The 2017, 12th Annual Sources of Urban Educational Excellence Conference


Thank you for an incredible conference experience!

Stay tuned for information about Sources 2018.


Please enjoy viewing the opening and closing presentations below!

Opening

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Closing

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Sources 2017Click “crimcuee” to view the full album.


About Sources

Conference Program

2017 Presenters

Presentations

Conversations with Community

Panels

Curated

Workshops

Pre-Conference Events

The Program


2017 Presenters

Presentations

 

What’s Fake News Got To Do With It? Everything. Donald Trump has declared war on individual members of the media and news organizations who aren’t buying his brand of “truth.” As a result, America is more polarized than ever with people tending to become more reliant on information sources which support their beliefs. This news sources often provide inaccurate information or information lacking in context. In this discussion, we’ll discuss the damage he is doing and what we can and should be doing to counter that narrative. We will explore the connections between truth/information and social movements and ask attendees to consider the truths that their work is rooted in and the ways in which work rooted in untruths/alt facts can hurt and harm. We also want attendees to consider why both truths and movements are necessary to each other. Movements based on no truth/information are dangerous and truth/information that does not result in social movements or change is fruitless.


Social and Emotional Learning as Culturally Responsive Pedagogy in Schools. In the current climate of standardization and accountability, the demand to meet the social, emotional and academic needs of culturally, economically, and linguistically diverse students has increased. Social and Emotional Learning (SEL) has emerged as a theoretical framework, providing schools with the tools and space to empower students, teachers, and schools.

Reimagining African American K-12 and college students as English Language Learners. African American students attending urban schools often speak an English dialect at home that is different from standard academic English (SAE) used in school. K-12 faculty should recognize these students as English Language Learners to increase academic success. Urban educators must redefine which students are considered as ELL’s.


Critically Examining Images of Creativity and Innovation. Creativity and innovation have quickly taken center stage in the national debate about children and best practices in K-12 educational settings. Attendees will be invited to participate in dialogue prompted by a 3-part series of questions and images that grapple with how creativity and innovation are defined, experienced, and perceived.

Veteran Teachers as Catalysts for Social Justice. The objective of this presentation is to engage participants in a discovery of one innovative way in which veteran educators explore and develop a consciousness around issues of equity and social justice while also exploring curriculum theory and development so that they can become leaders in their fields.


From de jure to de facto and back again: Growing rates of segregation in 21st century education. Segregation rates in American schools have dramatically increased to levels rivaling the 1950’s – an era when segregation was state-sanctioned and/or integration decrees were ignored by administrators. This presentation surfaces local, state and national court rulings that have systematically promoted resegregation so teachers are knowledgeable of the history affecting their classrooms.

Hip Hop Hamlet: Creating Collaborative Spaces in the Urban Classroom. This session will briefly review the speaker’s research on creating hybrid spaces within a traditional classroom through spoken word poetry. Through student examples, the presenter will share initial themes from the research and discuss implications for teachers and researchers. This session is geared for both current educators and researchers. Content includes literacy research, collaborative teaching strategies, and action research.


Knitting Narratives of Possible Selves: Voices of African American Females in a Single- Gendered Academy. Findings from a study of the educational experiences of students in a second generation single gendered academy open conversations among educators and policy makers on the implications of intersectionality in the educational system and the context of women’s educational institutions as effective alternatives to improve educational outcomes for women.

Critical pedagogy in teaching methods – a tool for equitability and activism. Inspired by Paulo Freire’s critical pedagogy, this presentation is an invitation for teachers to rethink about their pedagogical practices in the classroom and reflect about the different ways to provide students with ownership of knowledge production and empower them to become critical activists for themselves and society.


 

Student’s Perception of Health Behavior. Our review of literature has showed us that while researchers have tried to find the link between physical education, physical activity, and adolescent obesity, only a few have incorporated the Health Belief Model to get an understanding of students’ perception on physical activity and health behaviors. Understanding why students adopt some health behaviors and choose not to adopt others will go a long way in informing how physical education curricula should be shaped.

This session explores varying aspects of the DACA program, specifically as it relates to difficulties faced by undocumented students seeking access to postsecondary institutions in the state of Georgia, as well as the ongoing national discourse on immigration that has led the program’s cessation.


Conversations with Community

Resistance At Our Fingertips. In this technological era, I have attempted to utilize Instagram as a platform for resistance. By making posts regarding various social issues, hosting a live talk show, and posting Instagram stories to expose prejudice, I believe can help foster an educational environment for resistance.

The Multiple Identities and Literacies of Black Girlhood: Creating Spaces for Centering Black Girl Voices in English Education. This session will engage attendees in a critical discussion about how gender construction and the literacy experiences of Black girls are supported by their interactions with and engagements in community and school based literacy learning. The presenters will draw upon their collective yet individual experiences as Black women scholars and teachers to share ways to transform the identity development of Black girls within and beyond official school contexts.


The African-American Male Initiative (AAMI) – Bridging the Gap. The University System of Georgia’s African-American Male Initiative seeks to increase the enrollment, retention, and graduation rates and number of degrees conferred upon African American males within public USG institutions. Using a holistic approach, AAMI targets the academic support, social and emotional needs of this population on 24 of 28 campuses.



Panels

Discovering Truth in Action: The Impact of Experiential and Connected Learning on Student Engagement. Faculty and students from Georgia State University will discuss the impact that experiential learning, through service learning, research and global study has had on the development of student’s critical thinking skills and understanding of the world.

Community-Based Teacher Education: Preparing Teachers to Work with and for the Atlanta Community. Recent attention has focused on the need for social-justice oriented teacher preparation. Our program has responded by integrating research data of our candidate experiences and a programmatic evaluation to identify meaningful community-based experiences including a strategic partnership with Project South, a community-based organization, to support work in poverty-impacted schools.


Resistance in the classroom: Examples from students, researchers, and educators. Our panel is designed to bridge experiences of those who teach, study and advocate. We have organized a space to discuss issues of equity in our community. It is our goal to present these ideas as a way to challenge established frameworks that are often misleading within public education.

Closing Achievement and Opportunity Gaps for Urban Youth through SEL. Research shows that social and emotional learning (SEL) helps to close the achievement and opportunity gaps. Drawing upon evidence from WINGS for kids, an SEL-focused afterschool program, participants will learn how to close these gaps by helping adults develop social and emotional skills to impact school culture and climate.


“In-The-Classroom” Training: Career Exploration for Adult Basic Education Students. This workshop aims to illustrate how project-based work sessions can be to support students enrolled in GED programs in the discovery of emerging career opportunities. Pentorship is a social enterprise working to make soft skills learning experiences more equitable for incarcerated learners and similar populations. The organization has recently partnered with the Atlanta Public Schools Adult Education Division to offer a series of career discovery workshops for GED students. These sessions are designed to allow students to work collaboratively to solve a fiction problem to discover which skills they already possess related specific emerging roles. The purpose of the session is to share observations from the workshop series and provide attendees with a template for use in their organizations. The target audience for this workshop is Adult Based Education teachers, career counselors, any instructor working to promote 21st Century skills development for adult learners.

Using Data in in the Classroom: Lessons Learned in implementing Action Research. This presentation will assist the audience in creating a simple, iterative process involving learning, evaluation, and improvement, which could lead to better results for students. The topic of Action Research is a practical approach to classroom research that could help answer questions such as “Why are my third graders failing to meet benchmarks in mathematics?” or “How effective was my newly implemented teaching strategy in Reading?” Answers to these and similar questions could lead to improvements in teaching and practices at the classroom level. Lessons learned (district and school-level) and funding opportunities will also be covered.


 

Welcome to the story we call victory! The nation is at war with urban schools, especially those housed in the inner-city. Now more than ever, we need “the wisdom of the elders and young people’s energy” to meet the challenges being heaped at public schools. Our panel will demonstrate how Miami AP/YPP joined elders & youth to accelerate youth truth, power, and action.

GSU-MINRS: Leveraging University-Research Center-School Collaboration to Serve Struggling Students. GSU-MINRS is a training program that leverages collaboration between the GSU School Psychology Program, four school districts, and three GSU research/service centers to provide enhanced training, support, and interdisciplinary collaboration for scholars and mentors. This collaboration provides scholars with extensive knowledge in providing evidence-based services and advocacy for people with disabilities and their families, strategies that promote positive school climate and safety, and understanding of the complexities and challenges of providing services in urban schools.


Curated

 

Reel Time: Teaching for Social Justice & Critical Consciousness Using Film. Presenters will demonstrate one of the lessons presented in an innovative summer course, “Social Justice & Student Success” and share lessons learned designing and co-teaching a lesson on critical media literacies using the two popular films, “13th” and “Get Out”. This experience allowed two doctoral students the opportunity to explore and balance the relationship between learners and facilitators while grappling with course themes regarding the type of education that students need and how they will communicate what they learn to their communities. This session will highlight the lesson they designed, insights they gleaned, and implications for teacher education and personal development. It is advisable that session participants view these two films prior to the session, which will include an interactive “Gallery Walk” posing critical questions and demonstrating a highly effective model of teaching for critical media literacy.

When STEAM + Making= New Pathways from Education to Job Opportunities. The power of Maker Education has swept the greater Atlanta area through Maker Faire Atlanta, and through MakEdu the educational pillar of Southeast Makers Alliance. When STEAM and Making are combined, students learn critical skills to be prepared for the jobs and careers of the future, hence STEAM2.


A Second Family Model: Catalyzing Community Assets to Disrupt Poverty.
Future Foundation’s Second Family Model provides a community-driven ecosystem to improve graduation rates within low-performing school clusters. The same way Uber disrupted transportation. The same way Airbnb disrupted travel. Hear firsthand how Future Foundation is disrupting poverty by operationalizing a second-family model. The Second Family Model does not replace the student’ s family, but instead fills in the gaps, provides stable, nurturing relationships and opportunities that wouldn’t otherwise be available. The model is designed to continually gather data while coordinating activities with a wide variety of people, organizations and resources to support student needs. This ecosystem is made up of a second family that spans the faith, business, government, school system, and nonprofit communities.

The Hip Hop Archive as Pedagogical Design Issue: Speculating Across the Physical to the Digital. The purpose of this presentation is to understand the Hip Hop Archive as a canon of artifacts generated through Hip Hop performance practices, philosophies, and pedagogies. Situated in culturally-resilient theories of pedagogy, the aim is to illuminate the intersectional capabilities of Hip Hop with technology, and social justice pedagogy with race, media, culture. The presentation will demonstrate Virtual Four Four, a digital archive designed with hip hop pedagogical capabilities in mind. Attendees will have the opportunity to experience Virtual Four Four through oculus technology and benefit from this presentation through the learning of ways to access the materials and content hosted on the platform.


Workshops

Using Participatory Action Research to Support Equity, Community Partnering & Inclusion. This workshop will present student research findings (using PAR) and will include “hands-on” examination of an interactive Community Tool Kit that models how to implement social justice-oriented community partnering. Participants will be engaged in thinking critically about race, bias, equity, inclusion and what social justice means to students. Via these three engagements with the GSU project supported by Association of Public & Land-Grant Universities, participants will experience various examples of the importance and relevance of community partnering and social justice for student success at GSU. The workshop objectives include: demonstrating what social justice and student success mean to GSU students; presenting recommendations to address equity and inclusion and GSU; sharing examples of professional and personal development among student, faculty and community participants—all of whom would benefit from these sessions.

Supporting Students Through Teacher Health, Well-Being, and Self-Care. Teacher resilience and stress management skills are paramount in the success of students. This Discovery Workshop will engage participants in self-directed stress management strategies they can use to not only bolster their health, but also prepare them to engage colleagues in meaningful mindful practices and wellness techniques.


Place-Based Education: Building on Familiar Landscapes and Exploring Giant Traveling Maps. Utilizing existing knowledge and sense of place can increase student engagement and comprehension across disciplines. This presentation will feature activities that integrate place-based approaches as related to programs coordinated through the Georgia Geographic Alliance (including the use of the Giant Traveling Map of Georgia) as sponsored by National Geographic.

How “Making” transforms the learning experience. Students learn best when they can apply principles and concepts. Educating through the process of designing and making an object, product or project taps into the natural curiosity and drive that exists in all children. Making Education nurtures and promotes the growth of this type of learning. We will share some examples of how to incorporate the “maker” mindset into the classroom.


 

It Takes A Village to Transform Lives: A Community of Believers Catalyzing Truth in Action. In this workshop, attendees will engage in storytelling and create drawings on It Takes a Village. Through listening and questioning, attendees will discover the work of a community-based research project in Atlanta. Community presenters will lead attendees to discuss how they can replicate this project in schools and communities.

The Kilgore Music Program: Mentoring, Teaching and Inspiring Atlanta to be Lifelong Musicians (3rd Annual Convening). This workshop/convening will outline current issues facing music education on local, regional, national and international levels. We will present what KMF has done over the last year, including showcasing some of our local and international partners. In addition, we will introduce our board and discuss ways we can work together to respond to “holes” in our music education approaches (e.g. role of music education in supporting the social-emotional health of our children and communities. All interested in volunteering/partnering with KMF are invited to come out and learn more.



Pre-Conference Events

Multiple pre-conference events will take place the week of October 23rd. Keep checking back here to find out more!

 

Come hang out with us! On October 23rd from 10:00 – 3:00 p.m. the Alonzo A. Crim Center for Urban Educational Excellence’s doors will be open to all. Come by to meet each of our programs, their directors and members, as well as the leadership behind Sources Conference. Refreshments will be served.

 

The Legend of the Black Mecca: Politics in the Making of Atlanta. Book talk with the author, Wednesday October 25th. To order this book, visit www.uncpress.unc.edu , call 1-800-848-6224, or click this image. To receive a 40% discount, enter code 01DAH40 during checkout or mention while ordering. For information about exam copies, visit www.uncpress.unc.edu and see FOR EDUCATORS.

Click here to receive 40% off Dr. Maurice Hobson’s new book, The Legend of the Black Mecca: Politics in the Making of Modern Atlanta

Critical Crop Top, a critically conscious sketch comedy group passionate about social justice, and The Alonzo A. Crim Center for Urban Educational Excellence are partnering for a night of laughs! On October 27th, Critical Crop Top will preform their new show Afterlife as a Sources Pre-Conference event. Tickets are $10 and can be purchased online at www.criticalcroptop.com/tickets. Donations will given to Georgia Asylum and Immigration Network (GAIN). Donatations may made in person or online when pruchasing tickets. Come and laugh with us!


The Program

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About Sources

What is Sources?

The 12th Annual Sources of Urban Educational Excellence Conference, scheduled for Oct. 28-29 at Georgia State University’s College of Law (85 Park Place N.E., Atlanta), will bring together educators, graduate students, activists, policy makers, artists, business and industry members, and community workers for a series of panels, presentations and discussions on the conference’s theme, “Truth Through Action in Urban Education: Think, Question, Discover” This conference is hosted by the Alonzo A. Crim Center for Urban Educational Excellence at Georgia State University.

We look forward to seeing you on October 28-29, 2017!

When is Sources?
The conference will be held October 28-29, 2017 at the Georgia State University College of Law
What is the cost to attend?

In an effort to have an inter-generational space, the conference is open to all members of Dr. Alonzo A. Crim's  Community of Believers!

Non-Student Attendees 

The cost of the conference is $45.

Student Attendees 

Students currently enrolled in an accredited institution pursuing a degree may register for the conference. The cost is $20.

This price includes:

  • Entrance to the Conference

  • Breakfast and Lunch

  • Cocktail hour (First Come, First Served)

  • Workshops and much more! 

How do I register?
Registration is available onsite!
What is happening before the conference?

The Sources of Urban Educational Excellence invites you to join us for a week of pre-conference events created to provide a space to mingle, collaborate and connect in preparation for the conference commencing on October 23, 2017. CLICK HERE TO SEE OUR PRE-CONFERENCE EVENTS LINE UP! !

Parking and Directions

The 12th Annual Sources of Urban Educational Excellence Conference will be held at Georgia State University’s College of Law, 85 Park Place N.E., Atlanta.

On Saturday: FREE parking is available in the G Deck on Georgia State University’s campus. !! The COLLINS STREET ENTRANCE IS THE ONLY ONE OPEN on SATURDAY AND SUNDAY!! (121 Collins St., Atlanta, Georgia, 30303). This parking deck is open from 7:00 am – 9:30 pm on Saturday and 11:00 am – 9:30 pm on Sunday.

Once you park in the G Deck, you will walk 2 blocks over to Park Place.

On Sunday: $7.00 parking is located in T Deck on Georgia State University’s campus. The entrance to T-Deck is located on 43 Auburn Avenue, Atlanta, Georgia, 30303. The G Deck on Georgia State University’s campus parking deck is open from 11:00 am – 9:30 pm on Sunday.

Who can I contact?
Please direct all conference inquiries to Dana E. Salter. She can be contacted at dsalter@gsu.edu or (404) 413-8072