scholarly journals Urban Education as Racialized State Violence

2019 ◽  
Vol 30 (2) ◽  
Author(s):  
Pauline Lipman
Keyword(s):  
Urban Education ◽  
State Violence ◽  
Annual Conference ◽  
Metropolitan Universities

This address was given as the plenary presentation to the 24th Annual Conference of the Coalition for Urban and Metropolitan Universities, Chicago, Illinois, October 23, 2018.

scholarly journals Equity and the Urban University: Introduction to the Chicago Conference Issue

2019 ◽  
Vol 30 (2) ◽  
Author(s):  
Beatriz Gonzalez ◽  
Howard Rosing
Keyword(s):  
Higher Education ◽  
Urban Areas ◽  
Racial Segregation ◽  
Annual Conference ◽  
Transformative Power ◽  
Urban Institute ◽  
College Degrees ◽  
Critical Issues ◽  
Metropolitan Universities ◽  
Political Act

his 2018 CUMU Annual Conference issue of Metropolitan Universities journal (MUJ) highlights efforts by universities and scholars seeking to engage directly with issues of equity in cities. Reflecting on the conference theme, Partnering for Equity, the City of Chicago offered arguably one of the most sobering and rich contexts for discussing the role of higher education in promoting equity. A 2017 study found the cost of lost income to Chicago’s regional economy due to racial segregation exceeded $4 billion (Urban Institute, 2017, pg. IX). This same study noted an estimated 83,000 college degrees never attained because of racial segregation (Urban Institute, 2017, pg. 40). Chicago, like many urban areas, present the most pressing opportunities and challenges for uncovering and addressing issues of equity. As reflected in the conference presentations and speeches, one of the most important changes in higher education is the growing recognition that social change begins on and around the campus. Paulo Freire posited this view nearly 40 years ago in Pedagogy of the Oppressed, naming education a political act. To fully realize this transformative power of higher education, universities must partner across institutions and sectors to reveal and address critical issues of equity. This is the focus of the work shared at the 2018 CUMU Annual Conference.

scholarly journals Charting the Future of Metropolitan Universities: The 2016 CUMU Annual Conference

2017 ◽  
Vol 28 (2) ◽  
pp. 3-7
Author(s):  
Mary Ann Villarreal
Keyword(s):  
Annual Conference ◽  
The Future ◽  
Metropolitan Universities

Charting the Future of Metropolitan Universities: The 2016 CUMU Annual Conference

scholarly journals All In: The Urban Mission

2020 ◽  
Vol 31 (2) ◽  
pp. 3-6
Author(s):  
Nyeema Watson ◽  
Jennifer Johnson Kebea
Keyword(s):  
United States ◽  
South Africa ◽  
Economic Development ◽  
The United States ◽  
Annual Conference ◽  
Urban Mission ◽  
Metropolitan Universities

The Coalition of Urban and Metropolitan Universities (CUMU) celebrated its 25th annual conference in October 2019. Convening in Philadelphia PA, this conference was the largest for CUMU to date, selling out weeks in advance and drawing representatives from across the United States, Canada, and South Africa. With the theme of “All In: The Urban Mission”, attendees gathered purposefully to examine how universities are striving to intentionally align their goals with the priorities of their host cities to affect desired change, drive economic development and inclusion, and address issues of shared importance.

Grammatical Morpheme Intervention Issues for Students Who Use AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 62-68 ◽  
Author(s):  
Cathy Binger
Keyword(s):  
Special Interest ◽  
Augmentative And Alternative Communication ◽  
Intervention Program ◽  
Annual Conference ◽  
Alternative Communication ◽  
Research Results ◽  
School Aged Children ◽  
Grammar Acquisition ◽  
Device Use

Abstract Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.

Family Support in Early Hearing Detection and Intervention (EHDI) Systems

2012 ◽  
Vol 22 (1) ◽  
pp. 11-21
Author(s):  
Patti Martin ◽  
Nannette Nicholson ◽  
Charia Hall
Keyword(s):  
Family Support ◽  
Hard Of Hearing ◽  
Critical Role ◽  
Annual Conference ◽  
Federal Law ◽  
Think Tank ◽  
Learning Collaborative ◽  
Technological Advances ◽  
Improved Outcomes ◽  
Program Components

Family support has evolved from a buzzword of the 1990s to a concept founded in theory, mandated by federal law, valued across disciplines, and espoused by both parents and professionals. This emphasis on family-centered practices for families of young children with disabilities, coupled with federal policy initiatives and technological advances, served as the impetus for the development of Early Hearing Detection and Intervention (EHDI) programs (Nicholson & Martin, in press). White, Forsman, Eichwald, and Muñoz (2010) provide an excellent review of the evolution of EHDI systems, which include family support as one of their 9 components. The National Center for Hearing Assessment and Management (NCHAM), the Maternal and Child Health Bureau, and the Center for Disease Control Centers cosponsored the first National EHDI Conference. This conference brought stakeholders including parents, practitioners, and researchers from diverse backgrounds together to form a learning collaborative (Forsman, 2002). Attendees represented a variety of state, national, and/or federal agencies and organizations. This forum focused effort on the development of EHDI programs infused with translating research into practices and policy. When NCHAM, recognizing the critical role of family support in the improvement of outcomes for both children and families, created a think tank to investigate the concept of a conference centered on support for families of children who are deaf or hard of hearing in 2005, the “Investing in Family Support” (IFSC) conference was born. This conference was specifically designed to facilitate and enhance EHDI efforts within the family support arena. From this venue, a model of family support was conceptualized and has served as the cornerstone of the IFSC annual conference since 2006. Designed to be a functional framework, the IFSC model delineates where and how families find support. In this article, we will promote and encourage continued efforts towards defining operational measures and program components to ultimately quantify success as it relates to improved outcomes for these children and their families. The authors view this opportunity to revisit the theoretical underpinnings of family support, the emerging research in this area, and the basics of the IFSC Model of Family Support as a call to action. We challenge professionals who work with children identified as deaf or hard of hearing to move family support from conceptualization to practices that are grounded in evidence and ever mindful of the unique and dynamic nature of individual families.

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