About Us

Council

2018 Call for Nominations for the Governing Council

The Organization

The Curriculum and Pedagogy group works to create and foster a democratic space in which diverse individuals seeking academic enrichment and professional engagement commit to educational reform and social change. A decision-making Town Hall is held at the annual conference. All members of the organization are invited to participate in a modified consensus process to determine the work of the organization. A member is any person who has attended a conference in the last three years. Between conferences the work of the organization is directed by the Governance Council.

By-Laws

The Governance Council

The Governance Council consists of 18 members each serving a three-year term and representing the diversity of the membership. Those present at the annual conference elect six new members to the council to replace the six whose term is ending. The Council establishes procedures and guidelines for conducting its business consistent with the philosophy of the organization. However, any policy and procedure is subject to review and revision by the membership at the Annual Meeting, which as a body of the whole, is the sole and final decision-making body of this organization.

Governance Council

Luis Alcocer

Luis F. Alcocer, a native of Merida, Mexico is a Doctoral Candidate in Education, Curriculum & Instruction at the University of Texas Rio Grande Valley (UTRGV). His research interests focus on Global Citizenship, Global Education issues in the US-Mexico Border, and Hispanic Higher Education. He currently works as an International Programs Specialist, and serves on the Staff Senate at The University of Texas Rio Grande Valley.

Pauli Badenhorst

Pauli Badenhorst earned his dual Ph.D in Curriculum & Instruction and Comparative & International Education from The Pennsylvania State University. A teacher educator and educational anthropologist, Pauli specializes in integrated research surrounding politically-sustainable and culturally-relevant educational approaches and practices rooted in equity and social justice. He is also particularly focused on the design of holistic epistemological and pedagogical frames to inform antiracism and intersectional teaching, learning, and curriculum. Pauli is Assistant Professor of Teacher Education in the Department of Teaching & Learning at The University of Texas Rio Grande Valley.

Jake Burdick

Jake Burdick is an Assistant Professor of Curriculum Studies in the College of Education at Purdue University, where he teaches courses in curriculum theory, multicultural education, and qualitative inquiry. Jake’s research centers on public pedagogy, deepening conceptualizations of education via extra-institutional studies, and theorizing activism as a pedagogical practice. Jake is the co-editor of the Handbook of Public Pedagogy (Routledge), Complicated Conversations and Confirmed Commitments: Revitalizing Education for Democracy (Educators International Press), Problematizing Public Pedagogy (Routledge), and the forthcoming New Henry Giroux Reader (Myers Education Press). He has published work in Qualitative Inquiry, Curriculum Inquiry,Review of Research in Education, Review of Educational Research, and the Journal of Curriculum and Pedagogy.

Brandon Bush

Brandon Bush is the Director of Educator Preparation Services at Texas Woman’s University. Brandon continues to research the link between teacher candidate performance data to graduate outcomes in the education field including, but not limited to, principal evaluations, educator dispositions, and K-12 student evaluations. He also collaborates with programs within Texas Woman’s University to support program assessment and accreditation efforts throughout the University. He holds a two Master’s degrees, from Texas Woman’s University in Teaching and Business Administration, and a Ph.D. in Curriculum and Instruction from the University of North Texas. His research and writing focus on educator accreditation, assessment, and evaluation.

Freyca Calderon-Berumen

Freyca Calderon-Berumen works as an Assistant Professor in Elementary and Early Childhood Education at Penn State Altoona. She completed her Ph.D. in Curriculum Studies at Texas Christian University. Her research interests are around linguistic diversity and multicultural education through the lens of critical pedagogy as an avenue to address social equity and justice.Her research work privileges qualitative methods as she advocates for seeking in-depth understandings and meanings of phenomena as people experienced them. Freyca wants to continue exploring possibilities for community building for marginalized and under-theorized groups and contributing to the teacher education field by linking theoretical perspectives with everyday experiences and developing culturally relevant understandings. Particularly, she is interested in exploring the ways Latina/Hispana women shape their identity and their survival strategies in educating bilingual and bicultural children in American society. She is also interested in expanding the concept of parent involvement to include the cultural knowledge that parents produce with the pedagogies of the home.

Rupert Collister

Rupert Collister has worked in the post-compulsory education sector for over nineteen years and his experience reflects the diversity of the sector in its broadest sense. He graduated with a Ph.D. from the University of New England, New South Wales, Australia, which explored the interconnections between holistic and transformative learning, Indigenous ways of knowing, and Eastern philosophy. His professional interests fall squarely within the field of post-compulsory education. They specifically include: pre-service teacher education and continuing teacher professional development, curriculum theory, praxis (the ongoing cycle of practice and reflection), holistic and transformative learning, meaningful work, wholeness, and contemplative pedagogy. His first book, ‘A journey in search of wholeness and meaning’, was published in 2010 by Peter Lang Publishers (Switzerland). ‘The Art of Noticing Deeply: Commentaries on Teaching and Learning and Mindfulness’, co-edited with two colleagues from Laurentian University was published in 2016 by Cambridge Scholars Press (Great Britain). A refereed chapter was published in the book ‘Holistic Education and Embodied Learning’ in 2017, published by Information Age Publishing. An e-book, entitled “International Conversations of Teacher educators: Collaborations in Education” co-edited with colleagues from Mount Saint Vincent University was published in 2018. A refereed chapter (with two of his former students) will be published in 2019 in the e-book ‘Globalization and Diversity: What Does It Mean for Canadian Teacher Education’ edited by Mueller, J., & Nickel, J., Eds., for the Canadian Association for Teacher Education. His current solo project in search of holistic approaches teacher education curriculum is ongoing.

Sarah Cook

Sarah Taylor Cook is a Spanish language instructor at a public middle school in Maryland. She also is a Spanish language interpreter at Johns Hopkins Bayview Medical Center. Sarah’s research focuses on critical pedagogy and its capacity for transforming educational institutions and their constituencies. She holds a Master’s degree, cum laude, from the Universidad Nacional Autónoma de México, a second Master’s from SUNY Buffalo in multidisciplinary studies, and a PhD in Educational Leadership from Keiser University.

Melinda Cowart

Melinda Cowart began her career in bilingual education in 1975, having taught in both bilingual and ESL settings. Currently, she is a Professor of Bilingual/ ESL teacher education within the Teacher Education Program at Texas Woman’s University. She and her husband, Ron Cowart, have worked extensively with refugee youth and adults. Her research interests include the consequences of language loss, the effective, equitable education for linguistically and ethnically diverse students and the appropriate preparation of teachers who will be teaching diverse populations. In 2015, Dr. Cowart was selected to participate in the nationally recognized OpEd Project as a Public Voices Fellow. Currently, Dr. Cowart is Series Editor for monographs on issues affecting English language learners and their teachers. In 2018, Dr. Cowart was named Editor of the International Academic Forum (IAFOR) Journal of Language Learning.

Miryam Espinosa-Dulanto

Miryam Espinosa-Dulanto is faculty at The University of Texas-Rio Grande Valley, Teaching & Learning Department. Dr. Espinosa-Dulanto holds a Ph.D. in Curriculum Theory and Educational Policies for Linguistic Minorities from the University of Wisconsin-Madison. Dr. Espinosa-Dulanto's writing as well as her academic research departs from identifying herself as a woman of color, a Borderlands Mestiza, and a non-mainstream person in the US. From that perspective, she explores the construction and transmission of knowledge. Dr. Espinosa-Dulanto is a veteran teacher, she has taught in urban and rural settings, in the United States, Latin America, Europe, and Asia. In addition, Dr. Espinosa-Dulanto is an avid ethnographer who uses narrative inquiry, photography, and poetry as tools to learn and communicate.

Nathalia Jaramillo

Nathalia E. Jaramillo is Deputy Chief Diversity Officer and Professor of Interdisciplinary Studies at Kennesaw State University. Prior to her appointment, Jaramillo held faculty appointments at the University of Auckland New Zealand, Faculty of Education, School of Critical Studies (2011-2014) and Purdue University, College of Education, Department of Educational Studies (2007-2011). Jaramillo collaborated closely with a number of departments at her respective institutions, conducted research and taught courses on social justice, critical theory, and critical methodologies. She is the author of Immigration and the Challenge of Education and co-editor of Epistemologies of Ignorance in Education.

Laura Jewett

Laura Jewett is an Assistant Professor of Curriculum Theory in the Department of Teaching, Learning and Innovation at the University of Texas at Brownsville where she teaches graduate curriculum courses at the Doctoral and Master level and undergraduate philosophic foundations and pedagogy courses. Dr. Jewett holds a Ph.D. in Education specializing in Curriculum Theory from Louisiana State University. She is the author of one book, A Delicate Dance: Autoethnography, Curriculum, and the Semblance of Intimacy published by Peter Lang as well as book chapters and journal articles focusing primarily on issues of curriculum, culture, epistemology and qualitative research. She serves on the guiding Council of the National Curriculum and Pedagogy Group and as Secretary/Treasurer of the John Dewey Society Special Interest Group for the American Educational Research Association. She also serves as co-editor of the Vignette section of 'Complicity: An International Journal of Complexity and Education and on the Editorial Board of The Journal of Curriculum and Pedagogy. Research interests continue to focus on issues of culture, curriculum, and auto/ethnographic research along with an emerging interest on chaos and complexity influenced models of emergent change.

James C. Jupp

James C. Jupp works is Professor and Chair in the Department of Teaching and Learning at the University of Texas Rio Grande Valley. He worked in rural and inner-city Title I settings for eighteen years before accepting a position working with teachers, administrators, and researchers at the university level. A public school teacher in diverse rural poor and inner-city Title I schools, his first line of research focuses on White teachers’ understandings of race, class, language, and difference pedagogy in teaching across cultural and racial difference. Drawing on his experiences as teacher and researcher, he was the Lead Editor of a special issue of the International Journal of Qualitative Studies on “Second-wave White Teacher Identity Studies,” and he recently published a review of literature on the same theme in Review of Educational Research, the top-ranked journal in education research in 2016. Additionally, drawing on his experiences living and studying in Spanish language traditions in Mexico and Texas, his second line of research develops internationalized sensibilities in education with an emphasis on decolonial Hispanophone curriculum targeted at informing education in Latin@ serving institutions, teacher education programs, and preservice and professional teacher education. Overall, he has published more than thirty scholarly articles in a variety of journals including the Review of Educational Research, Teachers College Record, Curriculum Inquiry, Gender and Education, Whiteness and Education, International Journal of Qualitative Research in Education, Multicultural Perspectives, Urban Education, the Journal of the American Association for the Advancement of Curriculum Studies, the Journal of Curriculum and Pedagogy, the English Journal, and Multicultural Review. His second book, Becoming Teachers of Inner-city Students, was published on Sense Publishers in 2013.

Jeffry King

Jeffry King is a lecturer in the Curriculum and Instruction department at Texas State University. He teaches courses on pedagogy and instructional strategies, classroom management, middle school philosophy and learning, and science education. His research focuses on the understandings and practices of dialogic tension in the secondary classroom.

Shalin Lena Raye

Shalin Lena Raye is a doctoral student in Purdue University’s Curriculum and Instruction program. She earned her Master’s degree in English from Radford University in 2001, and has been teaching in higher education for 18 years. She has taught courses in Multicultural Education, Gender and Sexuality in Popular Cultural, literature, and composition. Her current research focuses on the role of affect and emotional forms of knowledge as it relates to social justice education, arts-based research methods, and public pedagogy.

Erik Malewski

Erik L. Malewski is Chief Diversity Officer and Professor of Curriculum Studies at Kennesaw State University. Prior to his appointment, Malewski was Associate Professor of Curriculum Studies at Purdue University where he conducted research and taught courses focused on diversity, multiculturalism, equity, and global issues in education. Malewski has held leadership roles in national and international research organizations and is well published in prominent journals and texts. He has worked in educational equity, private industry, social service, and diversity consulting prior to his role at Kennesaw State University.

As faculty, Malewski studied the effects of international cross-cultural experiences on undergraduate students’ cultural perceptions. He also engaged in synoptic study of the direction of the curriculum field and examined the implications of conceptions of ignorance for teaching and learning. Along with a colleague, Malewski developed a study abroad program in Honduras for teacher education students and a hybrid place-based and virtual field experience program. Under his mentorship, Malewski’s graduate students received national recognition for their research, including the prestigious American Educational Research Association’s Outstanding Dissertation of the Year Award. Malewski has published numerous books, articles, and chapters focused on domestic and international diversity issues.

Karla O’Donald

Karla is a doctoral student in Curriculum Studies at Texas Christian University. She is also an instructor in the Department of Spanish and Hispanic Studies at the same institution. Her research interests include Latino intellectual traditions and its connection to critical pedagogy, foreign language teacher education, and the use of Spanish for specific fields and purposes. Her efforts focus on working with underrepresented students on her campus, service-learning projects in the community, and a Spanish academy for faculty and staff.

Cole Reilly

Cole Reilly is an associate professor of education at Towson University who routinely teaches social studies methods courses, as well as class focused on social justice, diversity/multiculturalism, and urban education. At various times in his tenure at TU, he supervised senior ELED majors in their yearlong PDS internships as well. In each course he teaches, he and his students investigate how practice stands to inform theory (and vice versa) in terms of exploring progressive pedagogies, critical feminist methodologies, and the development of more socially just and empowering curricula.

As has been the case with much of his work, Cole’s interests represent a braiding of seemingly contrasting realms of thought. His research and scholarly work often draw upon the practitioner world of teacher preparation and professional development, focusing upon reflective growth among teachers, self-study, inquiry, social studies methods, and teacher identity development, as well as service learning, curricular (re)design, pedagogical discourse(s), school climate, and pop-culture. He likes to conduct empirical research that focuses upon matters of social constructivist meaning making around notions of gender(ing), sexuality, race, and class, as well as other matters of identity, equity, perspective, and socially just praxis in K-12 classrooms (and beyond).

Sam Tanner

Sam Tanner is an assistant professor of literacy education in The Pennsylvania State University system at the Altoona campus. He received his PhD in critical literacy and English education from The University of Minnesota in the spring of 2014. Sam, along with Dr. Erin Miller, is the incoming co-editor of the Journal of Curriculum and Pedagogy. Previously, he worked as a high school English and drama teacher in the Twin Cities for twelve years. Sam's teaching and research is committed to democratic education and concerns critical whiteness studies, arts-based pedagogy, and arts-based research.

2019 Officers and Committee Members

The Council Structure. The Council will be composed of twelve members elected from the membership. See specific Council roles and Committees below. The Council has four specific roles: Chair, Chair Elect, Treasurer, and Registrar. The Council is made up of five committees: Conference, Outreach, Fellowship, Nominations, and Publications.

Council Officers

Council Chair

Miryam Espinosa-Dulanto

Council Chair-Elect

Jim Jupp

Council Treasurer

James Jupp

Pauli Badenhorst

Conference Registrar

Rupert Collister

Jeff King

The Conference Committee

Program Committee

Jim Jupp

Pauli Badenhorst

Nathalia Jaramillo

Miryam Espinosa-Dulanto

Site Committee

Miryam Espinosa-Dulanto

Karin A. Lewis (member at large)

Jim Jupp

The Outreach Committee

Membership Committee

Rupert Collister, chair

Sarah Cook

Jeff King

Communications Committee

Sarah Cook, chair

Pauli Badenhorst

Carmen Garcia (member at large)

The Fellowship Committee

Awards Committee

Laura Jewett, chair

Jim Jupp

Erik Malewski

Luis Alcocer

Mentoring Committee

Cole Reilly, co-chair

Jake Burdick, co-chair

Nominations Committee

Karla O’Donald, chair

Erik Malewski

Brandon Bush

Publications Committee

Freyca Calderon, chair

Laura Jewett

Cole Reilly

Shalin Lena Raye

Journal JCP Editors (Ex-officio members)

Council Ad-hoc Committees

Mission & Vision Committee

Jake Burdick, chair

Jim Jupp

Freyca Calderon-Berumen

Cole Reilly

Sarah Cook

Fundraising Committee

Erik Malewski

Jake Burdick

Jim Jupp


*Designates members of a committee who are not currently on the Governance Council. Any member is welcome to assist on a standing or ad-hoc committee in addition to the council members.

Council Responsibilities & Tasks

The Council Structure. The Council will be composed of twelve members elected from the membership. See specific Council roles and Committees below. The Council has four specific roles: Chair, Chair Elect, Treasurer, and Registrar. The Council is made up of five committees: Conference, Outreach, Fellowship, Nominations, and Publications.

Chair

The Curriculum and Pedagogy Group (C&P) Chair’s term represents a three-year commitment to C&P Council leadership. The first year is an induction year in which an in-coming Chair serves in the role of Chair Elect. During this period, the Chair Elect works closely with the Chair and the C&P Council in administrating the conference and other organizational details. The second year is the principal leadership year in which the Chair mentors the Chair Elect, and receives counsel from the outgoing Chair Elect. The third year is the year for the Outgoing Chair to mentor the Chair during his or her principal year of service. See Table 1 for Chair’s Term Cycle.

The Chair leads the Council’s work, sets objectives, assigns roles, and delegates work in collaboration with the Council. The Chair’s immediate support includes the Council Treasurer, the Chair Elect, and the Conference Registrar whose roles are described below. Explicitly, council members who, after being included in role determination and work delegation, may be removed from the Council by the Chair if they are not performing their duties. Removal from the role will require the Council’s deliberation and vote.

Specific Duties: The Chair, with the help of the Executive Council will accomplish the following.

  1. Facilitates ongoing conversation and decision-making among the Council during the year.
  2. Monitors group discussion.
  3. Chairs the Annual Business Meeting of C&P at the Conference.
  4. Works closely with the Treasurer, Chair Elect, and Registrar to insure smooth and fiscally sound operation of the Annual Conference.
    • Secures site for conference dates approved by the Council.
    • Reviews and submits contract with conference facility for review and approval of the Council.
    • Contacts restaurants and/or conference facility regarding meals, maintaining contact as conference approaches, and predicting numbers
    • Acquires details regarding rooms, equipment, and other conference facilities (e.g., gallery space, theater area), sharing this with the Program & Site Committees.
  5. Insures that each committee is operating in a manner consistent with its charge and that each Council member is undertaking one specific responsibility during the year.
  6. Serves as ex-officio member of each standing committee.

Chair Elect

Ideally, the Chair Elect is identified by the Council during the second year of the Chair’s service. The Chair Elect is bounded by majority council vote. In addition to recording the minutes of each Council meeting and the Annual Meeting and distributing them at or before the next meeting via electronic means, the Chair Elect serves as administrative support to the Chair in all roles outlined above and more specifically attend to the following.

Specific Duties:

  1. Aids the Chair to insure smooth and fiscally sound operation of the Annual Conference.
    • Secures site for conference dates approved by the Council.
    • Reviews and submits contract with conference facility for review and approval of the Council.
    • Contacts restaurants and/or conference facility regarding meals, maintaining contact as conference approaches and predicting numbers.
    • Acquires details regarding rooms, equipment, and other conference facilities (e.g., gallery space, theater area), sharing this with the Program & Site Committees.
  2. Aids Chair in monitoring and updating Electronic Platform including archiving.
  3. Keeps minutes of all Council meetings and provides them to the Council for comment and correction.
  4. Circulates minutes to members of the Council prior to each meeting.

Council Treasurer

A treasurer shall serve for a term of three years. The treasurer is responsible for all fiscal matters and providing an annual written report at the Annual Meeting and at any other time requested by the Council. The appointment of the Chair-Elect and the treasurer are to occur on alternating years, as to prevent them from cycling off of their roles at the same time, in order to provide financial continuity.

Specific Duties:

  1. Oversees all fiscal matters of the Council, including conference expenses.
  2. Monitors financial commitments that the Council is considering to insure that there will be/are funds to support these commitments.
  3. Works with the Chair, Chair Elect, Registrar, and JCP Editors to insure that the funds to support their activities are/will be available.
  4. Submits periodic financial reports to the Council when requested.
  5. Provides an annual written report at the Annual C&P business meeting and at any other time requested by the Council.
  6. Submits a financial report to the Council within three weeks of completion of the conference. The financial report consists of an income statement with specific categories listed as well as an expense statement delineating how the money was disbursed.
  7. Works with the Registrar to monitor the payment of registration fees/forms. In order to finalize the income statement, the treasurer has to determine that the cash/checks/credit charges noted on the registration forms balance with what was deposited in the money market account that the treasurer maintains for Council business.
  8. Does or arranges for Annual Tax Report using non-profit status. 9. Arranges for a CPA to review financial books when budgeted by the Council.

Conference Registrar

Specific duties:

  1. Develops conference registration process.
  2. Tracks submitted registration forms and contacts those individuals for missing money or information.
  3. Acknowledges receipt of registration and payment to attendees.
  4. Accepts registrations and processes forms by entering data into spreadsheet.
  5. Provides receipts as necessary to attendees.
  6. Provides updates to Program, Site, and council as to numbers registered.
  7. Organizes the conference registration table at conference, including scheduling each Council member for table duty and keeping up with paperwork from on-site registrations.
  8. Works with Fellowship & Awards committee regarding assistance from scholarship candidates.

Council Standing Committees

  1. b. 4: New By-Law "The Chair shall collaborate with the Council in appointing leadership roles for the following Committees. Committee Chairs involve C&P council members, community members at large, or graduate student assistants from the Chair’s home institution.”
  2. a. New By-Law “Committees: There will be the following standing committees: Conference, Outreach, Fellowship, Nominations, and Publications. These standing committees will be populated by the roles as indicated in Table 2, Council Structure.

The Conference Committee

Program Committee

  1. The Conference Committee is led by the Council Chair with help of the Chair Elect and additional council members.
  2. Develops possible conference themes and organizing structures for discussion and approval of the Council.
  3. Receives and organizes all conference proposals via electronic submission systems.
  4. Distributes proposals for external review.
  5. Receives reviewed proposals and informs authors of status of proposals.
  6. Organizes and creates conference program.

Site Committee

  1. The Site Committee is led by the Chair Elect with the help of the Chair and additional council members.
  2. Identifies local entertainment for the conference.
  3. Secures information about airport and local transportation, weekend entertainment.
  4. Contacts local Visitors' Bureau for conference useful materials and assistance.
  5. Contacts local colleges and universities with information about the conference and opportunities to participate.
  6. Coordinates Town Hall meetings and Business Meeting with leadership of the Chair
  7. Distributes completed program electronically.
  8. Creates a printed copy of program booklet with session abstracts for distribution at conference.
  9. Includes activities such as art exhibitions, evening performance events on program (Informs event contributors that they are responsible for their own event coordination).

The Outreach Committee

Membership Committee

  1. The Membership Committee is led by the Registrar with the aid of the Communications Chair and additional council members.
  2. Maintains an accurate and up-to-date database of C&P members working closely with the Registrar.
  3. Provides demographic summary of participants attending the conference from data provided by the Registrar via survey software at the time of registration.
  4. Maintains close and frequent contact with the Communications Chair for updates.
  5. Initiates, coordinates, and disseminates the annual Call for Papers/Presentations and any other promotional materials for the conference.
  6. Appoints a webmaster to insure that the conference website and mailbox systems are maintained.
  7. Works with Treasurer to arrange registration survey and PayPal link in late July or early August.
  8. Insures that the general membership is informed about all C&P projects and opportunities.

Communications Committee

  1. Working closely with the Council Chair, runs all communications related to C&P, including but not limited to the C&P website, the mailbox system, conference brochures, and conference call for papers/presentations.
  2. Appoints a webmaster to insure that the conference website and mailbox system are maintained and current.
  3. Distributes the annual Call for Papers/Presentations and any other promotional materials for the conference, sending reminders via all social media. Dissemination is done not later than early spring including extensive distribution at AERA and related conferences.

The Fellowship Committee

Awards Committee

[Re: Scholarships to Assist with Conference Housing]
  1. Works with Outreach Committee to insure that scholarship information is disseminated to the membership.
  2. Receives application forms (initially notifying applicants of their receipt) and, based upon the established criteria guidelines for consideration and available funding budgeted toward these ends (working with the Treasurer to determine the number of recipients who can be supported and to what degree), deliberates accordingly who will receive scholarships before reporting back to the Council and then notifies all applicants of the decision regarding awards.
  3. Works with Conference Committee’s Site Team to assign awardees to work at book fair table or other conference tasks for no more than two hours, arranges roommate assignments, and provides this information to the Registrar.
[Re: James Sears Publication Awards]
  1. Explores the possibility of re-establishing the James Sears Publication Award (designed initially for graduate students) with the Treasurer (to verify this award is in the budget) and editors of the upcoming book or Journal of Curriculum and Pedagogy and which, if either, venue might be the best match for this.
  2. Works with the appropriate (book or journal) editing team to insure they have determined viable procedure for alerting potential manuscript authors, criteria for judging applications, and announcing the published winner [Whichever editing team commits to this endeavor will be the ones to judge manuscript applications and select the winner – not the Awards Team].
  3. Once the appropriate materials (e.g., the call for manuscripts and the application for the award itself) are prepared, support the editing team as they work with the Outreach Committee [i.e., the Membership Team and the Communications Team] to insure that information in regard to the award is disseminated to the full membership.
[Re: Dissertation Awards]
  1. Works with Outreach Committee [i.e., the Membership Team and the Communications Team] to insure that dissertation award information is disseminated to the membership.
  2. Receives application forms (initially notifying applicants of their receipt) and, based upon the established criteria guidelines for consideration and available funding budgeted toward these ends (working with the Treasurer to insure moneys are set aside in the budget for a cash prize as well as an engraved plaque to commemorate the winning study) deliberates accordingly which dissertation will receive the award, then notifying all applicants of the decision (as well as the Treasurer to arrange for any plaque-engraving orders, etc.).

Mentoring Committee

  1. Works with Outreach Committee to insure that mentoring information is disseminated to the membership (the email database, the C&P website, and on Facebook) and advertised as part of the call for proposal. and/or Works with Program Team and Registrar to insure that mentoring information is disseminated to all individuals whose paper or presentation was accepted as well as to anyone registering to attend the conference (even if s/he or they is/are not presenting).
  2. Actively coordinates an ongoing running list of interested mentors/mentees along with descriptive details re: their demographic info as well as work history and research interests.
  3. Arranges pairings, so that each mentee has an assigned mentor (ideally, someone whose work or experience seems a relevant and compatible match with that of the mentee) to consult with and offer feedback on a draft of their conference paper/presentation.
  4. Establishes a suggested skeletal timeline to guide mentor-mentee pairings in coordinating when and how best to share draft materials (e.g., at least ten days prior to the conference) as well as some suggestions about scheduling time to share feedback and discuss the work.
  5. Explores the desirability and feasibility of re-establishing a meeting/workshop (or series of such) for groups of interested mentees and/or mentors to discuss how to make the most of programmatic and personalized mentoring through C&P. These sessions may be held during the annual conference itself (in consultation with the Conference Committee to help secure space at the site and time in the program) or prior to the conference in a virtual medium (e.g., via zoom)
  6. Collect feedback from all participating parties (i.e., mentees and mentors) on how valuable the experience was each year, so as to make informed adjustments accordingly where possible.

Nominations Committee

  1. Solicits nominations for Council vacancies at least four weeks prior to the conference with nominations remaining open until the day before balloting.
  2. Insures that nominees have representation from full-time practitioners, college professors and graduate students, and reflect diversity in gender, race, ethnicity, and sexual identity, but not limited to those categories.
  3. Contacts nominees to confirm their willingness to serve, explaining duties of office.
  4. Prepares written ballots which includes a brief description of each nominee and introduces them at the business meeting during conference.
  5. Oversees election, tallies ballots, and reports results to the C & P membership.
  6. Submits a written statement of the results to the Chair and Chair Elect.
  7. Assists and supports other committees at times of nominations (e.g. journal editors, Council Chair).

Publications Committee

  1. Consists of at least two C&P council members, at least one editor of the Journal of Curriculum and Pedagogy (JCP) and one editor of the C&P book. It may include a graduate student either from the C&P membership or a JCP Editors’ home institution.
  2. Coordinates all C&P publications projects, including but not limited to the edited volume of proceedings, the journal, and book series.
  3. Communicates with Taylor and Francis regarding the publication of JCP.
  4. Collaborates with the Awards Committee and editors of the Journal of Curriculum and Pedagogy on the James Sears publication award.

Reports

Report Year
Finance Report 2010 2011 2012
Registrar's Report 2010 2011 2012
Council Chair's Report

2010

2011

2012
Minutes of Council Meetings 2010 2011 2012
Program Committee Report

2010

2011 2012
Publications Committee Report

2010

2011

2012
Membership Committee Report 2010

2011

2012

Nominations Committee Report 2010 2011 2012
Fellowship & Awards Committee Report

2010

2011

2012
Site Committee Report

2010

2011

2012