Rendon validating culturally diverse
This Common Hour session will present a vision of contemplative education that recognizes cultural patterns of oppression, incorporates theoretical lenses rooted in social justice, and employs a diverse ecology of culturally-validating contemplative practices. Rendón is Professor Emerita at the University of Texas-San Antonio.She is also an educational consultant and featured speaker at over 100 higher education institutions and conferences throughout the nation.Her presentations focus on topics such as student success, Latinx STEM students, and sensing/thinking deep learning experiences, as well as self-care and healing.
Validating culturally diverse students: Toward a model of learning and student development. links student involvement to tangible academic outcomes (i.e., GPAs, retention rates, graduation rates). The text is a valuable tool for higher education administrators, faculty, staff, graduate students, parents, students, and scholars alike.
The Culturally Engaging Campus Environments (CECE) Model: A new theory of college success among racial diverse student populations.
Paulsen (Ed.), Higher education: Handbook of theory and research (pp.
1991-1999 Professor, Department of Educational Leadership and Policy Studies, Arizona State University. Obtained 0,000 in funding for this National Center over six years, 1992-1998.
1991-1996 Senior Research Associate, National Center for Postsecondary Teaching, Learning and Assessment. The Center involved a consortium, which included Penn State University, Arizona State University, the University of Illinois at Chicago, Syracuse University, the University of Michigan, the University of Southern California, and Northwestern University.