Out soon, a new book on the historical memory of slavery and the slave trade in Santo Domingo, by UConn History alumna Rosa Carrasquillo (Prof. at College of the Holy Cross). Follow Editora Educación Emergente in X for more information.[Read More]
El Instituto director Charles Venator-Santiago was invited to join Connecticut Public Radio’s Where We Live in political misinformation.[Read More]
Revolutionary Love: The Call of Our Times 6:00pm
Wednesday, March 6th, 2024
Student Union Theatre
Join us for an evening with Valarie Kaur, civil rights leader, lawyer, award-winning filmmaker, educator, and author of the #1 LA Times Bestseller SEE NO STRANGER. Valarie has led visionary campaigns to tell untold stories and change policy on issues ranging from hate crimes to digital freedom. She is the founder of the Revolutionary Love Project, where she leads a movement to reclaim love as a force for justice, and to inspire and equip people across America to build the beloved community.
Book sale and signing immediately following.
Co-sponsored with the Asian American Cultural Center, African American Cultural Center, Puerto Rican Latin American Cultural Center, Rainbow Center, Native American Cultural Programs, Middle Eastern Cultural Programs, and the Office for Diversity and Inclusion.
Latine/o/a/x Career Connections 3:30pm
Thursday, March 7th, 2024
03:30 PM - 04:30 PM
PRLACC Program Room
THIS EVENT IS AN OPPORTUNITY FOR STUDENTS, FACULTY & STAFF TO BE IN COMMUNITY. JOIN THE CONVERSATION ABOUT SUCCESS PATHS & HEAR FROM LATINE/O/A/X FACULTY AND STAFF.
Latino Education Series SP24 with Dr. Fany Hannon 5:00pm
Thursday, March 7th, 2024
Dr. Fany Hannon “Fostering a Sense of Belonging Through Peer Mentoring”
Dr. Fany DeJesus Hannon, Interim Dean of Students, will discuss her research on sense of belonging and support received in peer mentoring programs for self-identified Latinx/a/o college students. Dr. DeJesus Hannon will discuss her correlational study measuring the relationships between sense of belonging and the three different types of support: emotional and psychological, academic subject knowledge, and career and degree support. Her study encompasses responses received from Latinx/a/o college students in over 18 different peer mentoring programs around the United States.
Dr. DeJesus Hannon was the director of PRLACC for 10 years before assuming the deanship of students. She earned her doctorate in Higher Education Administration from New England College in 2023. Her research interests include sense of belonging, cultural wealth and student success.
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International Women’s Day Celebration 11:30am
Friday, March 8th, 2024
11:30 AM - 01:30 PM
Join us as we #InspireInclusion as we celebrate women’s achievements, raise awareness, and take action to drive gender parity.
We will have speakers, performances and snacks as well as flowers for everyone!
Latino Education Series SP24 with Dr. Michele Back 5:00pm
Thursday, March 21st, 2024
Dr. Michele Back “Performing Knowledge and Identity in Native/Heritage Spanish Peer Tutoring Interactions”
Dr. Back offers a retrospective analysis of three previously published works (Back, 2020; Back, 2016a; Back, 2016b) about native/heritage speaker interaction in Spanish peer tutoring contexts. She first examines how knowledge is negotiated and co-constructed in peer tutoring sessions, particularly when gaps in lexical knowledge are evident on the part of the peer tutor. She discusses how these peer tutors draw upon embodied, artifactual, and historical resources, as well as “social others” (Lantolf, 2015) to resolve lexical gaps and position themselves as experts or non-experts. She then moves to an examination of a peer tutoring session in which knowledge of a popular Mexican television personality led to resistance and interactional asynchrony between the tutor and tutee. She outlines possible reasons for this asynchrony, with a focus on the difficulties of negotiating cultural and symbolic knowledge among native/heritage speakers, despite the potential richness that peer tutoring environments could provide for this type of language learning. She concludes with implications for language learning, including the potential the benefits of peer tutoring programs for both native/heritage and L2 Spanish learners, as well as the need for more transformative approaches in language learning for these programs to be truly enriching.
Dr. Michele Back is Associate Professor of World Languages Education at the University of Connecticut’s Neag School of Education, where she works with Spanish, French, Chinese, and ASL language teacher candidates. Dr. Back’s research interests include teacher development and professionalization; cultivating global citizenship; the ethical and equitable use of language learning technology, intersections of race, discourse, and identity; developing a pedagogy of symbolic competence; and the role of translanguaging and multilingual ecology in transforming schools and other communities of practice. She has published articles in the Modern Language Journal,Foreign Language Annals, TESOL Quarterly, and CALICO, as well as the books Transcultural Performance: Negotiating Globalized Indigenous Identities (Palgrave, 2015) and Racialization and Language: Interdisciplinary Perspectives from Peru (co-edited with Virginia Zavala, Routledge, 2019).
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