselReti, Irene H.Chazan, Alana2004-04-01On February 22, 2002 I interviewed Ziesel Saunders at her home in Santa Cruz, California. I had never met Ziesel, and I had only briefly corresponded with her by email and telephone. Given that I identify as a feminist, an activist, a Jew, and as queer or a dyke, I felt that Ziesel and I shared some basic characteristics. Yet because each of these identities is so broad and fluid, and there is a generation gap between Ziesel and me, I did not expect us to be extremely similar in our outlooks on the world either. While in many respects my premonition was correct, during the interview I was also struck by how many things have not changed.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2kk2t10gmonographoai:escholarship.org:ark:/13030/qt1q86c6zb2022-08-03T16:02:45Zqt1q86c6zbRahne Alexander: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Alexander, RahneColliau, ErinReti, Irene H.2004-04-01Rahne Alexander was interviewed on February 11, 2002 and February 25, 2002 in Santa Cruz, California. Erin is a theorist and activist dedicated to transgender, feminist, anti-racist and anti-classist issues, and a personal friend of Rahne Alexander's. Rahne has been a student, activist, and workshop leader at UCSC and in Santa Cruz since the mid- to late-1990s. She is a tranny femme, MTF [Male to Female] activist.transgender identityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1q86c6zbmonographoai:escholarship.org:ark:/13030/qt1jc1w0nw2022-08-03T16:02:02Zqt1jc1w0nwJean-Marie Scott: Out in the Redwoods, Documenting Gay, Lesbian, Bisexual, Transgender History at the University of California, Santa Cruz, 1965-2003Scott, Jean-MarieChase, Valerie J.Reti, Irene H.2004-04-01Jean-Marie Scott has been an administrator at UCSC since 1993. In 2000, Scott became the Associate Vice Chancellor for Housing, Dining and Child Care Services, making her the highest-ranking out lesbian administrator at UCSC. She was interviewed on August 30, 2002 in her office at UCSCapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1jc1w0nwmonographoai:escholarship.org:ark:/13030/qt0kv9d59x2022-08-02T22:18:07Zqt0kv9d59xRebecca Thistlethwaite: TLC Ranch and the Agriculture & Land-Based Training AssociationThistlethwaite, RebeccaRabkin, Sarah2010-05-01With her husband, Jim Dunlop, Rebecca Thistlethwaite runs TLC Ranch on 20 rented acres in Watsonville, Santa Cruz County. The initials stood for “Tastes Like Chicken” until the ranch stopped raising meat chickens; now, in keeping with TLC’s social and environmental philosophy, it’s “Tender Loving Care.” TLC currently raises pork, lamb, and certified organic eggs—more than 200 dozen per day, from more than 3,000 pastured chickens.Thistlethwaite and Dunlop emphasize scrupulous “beyond-organic” animal husbandry and resource stewardship. They sell pasture-raised meat and eggs to local restaurants and at farmers’ markets in Santa Cruz, Monterey, and Santa Clara Counties. TLC eggs are also available through several CSA programs and at a variety of grocery stores and other retail produce outlets in the Monterey and San Francisco Bay Areas.In addition to the family business, Thistlethwaite has worked with the Agriculture and Land-Based Training Association (ALBA) as Director of Programs and as manager of the organization’s Rural Development Center and Farm Training & Research Center. Since the time of this interview, she has taken a research position with UCSC’s Center for Agroecology and Sustainable Food Systems. And she opines regularly about farming, food, and social justice on her blog, HonestMeat.com.Thistlethwaite grew up on the fringe of a Portland, Oregon, suburb, with a love of the outdoors and an interest in environmental issues. She majored in natural resources management at Colorado State University, with a semester abroad in Belize studying ecology, biology, and sustainable agriculture. While working as a ranger in Idaho’s Selway-Bitterroot Wilderness, she sampled organic produce proffered by a backpacker. That taste lured Thistlethwaite into an apprenticeship with the farmer who produced it: Mary Jane Butters, of Paradise Farms—a former wilderness ranger herself.Other farm apprenticeships followed, and then a master’s degree in international agriculture and development at UC Davis. After graduate school, Thistlethwaite worked and studied in Guatemala and Honduras, pursuing interests in tropical agriculture and biodiversity, eventually returning to the U.S. to work for ALBA. After she and Dunlop met at a California Small Farm Conference in 2002, they founded TLC Ranch.Sarah Rabkin interviewed Rebecca Thistlethwaite on July 15, 2008, at Thistlethwaite and Dunlop’s home in Aromas, California.Rebecca ThistlethwaiteAgriculture and Land-Based Training AssociationLatino farmersminority farmersorganic farmingsustainable agriculturesustainable meat productionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0kv9d59xpublicationoai:escholarship.org:ark:/13030/qt99x871662022-08-02T22:07:56Zqt99x87166Stephen Kaffka: Pioneering UCSC Farm and Garden Manager, AgronomistKaffka, StephenFarmer, Ellen2010-05-01Stephen (Steve) Kaffka came to UC Santa Cruz as a philosophy student in 1967 and began volunteering in Alan Chadwick’s Student Garden Project in the same year. He worked side-by-side with Alan Chadwick and eventually became the student president of the Garden in 1968. In this oral history, conducted by Ellen Farmer at her house in Santa Cruz, California on August 31, 2007, Kaffka shares his recollections of Alan Chadwick and the Garden in the late 1960s and early 1970s, as well as the period after Chadwick left, when Kaffka managed the Farm and Garden and formalized the apprentice program through University of California Santa Cruz Extension.Although Alan Chadwick was deeply troubled by the specialization and fragmentation of scientific practice within the academy, paradoxically, Kaffka, perhaps Chadwick’s closest apprentice at UCSC, ended up with a distinguished career as a research agronomist. After he left UC Santa Cruz in 1977, Kaffka earned his Ph.D. in agronomy from Cornell University, and now directs UC Davis’s Center for Integrated Farming Systems. He is also director of the California Biomass Collaborative and extension specialist in the Department of Plant Sciences at the University of California, Davis. He chairs the BioEnergy Work Group for the University of California’s Division of Agriculture and Natural Resources, and participates on several advisory committees for the California Energy Commission and California Air Resources Board. Kaffka conducts research on water quality and agriculture in the Upper Klamath Basin, and the reuse of saline drainage water for crop, forage, energy biomass feedstocks and livestock production in salt-affected areas of the San Joaquin Valley. He has M.S. and Ph.D. degrees from Cornell University in agronomy and a B.S. from UC Santa Cruz in biology. In May, 2008, Kaffka was the subject of an NPR documentary, “Are Organic Tomatoes Better?” which featured his research comparing the nutritious value of organic versus conventionally grown tomatoes.Stephen KaffkaAlan ChadwickCenter for Agroecology and Sustainable Food SystemsUC Santa Cruzsustainable agricultureorganic farmingoral historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/99x87166publicationoai:escholarship.org:ark:/13030/qt6514s2t22022-08-02T21:25:17Zqt6514s2t2Erika Perloff: Director of Educational Programs, Life Lab Science ProgramPerloff, ErikaRabkin, Sarah2010-05-01Erika Perloff directs educational programs for the Life Lab Science Program, a nationally recognized, award-winning nonprofit science and environmental organization located on the UC Santa Cruz campus. Founded in 1979, Life Lab helps schools develop gardens and implement curricula to enhance students’ learning about science, math, and the natural world. The program has trained tens of thousands of educators in more than 1400 schools across the country.Life Lab’s specialized projects include LASERS (Language Acquisition in Science Education for Rural Schools), now renamed the Monterey Bay Science Project, which trains teachers to teach language development through scientific exploration. The organization’s Waste Free Schools program helps teachers and students reduce school waste through conservation. Its model Garden Classroom, located at UCSC’s Center for Agroecology and Sustainable Food Systems, is used for teacher training and school field trips and events.Perloff’s interest in garden-based science education began with a love of natural history. As a college student, she transferred from Carlton College in Minnesota to UC Santa Cruz, where she double-majored in environmental studies and biology. Among her formative educational experiences was UCSC’s celebrated Natural History Field Quarter. After graduating in 1983, she worked in outdoor education jobs for the National Park Service, the Yosemite Institute, and the Headlands Institute in Marin County. Eventually, desiring more sustained contact with students, she earned a teaching credential at UC Berkeley’s Graduate School of Education.While working as an elementary science specialist in Watsonville and Santa Cruz, Perloff took a Life Lab teacher training, which inspired her to revive an old garden patch at her school. “There was nothing as exciting,” she said in this interview, “as walking into the classroom and the kids would see my keys for the garden, and they would just jump up and down and say, “El jardín! El jardín!”Perloff began leading Life Lab teacher workshops herself on weekends, and soon was flying around the U.S., funded by a Department of Education program called the National Diffusion Network, to train Life Lab teachers in other states. She joined the Life Lab board of directors, and in 1990 accepted the job of education coordinator.In this interview, conducted by Sarah Rabkin at the UCSC Science and Engineering Library on July 9th, 2008, Erika Perloff described the colorful variety of projects and initiatives that have occupied her attention at Life Lab. She also reflected on the national impact of the program, and its possibilities for the future.Erika PerloffLife Lab Science Programexperiential educationorganic farmingsustainable agricultureapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6514s2t2publicationoai:escholarship.org:ark:/13030/qt3p67k9nr2022-08-02T21:09:30Zqt3p67k9nrRoberta Jaffe, Founding Director, Life Lab Science Program, Co-Founder of Community Agroecology NetworkJaffe, RobertaFarmer, Ellen2010-05-01Roberta (Robbie) Jaffe grew up in New York in the 1950s, and moved to Florida when she was sixteen. She attended the University of Florida and University of South Florida, and graduated with a degree in sociology. During and after college she was deeply involved in the United Farm Workers (UFW) movement as a field organizer and boycott organizer for the state of Florida. Jaffe first came to the Santa Cruz area with her then-husband, Jerry Kay, who was also active in the sustainable agriculture movement. They farmed ten acres near Elkhorn Slough, and in 1976, Jaffe helped start the first farmers’ market in Santa Cruz County, at Live Oak School.After that marriage ended, Jaffe studied horticulture at Cabrillo College with Richard Merrill, and took a position with a CETA (Comprehensive Employment and Training Act) program called Project Blossom. As part of that program, she co-founded a school garden at Green Acres School in Live Oak, a semi-rural area near Santa Cruz, California. This was the genesis of the Life Lab Science Program, which grew into a groundbreaking nonprofit organization that works with schools throughout the United States to develop school gardens and curriculum for teaching science and nutrition. Jaffe served as founding executive director of the program for many years.Jaffe earned a second master’s degree in education from UC Santa Cruz, with an emphasis in agroecology. She met and married Steve Gliessman (also the subject of an oral history in this series). In 2001, they co-founded the Community Agroecology Network (CAN). CAN defines its goals as, “to help a network of rural, primarily coffee-growing communities in Mexico and Central America develop self-sufficiency and sustainable growing practices, and direct market coffee to consumers in the United States.”Jaffe is the co-author of “From Differentiated Coffee Markets Towards Alternative Trade and Knowledge Networks,” in Confronting the Coffee Crisis: Sustaining Livelihoods and Ecosystems in Mexico and Central America, and many Life Lab publications, including The Growing Classroom.Ellen Farmer interviewed Robbie Jaffe on May 5, 2007, at Jaffe's house in Santa Cruz, California. Farmer’s MA thesis (in public policy) at California State University at Monterey Bay focused on the coffee crisis. As a graduate student, she worked with Jaffe at CAN, and brought her knowledge of the economics and politics of coffee growing in Latin America to the interview.Roberta JaffeLife Lab Science ProgramCommunity Agroecology Networkorganic farmingsustainable agriculturefarmers' marketsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3p67k9nrpublicationoai:escholarship.org:ark:/13030/qt3kx1b2g42022-08-02T21:08:06Zqt3kx1b2g4Jered Lawson and Nancy Vail: Pie Ranch: A Rural Center for Urban RenewalLawson, JaredVail, NancyRabkin, Sarah2010-05-01Jered Lawson and Nancy Vail make up two thirds of the founding partnership that operates Pie Ranch—“a rural center for urban renewal.” With San Francisco-based colleague Karen Heisler, Lawson and Vail began establishing this working farm in 2002 as a place where city youth could learn about food. The non-profit organization’s mission, according to its website, is “to inspire and connect rural and urban people to know the source of their food, and to work together to bring greater health to the food system from seed to table.” Mission Pie, a sister business located in the city’s Mission District and overseen by Heisler, employs local young people in baking and selling pastries concocted from the farm’s products.Perched on a coastal hillside in southern San Mateo County, between Santa Cruz and San Francisco, Pie Ranch’s triangular slice of land now produces “everything you need to make pie”—from pumpkins, berries and tree fruits to eggs, milk, butter, honey and wheat. Students and teachers from urban high schools make monthly farm pilgrimages throughout the school year. Guided by Lawson and Vail and other Pie Ranch staff, they experience hands-on learning about soil, compost, weather, weeds and water; the cycles of planting, tending, and harvesting crops; the challenges and rewards of working as a group, and the pleasures of cooking and eating wholesome food from scratch.Pie Ranch also offers year-long apprenticeships, summer internships, monthly work parties and barn dances, and a variety of educational programs and cultural events. Travelers and locals can sample the farm’s wares at a roadside farm stand downhill from the farm fields, on coastal Route 1—near the historic Steele dairy lands that Pie Ranch, in cooperation with the Peninsula Open Space Trust (POST), is working to protect.Jered Lawson and Nancy Vail both bring a wealth of experience to the Pie Ranch project. Lawson is a UCSC community studies graduate and a former Apprentice in Ecological Horticulture at the UCSC Center for Agroecology and Sustainable Food Systems (CASFS). Between his first two college years, Lawson spent a formative summer at Stephen and Gloria Decater’s Live Power Community Farm in Covelo (Mendocino County), where Alan Chadwick—Stephen’s mentor at UCSC—had been invited to establish a garden project in 1972. Live Power had recently launched the first community supported agriculture (CSA) program in California. Lawson went on to initiate and oversee a CSA program for Santa Cruz’s Homeless Garden Project, and later did the same for CASFS. Increasingly interested in CSA as a marketing strategy for sustaining small farms, he organized a 1995 Western Region CSA conference and created a statewide CSA advocacy and outreach program campaigns for the Community Alliance with Family Farmers (CAFF). He also helped establish farm-to-school and buy-local programs for CAFF, and did similar work with the Center for Ecoliteracy in Berkeley.Nancy Vail, a graduate of UC San Diego, began learning about farming in a series of post-college internships abroad. Returning to the U.S., she apprenticed with writer-farmers Eliot Coleman and Barbara Damrosch at Four Season Farm in Harborside, Maine, at Angelic Organics (whose proprietor, John Peterson, was celebrated in the 2006 documentary “The Real Dirt on Farmer John”), and at biodynamic Hawthorne Valley Farm in Columbia County, New York. Like Lawson, Vail also apprenticed in the CASFS program, eventually staying on as a second- and third-year apprentice. She went on to share oversight of the UCSC farm operations with Jim Leap, and managed the CSA that Lawson had inaugurated in 1995. After Vail and Lawson’s first child was born, she moved into a part-time position as farm-to-college program coordinator for CASFS. In early 2008, she left CASFS to attend to childrearing and Pie Ranch full-time.Sarah Rabkin interviewed Jered Lawson on March 4th, 2008, at Rabkin’s home in Soquel, with a brief follow-up interview in the Science and Engineering Library at UC Santa Cruz on March 18, 2008. Rabkin interviewed Nancy Vail in the same library conference room on March 18, 2008. These interviews covered Lawson’s and Vail’s individual histories prior to the founding of Pie Ranch. On December 11, 2008, at the offices of UCSC’s Program In Community and Agroecology and Community Agroecology Network, she interviewed Lawson and Vail together about the founding and development of Pie Ranch.Jared LawsonNancy VailPie Ranchenvironmental educationorganic farmingsustainable agricultureexperiential educationHomeless Garden ProjectCenter for Agroecology and Sustainable Food Systemsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3kx1b2g4publicationoai:escholarship.org:ark:/13030/qt3862v84f2022-08-02T20:30:29Zqt3862v84fGail Harlamoff: Executive Director, Life Lab Science ProgramHarlamoff, GailRabkin, Sarah2010-05-01Gail Harlamoff is Executive Director of the Life Lab Science Program, a nationally recognized, award-winning nonprofit science and environmental organization located on the UC Santa Cruz campus. Founded in 1979, Life Lab helps schools develop gardens and implement curricula to enhance students’ learning about science, math, and the natural world. The program has trained tens of thousands of educators in more than 1400 schools across the country.Life Lab’s specialized initiatives include LASERS (Language Acquisition in Science Education for Rural Schools)—also known as the Monterey Bay Science Project—which trains teachers in the region to teach language development through scientific exploration. The Waste Free Schools program helps teachers and students reduce school waste through conservation. And the organization’s model Garden Classroom, located on the Farm at UCSC’s Center for Agroecology and Sustainable Food Systems, is used for teacher training and school field trips and events.Harlamoff grew up in a (then) relatively rural section of suburban Soquel, in Santa Cruz County, with a large garden that provided much of the family’s food. Her own struggles as a hands-on student in schools that emphasized rote memorization, and the strategies she cultivated to overcome those struggles, yielded insights that later helped her excel as elementary school teacher. In 1987, during Harlamoff’s first year teaching school, a Life Lab workshop for teachers rekindled her childhood interest in gardening, and set her on a path that led to joining the Life Lab staff in 1996 and eventually taking on the executive director position.Sarah Rabkin conducted this interview at Harlamoff’s home in Soquel, California, on July 8, 2008. Harlamoff told detailed stories about children excelling in garden-based settings who had struggled in conventional classrooms. Outside the house, goats played and rested in a large fenced area, while in Harlamoff’s kitchen, adjacent to the room where the interview was being conducted, her exuberant dogs got into occasional bouts of benign mischief.Gail HarlamoffLife Lab Science Programhorticultural educationorganic farmingoral historysustainable agricultureapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3862v84fpublicationoai:escholarship.org:ark:/13030/qt8kr718bx2022-08-02T20:18:09Zqt8kr718bxUnmasking School Discipline Disparities in California: What the 2019-2020 Data Can Tell Us About Problems and ProgressLosen, Daniel J, J.D.Goyal, ShuchiAlam, MahreenSalazar, Rogelio2022-07-01We hope this report will help to renew attention to the problem of excessive discipline. In keeping with this aim, we compare the projected full-year suspension rate for 2019-2020 to rates from prior years. We provide these projected suspension rates for the overall student population in California, and for every racial/ethnic subgroup at the state and district levels. We encourage education policymakers at the state and district levels to use the projections we provide in this report to distinguish districts that were on the path toward lower suspension rates from those on a path toward an increase or that showed no change.school suspensionexcessive disciplinediscipline policyracial disparitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8kr718bxpublicationoai:escholarship.org:ark:/13030/qt2261g6072022-08-02T19:57:47Zqt2261g607Jim Nelson, Camp Joy GardensNelson, JimRabkin, Sarah2010-05-01Jim Nelson runs Camp Joy Gardens, a sunny, redwood-ringed 4.5-acre farm in Santa Cruz County’s San Lorenzo Valley. One of the Santa Cruz area’s first farms to shun chemical pesticides and fertilizers, Camp Joy was inspired by the example of Nelson’s mentor, Alan Chadwick. Employing biodynamic principles, the farm grows a bountiful harvest of fruits, vegetables, flowers, and other products using home-grown hay mulch, cover crops, fertilizer from on-farm goats and chickens, and other organic inputs. A community supported agriculture program distributes weekly produce baskets to twenty-five local families.As a non-profit educational organization, Camp Joy offers tours and programs for local schools, presents workshops for adults, and hosts apprentices from all over the world. Locals flock to the annual spring plant sale and fall open house to wander the colorful orchards and gardens and to buy seedlings, fresh bouquets, dried wreaths, honey, jams, candles, and other farm products.Nelson was an early protégé of Alan Chadwick at the UCSC Garden, where he met his first wife, Beth Benjamin. After leaving the Garden, the couple briefly experimented with farming in Canada. They eventually returned to Santa Cruz, where one day Chadwick shared with them a letter he had received from a Boulder Creek landowner, Cressie Digby, who expressed interest in providing four acres for young organic farmers to cultivate. In 1971, Nelson and Benjamin established Camp Joy Garden on Digby’s landIn this interview, conducted by Sarah Rabkin in Jim Nelson’s home at Camp Joy Gardens in Boulder Creek, California, on August 20th and October 23rd, 2008, Nelson talked about the founding and early days of the UCSC Garden, his experiences with Alan Chadwick, the creation and evolution of Camp Joy, and his philosophy as a farmer-educator. Two farm dogs slept nearby on the living-room floor, and the scent of ripe pears drifted in from the kitchen, which was filled with crates of newly harvested fruit.Jim NelsonCamp Joy Gardensorganic farmingsustainable agricultureAlan ChadwickCenter for Agroecology and Sustainable Food Systemsoral histioryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2261g607publicationoai:escholarship.org:ark:/13030/qt0ng759sn2022-08-02T19:50:31Zqt0ng759snOrin Martin: Manager, Alan Chadwick Garden, CASFSMartin, OrinRabkin, Sarah2010-05-01Orin Martin manages the Alan Chadwick Garden at UC Santa Cruz, where he is widely admired for his skills as a master orchardist, horticulturalist, and teacher. Martin grew up an athletic and outdoors-oriented child in Massachusetts, Florida, New York State, and Ohio—without any interest in gardening, which struck him as “an onerous chore, and kind of sissy stuff, actually.” While he was in Washington, D.C. in the late 1960s, as a student at American University, he “got politicized” by current events: some 100,000 citizens marched on the Pentagon to protest the Vietnam war; Martin Luther King, Jr. and Robert F. Kennedy were assassinated. In 1969, exhausted and alienated after a lonely struggle to avoid the military draft, Martin followed some friends to Santa Cruz, where he heard about “this place called ‘The Garden’”—the one being cultivated by Alan Chadwick and his protégés on the UCSC campus. “I wandered up there one morning,” said Martin in this interview, “and I was just bowled over, and fell in love with it, and felt, I have to do this.” Martin had no training as a gardener. His unfinished undergraduate studies were in English; his interests leaned toward writing and literature. Suddenly infatuated with the Chadwick garden nonetheless, he attended public lectures given by Alan Chadwick on the campus and in town. In 1972, shortly after Chadwick had left Santa Cruz and the UCSC Farm had been launched, Martin began volunteering several days a week at the Farm and Garden. When the apprenticeship program there became formalized under Chadwick successor Stephen Kaffka, Martin applied; after completing the apprenticeship in 1975, he received a grant to start a community gardening program in various locations around Santa Cruz County. In 1977, UCSC hired Martin and a colleague named “Big” Jim Nelson (not to be confused with the Jim Nelson interviewed in this series) to oversee the Farm and Garden. More than thirty years later, countless productive garden beds, fruit trees, and former apprentices bear vital testimony to the effectiveness of Martin’s ministrations. In this interview—conducted on July 11th and August 29th, 2008, at UCSC’s Science and Engineering Library—Orin Martin spoke with Sarah Rabkin about his work with the Farm and Garden and the Center for Agroecology and Sustainable Food Systems, his cultivation of an organic rose collection and orchards of citrus and deciduous fruit tree varieties especially suited to the local climate, and his mentorship of Farm and Garden apprentices.Orin MartinCenter for Agroecology and Sustainable Food Systemsorganic farmingsustainable agricultureAlan Chadwickoral historyenvironmental educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0ng759snpublicationoai:escholarship.org:ark:/13030/qt0696k2k02022-08-02T19:48:24Zqt0696k2k0Amy Katzenstein-Escobar: Life Lab TeacherKatzenstein-Escobar, AmyFarmer, Ellen2010-05-01Amy Katzenstein-Escobar was the first pilot teacher for the Life Lab Science Program. She was born in 1956 in New Jersey, and grew up in Southern California. She came to UC Santa Cruz in the mid-1970s and entered the community studies major. She received a Ford Foundation education project grant to teach migrant children from Watsonville, became a teacher, and then began teaching at Salsipuedes School, where she participated in a pilot project for Life Lab in 1980. She discusses her Life Lab work in this oral history, conducted by Ellen Farmer on July 27, 2007, in an office on the UC Santa Cruz campus.Amy Katzenstein-EscobarLife Lab Science Programorganic farmingsustainable agricultureoral historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0696k2k0publicationoai:escholarship.org:ark:/13030/qt8165t7k82022-08-02T19:40:17Zqt8165t7k8Leading Through Transitions and Turbulence: An Oral History with Executive Vice Chancellor R. Michael TannerTanner, MichaelReti, Irene H.2019-12-01In 1971, Robert Michael Tanner [R. Michael Tanner] arrived at the University of California, Santa Cruz as a young assistant professor, joining what was then a fledgling computer and information sciences board [department]. Attracted to UCSC by its focus on undergraduate education and interdisciplinary study, and by the beauty of the campus’s natural landscape, Tanner was hired by the legendary provost of Cowell College, Jasper Rose. Tanner remained at UC Santa Cruz until 2002; in his more than thirty years on the campus he served in a myriad of leadership roles. His first administrative position was as chair of the Committee on Admissions, Financial Aid, and Relations with Schools, working with Dean of Admissions Richard Moll during UCSC’s enrollment crisis of the 1970s and early 1980s. He later chaired the Computer and Information Sciences (1981-1988) board and the Academic Senate Committee on Educational Policy (1985-1987), where he focused on reviewing UCSC’s Narrative Evaluation System and the campus’s general education requirements. This oral history, conducted as part of the Regional History Project’s University History Series, provides Tanner’s unique perspective on thirty years of UCSC’s history from the vantage point of these diverse administrative positions, as well as a member of the computer and information science faculty and of Cowell College, where he served as a residential preceptor in the 1970s. After many years of dedicated teaching, in 1988-89 Tanner entered UCSC’s senior administration, serving first as acting dean of natural sciences from 1988-19, and then as academic vice chancellor from 1989-1992 and executive vice chancellor (a position which he was the first to occupy) from 1992-1998. In the early 1990s, Tanner played a key role in helping UCSC cope with a major budget crisis. During those years he worked with three chancellors: Chancellor Robert Stevens, Chancellor Karl Pister, and finally Chancellor M.R.C. Greenwood. In this oral history, he offers his firsthand impressions of these three very different campus leaders.One of the most substantial contributions of this oral history is Tanner’s incisive thoughts on UC Santa Cruz as an experimental and unique institution of higher education. He shares insightful reflections on how Dean McHenry’s centralized decision making structure during the early years of the campus impacted the campus as it began to grow; on UCSC’s innovative college system; and on the campus’s Narrative Evaluation System. Another valuable contribution of this narrative is Tanner’s on-the-ground perspectives on the development of Silicon Valley and UC Santa Cruz’s relationship with the technology industry.UC Santa Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8165t7k8monographoai:escholarship.org:ark:/13030/qt0mp6n2rx2022-08-02T15:42:36Zqt0mp6n2rxRobert L. Sinsheimer: The University of California, Santa Cruz During a Critical Decade, 1977-1987Sinsheimer, RobertJarrell, RandallRegional History Project, UCSC Library1996-03-11Randall Jarrell, documentary historian and head of the Regional History Project, conducted seven hours of taped interviews with Sinsheimer, UCSCs fourth chancellor during 1990-91, as part of the Project's University History series.Sinsheimer was appointed chancellor by UC President David Saxon in June, 1977. Formerly chairman of the division of biology at the California Institute of Technology where his work as a molecular biologist had earned him a distinguished international reputation. When approached with an invitation to consider heading UCSC he had come to the end of a long period of research and was receptive to a new challenge. His pre-eminent knowledge of the social implications and potential hazards of recombinant DNA technology and cloning methods in biology had deepened his concern about the necessity of promoting scientific literacy among non-scientists. Thus the UCSC chancellorship appealed to him since as a public institution it would give him a forum in which he could address these concerns.Sinsheimer was UCSC's first chancellor from outside the UC system. His predecessors included founding Chancellor Dean E. McHenry who had presided over the planning and building of the innovative campus from 1961 until his retirement in June, 1974. McHenry was succeeded by Mark Christensen, a professor of geology from UC Berkeley, whose brief tenure was concluded by his resignation in January 1976, after only a year and a half as chancellor. Angus Taylor, a veteran UC administrator, was appointed Chancellor in February 1976, and during his tenure stabilized the fledgling campus while a permanent chancellor was selected.Sinsheimer arrived to find a campus in need of direction with serious systemic problems. As an outsider he saw UCSC's organization and administration undermining its relationship with the larger UC system, of which it was a small and to some, rather insignificant member.UCSC's promising academic reputation and innovative early identity had significantly deteriorated by the time Sinsheimer arrived. The outside world (as well as segments of the Santa Cruz community) had come, however wrongly, to view UCSC as a flakey, hippie school, with a questionable academic reputation. Vietnam War demonstrations, drugs, and the campus's counterculture increasingly strained town-gown relations and UCSC's reputation throughout the state. Enrollment figures were down and there were rumors (unfounded) that the campus would be closed for budgetary reasons.In this volume, Sinsheimer describes why his tenure was a critical decade for the troubled campus. He discusses the many problems he encountered -- the campus's lack of a sense of direction, its ambiguous academic reputation, its complicated administrative structure -- and the changes and reforms he initiated to solve them and bring the campus more into line with the way other UC campuses operated. He also discusses his role as chancellor and the contributions he made to the campus's development, including the Keck Telescope and Human Genome Projects. He also talks frankly about controversies engendered by the Research and Development Park Initiative, college reorganization, the anti-apartheid and divestiture movement, and student activism. His narration includes a prescient analysis of why the UCSC of the 1970s needed to be more closely related to Silicon Valley and the region's proliferating high technology industries. His goal of establishing an engineering school was not realized during his tenure, but the work Sinsheimer accomplished in reorganizing and revitalizing the campus paved the way for one day having such schools at UCSC.University of CaliforniaSanta Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0mp6n2rxmonographoai:escholarship.org:ark:/13030/qt1p6409v52022-08-01T22:39:15Zqt1p6409v5An Act of Love: Serving Undocumented Students at UC Santa Cruz--An Oral History with EOP Director Pablo ReguerinReguerin, PabloReti, Irene H.Williams, Samantha2016-12-12Pablo Guillermo Reguerín currently serves as the Executive Director for Retention Services and Educational Opportunity Programs at UC Santa Cruz, providing leadership and oversight to a cluster of student services offices charged with retaining and graduating students with a focus on educational equity.Since September 2009, Mr. Reguerín has led efforts to integrate student services to develop student care teams, increased case-management of vulnerable student populations and data-driven intervention programs. These efforts have resulted in Individual Success Plans for cohorts of EOP students, intensive advising services for immigrant and undocumented/AB540 students, a newly launched Textbook Lending Library for students facing financial hardship and a Laptop pilot program for students that arrive to campus without a laptop or computer. In collaboration with faculty partners and the Office of Institutional Research, Pablo has launched an evidence-based evaluation process of the retention services units through the use of logic models to further deepen the utilization of research based practices and continuous improvement.Mr. Reguerín has worked at UCSC for over fifteen years, previously serving as the Deputy Director of the Educational Partnership Center and as a Senior Admissions Counselor with the Office of Admissions. He received his Bachelor of Arts degree from UC Santa Cruz in Latino and Latin American Studies and his Master of Arts degree from Teachers College, Columbia University in Educational Leadership and Administration.UCSC now serves one of the largest populations of undocumented students at any college in the United States. This commitment dates back at least ten years, to the activist efforts of a group of undocumented students calling themselves Students Informing Now, who through their activism first made their challenges known to the campus community and beyond.[1]EOP’s continued services are key to the retention and success of this community of students. This oral history goes to press shortly after the election of the Trump administration. It is important to note that UCSC’s dedication to serving undocumented/AB 540 students remains steadfast. Reguerín wrote the following statement which appeared on EOP’s website in November 2016:The EOP community stands with undocumented students and marginalized communities that have been targeted and dehumanized in the political rhetoric of this election, the republican candidate and his supporters. The election outcome does not reduce our commitment or responsibility to serve undocumented students, in fact, we recommit ourselves to educational equity and social justice for all of our students and community members.The Undocumented Student Services team and initiatives have been developed with love, compassion, expertise in student success research and student initiated projects. The outcome of the election does not impact our funding, current services, and our creativity in partnering with students to overcome the injustices they face in pursuing higher education. Opportunity and equity programs like EOP are born out of the struggle for social change--we stand on the shoulders of all those that struggled in the civil rights movement. We embrace our roots as we continue our service and support to the undocumented student community. Please join us in supporting our students and standing in solidarity with undocumented students. undocumented college studentsAB 540 studentsDreamersapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1p6409v5monographoai:escholarship.org:ark:/13030/qt6rv1h8fv2022-08-01T22:33:11Zqt6rv1h8fvDean McHenry: Volume III: the University of California, Santa Cruz, Early Campus History, 1958-1969McHenry, Dean ERegional History Project, UC Santa Cruz Library1987-01-01Dean E. McHenry was appointed chancellor of UCSC in 1961, more than four years before the campus opened its doors to the first class of 650 students. He served for 13 years before retiring in 1974, but remained an active member of the UCSC community until his death in 1998. His vision, integrity, and deep commitment to higher education played an essential role in the successful development of the campus.This is the third volume in a three-volume oral history.University of CaliforniaSanta Cruzapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6rv1h8fvmonographoai:escholarship.org:ark:/13030/qt3ws3p49b2022-08-01T22:32:22Zqt3ws3p49bDean E. McHenry: Volume II, The University of California, Santa Cruz: Its Origins, Architecture, Academic Planing, and Early Faculty Appointments, 1958-1968McHenry, Dean ERegional History Project, UC Santa Cruz Library1974-01-01Dean E. McHenry was appointed chancellor of UCSC in 1961, more than four years before the campus opened its doors to the first class of 650 students. He served for 13 years before retiring in 1974, but remained an active member of the UCSC community until his death in 1998. His vision, integrity, and deep commitment to higher education played an essential role in the successful development of the campus.This is the second volume of a three-volume oral history.University of CaliforniaSanta Cruzapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3ws3p49bmonographoai:escholarship.org:ark:/13030/qt34r6t4d52022-08-01T22:31:33Zqt34r6t4d5Dean E. McHenry: Founding Chancellor of the University of California, Santa Cruz, Volume I: Childhood and Teaching Career, 1910-1958McHenry, Dean ERegional History Project, UC Santa Cruz Library1972-01-01Dean E. McHenry was appointed chancellor of UCSC in 1961, more than four years before the campus opened its doors to the first class of 650 students. He served for 13 years before retiring in 1974, but remained an active member of the UCSC community until his death in 1998. His vision, integrity, and deep commitment to higher education played an essential role in the successful development of the campus.This is the volume one of a three-volume oral history.University of CaliforniaSanta Cruzapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/34r6t4d5monographoai:escholarship.org:ark:/13030/qt7vv2v3rz2022-08-01T22:26:41Zqt7vv2v3rzWith Conocimiento, Love, Spirit, and Community: Rosie Cabrera's Leadership at UC Santa Cruz, 1984-2013Cabrera, Rosie (Rosalee)Reti, Irene H.2015-01-15Longtime director of El Centro, UC Santa Cruz’s Chicano/Latino Resource Center, and counselor and academic coordinator at UCSC’s Educational Opportunity Program, Rosie [Rosalee] Cabrera, mentored, advised, counseled, and inspired UCSC students for nearly three decades. “I can think of no one on campus more committed to helping our students reach their full potential as young scholars, leaders, and human beings,” wrote Larry Trujillo, Executive Director of Student and Academic Support Services, when he nominated Cabrera for the Outstanding Staff Award she received in 2009. In this oral history conducted by Susy Zepeda shortly before Cabrera’s retirement in 2013, Cabrera reconstructs the political and cultural climate at UCSC over three decades, sharing her memories of key Chicano/a and Latino/a campus figures, organizations, events, and student activism.Chicano/a StudiesUC Santa Cruz historyLatin American and Latino StudiesChicana feminismapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7vv2v3rzmonographoai:escholarship.org:ark:/13030/qt9rj1p3tk2022-08-01T22:21:00Zqt9rj1p3tkTeaching Writing and Rewriting Reality: An Oral History with Scholar-Activist Yolanda VenegasVenegas, YolandaReti, Irene HSherwood, Yvonne2017-01-19UCSC now serves one of the largest populations of undocumented students at any college in the United States. This commitment dates back at least ten years, to the activist efforts of a group of undocumented students calling themselves Students Informing Now [SIN], who through their activism first made their challenges known to the campus community and beyond.[1] There are many staff and faculty at UCSC who were inspired by SIN and have carried on SIN’s legacy. Dr. Yolanda Venegas, lecturer at UC Santa Cruz, is one of those people.Dr. Yolanda Venegas was born and raised in the wetlands of Tijuana, Mexico, on the U.S.-Mexico border. She earned her B.A. in Third World Studies from UC San Diego in 1992 and a PhD in Ethnic Studies from UC Berkeley in 2004. After earning her PhD, Yvenegas realized that her true passion was teaching writing; hence she returned to college to earn an MA from San Francisco in Teaching Composition in 2013 and an MFA in Creative Nonfiction from San Francisco State in 2012.From 2006 to 2009, Venegas taught writing for UC Santa Cruz’s Educational Opportunity Program [EOP’s] Faculty Mentor Program. In 2010, she became EOP’s Faculty Mentor Program Director, Pre-graduate Programs Coordinator and AB540 Student Campus Resource. In that position, she developed pre-graduate programs aimed at increasing diversity in higher education. She designed, developed, and implemented an EOP Scholarship Class; the AB540 Resource Guide, the AB540 Slug website, and AB540 training agenda and presentations to educate UCSC staff and the campuswide community. Venegas has also taught and continues to teach for UCSC’s Writing Program and the Merrill College core course. The themes of her courses focus on immigration, undocumented students, Chicano/a identity, and feminism. She has also taught at UC Berkeley, UC San Diego, Santa Clara University, and San Francisco State, where she developed her course Redefining America: Undocumented Students in Higher Education.
educationundocumented college studentsUC Santa Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9rj1p3tkmonographoai:escholarship.org:ark:/13030/qt7zs703vf2022-08-01T22:16:56Zqt7zs703vfKenneth V. Thimann: Early UCSC History and the Founding of Crown CollegeThimann, Kenneth V.Jarrell, RandallRegional History Project, UCSC Library1997-06-15The late scientist's oral history memoir is published posthumously. Thimann died at his home in Haverford, Pennsylvania, on January 15, 1997. Founding Chancellor Dean E. McHenry made an inspired and imaginative appointment when he invited Thimann in 1965 to head what would become Crown College and to build the science faculty at UCSC. Prior to coming to Santa Cruz, Thimann was an internationally renowned plant physiologist and held the Higgins Chair in Biology at Harvard University. He was the first UCSC faculty member who was a member of the National Academy of Sciences. During his tenure at UCSC his illustrious reputation and intellectual distinction enabled him to attract to the fledgling campus top-notch scientists who would perhaps not have come here were it not for his presence. The scientists he recruited created what has become in only three decades one of the country's most distinguished group of science departments at a public university.Thimann's narration focuses on three major areas--building and developing Crown College, the campus's first science-oriented college; recruiting science faculty and creating graduate programs in the sciences; and his views on UCSC's evolution, including the narrative evaluation system, McHenry's chancellorship, and the founding of the Crown Chamber Players. Other subjects in his commentary include the decline of the college system in the 1970s, the founding of the Arboretum, and the Chicano Pre-Med Summer Program.University of CaliforniaSanta Cruz historyCrown Collegeapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7zs703vfmonographoai:escholarship.org:ark:/13030/qt42j3c98r2022-08-01T22:16:24Zqt42j3c98rAngus E. Taylor: UCSC Chancellorship, 1976-1977Taylor, AngusJarrell, RandallRegional History Project, UCSC Library1998-02-15The Regional History Project conducted three interviews with former Chancellor Angus E. Taylor on January 28-30, 1997. Taylor was appointed the campus's third chancellor in February, 1976, by UC President David S. Saxon during a difficult period in UCSC's history, when the campus's second chancellor, Mark N. Christensen, resigned amidst controversy after a tenure of barely 18 months. Saxon asked Taylor to assume the chancellorship and to stabilize the young campus while a permanent chancellor was selected.Prior to his appointment, Taylor was a professor of mathematics at UCLA from 1938 to 1966; and served in the UC systemwide administration as vice president for academic affairs from 1965 to 1970, and as University Provost from 1970 to 1975. He was a seasoned veteran of the University and its unique system of shared governance; he knew the workings of the academic senate and University policies inside out and was well acquainted with the key figures in the University's administration, all of which stood him in good stead when he became chancellor at UCSC.Taylor begins his narration with the story of his early life and family history, and his years at Harvard College. He then describes the background leading to his appointment as chancellor of UCSC in 1976. Interspersed throughout his narration are comments on many aspects of his experiences as both teacher and administrator in the UC system (his participation in avoiding a confrontation between the UC Regents and the faculty during the Free Speech Movement at UC Berkeley and his comments on the history of affirmative action in the University) which influenced his approach to UCSC.He discusses the campus's most pressing problems and how he addressed them-the management and organization of the chancellor's office; interaction with divisional deans and college provosts; faculty recruitment; budget allocations and the budget process; and a serious decline in enrollment. Applications to the campus were down by over 22% in 1975, and had been declining for five years.Addressing declining enrollment was his first order of business and in his opinion proved to be the most significant and difficult problem of his tenure. He made a careful analysis of the admissions office situation, aided by the Stanford committee (appointed by President Saxon), which resulted in the difficult political decision to dismiss the controversial director of enrollment, Roberto Rubalcava. He then reorganized the admissions office and created a new position, vice chancellor of student affairs, to oversee this important campus function.Taylor addresses the major issues he faced in his efforts to stabilize the campus, including the relationship of colleges and boards of studies, the campus budget, reorganizing the chancellor's office and setting up various committees which improved communication among campus administrators, fundraising, town/gown relations, the role of the colleges, and completing the campus's academic plan. During his tenure he faced two major student political demonstrations-- the first protesting his handling of the Rubalcava affair and then protests over South African apartheid and the University-wide divestiture movement, which pressured the University to sell off its stock holdings in companies doing business with South Africa. He discusses his approach to student trespassing and law-breaking and how his solution (he declined to encourage prosecution) met with some disapproval from administrators at other universities who thought Taylor was setting a poor precedent. He also reflects on the mission of the University of California, his thoughts on affirmative action, the search for a new UCSC chancellor, and his relations with University Hall and with President Saxon.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/42j3c98rmonographoai:escholarship.org:ark:/13030/qt95h8k9w02022-08-01T22:14:56Zqt95h8k9w0Robert B. Stevens: UCSC Chancellorship, 1987-1991Stevens, RobertJarrell, RandallRegional History Project, UCSC Library1999-05-21The Regional History Project conducted six interviews with UCSC Chancellor Robert B. Stevens during June and July, 1991. Stevens was appointed the campus's fifth chancellor by UC President David P. Gardner in July 1987, and served until July 1991. He was the second UCSC chancellor (following Chancellor Emeritus Robert L. Sinsheimer) recruited from a private institution.Stevens was born in England in 1933 and first came to the United States when he was 23. He was educated at Oxford University (B.A., M.A., B.C.L., and D.C.L.) and at Yale University (L.L.M.) and became an American citizen in 1971. An English barrister, Stevens has strong research interests in legal history and education in the United States and England. He served as chairman of the Research Advisory Committee of the American Bar Foundation, has written a half dozen books on legal history and social legislation, and numerous papers on American legal scholarship and comparative Anglo-American legal history.Prior to his appointment at UCSC he served for almost a decade as president of Haverford College from 1978 until 1987. From 1959 to 1976 he was a professor of law at Yale University. He served as provost and as professor of law and history at Tulane University from 1976 to 1978. He also taught at Oxford University, the London School of Economics, Stanford University, and the University of East Africa.Stevens begins his narrative by describing the circumstances surrounding his appointment, and his reasons for joining a public institution. His commitment to access-- that students from diverse ethnic and socio-economic backgrounds have an opportunity to attend a UC campus-- and to the undergraduate college system which characterizes this campus, were major motives in his decision to become chancellor.In these interviews he comments on the major policy areas which he addressed during his tenure, provides a critique of the institution as he found it, and explains the numerous changes he initiated. He describes the context for the strained nature of town-gown relations he faced upon his arrival and his efforts to establish a more harmonious relationship between the University and the city of Santa Cruz. His dilemma was to meet the obligations of the UC system in providing education for its students, while mitigating the impacts-- most notably, traffic congestion and housing-- which the growing campus student population had on the city. He describes the negotiations between city and campus officials which resulted in limiting the rate of growth and the size of the campus to 15,000 students, a precedent-setting agreement for a UC campus. He also discusses in detail the history of the Long Range Development Plan and the Report to the Committee on the Year 2005.Stevens speaks about the steps he took to decentralize the campus administration, to reinvigorate and reorganize the workings of the college system, and to establish a comprehensive budget process. These reforms stood the campus in good stead in light of the severe budget cuts which affected UCSC and the entire UC system during the state's recession.He discusses the many issues which engaged him during his tenure, including multiculturalism and the undergraduate curriculum, faculty teaching loads, his evaluation of the various academic disciplines and their faculties, his administrative appointments, and his efforts at fundraising and development. He also describes his relations with students, his thoughts on student activism, the development of the performing arts complex, and how his official social life was an opportunity for outreach to constituencies on the campus and in the community.Stevens recounts how he and his staff followed the campus emergency plan during the Loma Prieta Earthquake of October 17, 1989, when the campus suffered some $7 million dollars in damage, but fortunately no loss of life. When UCLA sent police and medical personnel to assist UCSC, Stevens saw that these resources were directed to the city and county of Santa Cruz in his efforts to be a good neighbor during this devastating period for the community.He described these interviews, held several weeks before he retired from the chancellorship, as a sort of de-briefing opportunity to reflect on his tenure. Stevens was unusually candid in assessing his chancellorship, freely acknowledging what he perceived as several missteps on his part as he came to better understand the culture of UCSC as a public institution.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/95h8k9w0monographoai:escholarship.org:ark:/13030/qt9hr6t6b32022-08-01T22:12:13Zqt9hr6t6b3Page Smith: Founding Cowell College and UCSC, 1964-1973Smith, PageJarrell, RandallRegional History Project, UCSC Library1996-11-23This oral history chronicles the late Page Smith's experiences as founding provost of the campus's first college and his major contributions in shaping the college system here. His narration includes chapters on student culture in the 1960s and 1970s, the pass/fail grading system, his educational philosophy, town/gown relations, campus architecture, the History of Consciousness Program, his relationship with founding Chancellor Dean E. McHenry, arts on the campus and the role of his wife, Eloise Pickard Smith, in the founding of the art gallery at Cowell College which now bears her name. The volume is a candid narration which conveys Smith's contrarian perspective on higher education and the flavor of the campus in its early pioneering years.Smith joined the faculty in 1964 and embarked on the adventure of creating a new UC campus. The formative concepts shaping UCSC were an emphasis on undergraduate teaching and the creation of small human-scale colleges around which campus intellectual and cultural life would be organized. Smith became deeply involved in creating a close-knit community at Cowell College, and in promoting a number of innovations during the campus's first decade, perhaps the most significant of which was the narrative evaluation or pass/fail system, an abandonment of the old letter grade system.Smith's interviews are organized into three sections. The first includes Smith's commentary on his controversial appointment as the campus's first provost, early faculty appointments, his efforts to recruit women and minority faculty, and college life. In the second section he discusses issues he confronted as provost, administering Cowell College, establishing the pass/fail grading system, his teaching and curriculum philosophy, the conflict between boards of studies (now designated as departments), and how he defined the provost's role. In the final section, "UCSC's Development", Smith discusses campus-wide topics, including his relationship with founding Chancellor Dean E. McHenry, his opinion of campus architecture, the origins of the History of Consciousness program, and town-gown relations. He also discusses the role of his wife, the late artist, Eloise Pickard Smith, in the founding of the art gallery at Cowell College that now bears her name.In the final chapters of the volume, Smith candidly discusses his resignation from the University in 1973 after his colleague and friend, Paul Lee, a professor of religious studies, was not given tenure. Smith used this occasion as a symbolic protest against what he considered the rigidity of the "publish or perish" system governing University faculty promotion and tenure. This issue was a major and paradoxical bete noire in Smith's attitude towards academic life since he himself was uncommonly prolific and published over two dozen books. His Killing the Spirit: Higher Education in America (1990) provided an elaborate critique of contemporary academic life.Smith's legacy lives on in his scholarly work, which he continued after his retirement from the University, with numerous publications, including the 8-volume People's History of the United States, in his many contributions to UCSC and Cowell College, and in his untiring work as a community activist on behalf of the homeless. He was a co-founder (with his friend Paul Lee) of the William James Association in Santa Cruz, the Homeless Garden Project, the Penny University and the Prison Arts Project.University of CaliforniaSanta Cruz historyCowell Collegeapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9hr6t6b3monographoai:escholarship.org:ark:/13030/qt8tt9n8pj2022-08-01T22:11:08Zqt8tt9n8pjKaren Sinsheimer: Life at UC Santa Cruz, 1981-1987Sinsheimer, KarenJarrell, RandallReti, IreneRegional History Project, UCSC Library2011-09-01This short but compelling oral history with Karen Sinsheimer documents not only the unique perspective of the wife of a University of California chancellor during a period where the nature of that role was in transition, but also the founding years of Shakespeare Santa Cruz.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8tt9n8pjmonographoai:escholarship.org:ark:/13030/qt8m9346m72022-08-01T21:56:48Zqt8m9346m7For a More Humane World: A Family Oral History of Professor Jasper RoseVanderscoff, CameronReti, Irene2020-02-10For many people, Jasper Rose embodied the spirit and dream of the young University of California, Santa Cruz campus. UCSC first opened its doors in 1965, and Jasper Rose was one of its founding faculty members and a senior preceptor at Cowell College. For Jasper, it meant the inauguration of a powerful shared venture, a space and a time where, as he put it, “it was as though we were a complete society.” He was passionate about that society and his place in it as an educator; animated by a reformer’s vision for change in education, he saw Santa Cruz as a place where something new and remarkable could be realized. In these pages, Jasper Rose recounts his own life journey to that place and to that vision, and shares his convictions and critiques about what has happened in the decades since at UCSC. While this oral history is Jasper’s story, it is also fundamentally a shared effort by the Rose family. Three different family members—his wife Jean Rose and sons Inigo and William Rose—joined our sessions in at various times to support him in telling his life history.Jasper Rose was born in London in 1930 to family of scholars and thinkers. His family was also “adequately Jewish,” as he put it, and the rising tide of anti-Semitism during World War II left an acute impression on Jasper as a child. His parents took in a string of Jewish refugees fleeing fascism, including leading intellectuals like Stefan Zweig, and his father worked as a prominent German language expert in the British war effort. In our interview more than seventy years after the end of the war, Jasper felt that a part of his vision for UCSC had come from his hope for “a humane postwar world”; in Santa Cruz, it mattered deeply to him that young people would have the opportunity to learn in a beautiful, peaceful, and creative environment.After the war Jasper ultimately attended King’s College, Cambridge, where he met his soon-to-be wife Jean, also a gifted artist, and studied history. He studied under some of the great minds there, such as Christopher Morris and Noel Annan, and moved in a social set that included luminaries like E.M. Forster. He went on to become a fellow at Cambridge, and wrote a celebrated study of Oxford and Cambridge, Camford Observed: An Investigation of the Ancient English Universities in the Modern World. It was at once a caring and irreverent text. Jasper was already then a passionate advocate for undergraduate education and institutional reform—the very word “Camford” was a playful inversion of the more conventional “Oxbridge”—who believed in the residential college as a dynamic learning environment. This oral history goes on to document how Jasper took these convictions with him to the United States, where the growing family moved after he secured a job at Rice University in Texas. Soon thereafter he was brought on as founding faculty at UCSC, where campus originators like Page Smith were impressed by Camford Observed and his approach to education. Jasper recounts how he threw himself wholeheartedly into the UCSC experiment. The new campus, which had a collegiate system, narrative evaluations instead of letter grades, an enthusiasm for reinventing curriculum, and which prized undergraduate education, was an ideal setting for Jasper. He left an indelible and outsize mark as a teacher, administrator, and artist. He believed in students and their ideas, and he encouraged them; he also believed in the power of education to transform outlooks and lives. Simply put, UCSC was a special place—a kind of California pastoral—where a “new vision” was possible.This oral history goes on to document what happened when UCSC then began to change. Jasper, always known for the intensity of his convictions, became an increasingly fierce critic as the more radical 60s receded into the 70s and then 80s. In these pages, he assails what he saw as an increasing “narrowness of curiosity about what education meant” as UCSC moved away from its original collegiate model towards a more mainstream research university model. Eventually Jasper, feeling like he was fighting a rearguard action, moved from Cowell to Porter College to focus on the arts from there. He retired from UCSC in 1986, when he was still in his mid-50s. This oral history concludes with a reflection on change and continuity at UCSC, and on Jasper’s life as of the time of these interviews in 2019.oral historyUniversity of CaliforniaSanta Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8m9346m7monographoai:escholarship.org:ark:/13030/qt7pn935072022-08-01T21:56:12Zqt7pn93507Karl S. Pister: UCSC Chancellorship, 1991-1996Pister, KarlJarrell, RandallRegional History Project, UCSC Library2000-01-01Pister's recollections of his tenure as the campus's sixth chancellor include his perspectives on a number of issues his administration faced: the recession-caused budget cuts UCSC absorbed, the UC Regents' controversial decision regarding affirmative action, the state of town-gown relations upon his arrival at UCSC in 1991, and controversies surrounding construction projects on campus.The oral history, entitled Karl S. Pister, UCSC Chancellorship, 1991- 1996, was transcribed and edited from interviews conducted by UCSC Regional Historian Randall Jarrell.Born in Stockton, California, Pister received his B.S. (1945) and M.S. degrees (1948) in civil engineering at UC Berkeley. In 1952 he received his Ph.D. from the University of Illinois in theoretical and applied mechanics.Prior to his tenure at UCSC, Pister had spent 30 years at UC Berkeley as a faculty member and 15 years there as an academic administrator. He began his career at Berkeley as a lecturer in 1947; in 1952, he joined the faculty of the campus's College of Engineering, where he had a distinguished career as a professor of engineering. He served as dean of the college from 1980 until 1990.In his narration, Pister describes a number of institutional conflicts he encountered early in his tenure as UCSC chancellor, and he discusses his efforts to reconcile UCSC's unique college system and emphasis on undergraduate education with the university's research mission.He also described controversies over campus building projects-- the founding of Colleges Nine and Ten and a music/performing arts complex-- and efforts that his administration made to improve UCSC's capital planning process.Pister also discusses the severe budget cuts, occurring during his tenure, that had a significant impact on campus academic programs and future planning. He describes a collaborative budget process that he said helped the campus weather those budget storms, while at the same time maintaining faculty, staff, and student morale during a difficult period in the campus's history.In the oral history, Pister also describes the difficult state of town-gown relations that he faced upon his arrival at UCSC. Pister believes he succeeded in toning down the rhetoric and establishing cordial relations with the city and county of Santa Cruz, ushering in a new era of cooperation.Throughout his tenure as chancellor, Pister was a tireless advocate for university involvement in the effort to improve K-12 education in the region, and he describes UCSC's role in the Monterey Bay Educational Consortium, which has fostered collaboration between the campus and public schools. He also describes his effort to expand UCSC's outreach to the region's 13 community colleges, as well as the Leadership Opportunity Awards scholarship program he instituted that assists community college students transferring to UCSC.The narrative also includes Pister's detailed commentary on UCSC's admissions strategies subsequent to the outlawing of affirmative action by the UC Regents. He describes the role he played in joining with other UC chancellors to issue a unanimous public statement opposing the board's decision.University of CaliforniaSanta Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7pn93507monographoai:escholarship.org:ark:/13030/qt0c00c5xb2022-08-01T21:49:07Zqt0c00c5xbFrom the Mysteries of the Universe to the Mysteries of the Univers-ity: An Oral History with UC Santa Cruz Chancellor George BlumenthalBlumenthal, GeorgeReti, Irene H.2021-05-19George R. Blumenthal arrived at UC Santa Cruz in 1972 as a young faculty member in astronomy and astrophysics. Thirty-five years later, on September 19, 2007, he became UCSC’s tenth chancellor, after serving as acting chancellor for fourteen months. Blumenthal dedicated thirteen years of his life to being chancellor of UC Santa Cruz. This oral history was transcribed from forty interviews recorded between June 2018 and July 2019 and encompasses Chancellor Blumenthal’s long and distinguished career at UC Santa Cruz and with the University of California system. Long before he became chancellor, Blumenthal served the campus in diverse capacities; he was the faculty representative to the UC Regents (2003-05); chaired the UC Santa Cruz division of the Academic Senate (2001-03); and served as chair of the Astronomy and Astrophysics Department twice. But not only does this oral history cover almost fifty years of UCSC’s history—from the early years of Oakes College under Provost J. Herman Blake, to the impacts of the defunding of public higher education in more recent years—it is also infused with Blumenthal’s insider’s viewpoint on the University of California system that he gained as vice-chair of the UC Academic Senate (2003-2004); chair of UC Academic Senate (2004-05); and experience serving on many other UC-wide committees and endeavors. In 2010, Blumenthal received the Oliver Johnson Award for Distinguished Leadership in the Academic Senate, the top UC honor for service at both the systemwide and campus levels. This volume is thus both an oral history of UC Santa Cruz and of the University of California system as a whole and is an invaluable primary resource for those seeking to understand the history of both this unique campus in the redwoods and the intricate political history of the University of California system.UC Santa Cruz historyhistory of the University of Californiahistory of astronomyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0c00c5xbpublicationoai:escholarship.org:ark:/13030/qt7fc7q3z82022-08-01T21:48:39Zqt7fc7q3z8Helene Moglen and the Vicissitudes of a Feminist AdministratorMoglen, HeleneReti, IreneRegional History Project, UCSC Library2013-06-03Helene Moglen was hired for the position of dean of humanities and professor of literature at the University of California, Santa Cruz in the fall of 1978. She became the first female dean in the University of California system. A natural leader with confidence and stamina, Helene Moglen dedicated herself to multiple arenas of institution building at UC Santa Cruz. She served as provost of Kresge College from 1978 to 1983, transforming and revitalizing that college into a vibrant intellectual community, which became a home for several notable academic departments, including the dynamic and expanding American studies program and the prestigious history of consciousness program. She led the division of humanities during a period of reorganization and several controversial tenure battles, and reorganized and built what was then a fledgling student-run women’s studies program into what is now a thriving and nationally prominent feminist studies department, serving as chair from 1984 to 1989.During her career, she also founded and directed two centers for feminist research, the Feminist Research Focused Research Activity (1984-1989) and the Institute for Advanced Feminist Research (2003-2006). In 1985, Moglen lobbied then-Chancellor Robert Sinsheimer to be able to use the beautiful and historic Cardiff House for a brand-new UCSC Women’s Center, which she founded and helped build into a visionary institution that bridged the campus and downtown communities. Alongside these administrative accomplishments, Moglen became a well-known feminist literary scholar.women's studiesfeminist studiesUniversity of CaliforniaSanta Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7fc7q3z8monographoai:escholarship.org:ark:/13030/qt98s606j32022-08-01T21:39:55Zqt98s606j3Daniel H. McFadden: The Chancellor Mark Christensen Era at UC Santa Cruz, 1974-1976McFadden, Daniel H.Jarrell, RandallRegional History Project, UCSC Library2012-01-01UC Santa Cruz’s second chancellor, Mark N. Christensen, served the campus from July 1974 to January 1976. Christensen arrived at UCSC during a tumultuous point in the campus’s history. Founding Chancellor Dean McHenry had brought to fruition his singular vision for UC Santa Cruz as an innovative institution of higher education which emphasized undergraduate teaching centered in residential colleges, each with a specific intellectual theme and architectural design. McHenry oversaw the planning and building of UCSC from 1961 until his retirement in June 1974. In the early years, UCSC drew high caliber students and earned a reputation as a prestigious and unique university. But by the mid-1970s, enrollments were falling. Internally, the campus was fracturing along fault lines between the colleges and the boards of studies (now called departments), as UCSC experienced the political and economic pressures of trying to establish a decentralized, innovative campus within the traditional University of California.Christensen’s tenure as chancellor rather tragically ended in controversy after only eighteen months. Although most of the faculty liked Christensen as a person, they lost confidence in his ability to govern the campus. The Regional History Project never conducted an oral history with Mark Christensen, and he passed away in 2003. But in 1980, former director Randall Jarrell interviewed Christensen’s special assistant, Daniel McFadden, about the Christensen era. McFadden’s oral history is a perceptive and balanced reflection on the political climate of UCSC in 1976, just as what McFadden characterizes as a “Bicentennial Rebellion” was taking place.The Regional History Project published this transcript in 2012, nearly forty years after the interview was recorded (on May 20, 1976), because McFadden was only able to turn his attention to editing and approving the transcript after his retirement. Dan McFadden holds a BA and MA in intellectual history and a Ph.D. in public policy from the University of Pittsburgh. Before coming to UCSC, McFadden served as assistant chancellor for public affairs at the University of Pittsburgh. After leaving UCSC, McFadden held a variety of administrative positions, including deputy city manager for the city of San Jose, California.University of CaliforniaSanta Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/98s606j3monographoai:escholarship.org:ark:/13030/qt3gh404x12022-08-01T21:38:36Zqt3gh404x1John P. Lynch: Campus Citizen, Community Educator, Classics ProfessorLynch, John P.Vanderscoff, Cameron2015-04-21John Patrick Lynch is a professor emeritus of literature and a formative figure in the classics program at UC Santa Cruz, as well as a former provost of Cowell College. Lynch expands on these roles in this account, providing their larger context in his work and philosophies as an educator, and discussing his hopes and priorities in his 37-year career at this institution. He makes sweeps through the personal as well as the professional, and in doing so, affirms a core vocational identity as a teacher above all else, a campus citizen above a researcher. In his work at UCSC, Lynch sought to instantiate a model of learning that is fundamentally shared between teacher and student, one that goes beyond the confines of the classroom to become an experience in community.Lynch proves to be a thoughtful commentator on what has often been called the original UCSC experiment, starting from his decision to pick up and drive cross country, having never taught a class, to accept a position in classics at the young campus in 1969. He explains, “It had some of the same prestige in its newness that places like Harvard or Yale had in their ancientness or oldness.” He illustrates this character through his own experience teaching courses like pantology (“the study of everything”), anecdotes on what he terms the cultural (rather than political) radicalism of early Santa Cruz, and through his own involvement in the collegiate model of student engagement.University of California historyCowell Collegeclassicsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3gh404x1monographoai:escholarship.org:ark:/13030/qt0881z51h2022-08-01T21:35:06Zqt0881z51hLeo F. Laporte: Professor of Earth Sciences, Recollections of UCSC, 1971-1996Laporte, Leo F.Jarrell, RandallRegional History Project, UCSC Library1998-03-12Randall Jarrell conducted an oral history with Leo Laporte on August 15, 1994, as a part of the Project's interviews with retiring senior faculty. Laporte served as department chairman of Earth Sciences from 1972 to 1975, and dean as the Natural Sciences Division from 1975-1976. In 1980 he received the UC Santa Cruz Alumni Distinguished Teaching Award. In his narration, Laporte discusses the building of the earth sciences department at UC Santa Cruz, how and why certain specialties were emphasized, and how the faculty was recruited over the years. His commentary also includes this thoughts on achieving diversity in the faculty, his thoughts on diversity among the student body, and the increasing prominence of women in the geological sciences. Laporte's volume also includes his reflections on teaching, his approach to working with graduate students, and his assessment of UCSC as a "hybrid institution."application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0881z51hmonographoai:escholarship.org:ark:/13030/qt6hw978p92022-08-01T21:31:41Zqt6hw978p9"An Intergenerational Community of Friends": An Oral History of the Page and Eloise Smith Scholastic Society/Smith Renaissance Society with Bill Dickinson and Gary MilesDickinson, WilliamMiles, GaryRabkin, Sarah2021-01-22This oral history documents the Page and Eloise Smith Society, which offers support, advocacy, and fellowship to UC Santa Cruz undergraduates who come to the university with little or no family backing: former foster children; orphans; former juvenile delinquents; homeless and runaways. The society is the brainchild of alumnus Bill Dickinson, a member of the pioneer class who transferred to the campus in 1965 after having lived on his own since the age of sixteen. At a class reunion in 1999, Dickinson appealed to fellow pioneer alumni to help him build a scholarship fund for former foster children. Out of that initiative grew a volunteer-driven organization—the first of its kind in the US—that has, in the ensuing two decades, served hundreds of students, setting them up with mentoring, financial help, and a collegial community that many have come to think of as a surrogate family.In founding the society, Dickinson aimed to carry on the spirit of its namesakes, Page and Eloise (Pickard) Smith, who cultivated a vibrant community at Cowell College, where Page was founding provost. That community provided Dickinson with a cultural and intellectual home when he was a young man, he says, and launched him into happy adulthood. He cites Page Smith, a historian with an interest in educational philosophy, as an important mentor. He continues to espouse the pedagogical ideals he shared with Smith, who insisted that loving students is central to the art of teaching them well, and that a small, intimate community of students and teachers provides the best college education. “True learning is clearly incompatible with immensity,” Smith wrote in a passage that Dickinson has been known to quote. “Formalism, lifeless routines, bureaucratic obtuseness, coldness of heart, impoverishment of spirit are the inevitable consequences of excessive size.”For this oral history, we were also able to bring in one of Bill Dickinson’s core colleagues, Gary Miles—an emeritus professor of history and classics who created and ran the Smith Society’s mentoring program, beginning shortly after he retired from his faculty position. A beloved teacher, Miles shares Dickinson’s enthusiasm for undergraduates; his decision to retire arose partly, as he notes in the oral history, from disaffection with UCSC’s growing class sizes, which had begun to impede his ability to interact meaningfully with individual students. Working with literature professor John Jordan, Miles built a highly successful program in which every one of Smith’s Collegiate Fellows who requested an adult mentor has been matched with one. Like Dickinson, Miles emphasizes the close mentor-student relationships that have been at the center of the Smith Society’s extraordinary success. In 2018, when various newly restrictive policies threatened to undermine the society’s spirit and mission to an unacceptable degree, the society partially severed its affiliation with STARS (Services to Transfer and Re-entry Students), which had long served as its administrative home. With the enthusiastic encouragement of Cowell College provost Alan Christy, the mentoring program and other Smith components found a new home under Cowell’s aegis, with STARS retaining some important Smith functions.While this arrangement seems to be working well at present, both narrators express uncertainty about the society’s future, given that they and others who have long been central to its success are aging out of their roles. In the final portion of the interview, Dickinson and Miles speculate about whether and how the Smith Society might evolve in years to come, and about how its cost-effective, volunteer-driven model might inspire other efforts to serve the needs of UCSC undergraduates—particularly the growing cohort of students who are the first in their families to attend college. application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6hw978p9monographoai:escholarship.org:ark:/13030/qt66q093692022-08-01T21:30:56Zqt66q09369Campus Provost and Executive Vice Chancellor David KligerKliger, DavidReti, Irene2012-12-21In 1971, David Kliger arrived at UC Santa Cruz as a young chemistry professor and affiliate of Kresge College. In 2010, he stepped down from his position as Campus Provost/Executive Vice Chancellor (CP/EVC), although he is still a faculty member in chemistry and remains very engaged with his Kliger Research Group. Over the past forty years, Kliger has served the campus in a variety of administrative capacities: as chair of the Board of Studies (Department) of Chemistry from 1985-1988, chair of the academic senate from 1988-1990, dean of the Division of Natural Sciences (now Physical and Biological Sciences) from 1990-2005; and finally as CP/EVC from 2005-10. This oral history, conducted as part of the Regional History Project’s University History Series, provides Kliger’s unique perspective on forty years of UCSC’s history from the vantage point of these diverse administrative positions, as well as a member of the chemistry faculty and of two different UCSC colleges.UC Santa Cruz historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/66q09369publicationoclc_dc:Education:500:2575:eyJmaXJzdCI6NTAwLCJpbmNsdWRlIjpbIlBVQkxJU0hFRCIsIkVNQkFSR09FRCJdLCJ0YWdzIjpbImRpc2NpcGxpbmU6RWR1Y2F0aW9uIl0sIm9yZGVyIjoiVVBEQVRFRF9ERVNDIiwibGFzdElEIjoicXQ2NnEwOTM2OSIsImxhc3REYXRlIjoiMjAyMi0wOC0wMVQxNDozMDo1Ni0wNzowMCJ9