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This chapter outlines the efforts of two tenure-earning faculty members in distinctly different disciplines. Those navigating through a Historically Black College and University (HBCU) context face a unique set of challenges relative to institutional infrastructure that lends support for teaching, student development, research implementation, and scholastic activities. To address these shortfalls, the authors took action by implementing a novel and collaborative course redesign. While these efforts aimed to enrich existing course instruction, develop undergraduate students' research and teaching pedagogy, and provide culturally relevant teaching services to a partnering primary education institution, early incidents that emerged from the redesign revealed the utility of affording students such as innovative research experience (RE). The authors developed the novel assignment in accordance with Florida A&M University's Quality Enhancement Program, #WriteOnFAMU, which seeks to create a culture in which students become actively engaged in their learning through writing proficiency. Writing Across the Curriculum (WAC) supports high-impact practices, undergirded by multiple opportunities for students to participate in cocurricular writing opportunities.

Moreover, the cross-curricular integrative writing approach implemented by the instructors of these courses (the authors) provided students enrolled in the Colleges of Education and the College of Social Sciences, Arts, & Humanities a unique opportunity to become actively engaged in a multidisciplinary approach to learning. The assignment not only enhanced students' writing proficiency but also broadened their exposure to content area knowledge, afforded students an opportunity to synthesis materials across disciplines, and allowed for critical analysis relative to an action-based, translational RE. The collaborative research assignment entailed two major objectives: the developed project was to (1) improve elementary education preservice students' lesson plan writing and implementation proficiency and (2) develop emerging psychology students' ability to produce and implement an action-based research project within the realm of Social Psychology. Students enrolled in RED3013 (Teaching Reading and Diagnosing its Growth) and SOP3003 (Social Psychology) worked collaboratively to complete the course requirements. Throughout the chapter, the authors describe how this teaching approach aided in faculty and student development. The narrative elaborates on tenure-earning elements of teaching and service via peer collaboration. Additionally, the authors highlight the scanty resources that create pitfalls for affording students opportunities to develop as researchers.

George Spencer Brown is best known for his book Laws of Form, which elaborates a primary algebra of distinctions and forms capable of dealing with self-referential equations reflective of paradoxes in logic. The book has received little attention in mathematics, but it has greatly influenced cybernetics, communications, and ecological theories. But Spencer Brown also published poetry and stories, often under different names, and he practiced as a psychotherapist. Our chapter elaborates the utility of Laws of Form relating to organizational paradox before considering Spencer Brown’s other works in relation to his mathematics. Invoking philosophy, psychoanalysis and art, we suggest that these indicate a further distinction that sets all forms against the “nothing”: a wholeness or unity from out of which all distinctions, all words, meaning and life – but also all silence, nonsense and death – emerge in paradoxical opposition. Reading Spencer Brown not through the prism of mathematics, but as an evocative invitation to engage with the fissures that animate art and human life, highlights the paradoxical interplay of organization and violence; and how tragedy, suffering, sympathy and love should be more prominent in organizational research.

Educational policies are widely recognized as the means par excellence to equalize opportunities among children with different social and family backgrounds and to promote intergenerational mobility. In this chapter, we focus on the French case and we apply the opportunity equalization criterion proposed by Andreoli, Havnes, and Lefranc (2019) for evaluating the effect of rising compulsory schooling requirements in secondary education. Our results show that such education expansion has a limited redistributive effect on students’ earnings distribution. Nonetheless, we provide evidence of opportunity equalization among groups of students defined by family background circumstances.

The relationship between learning and mental health, as well as a growing body of literature, underscores the need for art therapy in educational settings. This is particularly true for learners with special needs. Shostak et al. (1985) affirmed that “for children with special needs, art therapy in a school setting can offer opportunities to work through obstacles that impede educational success” (p. 19). School art therapy facilitates improved social interaction, increased learning behaviors, appropriate affective development, and increased empathy and personal well-being. It can be adapted to meet the specific developmental needs of individual students and to parallel students’ developmental, learning, and behavioral objectives. This chapter introduces the reader to the history and basic constructs of art therapy as a psychoeducational therapeutic intervention in schools. Model programs are identified, as well as the role of the art therapist within the context of K-12 education settings. Additionally, examples of special populations who benefit from art therapy intervention within school systems are provided, along with considerations for school-wide art therapy.

Rivers flowing through the land are a source of life. They have different importance and functions such as for drinking, sailing, irrigating crops, generating electricity, sightseeing, fishing, and so on. In addition, animals like amphibians, birds, and mammals also live and propagate near the river environment. Therefore, rivers are ecosystems for some animals and plants that are special, rare, or on the brink of extinction (Water Resources Agency, Ministry of Economic Affairs, 2006).