{"id":272,"date":"2019-07-11T21:02:26","date_gmt":"2019-07-11T21:02:26","guid":{"rendered":"https:\/\/instruction.austincc.edu\/peace-conflict-studies\/?page_id=272"},"modified":"2019-07-11T21:02:26","modified_gmt":"2019-07-11T21:02:26","slug":"additional-resources","status":"publish","type":"page","link":"https:\/\/liberalarts.austincc.edu\/peace-conflict-studies\/resources\/additional-resources\/","title":{"rendered":"Resources"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":0,"parent":236,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-272","page","type-page","status-publish","hentry"],"acf":{"layouts":[{"acf_fc_layout":"one_column","heading":"Civic Engagement, History and Organizing ","column_1":"

Take a look at this ACC Library Guide<\/a> to learn more about the history of our Austin\/Central Texas region in a variety of racial, ethnic, economic, social and political dimensions<\/p>\n

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The Path of Most Resistance: A Step-by-Step Guide to Planning Nonviolent Campaigns<\/a> is a practical guide for activists and organizers of all levels, who wish to grow their nonviolent resistance activities into a more strategic, fixed-term campaign. It guides readers through the campaign planning process, breaking it down into several steps and providing tools and exercises for each step. Upon finishing the book, readers will have what they need to guide their peers through the process of planning a campaign. This process, as laid out in the guide, is estimated to take about 12 hours from start to finish.<\/p>\n

The guide is divided into two parts. The first lays out and contextualizes campaign planning tools and their objectives. It also explains the logic behind these tools, and how they can be modified to better suit a particular group\u2019s context. The second part provides easily reproducible and shareable lesson plans for using each of those tools, and explores how to embed the tools in the wider planning process.<\/p>\n<\/div>\n<\/div>\n<\/div>\n","background":"Color","background_color":"#FFFFFF","background_gradient":{"gradient_start":"","gradient_end":""},"background_image":false,"text_mode":"dark","id":""},{"acf_fc_layout":"one_column","heading":"Peace & Conflict Studies Center Resources","column_1":"

Check out The Little Book of Strategic Peacebuilding<\/em> by Lisa Schirch<\/a>– now available as an ebook from ACC Library Services here<\/a><\/p>\n

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Take a look at The Little Book of Conflict Transformation<\/em> by John Paul Lederach<\/a>– also available as an ebook from ACC Library Services<\/p>\n

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PACS Center Focus Group on Equity in Online Instruction<\/h2>\n

Considerations for choosing between synchronous versus asynchronous\u00a0course designations and designs<\/h3>\n

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Please view the attached document to review our PACS Center Focus Group on Equity in Online Instruction’s thoughts on synchronous versus asynchronous course designations and designs.<\/p>\n

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Equity Considerations for Synchronous vs Asynchronous Instruction<\/a><\/p>\n

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Takeaways from the PACS Advisory Committee meeting on Wednesday, May 20, 2020 attended by PACS Advisory Committee members and guests: <\/span>Angelica Cancino, Chelsea Biggerstaff, Gale Spear, Kerri Pope, Lillian Huerta, Loretta Edelen, Lydia CdeBaca, Marcus McQuirter, Michael-Paul Hernandez, Roberta Weston, Sarah Bowman, Shirin Khosropour, Laila Taraghi, Ramish Nadeem, Sam Echevarria-Cruz, Ted Hadzi-Antich Jr<\/span><\/i>.<\/span><\/i>, Charlotte Gullick, Khayree Williams, Roberta Weston, and Tobin Quereau.<\/span><\/i> \u00a0<\/span><\/p>\n

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Attendees acknowledged the important role that synchronous learning plays in fostering community, mutual support, accountability, and student success while also acknowledging the need to not penalize students who require the flexibility of asynchronous options for completing course requirements given the abundance of potential barriers or factors that may be at play for them (<\/span>parenting students, students with shift work, or who lack access to devices with mics and cameras, internet, or a quiet space to video etc)<\/span>.\u00a0 <\/span>Kerri Pope<\/span><\/i> discussed her approach towards striking a balance between synchronous and asynchronous course design through her use of <\/span>Sliding Scale Participation Guidelines<\/span><\/a>, which she has graciously shared with the group.\u00a0\u00a0<\/span><\/p>\n

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Shirin Khosropour<\/span><\/i> and <\/span>Charlotte Gullick<\/span><\/i> both referenced and recommended the principles outlined in the <\/span>CORA<\/span><\/a> webinar, <\/span>Employing Equity-Minded & Culturally-Affirming Teaching Practices in Virtual Learning Communities<\/span><\/i>.\u00a0 A recording of the webinar is available to stream <\/span>here<\/span><\/a> and a PDF compilation of the powerpoint slides can be downloaded <\/span>here<\/span><\/a>.\u00a0<\/span><\/p>\n

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Gale Spear<\/span><\/i> weighed in that the choice between synchronous and asynchronous course design will necessarily be informed by individual course objectives that can vary significantly across subjects.\u00a0<\/span><\/p>\n

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Some general but relevant best practices mentioned by various attendees included:\u00a0<\/span><\/p>\n