Columbia College Chicago

About: Columbia College Chicago is a education organization based out in Chicago, Illinois, United States. It is known for research contribution in the topics: Dance & Higher education. The organization has 180 authors who have published 296 publications receiving 2700 citations.

Extensions on a Black Musical Tropology: From Trains to the Mothership (and Beyond):

Abstract: This essay uses as its foundation the work of Samuel A. Floyd, Jr. in his article, “Troping the Blues: From Spirituals to the Concert Hall.” Whereas Floyd drew connections between the chariot of the Negro spiritual and the blues train, I extend this line of musical tropology into gospel trains, soul trains, and the mothership (as evoked by funk musician George Clinton). Through surveys and analyses of selected songs by artists from differing generations such as Sister Rosetta Tharpe, Gladys Knight, and Erykah Badu, I demonstrate how the verbal trope of the train has expanded over time and genres while also exploring various manifestations of freedom and liberation motifs as they surface in secular and sacred forms.

Asking Bigger Questions: An Invitation to Further Conversation

Abstract: In this essay, the editors and contributors to this special section on SoTL in the Arts and Humanities argue that given the current climate and context, debates within SoTL about appropriate methodology both lead scholars from their disciplines to reject SoTL and also, more importantly, distract us from more significant questions and challenges. If, instead, SoTL would embrace not only its diversity but also its political potential, then we, as a scholarly community, would be in a position to do more than merely improve students’ learning in our own classrooms. We could help to transform higher education. To achieve that, we need a broader conversation and a wider range of studies. We also need to be mindful of and engaged with the political, economic, and ideological forces that are shaping our institutions, our work, and our students’ expectations.

The Informal World of Police Patrol: New York City in the Early Twentieth Century

Abstract: Nineteenth- and early-twentieth-century foot patrolmen did not have friendly contact with all citizens on their beats. Police-citizen relations were sometimes hostile or simply anonymous. Beats emb...

A Holistic Approach to Evaluating Social Media’s Successful Implementation into Emergency Management Operations: Applied Research in an Action Research Study

Abstract: As emergency management agencies and organizations implement social media and web technology to support crisis information and communication efforts, many question if present strategies are beneficial. This is especially true if social media is being implemented for the first time or has not been experienced in a live disaster. Studies have been conducted providing information on a variety of interactions between Social Media and Emergency Management (SMEM). However, few have taken a formal scientific approach as a means of measurement providing a ‘Comprehensive Performance Metric.’ Performance metrics need to have consistency while providing room for implementing unique measurement criteria for individualized efforts. The authors offer a research design using field studies of real world cases, evaluating rural and metropolitan areas. The result produces a set of ‘Best Practices’ through implementation. By offering a means of measuring success, SMEM can continue to evolve by using a methodologically sound approach using social media. DOI: 10.4018/jiscrm.2012070101 2 International Journal of Information Systems for Crisis Response and Management, 4(3), 1-13, July-September 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.

Cultural Competency Education in Approved Dance/Movement Therapy Graduate Programs

Abstract: “What is the state of cultural competency education in the American Dance Therapy Association approved dance/movement therapy (DMT) graduate training programs in the United States?” This question was answered through 10 interviews with educators and administrators at six programs, as well as an examination of their course syllabi. Five of six schools have discrete dedicated courses and all claim to have some features within the curriculum that integrate multicultural and diversity education. Findings indicate that these educators are enthusiastically committed to diversity and multicultural education, and in most cases find their schools supportive as well. Pedagogical challenges include the relative homogeneity of their student and faculty body resulting in minimum contact with diverse role models and peers. Educators meet this and other challenges with a breadth of innovative experiential instructional methods. A compilation of educator-identified competencies unique to DMT is proposed.