The Institute for Justice and Well-Being - Advancing Equity through Community Schools
The Institute for Justice and Well-Being - Advancing Equity through Community Schools
Research affiliates with the Institute for Justice and Well-Being engage in education, research, scholarship and practice that seeks to advance equity, eliminate racism and all forms of oppression, bias and disadvantage through the implementation of university-assisted community schools.
Ïã¸ÛÁùºÏ²Ê×ÊÁÏ faculty lead the Institute for Justice and Well-Being - Advancing Equity through Community Schools, a research institute that advances global health, progressive education and well-being for marginalized populations. The institute implements cutting-edge, interdisciplinary research and educational opportunities with communities and people across the lifespan and the globe.
The Institute for Justice and Well-Being - Advancing Equity through Community Schools was founded in 2009 at Ïã¸ÛÁùºÏ²Ê×ÊÁÏ's College of Community and Public Affairs. As one of the most interdisciplinary research centers at the University, the institute fosters rich collaboration across University and community organizations. Our research associates span professions and disciplines including counseling, education, engineering, human development, medicine, nursing, pharmacy, psychology and social work.
Spotlight
The Institute for Justice and Well-Being: Advancing Equity Through Community Schools annouces the recipients of the 2024-2025 Small Grant Awards. Congratulations to this year's recipients!
12 CCPA faculty/staff named ‘career champions’
The Fleishman Center for Career and Professional Development at Ïã¸ÛÁùºÏ²Ê×ÊÁÏ
celebrated its eighth annual Career Champions Breakfast in Old Union Hall on the Vestal
campus, recognizing over 150 faculty and staff for their pivotal roles in student
career development. Initiated in 2015, the Career Champions program honors individuals
nominated by students for their significant contributions in helping students clarify
their career objectives, enhance their professional skills, and secure employment
or academic opportunities. This year, notable honorees from the College of Community
and Public Affairs were celebrated for their dedication to advancing students' personal
and professional growth.
Monica Adams, assistant professor, Department of Social Work
David Archer, lecturer, undergraduate minor coordinator, Department of Teaching, Learning and Educational Leadership
Patricia Augostini, adjunct professor, Department of Teaching, Learning and Educational Leadership
David Campbell, professor, Public Administration and Policy
Brian Flynn, lecturer, Department of Social Work
Jennifer Gordon, associate professor, Department of Teaching, Learning and Educational Leadership
Melissa Hardesty, associate professor and director, Bachelor of Social Work program, Department of Social Work
Cara Kenien-Ponomarev, director of field education, Department of Social Work
Hoe Kyeung Kim, associate professor, Department of Teaching, Learning and Educational Leadership
Tami Mann, admissions and certification advisor, Department of Teaching, Learning and Educational Leadership
Cory Rusin ’23, director of recruitment and internship placement, Public Administration and Policy
Melvin A. Whitehead, assistant professor, Higher Education and Student Affairs
John Zilvinskis, associate professor, Higher Education and Student Affairs
For More Information [Click Here]
Volunteer with Malawi Children’s Mission pursues Masters of Social Work degree
Masters of Social Work student, Eneless Banda is pursuing a degree to help empower girls in Malawi. Banda applied to Ïã¸ÛÁùºÏ²Ê×ÊÁÏ after volunteering with the , which was co-founded by Ïã¸ÛÁùºÏ²Ê×ÊÁÏ native Steve Koffman and a CCPA partner since 2015. Seeing firsthand what impact education can have on others, Banda aims to bring her newfound knowledge to the people of her community and serve the children through educational support upon completing her degree.
Banda is currently working with students as part of the Community Schools' Internship program at the Caryl E. Adams Primary School in the Whitney Point Central School District.
FOR MORE INFORMATION [CLICK HERE]
Ïã¸ÛÁùºÏ²Ê×ÊÁÏ Lands $1.2M Grant to Boost STEM Teacher Recruitment
Ïã¸ÛÁùºÏ²Ê×ÊÁÏ has been awarded a $1.2 million grant through the National Science Foundation's Robert Noyce Scholarship Program, as announced by Senate Majority Leader Chuck Schumer and Senator Kirsten Gillibrand. The funding aims to bolster STEM education by preparing 24 new middle and high school teachers over the next five years, specifically targeting recruitment from undergraduate mathematics majors. This initiative focuses on improving access to quality mathematics education for middle and high school students in underserved communities within the Southern Tier area.
Senators Schumer and Gillibrand emphasized the critical role of skilled teachers in enhancing student outcomes and the broader impact of strengthening the workforce in local communities through stable, well-paying teaching positions. Schumer highlighted the importance of filling the STEM teaching gap, while Gillibrand pointed out the growing national need for STEM education, reinforcing the significance of this investment in both local and broader educational landscapes.
This federal support not only reflects Ïã¸ÛÁùºÏ²Ê×ÊÁÏ's commitment to educational excellence but also underscores the ongoing efforts by U.S. senators to promote significant educational initiatives. As many of you already know, Amber Simpson (Associate Professor; Co-Assistant Director) was awarded another big grant last week. As you can read in this news piece, she is not only making BU look good, but also US senators.
Congratulations - Mack Ottens
Community Research and Action PhD student, Mack Ottens, MPA '21 MS '21, was recently awarded the Ïã¸ÛÁùºÏ²Ê×ÊÁÏ Council/Foundation Student Award for their "outstanding dedication and... exemplary service and/or leadership to the University." Congratulations, Mack!
Welcome - Keisha M. Wint
Keisha M. Wint is an Assistant Professor in the Department of Social Work at Ïã¸ÛÁùºÏ²Ê×ÊÁÏ and a Licensed Clinical Social Worker. Her research interests are based on 20 years of experience as a social work practitioner serving in schools, communities, and private practice.
Dr. Wint’s current research focuses on understanding factors which strengthen child-teacher relationships. She explores educational experiences of young children who have faced marginalization in schools, namely Black preschool boys. Dr. Wint’s recent pilot study focused on identifying tools and resources for preschool educators to effectively communicate with young children about grief-related experiences.
Her goals as a research scholar are to collaborate with researchers and community stakeholders to develop and execute translational research which improves well-being for all beginning early in the life course.
Welcome - Tracy Lyman
Tracy Lyman, MSEd., is a special educator with a career spanning over two decades in various educational capacities. As a Ïã¸ÛÁùºÏ²Ê×ÊÁÏ alumni, she joined the Department of Teaching, Learning and Educational Leadership (TLEL) in 2012, serving in the roles of lecturer, university supervisor for field experiences and internships, workshop coordinator and most recently, special education program director after working as an elementary special education teacher and early internvetionist in Broome County. Lyman has honed her expertise in best teaching practices to elevate program quality while aligning educational standards for pre-k through 12th grade special education teacher candidates. She traveled to India in October 2023 to engage with international collegiate partners for the three day Le Us Dream conference, working toward empowering communities with connections for a sustainable future. This experience enabled her to bring an international perspective to her coursework as well as her work in the field. Most recently, she has begun working with the Interprofessional Education Program Committee at Ïã¸ÛÁùºÏ²Ê×ÊÁÏ to design interprofessional learning and leadership opportunities for students in TLEL, as well as collaborating with faculty from CPPA and health science programs such as social work, speech pathology, occupational and physical therapy to lead community engagement initiatives in early childhood. With a passion for early childhood development, family engagement and a dedication to promoting inclusive learning environments, Lyman’s work in the field involves working with statewide partners for the implementation of the Pyramid Model framework, which promotes the social-emotional competence of infants, toddlers, preschoolers, and their families, as well as early care providers across the state. She is also working with the Department of Juvenile Justice and Opportunities for Youth to support young fathers with trauma-informed, positive parenting behaviors. Lyman is committed to promoting inclusive, equitable, and effective learning experiences through research-application and collaboration.
Community Schools, education and the creation of democratic civic universities
The cornerstone of a democratic society lies not only in formal institutions but also in educational systems, according to Ira Harkavy, a leading advocate for university-assisted community schools. He stresses the reciprocal relationship between education and society, arguing that to shape a particular type of society, one must develop an education system conducive to that society's values. Harkavy's lecture at Ïã¸ÛÁùºÏ²Ê×ÊÁÏ emphasized John Dewey's vision of community schools as catalysts for democratic citizenship. He advocates for universities to prioritize community engagement and move away from profit-driven models. By embracing a democratic civic university model, which fosters collaboration, local problem-solving, and ethical behavior, universities can play a pivotal role in addressing societal challenges. Ïã¸ÛÁùºÏ²Ê×ÊÁÏ's Community Schools project exemplifies this approach, aiming to combat poverty and support youth and families. Through initiatives like these, Harkavy believes universities can contribute to creating more just and equitable societies, echoing Dewey's vision of schools as community centers.
Child Abuse Indentification & Reporting (NYS Mandated Reporter) Training
This training satisfies amendments to Social Services Law § 413 requiring the addition of Adverse Childhood Experiences and Trauma, Implicit Bias, and Identification of Child Abuse virtually within the New York State mandated Identification and Reporting of Child Abuse and Maltreatment/Neglect coursework.
This training includes all of the NYS newly required content and satisfies the legal requirements that every NYS mandated reporter who has previously undergone the Mandated Reporter training to undergo the new updated training by April 1, 2025.
This is required for all NYS licensed professionals who work with children
Dates of Trainings:
|
August 8, 2024 1:00 - 4:00 PM |
Online via Zoom |
|
August 24, 2024 9:00 - 12:00 PM |
University Downtown Centre, RM 220 AB |
|
September 19, 2024 1:00 - 4:00 PM |
Online via Zoom |
|
October 18, 2024 9:00 - 12:00 PM |
Online via Zoom |
|
November 12, 2024 1:00 - 4:00 PM |
Online via Zoom |
|
December 19, 2024 1:00 - 4:00 PM |
Online via Zoom |
Congratulations! To our colleages for:
The 2024- 2025 CCPA Research Excellence Awards
Exploring the Language of Love: Melissa Hardesty's Insightful Research into Modern Relationships
Melissa Hardesty's notable research, spotlighted in Cosmopolitan and supported by an IJWB and Ïã¸ÛÁùºÏ²Ê×ÊÁÏ Human Sexualities Lab small grants award, dives into the "talking stage" of modern dating, Focusing on 403 university students, her study, published in the Emerging Adulthood journal, explores the complex, often non-committal nature of current romantic interactions. Hardesty's work illuminates the evolving dynamics of relationships, where physical intimacy without commitment can lead to deeper connections, reflecting changes in societal norms since the sexual revolution. This significant research offers a deeper understanding of contemporary relationship dynamics, showcasing the critical role of academic partnerships like that with the Ïã¸ÛÁùºÏ²Ê×ÊÁÏ Human Sexualities Lab in enriching our comprehension of modern love and intimacy.
The Director of the Institute was featured in The Academic Minute.
Dr. Laura Bronstein emphasized the significance of summer programs in minimizing learning loss through the community school model. As a national expert, Dean Bronstein promotes community schools as drivers of equitable and inclusive school environments where all students, families and communities can thrive. You can read more about this topic in the article linked .
Prevent Learning Loss with Engaging Activities.
An article in The Huffington Post interviewed Dr. Laura Bronstein, the Dean of the College for Community and Public Affairs and Director of the IJWB - Advancing Equity through Community Schools, about the 'summer slide' that many students experience when they are out of school, and the negative impact it can have on learning. Dr. Bronstein emphasized the importance of creating fun and educational activities that can help prevent summer learning loss, whether they are done at home or in the community. She also highlighted the advantages of community schools, which offer comprehensive services and summer learning opportunities for students and families. Take a look at to discover effective ways of keeping students engaged and enhancing their skills during the summer break.
IJWB - Advancing Equity through Community Schools Director and Research Affiliate Recognized by Stanford University.
IJWB - Advancing Equity through Community Schools Highlighted As Center for Community and Change.
The Institute for Justice and Well-Being - Advancing Equity through Community Schools was highlighted by BingUNews as a leader in the community to create positive change and community partnerships that aim to advance the state of current social problems. The article applauds the Institute on housing the vast interests and expertise of Ïã¸ÛÁùºÏ²Ê×ÊÁÏ's best researchers, while fostering interpersonal relationships that drive their work, which includes advancing community schools, providing research opportunities to students, and working within the IJWB and others extending their work on a global scale. Read the article here.
Ïã¸ÛÁùºÏ²Ê×ÊÁÏ continues its ongoing dedication to the advancement of social justice for all individuals and populations.
The Office of the Provost has created a website to highlight that a number of institutes and centers have been established across disciplines at the University to promote research, ideas, communication and critical discourse in areas including human rights, equality for women and girls, and global health, progressive education, and well-being for marginalized populations. Like the Institute for Justice and Well-Being, these centers and institutes exist to raise awareness of issues of historical, systemic injustices, and to explore ways to rise above these injustices to the benefit of the world’s underrepresented. Learn more here about the institutes and centers here.
Ïã¸ÛÁùºÏ²Ê×ÊÁÏ Applauded for Diversity and Inclusivity.
Donald E. Hall, Vice Provost of Ïã¸ÛÁùºÏ²Ê×ÊÁÏ, recently wrote an op-ed for the Miami Herald as he spotlights Ïã¸ÛÁùºÏ²Ê×ÊÁÏ for its commitment to diversity, equity, and freedoms for all, in comparison to the limitation of LGBTQ+ rights for youth in Florida. He also notes that Ïã¸ÛÁùºÏ²Ê×ÊÁÏ aims to embody community, acceptance and inclusivity for all learners and thinkers by implementing recruitment strategies for students and faculty who might find New York as a safe haven for one to be who they want to be. Read more of Dr. Hall's article .