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This and that: Carter award goes to St. Thomas’ Community Justice Project, NAACP chapter

It’s not every day that law students, or even lawyers, get to see meaningful change as a result of their efforts.

But a collaboration of the 4-year-old Community Justice Project in the University of St. Thomas School of Law and the NAACP’s St. Paul chapter has effected change in St. Paul.

Their joint effort received the 2010 Jimmy and Rosalynn Carter Partnership Award for Campus-Community Collaboration from the Minnesota Campus Compact. State Supreme Court Associate Justice Alan Page presented the $10,000 award.

According to a statement read at the ceremony:

"The partnership’s research and advocacy efforts have ... contributed to real changes in laws and policies that negatively impact communities of color. A memo on obstructing legal process arrests among African-Americans led to regular meetings with the St. Paul city attorney, development of a restorative justice program, and a 30 percent reduction in the number of arrests. A recent report on Minnesota’s gang databases resulted in major changes to the data-collection procedures in Ramsey County, including a parental notification provision when children are added to the databases.

"Another report prompted Mayor [Chris] Coleman to order an audit of the St. Paul Police Department and to commission additional recommendations for effective community-responsive policing. That report also laid a foundation for the development of Brotherhood Inc., a comprehensive reintegration program for African-American boys and young men who have been involved in gangs or the criminal justice system."

The Community Justice Project plans to donate its share of the award to Brotherhood Inc. The NAACP will use its share to offset costs of offering free services to "communities that are facing injustices and oppression," according to the award application.

This video includes comments from NAACP chapter President Nathaniel A. Khaliq, St. Paul City Attorney John Choi and executive director Nieeta Presley of the Aurora-St. Anthony Neighborhood Development Corp.

"Without question," Choi writes separately, "we have changed and transformed lives and systems."

St. Thomas law professor Nekima Levy-Pounds runs the Community Justice Project. Read more here. I wrote about the finalists for the award and the Minnesota Campus Compact early this month.
More awards
I don’t want to diminish the importance of the following awards but it occurs to me that some professors might have some difficulty fitting all the new titles into their email signatures, business cards, voicemails, etc. 

Three University of Minnesota professors have been named Regents Professors, the highest distinction given to faculty at the U. Regents professors receive an additional $50,000 annually, $20,000 of which is salary and $30,000 research. The U now has 30 Regents Professors. Just appointed:
William Iacono, Distinguished McKnight Professor, professor of psychology, psychiatry, neuroscience and law, and adjunct professor of child development. Iacono is considered a "pioneer in the neurobiological approach to the study of mental disorders" and "one of the world’s leading" clinical psychologists/experimental psychopathologists, according to a news release.

Horace Loh, Frederick and Alice Start Professor, and head of the department of pharmacology, Medical School. Loh has "attained national and international prominence for his pharmacology research on addictions to morphine and related substances and the scientific basis for the treatment of opiate addiction.”

Karen Seashore, Robert H. Beck Professor of Ideas in Education, professor in the department of organizational leadership, policy and development in the College of Education and Human Development. Seashore is an "internationally acclaimed scholar ... who is considered to be the most important methodologist in the field of school improvement and school leadership in the last quarter century."

Read more about their accomplishments.

Carleton College’s Board of Trustees has appointed Louis Newman, who is the John M. and Elizabeth W. Musser Professor of Religious Studies, as the Humphrey Doermann Professor of Liberal Learning. The professorship is a three-year term "responsible for directing Carleton’s Perlman Center for Learning and Teaching" in Northfield, Minn. Details.

Minnesota, the magazine for the University of Minnesota Alumni Association, was named best college alumni magazine in its circulation category by the Council for Advancement and Support of Education (CASE). The magazine, led by Editor Shelly Fling and Managing Editor Cynthia Scott, is published four times year and sent to 60,000 members.

Timely topic
A course called "Oil and Water," specifically the oil spewing in the Gulf of Mexico catastrophe, will be offered this fall by the University of Minnesota’s Institute for Advanced Study and the College of Food, Agriculture and Natural Resources Sciences. Details.

If you visit a university campus, you expect to hear something new and maybe even brilliant. I don't know about brilliant, but I heard "bio break" for the first time this week. The scene: a roundtable with Latin American journalists and a few locals in the U of M’s School of Journalism and Mass Communication in Murphy Hall. What is a bio break? Urban Dictionary says it’s "neo-geek terminology for visiting the bathroom, especially when interrupting a meeting/gathering/workflow."

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Comments (1)

It's interesting that the UofMN has created as a Regents Professor an "internationally acclaimed scholar ... who is considered to be the most important methodologist in the field of school improvement and school leadership in the last quarter century."

Wouldn't it be interesting to see how much has been spent on research into improvements in education, at the university level, and at the school district level, over the past 50 years.

Educational results don't seem to be as good as they were 50 years ago (when I graduated from high school).

Maybe we should go back to some of those old techniques and get rid of the fluff and political correctness and see if things might improve.

Just as an aside, I don't believe that any of my history courses in twelve years of school ever covered any of the twentieth century. That was for us to learn for ourselves.

We were being taught how to learn, not to learn everything.