CBPR for Health Equity Institute, June 24-28 in San
Dear CBPR colleagues,
We are delighted to announce the Community Based
Participatory Research for Health Equity Institute, hosted by San Francisco
State University, June 24-28, 2013.
Participants can register for individual days or the
Creating, Building and Maintaining Partnerships
Collaborative Study and Intervention Design Collaborative Data Collection,
Analysis, and Dissemination The Intersection of CBPR, Policy and Social Change
Fundraising and Sustainability for CBPR
Community-academic teams interested in receiving
additional mentorship must apply by March 29.
Greeting in the Name of
God our Father and our Lord and Savior Jesus Christ. The Office of the
University Chaplain and the VisionQuest Program is sending you a friendly
reminder that the "March
Gladness: Spirituality is Everybody Business Campaign"
begins in today,
Friday, March 1, 2013 and will continue until the end of the Spring Semester
2013. We are soliciting the support of the entire Dillard University Community
(students, faculty, staff, alumni, and friends) as this is something new and
exciting for our us. Your support and participation in these events is greatly
MARCH GLADNESS: Sprirituality is Everybody's
Campain "Kick-Off" Events
Prayer-a-thon. We are opening the doors of the Prayer
Room also known as the Little Chapel to everyone. Our goal is to get 100
people to pray in the Prayer Room between the hours of 8AM - 8 PM on
Friday. There will be a prize given to the 100th person who prays in the
Flag Pole Prayer at 12 Noon, Friday, March 1, 2013, A
new tradition at Dillard. On this day, we recognize the World Day of
Prayer, which is a world holiday on Friday. Rev. Richard Thompkins, a
Dillard University, senior, who is an ordained minister at Franklin
Avenue Baptist Church, New Orleans, Louisianawill bring the meditation.
See you at the flag pole.
24-Hour Prayer and Spiritual Crisis Hotline is
activated. Dail 504-816-H-O-P-E (4673). We listen, we care, and we will
pray for you!
Chapel Service, Sunday, March 3, 2013. We will be
celebrating Holy Communion. VisionQuest Chorale will provide worship
music with their new directress, Ms. Miya Carter DU 2013.
Tuesday, March 5, 2013 from 6 AM- 7AM, launching of
the Dillard University Telephone Prayer Conference Line. One hour of
powerful prayer and mediation in the comfort of your own home.
Wednesday, March 6, 2013, from 7AM- 7:30 AM,
Chaplain's Walk on Wednesdays on the Avenue of the Oaks. This event is in
partnership with Recreation-Health and Wellness. All are encourage to
purchase a sweat suit or work-out apparel from the Dillard University
Wednesday, March 6, 2013, from 6-7PM, Prayer Meeting
in the Lawless Chapel Prayer Room. One hour of powerful intercessory
Wednesday, March 6, 2013 at 7 PM, Power for Living
Bible Study with Rev. John Bernard Wingate, University Chaplain/Director
of VisionQuest. Where the Word of God comes alive! Come experience our
powerful teaching ministry. Light refreshments will be served.
Wednesday, March 6, 2013 at 7 PM, VisionQuest Chorale
Rehearsal. We are looking for new members. Students, Faculty, Staff, and
Alumni are welcome. Hope to see you there! For more information contact
Rev. John Wingate, University Chaplain/Director of VisionQuest or Mr.
Joshua Lazard, Assistant Project Director of VisionQuest at 504-816-4791
or visit the Office of the University.
Sunday, March 10, 2013 at 6:00 PM in Lawless Chapel.
Sunday Evening Vespers Service is returning to Dillard University. Pastor
Shawn Anglim and First Grace United Methodist Church, New Orleans,
Louisiana will be joining us in evening worship and prayer.
Saturday, March 2, 2013 at 12:00 Noon. The Univeristy
Chaplain/Director of VisionQuest is looking for Volunteers
(students, faculty, staff, and administration) to assist him in
decorating the Univeristy Chaplain Office/VisionQuest Bulletin Board in
Kearny Hall on the first floor. There will be free food. Your
choice of Chinese Food, Pizza, or etc. An honorarium will be given to the
first three persons who respond. See Rev. Wingate today for details. We
More to come so please stay tuned. SPREAD THE WORD.
Dillard University Good Morning Dillard Community:
We can categorize research in many different ways. For
instance, it is carried out at different levels: undergraduate, practitioner,
Masters, doctoral and post-doctoral. It may be funded by an external body,
including government, or not have any allocated ?nancial support at all. It can
also relate to a wide range of themes, including (of course) education.
Educational research investigates learning, curriculum
and educational practice. lt can be carried out by practitioners or by
?outsiders? (and even by children and school students themselves). It may
achieve many things - your project may achieve these too. For example, it can:
? strengthen understanding of how centres, schools or
colleges function and how they might function better
? deepen understanding of educational practice, in the
classroom and elsewhere
? explore the feelings (?perspectives?) of those in
education about curriculum, styles of teaching and about learning itself.
It also comes in different forms. Here are some common
approaches, together with examples of each:
* Theoretical research
Theoretical research scrutinizes concepts and ideas (such
as equality and justice), rather than their practical application.
Example: Starting his discussion with: ?Teachers often
shut their students up?, Callan (2011) examined the tensions between the silencing
of students? derogatory comments and the ideals of free speech.
* Action or practitioner research
Action research investigates everyday actions, in work or
in our social lives, with a view to improving systems and practice. It is often
carried out by practitioners, such as teachers. Participants themselves may
also have direct input into design and monitoring of the investigation
(sometimes known as ?participatory' research).
Example: Rule and Modipa (2011) explored the educational
experiences of adults with disabilities in South Africa. The study?s
participatory, action-research approach involved people with disabilities
designing and conducting the investigation. The study was also an example of
?emancipatory research? which challenges social oppression of marginalized
Evaluative research assesses the usefulness or
effectiveness of an organization or activity, possibly to indicate whether this
should be continued.
Example: Blenkinsop et al. (2007) evaluated the School
Fruit and Vegetable Scheme, which provided fruit to young children in English
schools every morning. They found that children?s fruit consumption increased,
but saw no wider or sustained impact on their diet.
This involves a structured experiment. Situations are
carefully organized, so that different scenarios can be investigated. For
instance, two student groups (one ?experimental?, the other ?control') are
taught the same thing in different ways. The researcher then tries to determine
which approach is more beneficial. To adopt this approach, it must be possible
to measure clearly the issue in question.
Example: Finnish research by livonen, Saakslahti and
Nissinen (2011) used two groups of young children to study the effects of an eight-month,
pre-school, physical-education curriculum.
* ?Cause and effect? research
Experimental research is usually associated with what I
call ?cause and effect? research - trying to find out if and how one thing
causes or affects another. For instance, does a particular teaching approach,
initiative or resource improve students? learning and achievement?
Example: Blatchford et al. (2011) studied over 8000
students to examine the effects of work by education support staff.
Uncomfortably for educators, it found that the students getting most support
tended to make less academic progress than similar students with less support.
* Case study
Case-study research involves in-depth investigation of an
individual, group, event or system, usually within its real-life context and
sometimes over a period of time (called a ?longitudinal? study).
Example: Forrester (2010) used a longitudinal case-study
approach to document the musical development of one child between the ages of l
and 4 years.
* Systematic review
Systematic reviews critically appraise a range of
research evidence or literature (or both) on a particular topic. From the
analysis, it identi?es key messages and continuing gaps in understanding.
Example: Sebba et al. (2008) searched electronic
databases and journals to ?nd and review 26 published research studies relating
to the topic of self and peer assessment in secondary schools.
Exploratory research seeks to understand situations more
clearly and deeply than before, often from varied perspectives.
Example: Rassool (2004) explored ways in which children from
minority ethnic groups viewed themselves culturally and educationally within
Comparative research investigates two or more different
situations, for instance practice in different countries or institutions, and
makes comparisons in order to understand both situations better.
Example: Jerman and Pretnar (2006) compared the musical
abilities of l1-year- old children on the Caribbean island of Martinique and in
Slovenia. This comparison identi?ed common elements and some differences which
seemed to explain much better results on Martinique.
* Grounded theory
This approach is often used to create or produce an
overall theory from wide-ranging investigation, often culminating in an
intricate flow chart or diagram. The approach was ?rst formulated by Glaser and
Example: Thomberg?s (2008) grounded-theory research in
Sweden developed a categorized system of school rules and sought to explain the
logic behind them.
Ethnographic research studies cultures or groups in
naturalistic contexts, ?understanding things from the point of view of those
involved? (Denscombe, 2010: 80-81). Ethnographic researchers often immerse
themselves in the lives of those they are researching.
Example: Tang and Maxwell (2007) used observation,
interviews, daily conversations and questionnaires to investigate cultural
features of the Chinese kindergarten curriculum, ?nding that ?children are
taught to learn together rather than explore individually? and that children ?s
'spontaneous learning interests are welcomed but seldom developed in depth?.
Blatchford, P., Bassett, P., Brown, P., Martin, C.,
Russell, A., and Webster, R. (2011) ?The impact of support staff on pupils?
?positive approaches to learning? and their academic progress?, British
Educational Research Journal, 37(3): 443-464
Blenkinshop, S., Bradshaw, S., Cade, J,.Chan, D.,
Greenwood, D., Ransley, J., Schagen, S., Scott, E., Teeman, D. and Thomas, J.
(2007) Further Evaluation of the School Fruit and Vegetable Scheme. London:
Department of Health.
Forrester, M.A. (2010) ?Emerging musicality during
pre-school years: a case study of one child?, Psychology of Music, 38(2):
Jerman, J., and Pretnar, T. (2006) ?Comparative analysis
of musical abilities of 11-year-olds from Slovenia and the island of
Martinique?, Education 3-13, 34(3): 233-242.
Rassool, N. (2004) ?Flexible identities: exploring race
and gender issues amongst a group of immigrant pupils in an inner-city
comprehensive school?, in V. Lewis, M. Kellett, C. Robinson, S. Fraser and S.
Ding (eds) The Reality of Research with Children and Young People. London:
Rule, P. and Modipa, T.R. (2011) ? ?We must believe in
ourselves?: attitudes and experiences of adult learners with disabilities in
KwaZulu-Nata, South Africa?, Adult Education Quarterly, 28 February. Available
(accessed 27 January 2012).
Sebba J., Crick R.D., Yu, G., Lawson H., Harlen W. and
Durant K. (2008) ?Systematic review of research evidence of the impact on
students in secondary schools of self and peer assessment?, in Research
Evidence in Education Library. London: EPPI-Centre, Social Science Research
Unit, Institute of Education, University of education, University of London.
Tomorrow's Professor: Categorizing Educational Research
Faculty General Assembly Reminder
Wednesday, March 13, 2013 4:00 p.m. in PSB 135
We look forward to seeing you at today’s general assembly meeting. Hear updates on our recent Site Visit, opportunities for professional development, and university standing committee updates.
Dr. Eartha Lee Johnson, President
DU Faculty Senate
Next General Assembly Meeting: April 17, 2013
Please note the University Standing Curriculum Committee is scheduled to meet again on Friday, March 15, 2013 and have sent guidelines to you under the pen of Chairperson Allen through the Office of Academic Affairs (please see attached notification).
If you have any programs, courses, new innovations, etc. that need to come before them, kindly note their schedule for the rest of this semester. Your Faculty Senate meets Wednesday, March 6, 2013 at 12 noon and again on April 3, 2013. The committee presents their recommendations to the senate during these times. The last General Assembly meeting is scheduled for May 2, 2013. During that time we review and vote on the Graduating Seniors’ Roster.
If you have any concerns regarding the schedule please contact me at your earliest convenience. We are willing to work with everyone and accommodate you as best we can.
Sincerely and on behalf of the Senators,
Dr. Eartha Lee Johnson, Faculty Senate President
Associate Professor of Psychology
New Orleans, LA 70122
(504) 816-4701 firstname.lastname@example.org
Dillard University Faculty General Assembly Reminder: Wednesday, March 13, 2013 4:00 p.m. in PSB 135
The following message is
being sent on behalf of Dr. Cleo Joffrion Allen, Chair University Curriculum
This is a reminder that the
March 15 meeting of the University Curriculum Committee is the final one for
2013-14 catalog changes. So far, we have only received one completed
package for the entire semester: from Chemistry. It will be considered at the
March 1 meeting.
Others that we know are pending
include Criminal Justice/Social Work and Mass Communication/Film. If you
expect to present a proposal NOT mentioned, please let the committee know ASAP
when we may expect your proposal.
Anyone who has a package in play
at present should turn it in ASAP – no later than the Monday prior to the March
meeting – to ensure all required items are there so that it can be placed on
the March 15 agenda. Please turn it in the earlier the better in case
you have missing items that need to be added because the Monday before the
meeting is when committee members expect to receive packages.
Once again, we are sending the
forms and guidelines. Please keep in mind that you need an executive
summary/checklist in front of your materials listing what you propose to change
AND you need not only signatures on the forms from your department and dean,
but copies of minutes indicating your faculty AND College Curriculum Committee
has voted and approved the proposal(s).
Once it’s determined that your
package is complete, a digital copy is sent to members ahead of the meeting so
they can have time to read it, and a representative from your area will be
expected to attend the March 15 UCC meeting with 10 hard copies of the proposal
to answer any questions.
Thanks for your cooperation.
Cleo Joffrion Allen, Ph.D., APR
Chair, University Curriculum Committee
Chair/Assistant Professor, School of Mass Communication