Terrance Kwame-Ross

Education Department Chair, Associate Professor

Sverdrup Hall 3G
CB 312
612-330-1655
kwameros@augsburg.edu

Advising: Contact Professor Kwame-Ross by email for an appointment by Zoom

Dr. Terrance Kwame-Ross is the Chair and Associate Professor in the Education Department, Augsburg University. Terrance also holds a Visiting Faculty-Lecturer appointment, in the School of Social Work, Youth Development Leadership (YDL) Graduate Program, University of Minnesota.

Dr. Kwame-Ross’ scholarship, service, and teaching practice focuses on how individuals and human groups grow, develop, change, and stay the same, overtime. His focus cuts through academic and everyday life disciplines, and attempts to bring all bodies of knowledge together: Psychology, Sociology, Anthropology, Phenomenology, History, Religion/Theology, Political Science, Economics, Literature, and Philosophy.  Here, Dr. Kwame-Ross brings an interrogative, interdisciplinary, integrative, and intersectional approach to teaching and learning across school, society, family, community, work, race, class, gender, sexual orientation and identity.

Terrance has:

  • Taught at the elementary and middle-level grades in public schools,
  • Co-founded and served as Principal and Instructional Leader, of New City School, a K-8 literacy and arts-infused academic and social-emotional integrated, Public Charter School, located in Minneapolis, Minnesota;
  • Created community-base after-school programs for young people for creative self-expression;
  • Served as a curriculum developer, trainer, and consultant to many formal and non-formal organizations locally and nationally;
  • Worked in residential treatment programs and camping settings directing and facilitating multicultural programs for the Wilder Foundation, St. Paul, Mn.
  • Consulted local, state and national School Districts around policy, practice, and educational research;
  • Worked as the Executive Director of The Origins Program, a nationally recognized non-for-profit equity training center for teachers.

In addition, Dr. Kwame-Ross also served as Clinical Supervisor for My Home Inc., a community-based African-American Transition Institute in St. Paul, MN, where he supervised and led men’s parenting, anger, and domestic abuse programs and groups for 18 years for Black and Brown males and their families.

COURSES TAUGHT

  • K-6 Methods: Social Studies/Thematics (EED 370), Augsburg University
  • Orientation to Education in an Educational Setting ( EDC 200; and EDC 522 ), Augsburg University
  • School and Society (EDC 490; and EDC 580), Augsburg University
  • Learning and Development in an Educational Setting (Ed Psych: EDC 310 and EDC 533), Augsburg University
  • Clinical Supervision: The Teacher Candidate Experience-Student Teaching, Augsburg University
  • Experiential Learning: Pedagogy for Community and Classrooms (YOST 5954), University of Minnesota     

SCHOLARSHIP AND RESEARCH FOCUS AND PROJECTS

  • Kwame-Ross, T. (in-progress), “The Black Male Portraiture Case Study: The Power of Black  Male Learning in Hostile Learning Environments in the United States of America”
  • Margaret J. Finders & Terrance Kwame-Ross (2020) “You’re Just Being Oversensitive”: White Talk  Moves in Higher Education, Change: The Magazine of Higher Learning, 52:5, 25-28, DOI:
  • 10.1080/00091383.2020.1807879
  • Kwame-Ross, T. (2020). Specially Educated in the United States: The Education of African Americans from 1619 to 2019–400 Years of Tug-of-War for Freedom. MLK Day Action Revisited, Augsburg University, January 20, 2020, Minneapolis, Mn. (Seminar/Workshop Available to Public)
  • Kwame-Ross, T. (February 15, 2019). Empathy in Education. Podcast. Augsburg University. Retrieve from: https://blubrry.com/augsburgpodcast/41848023/terrance-kwame-ross-empathy-in-education
  • Kwame-Ross, T. (October, 2018).  Does being an African-American effect how engaged scholarship is formed, accomplished, and assessed? 19 Annual Conference of the Engagement Scholarship Consortium, September 30-October 3, 2018, Minneapolis, MN.
  • Kwame-Ross, T. (2018). School meeting structures as forms of civic engagement  and school evaluation. In VeLure Roholt, R. & Baizerman, M. (Eds.).  Evaluating civic youth work: Illustrative designs and methodologies for complex youth program evaluations.  Oxford, UK: Oxford University Press.
  • Kwame-Ross, T. (2017). The particular and complex: The black male youth in the social context of development. In Domínguez, N., Berkeley, B., Barka, N., Chrisman, T., Kelley, B., & Westfall, E. (Eds.). (2017). 10th annual mentoring conference proceedings (10th ed.): A Decade of Cultivating an Inclusive Mentoring Community [Special Issue 10]. The Chronicle of Mentoring and Coaching, 2(10). Pp.555-562.

THEORETICAL FRAMEWORKS

  • Critical Social Theory
  • Socio-cultural/socio-historical Theory and Analysis
  • Bioecological Theory
  • Human Learning and Cognitive Development Theory
  • Black Political Theory

EDUCATION AND LICENSURE RECORD

  • BAE, Elementary Education, National-Louis University
  • M Ed., Youth Development Leadership, University of Minnesota
  • Ph.D., Work, Community, and Family Education, University of Minnesota, Twin Cities focusing on Specialized Learning (Adult and Youth Development Learning Theory, over the life-course)
  • Illinois State Teacher Certificate (Kindergarten-9th grade), 5th-9th grade, Language Arts and Social Science endorsements:  State Licensure Record: 468806/
  • State Teacher’s Certificate (K-6) State Licensure Record: 354542Adult Basic
  • Skills Certificate, Adult Education Endorsement, MN: State Licensure Record: 354542
  • PRE K-ADUL, Short Call Sub, MN: State Licensure Record: 354542