CEDER Yearbook

Permanent URI for this collectionhttps://hdl.handle.net/1969.6/97707


Recent Submissions

Now showing 1 - 11 of 11
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    Developing vocabulary in children
    (CEDER, Texas A&M University-Corpus Christi, 2003) Cassidy, Drew; Garcia, Robert; Olmos, Rick; Swift, Catherine; Garrett, Sherrye; Marroquin, Christine; Peltz, Richard
    Words seem like such ordinary things, and most of us take them for granted. We carry on conversations without particularly being aware of the words we are speaking and hearing. We rarely stop to think about how we choose the words we use or how we assign meanings to the words we hear. We seem to use words automatically, but words are not as simple as they seem. The complexities of vocabulary are an endless source of intrigue to language scholars, teachers, poets, and authors.
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    No student left behind
    (CEDER, Texas A&M University-Corpus Christi, 2005) Cassidy, Jack; Garrett, Sherrye; Hopkins, Dee; Olmos, Rick; Swift, Catherine; Zunker, Norma; Arnold, Sydna K.; Goad, Dan M.
    This yearbook is a compilation of select papers presented at the second annual Center for Educational Development, Evaluation and Research (CEDER) conference at Texas A&M University-Corpus Christi. The conference featured the research and program development of the faculty and graduate students in the College of Education. Held at the University Center on the Texas A&M University-Corpus Christi campus on February 28, 2004, the conference was co-sponsored by the Coastal Bend Chapter of Phi Delta Kappa. Over 200 educators from South Texas attended this conference to hear the 37 poster sessions, roundtables, regular sessions and the keynote session. Dr. Dee Hopkins, Dean of the College of Education at Texas A&M University-Corpus Christi was the keynote speaker. The theme of the conference, No Student Left Behind, was obviously based on the No Child Left Behind federal legislation initiated by President George W. Bush in 2001. However, the Bush legislation dealt primarily with the literacy education of very young children; the thrust of this conference was much broader. This conference dealt with the research and program initiatives for students at all levels – pre-school through adult. Furthermore, the conference looked at all the factors that contributed to No Student Being Left Behind - the pedagogical factors, the emotional factors, and, of course, the literacy factors - all of which contribute to students’ success in school and in life. Accordingly, this volume of conference papers is divided into three sections: Teacher Education for Our Students; Counseling Our Students; and Literacy Affecting Our Students. The first section, teacher education for our students, contains chapters dealing with research and practice concerning the retention of teachers, the qualities of a good teacher, and good pedagogical practice. The second section of this volume deals with counseling our students and consists primarily of research done by the faculty and doctoral students in the Department of Counseling and Educational Psychology at Texas A&M University-Corpus Christi. The last section of this paper deals with the literacy issues affecting our students and focuses particularly on the literacy of Hispanic students in South Texas. Special thanks for this volume must be extended to Dr. Bryant Griffith, a professor in the department of Curriculum & Instruction and to Sydna Arnold, Catherine Swift, Norma Zunker and Roberto Garcia, in the doctoral program. Without their editorial work this volume would not have been possible. The Center for Educational Development, Evaluation, and Research at Texas A&M University- Corpus Christi hopes that this yearbook will serve as a resource for all those educators and researchers dedicated to seeing that, indeed, No Student Is Left Behind.
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    Supporting student success
    (CEDER, Texas A&M University-Corpus Christi, 2007) Cassidy, Jack; Martinez, Adam; Swift, Catherine; Inman, Alissa; Chard, David; Lee, Sangeun; Bahnsen, Pamela Anne; Bolick, Margaret; Hill, Denise
    The 2007 CEDER Yearbook is a peer-reviewed compilation of papers delivered at the Fourth Annual CEDER Conference held on February 17-18, 2006. “Supporting Student Success” was the overarching theme and title of the conference, which attracted more than 320 attendees. Three conference sub themes focused on Supporting Academic Success, Supporting Hispanic Student Success, and Supporting Students Emotionally. These sub themes provided the structural division of this yearbook into its three basic parts by the same names. Chapter 1, delivered by Dr. David Chard, one of our keynote speakers, prefaces this volume and is entitled “Fluency and its Relationship to Reading Comprehension: Promoting Success for all Students.” The eighteen papers included in this volume were selected by the Editorial Advisory Committee for the 2007 Yearbook based on a number of criteria, including the importance and timeliness of the topic, theoretical grounding, rationale, and contributions to the field. These manuscripts are intertwined by several distinct threads (literacy; instructional effectiveness; learning theory; teacher preparation; leadership; and student support: motivation and assessment) that weave a framework for Supporting Student Success. Literacy is a central thread or unifying element of Chapters 3, 4, 12, 14, and 15. In Chapter 3, Garrett, Schaum, Zunker, and Crowder address the accessibility of nonfiction texts in the elementary classroom. In Chapter 4, Grote, Pearce, and Marroquin describe the efforts of the America Reads Challenge program at the Early Childhood Development Center at Texas A&M University-Corpus Christi and discuss characteristics of tutoring success and outcomes. In Chapter 12, Crowder and Griffith relate the life-changing power of literacy as experienced by two Hispanic women “of courage.” In Chapter 14, Sarmiento-Arribalzaga presents research on grouping strategies for literacy development of bilingual children. In Chapter 15, Valadez, Ybarra, and Lara address Hispanic children’s literature in the kindergarten to fifth grade classroom. Instructional effectiveness and learning theory are a key focus of Chapters 5, 6, and 13. In Chapter 5, Harris, Skinner, and Stocks describe the evaluation and selection process for textbooks. In Chapter 6, Jones, Torti, and Foote provide research on children’s engagement in authentic learning experiences, inspired by the Reggio Emilia learning theory. In Chapter 6, Lucido presents case study results of three successful dual language programs in three states highlighting the characteristics of the administrators, teachers, and effective instructional practices. Lucido reflects the concerns of the other authors in these threads on instructional effectiveness and learning theory when he poses a final challenging question: “Are we preparing our children to be economically, socially, and linguistically viable in our ‘shrinking’ world?” Teacher preparation and leadership are central threads to Chapters 2, 8, 9, and 10. In Chapter 2, Bolick and Hill present results of Project Teach, a study designed to assess whether teachers are adequately prepared for the classroom and the state exit exams through Centers for Professional Development of Teachers. In Chapter 8, Oliver, Nelson, and Ybanez present the results of a preliminary grounded theory study designed to assist in developing a model for supervision in counseling programs. In Chapter 9, Sailors argues that teachers need situated and contextualized support to help their success at improving literacy development. The paper reports on effective aspects of professional development models and presents an intervention study. In Chapter 10, Sorenson presents analyses of barriers that discourage lead teachers from seeking administrative roles, specifically the principalship, in public schools by “assessing political and institutional context roles,” and he provides research on factors that can contribute positively to “home grown” recruitment. In support of student success, these authors demonstrate a concern and present solutions for improving teacher and leadership preparation. Sailors captures this spirit: “Just as teachers are encouraged to see their students as individual learners and to meet the instructional needs of their students on an independent basis, so too, should teachers be viewed by those who provide professional development for teachers.” Student support, motivation, and assessment are central threads to Chapters 7, 11, 16, 17, and 18. In Chapter 7, Marinak summarizes a multi-year (2001-2006) action research project that includes attributes for design and delivery of a response to intervention model at the middle school level. In Chapter 11, Bohling, Melrose, Bonnette, and Spaniol present research on the efficacy of Bioelectric Impedance Analysis as an alternative method for determining body composition in Hispanic youth, with implications for student success in the well-being of students. In Chapter 16, Hwang presents strategies for motivating at-risk students using the America Reads Program. In Chapter 17, Nelson and Low describe the significance of emotional intelligence and its relationship to college success and conclude with recommendations for additional research. In Chapter 18, Potter presents various categories of teacher behaviors that can influence student motivation and engagement in the classroom. These authors affirm the importance of attention to individual needs in order to facilitate effectively student success and motivation. In conclusion, the manuscripts included in the 2007 CEDER Yearbook reflect research aimed at improving student success. The research presented here is an attempt to begin to address the demographic changes highlighted by Dr. Steve Murdock, one of the conferences keynote speakers and demographer for the State of Texas. Dr. Murdock stated that if one wants to see what the racial/ethnic makeup of the U.S. will look like in the future, one need not look further than to the makeup of Texas today. According to Victor Villaseñor, another one of our keynote speakers, to be successful the educator must get in touch with his or her inner genius and help students access their inner geniuses. To achieve student success, educators must also get to the emotions, and teach with energy. The genius is kindled, says Villasenor, when the teacher is able to reach the very soul of the student.
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    Education for a changing world
    (CEDER, Texas A&M University-Corpus Christi, 2008) Cassidy, Jack; Grote-Garcia, Stephanie; Maxfield, Paul; Inman, Alissa; Krashen, Stephen; Marinak, Barbara; McCollough, Cherie; McDonald, JoAnn; Canales, JoAnn; Lucido, Frank; Marroquin, Christine; Reynolds, Gina; Ymbert, Piedad
    The fifth annual conference of the Center for Educational Development, Evaluation and Research (CEDER) was held November 30 and December 1, 2007. The CEDER Conference focused on “Education for a Changing World.” More than 250 educators from around the United States and as far away as Venezuela and South Africa attended. The 2008 CEDER Yearbook is a peer-reviewed compilation of some of the papers delivered at that conference. Chapter 1, entitled, “Free Voluntary Reading: Still a Great Idea,” is presented by Dr. Stephen Krashen, one of the conference’s keynote speakers. He provides a meta-analysis of research linking access to books with child literacy rates and demonstrates that encouraging children to read for pleasure is a key to literacy development. The following 10 articles in this yearbook were selected by the Editorial Advisory Committee based on a number of criteria, including the importance and timeliness of the topic, theoretical grounding, and the contribution made to the field of education. Several themes run through this volume, which, when combined, paint a panoramic and vivid image of education for a changing world. Chapters 2 through 6 examine education for a changing world at the K-12 level. In Chapter 2, Barbara Marinak examines several methods in which the elements of informational text structures can be taught in elementary classrooms to increase reading comprehension. In chapters 3 and 4, the authors explore the implications of bilingual education in a world that is becoming increasingly diverse. Cherie McCollough, JoAnn McDonald, and JoAnn Canales use Chapter 3 to examine the ways in which culturally relevant family science learning events work to engage families in a child’s education. Special consideration is given to non-English speaking parents and family members. In Chapter 4, Frank Lucido, Christine Marroquin, Gina Reynolds, and Piedad Ymbert discuss brain-compatible teaching strategies and practical methods to develop bilingualism in students. Similarly, in Chapter 5, Connie Patchett, and Sherrye Dee Garrett call for the inclusion of more nonfiction in elementary classrooms as a way to overcome the “fourth grade slump” in reading comprehension. They provide several frameworks for the effective use of nonfiction texts with a variety of elementary students. In Chapter 6, Michael Moody takes a look at education in a changing world from an administrative perspective. He explores the relationship between school boards and their superintendants of schools, and the discrepancies in how they prioritize competencies for superintendant success. Chapters 7 through 11 explore higher education in a changing world. In Chapter 7, Teresa Le Sage and Barba Patton promote increasing pre-service teachers’ familiarity with using math/science notebooks to increase their effectiveness in the classroom. In Chapter 8, Kaye Nelson, Marvarene Oliver, and Darwin Nelson provide an overview of counselor education programs’ changes over time in response to the changing needs of a constantly fluctuating population. In Chapter 9, Barba Patton demonstrates the need for greater Internet literacy amongst pre-service teachers in an evaluation of lesson plans found online. Caroline Crawford, Richard Alan Smith, and Marion Smith, in Chapter 10, explore how web-based classes are changing college student perceptions of their instructors. Finally, in Chapter 11, Daniel Pearce, Wally Thompson and Tammy Francis Donaldson explore the effectiveness of a developmental reading class on the academic success of students in higher education. The world is changing rapidly, and it is important that educators adapt to these fluctuating circumstances and contexts. Education in a Changing World is not only about presenting emerging trends, but also about creating educators who are prepared to respond effectively to whatever challenges they may face in the future. Our sincerest thanks go out to everyone who contributed their talents to the creation this yearbook, and to all who participated in the Fifth Annual CEDER Conference.
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    Literacy coaching: Research & practice
    (CEDER, Texas A&M University-Corpus Christi, 2009) Cassidy, Jack; Garrett, Sherrye; Sailors, Misty; Inman, Alissa; Maxfield, Paul; Patchett, Connie; Shanklin, Nancy
    The chapters in this volume are based on presentations from the First National Literacy Coaching Summit held at Texas A&M University-Corpus Christi on April 3 and 4, 2009. The conference drew more than 400 participants from 21 states, the Virgin Islands, Canada, and Washington, D.C. Keynote speakers included Dr. Nancy Shanklin of the University of Colorado, then-head of the Literacy Coaching Clearinghouse; Dr. Rita Bean of the University of Pittsburgh, a longtime researcher on the role of the reading specialist/literacy professional; Dr. MaryEllen Vogt of California State University Long Beach, an expert on teaching English language learners; and Gary Soto, a noted children’s author. Literacy coaching has been a hot topic in the field for most of the past decade (Cassidy & Cassidy, 2009-10). A literacy coach should be a well-qualified and highly-regarded classroom teacher with advanced training in literacy. Ideally, the literacy coach is assigned to one school and primarily works as a staff developer. However, the International Reading Association recognized the “changing roles … and variety of new titles, such as reading coach and literacy coach, and …the variability in the job descriptions for these coaches” (2004, p. 2). Chapters included in this book represent both research and practice in the field of literacy coaching. The 26 authors hail from 10 different states. These chapter authors are both school-based and university-based professionals. Each of the articles was blindly peer reviewed by at least two literacy professionals. Like the authors, Jack Cassidy & Sherrye Dee Garrett, these peer reviewers were both school-based and university based and came from ten different states. The first chapter introduces the major coaching themes and research presented in this book. The second chapter provides an overview provides an overview of the history and precursors of current literacy coaching. The next five chapters represent some of the research conducted on literacy coaching. Nancy Shanklin’s article begins the research section, and it highlights some of the most significant research on literacy coaching. The second section of the book focuses on specific practices associated with literacy coaching. This chapter opens with a piece by Rita Bean, delineating five lessons from her years working with and observing literacy coaching in schools. The remaining five chapters address specific programs and strategies that have proven effective.
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    Educational research and innovations
    (CEDER, Texas A&M University-Corpus Christi, 2012) Ortlieb, Evan; Bowden, Randall; Inman, Alissa; Hu, Bi Ying; Pate, Roberta Simnacher; Gauthier, Lane Roy; Schorzman, Emma M.
    As we inquire, investigate, and problem solve, we become more aware of how much there is to discover about teaching and learning as well as leading educational systems. The dissemination of research findings is also quintessential; otherwise, we continue to have replication instead of enhancement. Using this philosophy, the Consortium for Educational Development, Evaluation, and Research (CEDER) at Texas A&M University–Corpus Christi issued a call for manuscripts to Colleges of Education throughout the state of Texas and more broadly, the nation. We reviewed 36 manuscripts written by 52 authors. From that group of manuscripts, we selected 13 for publication. Each manuscript considered for inclusion in the 2012 CEDER Yearbook was peer-reviewed by two members of the editorial review board via a double-blind process. The selected set of manuscripts highlights educational research and innovations from acclaimed university scholars throughout the nation. Manuscripts have been categorized into the two following sections: K–12 Education and Higher Education. Within the K–12 area of study, authors present papers on preschool teachers’ perspectives of cultural relevant practices (Hu), effective questioning techniques to maximize student learning (Pate), difficulties associated with reading instruction of students with disabilities (Gauthier & Schorzman), and the nature of dyslexia, past and present, including how classroom teachers can provide necessary accommodations (Culbertson). Caring Organizational Practices that Enhance Success (COPES) provide teachers with transition tools necessary for their middle school students (Paciotti & Evan Ortlieb Hill), while we can also learn about adolescent literacy instruction from already motivated black female readers (Groenke, Bennett, & Hill). We also find that early college high school programs can provide a positive experience for students (Valadez, McDowell, Loveless, & DeLaGarza). Papers within the Higher Education section relate to building teacher preparation programs infused with theory (Chehayl), utilizing technological advances in developmental reading courses (Loveless & Bryant), and combining what we know about oral reading fluency towards understanding electronic texting fluency (Ortlieb). We also investigate the possibilities of using mixed methods in dissertation work (Stoves & Smith), discuss the relative transparency of higher education (Schell), and examine the relationship between English language learners’ underdeveloped first language and teacher certification test performance (Ward & Lucido).
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    Preparing effective leaders for tomorrow's schools
    (CEDER, Texas A&M University-Corpus Christi, 2013) Zunker, Norma; Mejia, Alissa; Sohn, Lucinda; Walker, Sharryn Larsen; Spybrook, Janet; Burdett, Judy; Fite, Kathleen; Beck, Jennifer
    In the changing world of education, in which assessments and standardized testing are ruling the way we implement information to our students, I chose to focus on the future leaders of schools. We want leaders in the field who will look to research for their directions in instruction and doing what is best for the education of their students. Preparing effective leaders for tomorrow’s schools focuses on research that covers various educational ideals for the educator. The Consortium for Education Development, Evaluation, and Research (CEDER) at Texas A&M University-Corpus Christi issued a call for proposals for its eighth yearbook to various university Colleges of Education and educational leaders in the various associations, both national and international, that focus on educational innovations and research. As editor, I was fortunate to receive 51 manuscripts by 72 different authors. With such a large amount, the decision was made to have three peer reviewers for each manuscript. Each manuscript was peer-reviewed by an editorial board consisting of professors from around the nation and world. The manuscript submissions were narrowed down to 17. These selected manuscripts are ordered sequentially in the yearbook by the grade level on which they focus. Manuscripts range from kindergarten to high school to working with English Language Learners. I hope you benefit from the research printed and are able to influence the future for the students in schools.
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    Education: Issues & answers
    (CEDER, Texas A&M University-Corpus Christi, 2015) Garrett, Sherrye Dee; Fleming, Kathleen; Mejia, Alissa; Beach, Don; McAdams, Laurie; Becker, Melissa; Gentry, James; Larmer, Bill; Miller, Julie
    This yearbook is a project of the Consortium for Educational Development, Evaluation and Research (CEDER) in the College of Education and Human Development at Texas A&M University-Corpus Christi. The College of Education and Human Development reflects a wide range of programs and experiences. Our teacher preparation program has an established reputation; it has been cited as 24th in the nation. Our masters and doctoral programs attract in-service teachers, administrators, and future college faculty members. In a traditional College of Education, one expects to find areas of instruction such as teacher education, literacy, curriculum and instruction, educational administration and leadership, educational technology, special education, and bilingual education. You will find those areas represented in this yearbook. However, the College of Education and Human Development at Texas A&M University-Corpus Christi has a broader reach; it also houses programs in counseling education, kinesiology, and military services. Many of these are represented in the yearbook as well. With such a wide range, it is to be expected that the CEDER Yearbook would attract a variety of topics. This yearbook is no exception. Articles address preservice education, literacy instruction in the schools, and program effectiveness as well as research in digital technology and the physics of pitching a baseball. A call for proposals was issued to a variety of universities and professional organizations. Eighteen articles from a total of 37 authors were submitted for the yearbook. Those articles were distributed to a panel of reviewers. Each article was seen by two reviewers and the editor of the yearbook. Finally, 15 articles were selected for inclusion in this yearbook. The CEDER yearbooks and conferences continue to be opportunities for the sharing of important educational ideas, research, and trends. This yearbook continues that tradition.
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    Las voces nuevas: Emerging scholarship on Latinas in leadership
    (CEDER, Texas A&M University-Corpus Christi, 2023) Maxwell, Gerri; Lara, Denise; Benedetti, Chris; Elliff, D. Scott; Salunke, Vedika; Luitel, Bibek; Mejia, Alissa; Martinez, Melissa A.; Mendez-Morse, Sylvia; Escalante, Karena Alane; Struloeff, Katrina; Flowers, Alonzo M.
    It has been our pleasure as a team of CEDER editors and reviewers at Texas A&M University-Corpus Christi, a designated Hispanic-Serving Institution, to first make this call and now humbly present the body of work produced by Las voces nuevas. The scholarship that moved us initially was a body of dissertations produced by our own Latina doctoral students, all of whom live, work, and lead in public schools in the Rio Grande Valley, serving majority Latina/o students living in poverty. Being incredibly honored to call them our colleagues, as well as inspired by and in awe of the enormity of their work and impact on students in the border region, we not only felt their struggles and heard their pain as they lead in their current roles but were implored to illuminate their work. Their studies are based on numerous pláticas (Guajardo & Guajardo, 2013) with and testimonios (Beverly, 2005) of Latina leaders from South Texas, as well as several studies specifically from the geographic border region of Texas and Mexico. Yet, we were impassioned to further broaden the call, inviting voces nuevas from across the country. We are incredibly pleased to include this cacophony of new scholars’ voices. As noted by Martinez and Mendez-Morse (2021), the field is overdue in welcoming and embracing the insight, passions, and perspectives of Latina leaders, which must be unearthed from unpublished dissertations and laid bare on the landscape of this critical transformative period in education.
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    Crossing borders/Crossing boundaries: Narratives of intercultural experiences
    (CEDER, Texas A&M University-Corpus Christi, 2019) Hemmer, Lynn; Robertson, Phyllis; Sanders, Jana; Mejia, Alissa; Simmons, Michelle; Denton, Kenneth; Rodriguez, Regina Chanel; Castillo, Yvette; Henderson, Eddie; Macaulay, Christopher; Diego-Medrano, Elsa; Behl, Malvika
    Historically, the Mexican education system has been characterized by an absence of equal access to K–12 education for students in poverty. This article examines research-based best practices associated with international experiential learning and describes an authentic model of an effective international experiential learning program. Research is based on The Clavellinas, Mexico Education Collaborative, a private study and research center in central Mexico establishing partnerships between Texas A&M University System colleges of education and Mexican local, regional, and national government officials and entities; private citizens; and commercial enterprise, to support teacher education internationally and equip educator preparation students nationally. Student perspectives are considered, implications for educator preparation programs are outlined, and recommendations for future faculty developing international experiential learning programs are offered.
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    Empowering student researchers: Critical contributions by emerging 21st Century scholars
    (2021) Pletcher, Bethanie; Bruun, Faye; Banda, Rosa; Watson, Krystal; Perez, Angela S.; Mejia, Alissa; Courtland, Darcy; Peltier, Sharla Msko-kii; Aucoin, Brina; Cook, Candi; Hamilton, Lesley; Oberhofer, Caitlin; Sykes, Jessica
    This yearbook is a project of the Consortium for Educational Development, Evaluation and Research (CEDER), the research and development arm of the College of Education and Human Development at Texas A&M University–Corpus Christi. With this edition of the CEDER Yearbook, the editors wished to support student researchers as emerging scholars. The call for proposals asked for empirical, conceptual and theoretical contributions to the area of research conducted by students. Personal Perspectives and Research Focus of students include the following categories: Culture, International Students, Men of Color, Teaching, Doctoral Students, Latino/a Culture, STEM, LBGTQ, Policy and Administration, Student Faculty, and Curriculum. The intended audience for this yearbook includes educators, decision-makers, policymakers, and leaders within faculty and student development programs as well as international student departments. We would like to thank our colleagues: David Scott, Dean of the College Education and Human Development, for his support and entrusting the CEDER Yearbook to us; Alissa Mejia, our associate editor, for her patience, continued encouragement, eye for detail, and guidance; our editorial advisory board; the thoughtful comments and recommendations offered by our peer reviewers, which are essential to the quality of the CEDER Yearbook; and to all wonderful contributors for their persistence, effort, and extraordinary ability to write. Without your experiences and research, this yearbook would not exist. A call for proposals was issued to a variety of universities and professional organizations. Two hundred and sixty-four articles from a total of 217 authors representing 72 different universities were submitted for the yearbook. Those blinded articles were distributed to a panel of reviewers. Each article was seen by two reviewers and the editors of the yearbook. The editorial team selected 21 articles for inclusion in this yearbook. The 2021 CEDER Yearbook is a peer-reviewed publication indexed in EBSCO, the Library of Congress, and the TAMU–CC research repository, which is widely available to university libraries and the general public.