The Missing Link: Curriculum Design in Higher Education Degree Programs Amanda Beirne, University of Southern California, Danielle Louisiana State University, Maylen Aldana, Louisiana State University, A phenomenon in student affairs is the entrance of new professionals into the field with little experience in curriculum design. This paper explores the emphasis placed on curriculum design courses in Higher Education graduate programs and the impact this has on how new professionals engage in designing student development opportunities. Session S-306 For the Sake of Diplomacy: The Educational (im)Possibility of Teaching Peace by New York City Elementary School Teachers Debbie Sonu, Hunter College, City University of New York, Molly Quinn, Teachers College, Columbia University, This presentation on educating for draws from a multi-site qualitative study in New York City elementary classrooms and considers what kinds of togetherness are possible, who dictates the agenda, and who is considered a subject deserved of peace? It describes four models and uses philosophy to push new frontiers. Exploring "Good Pedagogy" to Facilitate Complicated Conversation in the Classrooms in the Post 9/11 Era Merjjena Hemp, New Mexico State University, Teachers are facing major challenges on how to effectively answer questions about terrorism and how to deal with name calling that further escalates problem on bullying, discrimination, racism, and the marginalization of the Arab and Muslim immigrants who are one of the most vulnerable ethnic groups post 9/11. Forgotten Peoples: An Intervention against the exclusion of Native voices from Canadian History University courses CCP – Kelsey Catherine Schmitz, University of Ottawa, , Examining the experiences of native soldiers/veterans following WWI as an anti-racist approach to addressing exclusion, this paper hopes to include the narratives of the racially marginalized people within a given curriculum as only the first step in being a promoter of anti-racism. As such, this intervention includes a discussion of how to eliminate exclusion as much as possible by addressing university history courses and their mandates, government propaganda on native soldiers, and provincial curriculum and schooling practices.
The Missing Link: Curriculum Design in Higher Education Degree Programs Amanda Beirne, University of Southern California, Danielle Louisiana State University, Maylen Aldana, Louisiana State University, A phenomenon in student affairs is the entrance of new professionals into the field with little experience in curriculum design. This paper explores the emphasis placed on curriculum design courses in Higher Education graduate programs and the impact this has on how new professionals engage in designing student development opportunities. Session S-306 For the Sake of Diplomacy: The Educational (im)Possibility of Teaching Peace by New York City Elementary School Teachers Debbie Sonu, Hunter College, City University of New York, Molly Quinn, Teachers College, Columbia University, This presentation on educating for draws from a multi-site qualitative study in New York City elementary classrooms and considers what kinds of togetherness are possible, who dictates the agenda, and who is considered a subject deserved of peace? It describes four models and uses philosophy to push new frontiers. Exploring "Good Pedagogy" to Facilitate Complicated Conversation in the Classrooms in the Post 9/11 Era Merjjena Hemp, New Mexico State University, Teachers are facing major challenges on how to effectively answer questions about terrorism and how to deal with name calling that further escalates problem on bullying, discrimination, racism, and the marginalization of the Arab and Muslim immigrants who are one of the most vulnerable ethnic groups post 9/11. Forgotten Peoples: An Intervention against the exclusion of Native voices from Canadian History University courses – CCP Kelsey Catherine Schmitz, University of Ottawa, , Examining the experiences of native soldiers/veterans following WWI as an anti-racist approach to addressing exclusion, this paper hopes to include the narratives of the racially marginalized people within a given curriculum as only the first step in being a promoter of anti-racism. As such, this intervention includes a discussion of how to eliminate exclusion as much as possible by addressing university history courses and their mandates, government propaganda on native soldiers, and provincial curriculum and schooling practices.
Oct%2010-Final%20Program.docx