Publications
- Pearson, C. (Ed.). (2021), Special Edition of the Journal of College Orientation, Transition, and Retention: The Impact of Covid-19 on Orientation, Transition, and Retention Programs, Minneapolis, MN: University of Minnesota Libraries Publishing.
- Abstract: This special edition aims to bring contributions from practical experiences into a conversation to share and discuss what challenges emerged, what solutions were implemented, and what lessons were learned during the COVID-19 pandemic from community-based practice. We encourage program coordinators, NODA Interns, graduate students, practitioners, and scholars to consider submitting a manuscript for publication!
- Hughes, A., Pearson, C., Ramos, L., Tilley, J., Mudd, L., Ford, C., Wallace, A. (2021). Preserving Engagement: Orientation amidst a Global Pandemic. In Pearson, C (Ed), Special Edition of the Journal of College Orientation, Transition, and Retention: The Impact of Covid-19 on Orientation, Transition, and Retention Programs, Minneapolis, MN: University of Minnesota Libraries Publishing.
- Abstract: When we met in November of 2019 to hold our annual orientation brainstorming session, our New Student & Family Programs (NSFP) staff dreamed of additional small groups, affinity group spaces, revamped evening programming, and increased opportunities for student connections. Four short months and many hours of planning/training later, we found ourselves in a similar brainstorming session. Except this time, it was late March, we were facing a global pandemic, and we had just shifted our orientation season completely online in response to COVID-19. Like most orientation, transition, and retention professionals around the world, we found ourselves devastated and overwhelmed. We had a very short turnaround time (18 days), but one thing was essential for us—we would preserve as much student/family engagement and interaction as possible. In this article, we explore the decision-making process, methods, action steps, and considerations for implementing a virtual orientation that embraced student and familial engagement despite the global pandemic.
- Pearson, C. (2020). Digital Leadership is Going Viral. In Jillian M. Volpe White, K. L. Guthrie, & M. Torres (Eds.), Thinking with purpose: Facilitating reflection in leadership learning. Charlotte, NC: Information Age Publishing.
- Abstract: Through courses, internships, community engagement, social organizations, and daily interactions with others, every day we accumulate experiences; however, learning does not happen through experience but from reflection on experiences. This manual provides guidance for facilitating reflection in leadership learning and features over 50 activities from 52 reflective leadership educators. Guided by a framework for reflection in leadership learning, we focus on six methods for reflection: contemplative, creative, digital, discussion, narrative, and written. Through prioritizing time, holding space, and asking questions that challenge assumptions, educators facilitate reflection in leadership learning. This intentional focus on making meaning of leadership processes enhances the capacity of learners to work collaboratively for change.
- Guthrie, K.L., & Pearson, C. (2020).Teaching Leadership Through Twtter.. In Stuart Allen, K.Gower, & D. Allen (Eds), Handbook of Teaching with Technology in Management, Leadership, and Business (pp.xx-xx). Northampton, MA: Edward Elgar Publishing, Inc.
- Abstract: Higher education practitioners seeking guidance on teaching with technology should consider Twitter as a valuable tool. Using the culturally relevant leadership learning model and the digital leadership pillars as an approach, and Twitter as the tool, can yield innovative perspectives to leadership educators exploring leadership development.
Not Your Average Pearson 