Rising Seniors: Educ 400 Research Plans due April 9th

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To: Educational Studies rising seniors intending to enroll in Ed 400 next year
From: Ed Studies Program
Date: March 26, 2012
Re: Ed 400 Research Plans due April 9th

As you know, the Educational Studies major requires each student to design and conduct a one-semester independent research project, in Educ 400 Senior Research Seminar (which meets Mondays 1:15-3:55pm in Fall 2012). Your project may investigate any topic related to educational studies, but it must focus on an original researchable question using primary sources and appropriate research methods. For example, you could answer a question using:

  • qualitative research, such as interviewing or ethnography (where the interview transcripts and/or detailed field notes serve as primary sources)
  • quantitative research, such as analyzing a dataset (the primary source), which you could construct on your own (via surveys, etc.) or obtain from another source (such as an educational or governmental agency)
  • historical research, such as analyzing change & continuity over time through archival documents, periodicals, visual images, oral histories, etc.
  • or any combination of the three

In order to receive permission (a PIN code) to enroll in Ed 400, each student must email a 1-page research plan to the instructor (andrea.dyrness@trincoll.edu) by April 9th at noon for approval by the Educational Studies faculty. Your plan must address these questions:

  1. What is your proposed research question, and how is it significant to educational studies, broadly defined?
  2. What primary sources and methods will you use to answer this research question?
  3. Describe any prior courses, experiences, or specific readings you have done regarding this topic. Also, if you expect that your project will involve a community partner, such as a local school or organization, describe any arrangements you have already made or intend to make. (It is recommended to secure access to a research site prior to the start of the fall semester.)

Feel free to make an appointment with Ed Studies faculty to discuss your ideas, and consider this friendly advice to help you share your research plans:

  • Think about research questions that truly interest you (and perhaps also may be meaningful for a community partner, if you choose to work with one). Build on research you have done for previous courses, if appropriate. We encourage you to speak with Ed Studies faculty, current Ed Studies seniors, classmates, community partners, Social Science Data Coordinator Rachael Barlow, or Librarian Katy Hart to refine your plans. Think outside of the box.
  • Be sure to design a “researchable” question, meaning one that can be answered using qualitative, quantitative, and/or historical methods during a one-semester project. If you’ve never had a course on using a particular research method, it may be unwise to propose it for your senior research project.
  • An “independent” project means that you are primary responsible for its design and analysis, but it doesn’t mean that you need to work alone. For example, Jesse Wanzer ’08 and Heather Moore ’08 coordinated their research on magnet schools. One used quantitative methods, while the other used qualitative, and they explored different aspects of the same process.
  • You may consider pairing your senior research project with an internship, if appropriate. You would need to ask your Ed 400 instructor to sponsor the internship, draw up a contract of additional readings and writing assignments (separate from the research project), and complete the necessary forms from the Internship Office. All of these arrangements must be completed before the semester begins.
  • Talk to current seniors about their research projects and how they came up with them.
  • See previous examples of Ed Studies senior research projects in the Trinity College Digital Repository
  • If you’re currently enrolled in Educ 300, Educ 307, or another course with a research paper requirement, consider focusing it on a topic broadly related to senior-year research project, to help build your background in secondary sources.
  • Consider applying for a Community Learning Research Fellowship, a Levy Research Grant for Urban Studies, and/or a Grossman Research Grant for Global Studies for additional support and funding for your research project.

Apply for Educ 200 TA positions for Fall 2012

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Are you interested in working with me as a Teaching Assistant for Educ 200: Analyzing Schools on TR 9:25am in Fall 2012?

I am looking to hire 1 or 2 teaching assistants for this course. TAs help plan the course, organize school orientation sessions, facilitate discussion groups, add comments on student papers, and occasionally deliver presentations to the class. Previous TAs have described it as a fabulous experience that has helped them explore new roles and ideas about their future careers. TAs have the option of doing the work for one academic credit OR for cash (around $8-9/hour). See my recent Educ 200 syllabus.

If you’re interested, please email me by Monday April 9th, 2012 with the following information:

  • Include your name, class year, and the best phone number(s) to reach you
  • Why would you be a good match for the Ed 200 TA position?
  • What is one idea you have for improving the course or community learning experience?
  • Do you prefer to work for cash or academic credit?

I may ask some applicants to interview for the position, and will inform everyone after a decision has been made.  — Jack Dougherty, Educational Studies Program

Samantha Alcala ’11 visits to discuss Citizen Schools NYC

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Samantha Alcala ’11 stopped by the Educational Studies Program today to share her story about Citizen Schools New York, a non-profit organization that partners with low-income public middle schools to enrich and extend their student’s learning day to 6pm. Watch this short video to learn more about being a Teaching Fellow means to her:

Trinity students are welcome to contact her at SamanthaAlcala@citizenschools.org

Bianca J. Baldridge on “(Re)Imagining Black Youth,” Feb 29th

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Bianca J. Baldridge, a Ph.D. candidate in Sociology and Education from Teachers College at Columbia University, will visit Trinity College on Wednesday, February 29th, 2012 to speak about her research and teaching. At 12 noon she will deliver a research presentation on her dissertation, titled “(Re)Imagining Black Youth: The Political, Social, and Academic Impact of ‘Youth Work’ in Community Based Educational Spaces,” in Terrace Room C, Mather Student Center, with a light lunch available — first come, first served. At 4pm, Ms. Baldridge will lead a teaching discussion, including ideas for a course she would propose to offer, in McCook 305. Both events are open to the public.

Bianca J. Baldridge was nominated by the Educational Studies Program and Sociology Department and is a finalist for the 2012-13 Ann Plato Diversity Fellowship at Trinity College. A native of South Central Los Angeles, she received her bachelor’s degree in American Studies with a minor in African American Studies from the University of California at Berkeley, where she also designed and instructed two student-initiated courses and conducted community-based research as a McNair Scholar.

At Columbia University, her dissertation research explores the experiences of youth workers (i.e., adults who teach, guide, and mentor youth) within out-of-school time community based educational spaces. Through a critical ethnographic research design at an urban community-based after school program, her dissertation examines the particular ways that youth are “framed” and “imagined” within the institution. The study also demonstrates how these understandings inform (and limit) the cultural, social, and pedagogical practices of the institution. More broadly, Bianca’s research interests are in sociology of education, urban sociology, community based educational spaces, community and school partnerships, sociology of youth, urban schooling, critical pedagogy, race, class, and gender studies; youth literacy practices in urban contexts, youth activism; race poverty and achievement, and ethnographic and qualitative methodology. Some of her work has been published in the Journal of Race, Ethnicity, and Education and the Berkeley McNair Research Journal.

In addition to her scholarly research interests, Bianca has been a community educator within out-of-school time community based programs for over ten years. Her experience as an instructor, curriculum developer, and consultant to community youth programs has informed her research in profound ways. She has worked with programs in Los Angeles and Oakland, California, and New York City, with organizations such as the Future Leaders of America, Compton Unified School District, Oakland All City Council, the New York City Lab School, and the Harlem Health Promotion Center. Bianca has also worked internationally with youth as a consultant for an international youth leadership forum in Aomori, Japan as well as a curriculum developer and consultant for youth centers established to educate youth about HIV/AIDS prevention in Johannesburg, South Africa.

While pursuing her doctorate degree, Bianca continues to work with youth regularly in community based and school settings, helping young people understand issues of race, ethnicity, gender, social class, and sexuality; leadership development, and develop critical media literacy skills. She has also worked as a consultant, providing staff development training for after school/out-of-school time programs. In addition to her work in community-based programs, she has been a lecturer at Teachers College, Columbia University and Hunter College.

Learn more about Bianca J. Baldridge by reading her curriculum vita, her biographical & research & teaching statement, and her publications:

Baldridge, Bianca J., Marc Lamont Hill, and James  Earl Davis. “New Possibilities: (Re)engaging Black Male Youth Within Community‐based Educational Spaces.” Race Ethnicity and Education 14, no. 1 (2011): 121-136.

Wells, Amy Stuart, Bianca Baldridge, J. Duran, C. Grzesikowski, R. Lofton, A. Roda, M. Warner, and T. White. Boundary Crossing for Diversity, Equity, and Achievement: Interdistrict School Desegregation and Educational Opportunity. Charles Hamilton Houston Institute for Race and Justice, November 2009.

Wells, Amy Stuart, Bianca Baldridge, J. Duran, R. Lofton, A. Roda, M. Warner, T. White, C. Grzesikowski, and others. Why Boundaries Matter: A Study of Five Separate and Unequal Long Island School Districts. New York: Long Island Index, 2009.

Baldridge, Bianca. “Redefining Leadership: Exploring the Experiences of Black Youth in Leadership Development Programs.” University of California Berkeley McNair Scholars Journal, 2004.

Advice for sophomores on declaring Ed Studies major

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Sophomores will be blocked from course pre-registration in April unless they declare their majors in March, according to a new rule at Trinity College. If you’re interested in learning more about the interdisciplinary Educational Studies Program, see our “How to Declare a Major” page.

Download the Ed Studies major declaration worksheet to understand our requirements: 5 core courses, 4 in a thematic concentration, and 3 additional electives, for a total of 12.

Explore how to fulfill requirements with the list of Ed Studies and cross-listed courses. Since students do not know exactly which courses will be offered more than a year in advance, identify those that interest you and mark the semester as “TBA” if needed.

Schedule a meeting with Professor Jack Dougherty, who currently directs the Ed Studies Program, to review your plans and learn more about your options, including dual majors and study-away semesters.

Draft your proposal in a word-processing document, following the format of the samples on the second page of the worksheet above. When the Director approves your proposal, a printed copy will be attached to your major declaration form to submit to the Registrar, and a digital copy will be kept by you and the Director to update for future advising meetings as new course schedules become available.

Sankofa Kuumba Cultural Arts seeks volunteers

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The Sankofa Kuumba Cultural Arts Consortium seeks to perpetuate African culture through instruction and performance of traditional performing and visual arts. Sankofa is a consortium of performing and teaching artists in many disciplines including dance, music, and visual and textile arts. Our programs are designed to be like an imaginative journey that promotes cultural enrichment, arts education and a greater understanding and appreciation of African culture by all. The program takes place in the Hartford Public Schools. Our school for this session is the Fred D. Wish School on the north end of Hartford. Our program runs Monday through Friday from 3:15-5:45pm.

We currently have three volunteer opportunities available:

  • Teaching artist assistant: help the teaching artist on site at the school and work directly with the children;
  • Administrative assistant: assist the office with daily tasks; must know how to use Microsoft Office (Word, Excel, etc)
  • Documentarian/Video Editor: catalogue the program’s photos and short films from various events

We have two locations:

  • Office address: 57 Woodstock St, Hartford, CT 06143
  • School Address: Fred D. Wish School, 350 Barbour St, Hartford, CT 06112

Transportation from Trinity College: see Google Maps for public transit or rent Zip Car

Contact: Breanna Garcia Ladiana via email Breanna.garcialadiana@trincoll.edu or cell 716-830-8686 or office phone 860-242-2999

Samantha Alcala ’11 advises on Citizen Schools NYC, Feb 22-23

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Samantha Alcala '11

Samantha Alcala, a dual major in Educational Studies and Psychology from the Class of 2011, will return to Trinity to share her experiences and offer personal advice about Citizen Schools New York. This educational non-profit organization partners with NYC public middle schools in low income communities to extend the learning day to 6pm. Teaching Fellows (TFs) are essential to the success of the Citizen Schools’ program. The National Teaching Fellowship is a unique, competitive, two-year professional and leadership development program that offers a diverse range of experiences to people of varied backgrounds who have high potential as educators and leaders. Each TF leads a group of approximately 12-18 students, supporting their academic achievement through communication with families, academic support, and by facilitating hands-on, learning activities led by community volunteers. The Citizen Schools’ program offers TFs the opportunity to engage students in a diverse range of educational experiences and provides leadership development support – with the ultimate goal of preparing students for high school success, and enhanced college and career access.

Samantha will hold an information session at Trinity’s Career Services office on Wednesday February 22nd, 2012 at 4:30pm. Students who wish to schedule an individual meeting time on Feb 22-23rd are encouraged to email her at SamanthaAlcala@citizenschools.org.

Common Hour Lecture by Jack Dougherty, Thursday Feb 23rd

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Scholarly Publishing with Open Access Web-Books:
On The Line and Writing History in the Digital Age
by Jack Dougherty, Associate Professor of Educational Studies

Faculty Research Committee Lecture
Thursday, February 23, 2012
Common Hour, 12:15-1:30pm
Mather Hall, Rittenberg Lounge
Trinity College, Hartford CT

Link to presentation slides

Today’s scholars face a perfect storm. We are pressured to generate more publications to satisfy the rising expectations of colleges and universities, and to maintain our individual standing within a bleak academic job market. But in this tightening economy, publishers have raised prices for scholarly books and journals while the purchasing power of academic libraries has declined. Each year it becomes more difficult for institutions of higher education to afford access to the knowledge created by their own faculty, which in turn, decreases readership of our work. What can be done to find our way out of this storm?

This presentation explores the possibilities of online scholarly publishing by comparing two digital books that the author and colleagues designed and are distributing on the public web. The first, On The Line: How Schooling, Housing, and Civil Rights Shaped Hartford and its Suburbs, blends an historical narrative on metropolitan change with interactive maps and oral history videos. The second, Writing History in the Digital Age, is an edited volume on how technology is transforming the creation and circulation of interpretations about the past. Essays in the open peer-review edition received over 940 comments by appointed experts and general readers, and if approved for publication by the University of Michigan Press, will be distributed in two formats: in print (for sale) and online (for free).

Audience members are encouraged to bring questions — and wireless laptops or tablets — to the presentation, and those who cannot attend in person are welcome to post comments online at either of the links above.

Volunteer for 6-8th grade COMPASS homework club at HMTCA

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Do you want to work with middle school students at the Hartford Magnet Trinity College Academy (HMTCA)? The Office of Community Service & Civic Engagement is in need of volunteer Homework Club Assistants for COMPASS, an after-school program serving 6th, 7th and 8th grade students at HMTCA. Volunteers will assist students with homework and then engage in recreational activities and clubs (such as comic book club, student council, creative writing, and sports).

Date:  Mondays and or Wednesdays
Time:  3:00 p.m. – 5:00 p.m.
* Optional: May volunteer for just homework help (3:00-4:10).
Location: HMTCA, on Vernon Street (Right across from Trinfo Cafe!)
For more information contact Stacey.Lopez@trincoll.edu Or visit the Community Service Office, Mather Hall

Get involved with TrinfoCafe after-school phone app program

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Help wanted! – volunteer or earn 0.25 credit. Trinity College’s Trinfo.Cafe is currently looking for new instructors for their “I’ll Write That App for You” after school program. The after school program serves 9-12th grade students from local schools such as the Greater Hartford Academy of Math and Science (GHAMAS) and, starting this semester, HMTCA students. During the program, students learn App Inventor, an online tool that allows non-programmers to create applications for the Android phone. The students also learn basic Computer Science principles while having fun and creating cool apps for their phones. You can learn more by clicking the link above and/or by going to the following site:  http://sites.google.com/site/aiprogramsummer2011/

This is a great opportunity, especially for those who are interested in teaching and/or working with local high school students.

  • You do not need to have any prior Computer Science experience.
  • You do not need to have any prior experience with App Inventor.
  • You will have the opportunity to earn 0.25 credit for program training but you can also choose to volunteer.
  • Priority will be given to first years and sophomores.

Are you: Interested in this opportunity? Willing to learn? Willing to commit to working with a small group of students for 2-3 days a week for 6-9 weeks? If you answered ‘Yes’ to any or all of these questions, then please contact Pauline Lake ’13 by February 6th, 2012 via email pauline.lakealmeida@trincoll.edu