Cristina Santamaria Graff

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https://hdl.handle.net/1805/26675

Family as Faculty! A Project to Authentically Engage Parents, Students, and Community Partners in Meeting Common Goals

For over fifteen years, Professor Santamaria Graff's scholarship has focused on working with Latinx immigrant families of children with disabilities. "Family as Faculty!" is a healthcare approach to working with families of children with disabilities who, through this model, are positioned as leaders who share their expertise with those providing care to their children.

Adapted for education, and specifically for special education teacher preparation programs, "Family as Faculty!" is an innovative approach for family members to be co-instructors in university or college courses aimed to prepare future special education teachers. Latinx immigrant family members of children with Down Syndrome and Autism led preservice teachers in small group discussions about their child. These discussions were guided by hands-on activities we, as co-instructors, developed and led.

Professor Santamaria Graff's translation of research into beneficial health and educational outcomes for students with disabilities is another excellent example of how IUPUI's faculty members are TRANSLATING their RESEARCH INTO PRACTICE.

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    Critical Service-Learning as a Vehicle for Change in Higher Education Courses
    (Taylor & Francis, 2018) Warren-Gordon, Kiesha; Santamaría Graff, Cristina; School of Education
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    Forming a Mutually Respectful University-Community Partnership through a “Family as Faculty” Project
    (Engage!: Urban University Community Journal, 2019-05) Santamaría Graff, Cristina; Boehner, Joel
    In this paper, we, a university special education professor and an executive director of a parent-to- parent non-profit organization, describe our collaborative partnership built on a common understanding that parents of children with disabilities are educational leaders. We address how we work collaboratively to locate and establish families as co- educators in an undergraduate special education course on families for pre-service special education teachers by using a Family as Faculty (FAF) approach.
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    Family resistance as a tool in urban school reform
    (Teachers College Press, 2014-08) Santamaría Graff, Christina
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    Rooted in legacy & holding space: Our commitment to new beginnings
    (Published by Multiple Voices Copyright © 2020 Division for Culturally and Linguistically Diverse Exceptional Learners. All rights reserved., 2019-12) King Thorius, Kathleen; Santamaría Graff, Cristina; Skelton, Seena
    As Multiple Voices ’ new editorial team, we are committed to producing a journal that counters and provides promising alternatives to troubling legacies in the education of students with disabilities: especially students of Color, im/migrant students, and those who are emergent English learners. In doing so, we will continue the work of past editors to position Multiple Voices as the leading scholarly journal in our field.
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    Digital Education Hub Critical Trajectory
    (2021) Price, Jeremy F.; Magee, Paula; Santamaría Graff, Cristina; Hall, Ted; Moreland, Brooke; Waechter-Versaw, Amy
    This diagram is a representation of the trajectory that the Digital Education Hub project has developed for educators and community members to deepen practices, decision making, and dispositions to facilitate a more equitable and inclusive learning environment.
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    An equity framework for family, community, and school partnerships
    (Taylor and Francis, 2020-12-11) Teemant, Annela; Borgioli Yoder, Gina; Sherman, Brandon J.; Santamaría Graff, Cristina; School of Education
    Equity has often been identified as a foundational concept for truly inclusive and reciprocal partnerships among schools, families, and communities. Equity can be difficult for schools to achieve without cultivating new paradigms for interacting with historically marginalized students, families, and communities. In order to bridge the ideal of equity with radical, scalable, and sustainable institutional change, we developed an equity framework for cultivating mutual interdependence among families, communities, and schools in partnership. Rooted in sociocultural and critical theories, this framework builds upon the values of mutual respect, democratic participation, critical consciousness, and sustainability. These values then support cycles of collaborative action amongst stakeholders leveraging problem posing and community organizing to address inequities. In our article, we discuss the underlying theory supporting the framework and elaborate upon its implications for practice.
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    The Digital Education Hub Design Process
    (2022) Price, Jeremy F.; Waechter-Versaw, Amy; Hall, Ted; Magee, Paula; Santamaría Graff, Cristina; Willey, Craig; Moreland, Brooke
    The Digital Education Hub Design Process is designed to give teachers, educators, and curriculum designers a pathway for developing, enacting, and evaluating lesson plans, units and modules, and learning experiences in a range of settings.
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    The Five Senses of STEM Learning
    (2022) Price, Jeremy F.; Santamaría Graff, Cristina; Waechter-Versaw, Amy; Moreland, Brooke; Magee, Paula; Hall, Ted; Willey, Craig; Bulanov, Maxim; Knoors, Anneleen Johanna; Fleming, Da'Meisha; Fox, Alexandria; Murray, Ryan; Russo, Kelly; Arora, Akaash; Franklin, Jeffery
    The Five Senses of STEM Learning is a framework and approach to teaching, learning, curriculum, and pedagogy deeply grounded in Culturally Relevant Pedagogy (Ladson-Billings, 1995, 2016) and Universal Design for Learning (Meyer et al., 2013; Rose & Meyer, 2002) while also incorporating a range of ideas and concepts that are specific to STEM learning and strengthen the connections to the particular contexts of the science, technology, engineering, or mathematics learning environment.
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    CEISL Teacher Network Concept & Design
    (2021) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Magee, Paula; Willey, Craig; Santamaría Graff, Cristina; Knoors, AJ; Kirby, Gabrielle
    This working paper describes a Teacher Network designed to provide remote and distributed professional development to teachers across the state post pandemic. The network intended to impact teachers’ perceptions about equitable and inclusive uses of technology, decisions about curricular materials, and their perceptions of cultural positionality and dispositions for engaging with students.  This concept provided opportunities to learn about how to engage teachers around strengthening their criticality and the affordances of collaborative professional learning, by centering teacher voice and fostering teacher agency in disrupting the status quo in k-12 education.
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    CEISL K-12 Teacher Professional Development at Partner Schools
    (2022) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Santamaría Graff, Cristina; Magee, Paula; Russo, Kelly Wray; Willey, Craig
    This piece outlines the theoretical framework and customization for in-person partner school professional development. Customized and standard professional development maps are embedded. This work is part of the Student Learning Recovery Program funded by the state department of education.