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Learn About CED Program Overview About Civically Engaged Districts Civically Engaged Districts are nurturing spaces for youth voice and engagement. In Civically Engaged Districts, inquiry, interaction and the exchange of ideas create an environment in which all perspectives are heard and valued. Civic action research is the catalyst, bringing young people into contact with all parts of the school community as they conduct, share and act upon their research. Youth researchers learn from and about people from across the school community, going beyond the classroom and familiar peer groups. They share their findings with peers, teachers and district leaders, expanding community understandings and informing school practices. Civic Action Research Civic action research - closely related to youth participatory action research (YPAR) - is youth-led, classroom-based research on issues selected by and of concern to young people. Youth researchers choose a focus, conduct original research in their schools and communities, share what they've learned and take action. Educator & Student Perspectives Hear from our Participants Click the videos below to hear firsthand from students and educators who have been a part of Civically Engaged Districts Educator Perspectives Student Perspectives Discover the CED Impact Reports & Results Team Meet the CED Team PROJECT TEAM Beth C. Rubin, Ph.D. Principal Investigator Professor at Teachers College, Columbia University (after 22 years at the Rutgers Graduate School of Education). Rubin investigates how young people learn and engage as citizens across classroom, school, community and national contexts. She works with educators and youth to design and study curricular and pedagogical innovations that attend to the complexities of youth civic learning amid historical and contemporary injustice. Leslie Calabrese, MA, BCBA Co-Principal Investigator Special Educator with a focus on behavioral, cultural, and educational equity for historically marginalized populations. Board-certified behavior analyst with over 15 years of experience teaching in the K-12 classroom. Special Education faculty teaching undergraduate and graduate pre-service teachers. Program Coordinator for the 5-Year Ed.M. Special Education/Elementary Education and Gifted Education programs. Lauren Opiela, Ed.D. Project Coordinator Lauren Opiela has fourteen years of experience teaching in the New Jersey public school system. During that time, she taught several elementary grade levels, was a reading interventionist, and facilitated professional development workshops for teachers. In 2018, she graduated from Rutgers Graduate School of Education with her Ed.D where she focused on teacher leadership. Currently, Lauren is a part-time lecturer at the GSE. She teaches literacy development courses, the internship seminar, and provides student teachers with supervision and mentorship. Hannah Batren Project Administrator Hannah Batren is the Program Coordinator supporting assessment, accreditation and community engaged work at the GSE. She graduated in 2014 with her Bachelor’s in Fine Arts from Rutgers University, Mason Gross School of the Arts, and in 2018 with her Master’s in Education from Bank Street College of Education’s Museum Leadership Program. Hannah is passionate about empowering community spaces and developing meaningful partnerships between community members and educational institutions. Results & Reports YPAR MENTORS Laura Arredondo, Ed.D. Mentor Dr. Laura Arredondo is the Supervisor of World Languages and ML Programs at Hunterdon Central Regional High School. Laura completed her doctoral degree at the Graduate School of Education at Rutgers University, New Brunswick in May, 2020. The focus of her dissertation was exploring the integration of Youth Participatory Action Research in the bilingual language arts classroom to promote student engagement and success. Laura also serves on the executive board of NJTESOL-NJBE. Carlo Austria Mentor Carlo Austria is a Social Studies teacher that was first introduced to the Civically Engaged Districts (CED) Project in 2022. After two years of helping pilot the Youth Participatory Action Research (YPAR) program at his school, he was invited to join the project team as a CED mentor. Carlo is excited to work with the project team, and his former Rutgers professor Dr. Rubin, to share the unique learning opportunities the CED project can offer students in the classroom. Carlo is a Rutgers University graduate earning his Bachelor’s degree in History and his Master’s degree in Social Studies Education. Dr. Tristian Cox Mentor Dr. Tristan M. Cox was born and raised in Plainfield, New Jersey. After graduating from Plainfield High School, Dr. Cox went on to earn a degree from Rutgers University in African American studies where he also completed his Master’s degree in Social Studies Education. After teaching for a few years he later received his second Master’s degree from Seton Hall University in Educational Leadership. Dr. Cox would continue his studies to earn his doctoral degree from Seton Hall University. The goal of his study was to analyze how one New Jersey School district responded to a demographic shift from being predominantly African American to predominately Latinx. After teaching for ten years Dr. Cox was hired to supervise the Social Studies department in the Plainfield Public School District. Dr. Cox has a strong passion for providing teachers and students with positive experiences that extend beyond the confinements of the classroom. Brandi Gustafson, M.A. Mentor Brandi Gustafson, M.A. is a 7th-grade Social Studies teacher at the New Brunswick Middle School, where she leads the NBMS Youth in Action club. She teaches the Youth Participatory Action Research course at the Rutgers Graduate School of Education. Luma Hasan, M.Ed. Mentor Luma Hasan is a New Jersey educator and co-founder of Teach for Liberation. For over 8 years she has been teaching, designing curriculum, and facilitating professional development that prioritize anti-bias, anti-racism, liberation and decolonization. She has also led and facilitated student-centered youth participatory action research programs throughout New Jersey. In collaboration with educators, students, and community members Luma works to create spaces of reimagination for our schools. Luma holds a Bachelor's degree in History and a Master's degree in Social Studies Education from Rutgers University. Dr. Marnie McKoy Mentor Dr. Marnie G. McKoy’s twenty seven years in education have earned her a strong reputation in independent, charter and traditional public school settings. Marnie most recently served as the Assistant Superintendent for Human Resources for New Brunswick Public Schools in New Jersey. She also served as Director of Accountability in Paterson Public Schools; as a charter school CEO and Principal in Paterson; Principal of an independent school in Newark; and as teacher and administrator at the Pingry School in Martinsville, New Jersey. Marnie has taught courses in the Rutgers Graduate School of Education and is teaching in Kean University’s Educational Leadership Department and Seton Hall University’s Executive Doctoral Educational Leadership Program. Marnie is a graduate of Rutgers University and Seton Hall University where she earned an undergraduate degree in English and graduate and doctorate degrees in Educational Leadership, Management and Policy respectively. Orion Nolan, M.A. Mentor Orion Nolan is a 3rd grade inclusion teacher at Roosevelt School in Manville, New Jersey. Orion has her Masters in Education from Rutgers Graduate School of Education and is certified for K-6 and Special Education K-12. She has led the Youth in Action after school program in several elementary schools in New Jersey. Rachel Redden Mentor Rachel is currently a 6th grade ELA and Social Studies Teacher at Ralph J. Steinhauer Elementary School who focuses on a project-based learning language arts curriculum, vocabulary enrichment, social skills and community building; civic-minded social studies education; equitable teaching practices; and culturally responsive pedagogy. GRADUATE STUDENT ASSISTANTS Maya Berrol-Young Graduate Student Assistant Maya Berrol-Young is an educator and researcher based in New York City, currently pursuing a PhD in Social Studies Education at Teachers College, Columbia University. She has taught in New York City public schools, and has also served as a Global Writing and Speaking Fellow at NYU Shanghai and a Fulbright Teaching Fellow in Thailand. Her research interests include student self-advocacy skills, action research, and the experiences of students with disabilities in civic education. Maya earned a Master of Science in Education from Hunter College, where she received the Outstanding Performance Award in her program, and holds a Bachelor of Arts magna cum laude from Bryn Mawr College. Jay Brown Graduate Student Assistant Jay Brown is a Jamaican Doctoral Student in the Transcultural and international studies program at Teachers College, Columbia University. As a student researcher entering into his second year, his primary research interests are queer, gender and racial studies that focus on communities of color. Jay is an activist and an artist who loves conjoining the world of academia and artistry. As a new Zankel Fellow he will utilize his many talents to contribute to civic engagement and all that it encompasses. Menn Chaiyarat Graduate Student Assistant Menn is a PhD student in Social Studies Education at Teachers College, Columbia University. His research focuses on politics, civic education, and teacher agency, with a particular interest in how teachers develop pedagogical knowledge and make decisions in diverse contexts. He is also interested in youth activism in both formal and informal spaces. Menn has experience teaching social studies and history in urban secondary schools and has also lectured college students in social studies education in Bangkok, Thailand. Julio Intriago-Izquierdo Graduate Student Assistant Julio Intriago-Izquierdo is an Ecuadorian political scientist and Fulbright Scholar at Teachers College, Columbia University, pursuing an MA in Instructional Technology and Media. With seven years of experience leading human-centered design processes in education, Julio co-founded Diseña Futuro and scaled the Design for Change initiative, powering the creative skills of educators and students through social innovation. He is skilled in learning experience design, curriculum development, and life skills training, and is committed to advancing collaboration between educators from the private and public sectors. Additionally, Julio has worked as a consultant for the UNHCR in Ecuador, implementing socio-educational initiatives to support the school integration of Venezuelan and Colombian migrants. Jas Leiser Graduate Student Assistant Jas is a PhD student at Teachers College Columbia University and a former social studies/special education teacher. Jas is also a researcher, a writer, a curator and a curriculum designer. Her research interests include: Youth Participatory Action Research (YPAR), climate change education, and figuring out better ways to support LGBTQ+ students and Disabled students in schools. Jas’ other work is centered on creating communities of belonging for youth in schools and the transformative nature of joy in the classroom. Noa Ovadia Graduate Student Assistant Noa Ovadia is a PhD student researching the civic identity formation of transnational youth, the teaching of controversial issues such as immigration in transnational classrooms, and the phenomenology of civic listening. Before joining the Civically Engaged Districts Project and coming to Teachers College, she earned her BA in Education and Gender Studies from the Ben Gurion University of the Negev, and her MA in Political Science at Tel Aviv University. She taught high-school civics and debate education in Israel, and has worked primarily with newcomer students, mixed-ethnicity classrooms, Bedouin youth, and in teacher education. PROJECT ADVISORS Nora E. Hyland, Ph.D. Project Advisor Associate Dean, Associate Professor, and Faculty Director of Teacher Education at Rutgers Graduate School of Education, Nora studies with teachers and community members how schools can become more community-engaged and anti-racist spaces. She works with educators, pre-service teachers, and community members to develop curricular and pedagogical practices aimed at advancing models of culturally sustaining, socially just, and anti-racist PK-12 and teacher education. Jessica Hunsdon Project Advisor Jessica Hunsdon is a Program Coordinator at Rutgers Graduate School of Education. Working in various educational settings for 30 years, Jessica has served as an educator, professional developer, and program coordinator. For the past twelve years she has focused on developing community-engaged programs that partner community organizations, educators, and students of all ages to facilitate reciprocal learning opportunities.

In Civically Engaged Districts, inquiry, interaction and the exchange of ideas, create an environment in which all perspectives are heard and valued. Civic action research is the catalyst, bringing young people into contact with all parts of the school community as they conduct, share and act upon their research. Pause The Civically Engaged Districts Project Nurturing Youth Civic Voice and Engagement Learn About CED The Civically Engaged Districts project promotes active, youth-centered civic learning for all students. We do this by supporting the integration of civic action research (also known as youth participatory action research, or YPAR) into K12 classrooms. Learn More Launch YPAR in Your Classroom In civic action research, young people work collaboratively to choose a concern to investigate, conduct original research in their schools and communities, share what they've learned and take action. Access Resources See Student Projects Youth-led civic action research is the heart of the Civically Engaged Districts project experience. Students are “citizens of the now” in these projects, analyzing, investigating and taking action on the issues that concern them the most. Browse Student Projects 1/14 Who We Are The Civically Engaged Districts project is a collaboration between Rutgers Graduate School of Education, Teachers College, Columbia University, and public school educators throughout the state of New Jersey. Our Team

Home > Launch YPAR in Your Classroom > Build Community > Build Community Select a Concern to Investigate Collect Data Analyze Data Communicate Results & Act Planning Tools Build Community Civic action research requires building trust and a sense of community in your classroom. Throughout the civic action research cycle, students will be working together closely, sharing ideas and experiences, doing new things, and putting their heads together to wrestle with challenging, authentic questions. In Stage 1 of the research cycle, “Build Community,” students will participate in games, icebreakers, and other ways of sharing and learning about each other to build community and learn to work together. They will also develop listening skills and determine group norms. These activities will help students find commonalities and make new friendships. They help to create an inclusive environment in which students feel safe and welcome, and encourage youth-adult communication. The resources below are scaffolded and differentiated to support you and your students in this process! You can also use these activities at any time throughout the research process to strengthen the bonds in your classroom. Filter by Language Select Language Activity: Active Listening in Group Decision Making In this 90-minute lesson plan (adaptable from 45-90 minutes), students will learn how good listening skills are linked to group decision making and to being a dependable leader. View Activity: Core Communication Skills In this 60-minute lesson plan (adaptable from 30-60 minutes), students will understand what active listening is, why active listening is important, and the role of active listening in leadership. View Activity: Team Work In this 90-minute lesson plan (adaptable from 45-90 minutes), students will begin to solidify as a group through team building activities that will inform the creation of a group contract. View Activity: Rights and Responsibilities In this 90-minute lesson plan (adaptable from 45-90 minutes), students will understand why group agreements are important and agree on group rights and responsibilities. View Activity: Making Decisions In this 60-minute lesson plan (adaptable from 30-60 minutes), students will understand different forms of decision making and agree on what form to use in this group or project. View Activity: Dream Tree Exercise In this 50-minute lesson plan (adaptable from 30-50 minutes), students will brainstorm their ideas and hopes for their community, as they build community with each other. View Activity: Murder Mystery Mayhem In this 60-minute lesson plan (adaptable from 30-60 minutes), students will learn the importance of organization and facilitation when trying to accomplish a group task. View Configuraciones del acuerdo: Establecimiento de derechos y responsabilidades - Ejemplo del facilitador (Agreement Settings: Facilitator Template) Graphic organizer for facilitator (template): examples of rights and responsibilites with room to brainstorm consequences or rewards for meeting them. View Cambio de valores (Value Trading Activity) Print-out of values, to use in an icebreaker called "Value Trading Activity". View Bolsa de sentimientos (Feelings Bag) List of feelings, to use in an icebreaker called "Feelings Bag". View Actividad: Discusión de Fishbowl (Fishbowl discussion scenarios) Scenarios and guiding questions for use in a Fishbowl Discussion. Can be used as an icebreaker or community builder. View Configuración del acuerdo: derechos y responsabilidades BLANCO (Agreement Settings: Rights and Responsibilities BLANK) Graphic organizer for students: to fill out rights and responsabilities. Can be used during a group-building activity. View Formas de toma de decisiones BLANCO (Forms of Decision Making BLANK) Graphic organizer for students: to fill out the pros and cons of each decision-making strategy. To use during group-building activities (see completed version as well). View Formas de toma de decisiones (Forms of Decision Making) Graphic organizer about the pros and cons of each decision-making strategy. This version is filled out (see blank version as well). To use during group-building activities. View

In this 90-minute lesson plan (adaptable from 45-90 minutes), students will understand why group agreements are important and agree on group rights and responsibilities. < Back Previous Activity: Rights and Responsibilities In this 90-minute lesson plan (adaptable from 45-90 minutes), students will understand why group agreements are important and agree on group rights and responsibilities. Download Next

This calendar, created by social studies supervisor Shannon Marasco, provides a 9-month calendar overview for YPAR carried out within social studies classes, with one session a week devoted to the project. < Back Previous YPAR Timeline, Classroom Implementation (weekly, in social studies class) This calendar, created by social studies supervisor Shannon Marasco, provides a 9-month calendar overview for YPAR carried out within social studies classes, with one session a week devoted to the project. Download Next

Scenarios and guiding questions for use in a Fishbowl Discussion. Can be used as an icebreaker or community builder. < Back Previous Actividad: Discusión de Fishbowl (Fishbowl discussion scenarios) Scenarios and guiding questions for use in a Fishbowl Discussion. Can be used as an icebreaker or community builder. Download Next

Reminders about confidentiality during data collection - what it means, why it's important, and how to protect it. < Back Previous Normas de confidencialidad (Confidentiality Guidelines) Reminders about confidentiality during data collection - what it means, why it's important, and how to protect it. Download Next

Activity: practice presentations by asking students to read text while employing "bad" presentation skills. A short, funny, impactful activity. < Back Previous Actividad: Mala presentacion practica (Bad Presentation Role Play) Activity: practice presentations by asking students to read text while employing "bad" presentation skills. A short, funny, impactful activity. Download Next

For students or teachers: a list of presentation skills for successful presentations. < Back Previous Lista de habilidades (Presentation Skills Check List) For students or teachers: a list of presentation skills for successful presentations. Download Next

In this 90-minute lesson plan (adaptable from 45-90 minutes), students will consider different forms of action for sharing their fi ndings and recommendations, and think about how those forms of action fit within the larger social action landscape. < Back Previous Activity: Advocacy, Activism, and Education: Round Robin In this 90-minute lesson plan (adaptable from 45-90 minutes), students will consider different forms of action for sharing their fi ndings and recommendations, and think about how those forms of action fit within the larger social action landscape. Download Next

This slide deck, created by teacher Bethany Bingert, is designed to introduce students to the idea of YPAR, and includes activities and videos of young people talking about their experiences. < Back Previous Introduction to YPAR Slides This slide deck, created by teacher Bethany Bingert, is designed to introduce students to the idea of YPAR, and includes activities and videos of young people talking about their experiences. Download Next

Graphic organizer for facilitator (template): examples of rights and responsibilites with room to brainstorm consequences or rewards for meeting them. < Back Previous Configuraciones del acuerdo: Establecimiento de derechos y responsabilidades - Ejemplo del facilitador (Agreement Settings: Facilitator Template) Graphic organizer for facilitator (template): examples of rights and responsibilites with room to brainstorm consequences or rewards for meeting them. Download Next