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Friday, March 1, 2013

CBPR for Health Equity Institute, June 24-28 in San Francisco

CBPR for Health Equity Institute, June 24-28 in San Francisco


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 whole week.  Topics


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.


For more information, see the attachments, visit or contact Jessica Tokunaga at



Community-Campus Partnerships for Health promotes health equity and social justice through partnerships between communities and academic institutions.

Stay on top of the latest CCPH news through Facebook, LinkedIn & Twitter!


Dillard University Good Morning Dillard Community:

Good Morning Dillard Community:


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 appreciated:



MARCH GLADNESS: Sprirituality is Everybody's Business"

  • 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 Chapel.
    • 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 Bookstore.
    • Wednesday, March 6, 2013, from 6-7PM, Prayer Meeting in the Lawless Chapel Prayer Room. One hour of powerful intercessory prayer.
    • 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 are family!!!!
    • More to come so please stay tuned. SPREAD THE WORD.


Tomorrow's Professor: Categorizing Educational Research

Categorizing Educational Research

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 groups.


* Evaluative


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.



* Experimental


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


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 British society.


* Comparative


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 Strauss (1967).


Example: Thomberg?s (2008) grounded-theory research in Sweden developed a categorized system of school rules and sought to explain the logic behind them.


* Ethnography


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): 131-158.


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: Sage.


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 at: (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.


Dillard University Faculty General Assembly Reminder: Wednesday, March 13, 2013 4:00 p.m. in PSB 135

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
Dear Colleagues,
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
Dillard University
New Orleans, LA  70122
(504) 816-4701

Dillard University Reminder: Curriculum Proposal Deadline for Spring 2013

The following message is being sent on behalf of Dr. Cleo Joffrion Allen, Chair University Curriculum Committee:

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

Adviser, Courtbouillon student newspaper

504.816.4041 (office)


Barbara M. Albert

Executive Assistant

Office of Academic Affairs

(504) 816-4216 (office)

(504) 816-4144 (fax)