Compilation of links distributed to Thinktank on Science and Social Justice education

“…Bringing critical analysis of science to bear on the practice and applications of science has not been well developed or supported institutionally. Given this, I have contributed actively to the development of society-at-a-small-scale, through new collaborations, programs, and other activities, new directions for existing programs, and collegial interactions across disciplines and regions…” (from Intersecting Processes: complexity and change in environment, biomedicine and society) Read more of this post

Writing about being unsettled: Some reasons

Over the last month or so I have tried to make sense of why I might share the notes I have been making about being unsettled.  In this post I share some of my shifting thinking. Read more of this post

Guidelines for personnel procedures giving value to the various dimensions of scholarship of engagement

This post draws attention to the guidelines for personnel procedures of the College of Education and Human Development of the University of Massachusetts Boston. They can serve as a model to be adopted and adapted for a) units that don’t have explicit or detailed guidelines; and b) giving value to the various dimensions of scholarship of engagement. Read more of this post

Constituency building and group facilitation

18-minute video = Unscripted thoughts about the relationship between constituency building and group facilitation in Action Research, http://www.faculty.umb.edu/pjt/ActionResearchEpi_Cycles.html

Educational Association, a proposal from 1985

Found in the basement archives:

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Design for a once-off support meeting for newly bereaved

The goals of this 2-hour meeting is for participants:

  • to bring to the surface and give voice to experience that you had not articulated well or perhaps even acknowledged, and
  • to help you envisage that you are living in a web of connections and concern that you can draw on as you move into the future.

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What should a syllabus consist of?

What should a syllabus consist of? One answer, which we are all familiar with, is that it should provide information about the course in a summary form that can fit in 3 to 5 pages. Why this length? Answer: Because students do not read a longer syllabus. But let us think more about this convention of limited-length syllabi. Read more of this post

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