Community Solutions in Hartford is searching for a summer intern to conduct oral history interviews with Northeast Hartford residents and former employees of the Swift Factory for their Inspiring Places project. Read more in this October 2015 Hartford Courant article. See internship posting in the PDF below and contact them directly for any questions.
Dear students in Educ 300: Educ Reform Past & Present,
Many of us are deeply troubled by the Trump administration’s ban on refugees and immigrants from select Muslim nations.
In tonight’s class, I hope that historical thinking can help us to become wiser about responding to present-day events. We’ll examine anti-immigrant stances from more than a century ago, and explore how natives and newcomers fought over similar issues during the Common School movement. Although the past never exactly repeats itself, history can help us to reflect on how to make sense and take action in today’s perilous times.
One student emailed me to explain that they are participating in a silent protest as an act of solidarity, to let me know that they may not speak in tonight’s class. I understand that each of us must follow our conscience.
But I ask you to think carefully about whether a silent protest in a college classroom is the most effective way to show solidarity. In my view, Trump wants “silence” from students, activists, and especially the news media. We at Trinity have an incredible privilege: our liberal arts education teaches us how to speak truth to power.
If you’re as angry as I am about Trump’s policies, then I encourage you to join me tonight to learn about the past, get politically organized, and raise your voice in protest. If students wish, I am more than willing to set aside part of tonight’s agenda to build more connections between past and present and discuss how to translate ideas in action.
Come work with us at Trinity College in Hartford, Connecticut. We’re searching for an Associate Director of the Community Learning Initiative, a full-time position with an initial three-year contract. While other colleges call this “service learning,” at Trinity we emphasize creating knowledge in collaboration with Hartford community members. The right person will bring teaching, administrative, and urban partnership experience to help us support and expand community learning between our campus and the capital city. Also, the candidate will teach one course in our new Community Action Gateway for entering students, either CACT 101 Envisioning Social Change or CACT 102 Building Knowledge for Social Change. These courses emphasize interviewing and hands-on research with community stakeholders, designing collaborative social action projects, and sharing work though public speaking and digital storytelling.
Candidates need the right combination of skills to build academic and interpersonal connections between Trinity students, faculty, and Hartford community organizations. Ideally, the candidate will start in March 2017, though our search committee will consider applicants who wish to begin at the end of the spring semester. See the official job posting and application link, summarized below:
Title: Associate Director of the Community Learning Initiative (full-time position with benefits)
Trinity College is a nationally recognized liberal arts college located in Connecticut’s capital city of Hartford, with approximately 2,200 students and 200 faculty members. The College’s urban and global focus is highlighted in the Center for Urban and Global Studies and the longstanding Community Learning Initiative for academic partnerships. Learn more at http://www.trincoll.edu
Trinity College invites applications for the position of Associate Director of the Community Learning Initiative. The Associate Director will coordinate academic engagement between liberal arts courses and Hartford organizations through the Community Learning Initiative and the proposed Community Action gateway for entering students. Among other responsibilities the Director will:
• In collaboration with the faculty director, guide the Community Learning Initiative to promote academic engagement with Hartford, by matching new/existing faculty with community organizations, and strengthening and publicizing these partnerships.
• Build relationships with Hartford organizations.
• With support of the faculty director, oversee the Community Action gateway for entering students, including teaching one course per year, planning with participating faculty, and recruiting through Admissions.
• Support the CLI Research Fellows Program.
• Coordinate with the Office of Community Service and Civic Engagement.
The Associate Director of the Community Learning Initiative is a 12 month full-time administrative position with competitive salary and benefits that reports to the Faculty Director of CLI. The initial contract is for three years, with a flexible start date, to ideally begin no later than March 1, 2017. Review of applications will begin immediately, and will continue until the position is filled.
The successful candidate will contribute to Trinity’s urban academic programs and will show clear evidence of leadership skills and experience with urban community partnerships,, excellent oral and written communication skills, ability to collaborate with faculty colleagues, experience directing and mentoring students, and evidence of innovative teaching.
A complete application consists of a letter of application, curriculum vita, and names and contact information for three references. Please submit all application material at https://trincoll.peopleadmin.com/.
Trinity College is an Affirmative Action/Equal Opportunity Employer with a commitment to diversity in hiring. Women and members of minority groups are especially encouraged to apply. Applicants with disabilities should request in writing any needed accommodations in order to participate more fully in the application process.
Qualifications: A master’s degree is required and a doctoral degree is preferred. Significant community engagement and college-level teaching experience is expected.
Salary is commensurate with education and work experience.
Additional background about the program and position:
At Trinity, we define the Community Learning Initiative (CLI) as a form of experiential education, which matches our liberal arts courses with local organizations in the City of Hartford. Since 1994, CLI courses have been offered in almost all of our academic departments and programs, connecting with more than 250 community organizations, and enrolling about half of our undergraduate students. See the online course schedule and select “community learning” in the drop-down menu to view the range of participating courses for next academic year.
CLI highlights some of Trinity’s most creative teaching and learning, sometimes in unexpected places. Chemistry students have analyzed toxic metals in soil samples from abandoned city lots to help housing organizations plan where to build. Members of the Hispanic Hartford course write bilingual web essays that feature the city’s rich Latino cultural resources and agencies for newcomers. Theater and Dance students have partnered with nearby elementary school students, and women who were released from prison, to help choreograph and tell their stories in public performances. Advanced undergraduates apply to become CLI Research Fellows, where they receive additional training and support to make their independent studies and senior thesis projects more meaningful and useful to their community partners. (See Dec 2016 news story on the fellows’ community research poster presentation.) While other colleges may label this “service learning,” Trinity philosophy professor Dan Lloyd explains in this essay how “community learning” better defines the two-way collaborative relationship that brings together the campus and the city.
In our newest initiative, CLI is launching the Community Action First-Year Gateway program, to help build stronger campus-city learning among cohorts of entering students. The CLI Associate Director will help lead this program, with its first cohort of students in Fall 2017, and teach one of these two new seminars:
CACT 101: Envisioning Social Change (Fall)
How do different community organizations (neighborhood groups, non-profit advocates, unions, government agencies, social entrepreneurs, philanthropies, etc.) envision social change? What strategies for change do we find across the City of Hartford? How can Trinity students cultivate and engage in meaningful partnerships to promote social change? Students will investigate these and related questions through readings on community action and social impact, hands-on research and interviews with community stakeholders in Hartford, and the design of collaborative social action projects around a core theme (to be implemented in the spring semester). Students will think critically and reflexively about the root causes of social problems, the ways that power and privilege shape social change work, and how their biographies shape their understanding of and engagement with Hartford.
Enrollment limited to 15
CACT 102: Building Knowledge for Social Change (Spring)
How can students and community groups effectively collaborate to develop goals and outcomes for social action projects? How can knowledge be defined and constructed collaboratively with community partners for purposes of social change? In this course, students work in collaboration with community groups to implement a project in the City of Hartford. Students learn strategies for effectively engaging with community partners and explore and reflect upon the process of producing and disseminating knowledge for social impact. Students will expand their skills through workshops on non-fiction narrative, public speaking, digital storytelling, and data visualization, facilitated by leading experts in these fields. Student groups and their community partners will share their stories about their social change projects at the end of the semester.
Enrollment limited to 15
The intellectual energy of CLI attracted me to come to Trinity years ago, and the continued dedication of faculty, students, and community partners still inspires me today. The CLI brainstorming lunches offer one of the few opportunities on campus to discuss teaching and learning across departments. My faculty colleagues have integrated community learning into several of our courses in the Ed Studies Program. Last year I discovered new ways to connect students and city non-profit organizations through the data visualization internship seminar at Trinfo Cafe, Trinity’s neighborhood internet and community center. I look forward to working with the right candidate, who will bring new ideas and energy to expand the academic relationships between our campus and the city.
Thanks to Brian Croxall, Digital Humanities Librarian at Brown University, for inviting Matt Delmont (Arizona State University), Esther Cyna (with Ansley Erickson at Teachers College, Columbia University), and me to present work from our digital book projects on November 4th, 2016. See notes and links on our public Google Doc, my presentation slides, plus this video recording of our session.
Abstract: This panel contrasts how historians of race and education are authoring three digital books on the web, which raises provocative questions about the future of scholarly communication. Historian Matthew Delmont created open-access companion websites to accompany both of his recent books published by the University of California Press: The Nicest Kids in Town (http://NicestKids.com/) and Why Busing Failed (http://WhyBusingFailed.com). Jack Dougherty and his contributors are creating On The Line: How Schooling, Housing, and Civil Rights Shaped Hartford and its Suburbs, a digital-first, open-access book with interactive maps and oral history videos, under contract with Amherst College Press (http://OnTheLine.trincoll.edu). Ansley Erickson and Esther Cyna and their colleagues are producing Educating Harlem, a digital history project in two interconnected parts that mix elements of traditional publishing with web-based open-access scholarship.
Promise Zones are an initiative started by President Obama to give some communities battling poverty a leg up in making lasting change. In 2015, North Hartford became one of only 22 promise zones to be named in the entire country. As we begin our second year with the North Hartford Promise Zone designation we would like to share information regarding the exciting North Hartford Promise Zone AmeriCorps VISTA service opportunities that are available. Currently, the North Hartford Promise Zone is seeking candidates who are interested in serving as North Hartford Promise Zone AmeriCorps VISTA members.
As part of the Promise Zones initiative, AmeriCorps VISTA members are available to each Promise Zone community. AmeriCorps VISTA is a national service program designed to alleviate poverty. Members make a year-long, full-time commitment to serve on a specific project at a nonprofit organization or public agency. They focus their efforts to build the organizational, administrative, and financial capacity of organizations that fight illiteracy, improve health services, foster economic development, and otherwise assist low-income communities. We are looking for people who are passionate about the promise zone community, organized, and who have good writing and computer skills.
As part of their year of service, VISTA members receive the following benefits:
- $456 bimonthly living allowance (approximately, before taxes);
- $5,775 Education Award voucher -OR- $1,500 cash stipend;
- Childcare assistance, if eligible;
- Healthcare benefits
Please feel free to post, share and email the opportunities with networks and others.
Communications VISTA job posting — Increase community involvement and coordinate communication
Data VISTA job posting — Gather + analyze data and research best practices
Policy Coordinator VISTA job postings (2) — Lead and guide collaborative efforts
To apply: visit https://my.americorps.gov/mp/login.do
For more information, contact:
NHPZ AmeriCorps VISTA Leader
City of Hartford
550 Main Street | Room 305
Hartford, CT 06103
O: (860) 757-9508
Curious about teaching in a K-12 school after Trinity?
Feeling overwhelmed by different options and programs?
Come join us for a panel discussion:
Pathways to Teaching with Trinity Students & Recent Alumni
Wednesday, October 5th, 2016, 6:30-7:30pm in Rittenberg Lounge, Mather Hall
Listen and learn from current Trinity students and recent alumni who have followed different pathways to teaching. Guests will appear in person and via video conference to share their stories, explain the decisions each of them made, and offer their advice. Professor Jack Dougherty will moderate the discussion and refer to the Pathways to Teaching advising web pages hosted by the Educational Studies Program. If you missed this event, see video below.
Sophie Long ’17 is finishing her degree in mathematics. This fall, she also is completing her secondary school certification as a full-time student teacher in a New Britain CT public school, through the cross-campus consortium with the University of Saint Joseph in West Hartford. Learn more about teacher preparation at USJ.
Elizabeth (Lizzy) McQuaid ’16 graduated with a bachelor’s degree in psychology. She began her secondary school certification program in mathematics through the consortium at the University of Saint Joseph, and this fall is finishing by student teaching full-time at Manchester High School. Learn more about teacher preparation at USJ.
Emily Meehan ’16 graduated with a bachelor’s degree in Educational Studies. She is a Teach for America corps member and currently works as a 6th grade English/Language Arts teacher at Blackstone Valley Prep Middle School 1 in Central Falls, Rhode Island. Learn more about Teach for America.
Elaina Rollins ’16 completed her bachelor’s degree in Educational Studies. She currently teaches 2nd grade at Achievement First North Brooklyn Prep Elementary School in Brooklyn, New York and is working toward her master’s degree in childhood education from the Relay Graduate School of Education. Learn more about Achievement First Teachers in Residence program.
Veronica Armendariz ’16 completed her bachelor’s degree in Educational Studies. She currently is a paraprofessional and 12th grade advisor at Chicago Bulls College Prep in Chicago, IL, and is working toward her master’s degree in secondary mathematics from the Relay Graduate School of Education. Learn more about the Noble-Relay Teaching Residency program.
Zuleyka Shaw ’06 graduated with a bachelor’s degree in biochemistry, then completed her secondary teacher certification while earning a master’s degree in curriculum and instruction from the University of Connecticut in 2009. She has taught in several public schools in Hartford, and currently is an 8th grade science teacher at the Hartford Magnet Trinity College Academy. Learn more about teacher preparation at UConn.
Jess Voight ’17 is completing her major in biomedical engineering, with a minor in models and data. This past summer, she was one of 12 students from around the nation who gained first-hand experience as science educators at the Hartford Magnet Trinity College Academy, with training and financial support from the National Science Foundation – Teaching Experiences for Undergraduates program. Learn more about the NSF-TEU intern program.
Questions for panelists:
- We all start at different places in life, and everyone follows their own path. What decisions did you make about pathways to teaching, and why?
- What’s one piece of advice that you wish someone had shared with you during your earlier years as a Trinity student?
Video part 1
Video part 2
Past events with Trinity students and alumni
As summer ends, the fall academic conference season begins. This time of year I find myself writing the same email to panelists for whom I’ve been assigned to serve as chair and/or discussant at the History of Education Society meeting in November. So this year I’ll also share it as a blog post to make the process more transparent, and encourage others to comment and share their own approach or advice, which may differ from mine.
Looking forward to serving as chair and discussant on your HES panel in November. We’ll proceed in the order listed on the program unless your group tells me otherwise.
Some friendly advice:
1) Although the program chair instructed you to send me your writing by the beginning of October, feel free to extend that date to October 15th, because I won’t be looking at your writing until then. But this extension is a hard deadline, and panelists who miss it will not receive any prepared feedback from me.
2) Please send your writing to the entire panel to share your thinking, spark ideas, and promote discussion.
3) In addition, send us a 2-sentence bio, and more importantly, the context and trajectory of your writing, to help us understand how it fits into your academic plans. Do you envision this as part of a dissertation chapter, and/or journal article, and/or book project? Is it brand-new or near completion? Knowing this ahead of time helps me to frame my comments, which I usually gear toward helping panelists bring their work to the next step.
4) Everyone has their own style, but I support this recent email from program chair Jackie Blount: “It is better to prepare a talk than to read a paper verbatim.” So feel free to share your thinking about how you plan to do this. For example, it’s perfectly acceptable to send us a 25-page essay, with a note stating that you’ll prepare a talk about pages 1-4 and 10-15. Similarly, it’s also acceptable to send us an essay and presentation slides that outline your talk about that essay.
5) Aim to deliver your talk in less than the allotted time. Everyone loves a concise and focused presentation. And everyone feels embarrassed when a speaker who runs over needs to be interrupted by the chair, so let’s prevent that from happening. [The HES program chair states that sessions with 4 papers, allow no more than 10 minutes each; 3 papers, allow no more than 15 minutes each.]
6) Whether or not you choose to present digital slides or materials depends on your judgment about the best way to deliver your talk, which varies with content, setting, and personal preference. I’ve seen both wonderful and dreadful presentations, both with and without slides. But if you plan to use a projector [which HES is providing in selected rooms this year], then set up your laptop and connecting cables in advance, and coordinate with other panelists to share equipment and avoid time swapping out hardware. Furthermore, if you present digital slides, consider hosting them on the web (perhaps with Dropbox or Google Drive) and insert a short link or Twitter handle on the first slide, so that audience members (or people who could not attend) may download them later. Years ago I shifted from PowerPoint to Google Slides to make this process even easier.
Let me know if you have any questions.
Above: A different short video I recorded with the “Cycling, Sustainability & Hartford” First-Year Seminar. Not related to the event below, but still fun to watch.
The short version:
Wanted: Trinity students with bikes
What: Appear in a short video, on campus, with Professor Jack Dougherty
When: Saturday, September 24th, 2016 from 10 to 10:30am
Where: Vernon Street, near the Broad Street gate, Trinity College
Why: Eternal fame in a soon-to-be viral video, plus free cider and donuts
And if you’re curious, here’s the longer version: Trinity College has funded me to create a free online course, “Data Visualization for All,” to be distributed on the edX platform in February 2017. This course builds on a successful internship seminar where Trinity students co-create interactive charts and maps for the web, in partnership with Hartford community groups. When David Tatem and I brainstormed about how to communicate the course vision in a two-minute video, we dreamed up the idea a bicycle ride — my favorite mode of transportation — to tie together different scenes that we’re shooting with community partners around the City of Hartford. The final scene brings us back to the Trinity campus, specifically at the Broad Street gate on Vernon, where we need as many bike riders as possible to swarm in and shout out the closing line. So if you have two wheels — or can borrow some — come and join us!
When I teach the introductory Educ 200: Analyzing Schools course at Trinity College, one of my favorite parts is introducing my students to different Hartford schools where we place them for their weekly participant-observation sessions with classroom teachers. My students’ minds turn on when reality challenges them to confront the stereotypes that many of us carry about “urban education,” and their eyes light up at the opportunity to escape the “Trinity bubble” and play a meaningful role in the education of people younger than themselves. My Trinity colleagues and I invest a considerable amount of time and energy to build lasting relationships with our coordinating teachers in each school, who help us to schedule the logistics and come to campus at the end of the semester to evaluate students’ culminating projects. This community-learning component is so central to Trinity students’ learning experience that I cannot imagine what teaching this urban education class would be like without it.
Ken Krayeske and Joe Barber invited me to ride with the Trinity Pre-Orientation cyclists this year, but those plans fell apart when I injured my hand earlier this month. So I was delighted when they stopped by my house this morning for a lemonade break and chat about cities and suburbs. Looking forward to riding with them in the future.