News

Pitzer College’s Community Engagement Center seeks an experienced professional for the position of Program Manager for Critical Justice Education Projects. This is an interim, grant-funded, exempt, staff position available from July 2018 through June 28, 2019 and annually renewable until June 30, 2023. Reporting to the Dean of Faculty, the Program Manager will enhance and expand The Claremont Colleges’ curricular and co-curricular justice education projects to meet the goals of the Mellon Critical Justice Education Grant.
 

"These contributors imagine a powerful, inclusive vision of alumnihood--one in which colleges and universities enlist alumni as allies in improving civic education and in advancing the institutions' public missions in the places where alumni are situated as professionals and community members." 

Produced in partnership with the Kettering Foundation, this issue of Diversity & Democracy examines alumni-driven civic engagement, both at the institutional level and in the community. 

In response to the recent news that the departments of Justice and Education have retracted Obama-era Affirmative Action guidelines, our colleagues at the Association of American Colleges and Universities (AAC&U) as well as many other campus leaders have spoken out.

The Bringing Theory to Practice project (BTtoP) asserts that the mission and purpose of higher education goes beyond workplace and career preparation - that learning should be transformational and contextual, and incorporate civic thinking at both the local and global levels; that students should be taught to value the public good, to embrace difference, and become social changemakers; and that educational spaces should be designed for the well-being and personal development of students of all intersectional backgrounds - including adult learners. 

Original publication found here
 
Over the last year, as a result of a new policy established by top officials in the Trump administration, U.S. Customs and Border Protection has separated at least hundreds—and possibly thousands—of families at the border with Mexico who are seeking asylum in the United States.
 

In fall 2017, Bringing Theory to Practice (BTtoP) announced that after fifteen years of service, Donald W. Harward, director and cofounder of the project, would be stepping down in summer 2018. Following a successful search, we are honored to announce that commencing July 1, 2018, David M. Scobey will join BTtoP as the new project director.

Made possible with the support of a BTtoP grant and matched by funding from the University of Michigan, the first of three, "Preparing Professors for New-Majority Students in Higher Educaton," retreats was held on May 19-20, 2016. This and subsequent retreats centered the conversation on underserved students (e.g. low-income students, first-generation students, and students of color) by featuring student voices, including, current University of Michigan junior, Lauren Schandevel, who provided insight as an incoming new-majority student.

This issue of Diversity & Democracy, produced in partnership with Bringing Theory to Practice and funded in part by Bringing Theory to Practice and the Endeavor Foundation, examines how higher education institutions can take an intersectional approach to fostering individual, community, and institutional well-being. 
 

"Educating students to be responsible, informed, and engaged citizens in their workplaces and the larger community should be an expected goal for every major." 

Tricia Seifert, Associate Professor of Adult and Higher Education at Montana State University, and author in BTtoP's recent volume Well-Being and Higher Education, addresses the drawbacks of a linear approach to student success in her featured interview with The Academic Minute.

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