Teaching and Learning for Social Justice and Equity in Higher Education: Co-curricular Environments

ISBN-13: 9783030811457 / Angielski / Miękka / 2022 / 206 str.

Laura Parson; C. Casey Ozaki

Opis

This book is the third in a four volume series that focuses on research-based teaching and learning practices that promote social justice and equity in higher education. In this volume, we focus on the application of the scholarship of teaching and learning in higher education outside of the classroom to maximize the effectiveness of student affairs programming. Specifically, authors focus on the application of SoTL in higher education outside of the classroom (e.g., faculty development, leadership, student involvement, student affairs) in ways that promote greater equity and inclusion in higher education. Each chapter includes a description of how higher education may traditionally marginalize students from underrepresented groups, outlines a research-based plan to improve student experiences, and provides a program or activity plan to implement the recommendations from each chapter.

Spis treści

1. Introduction 

2. Reimagining the Ivory Tower: A Case for Implementing Social Justice Pedagogies Outside the Classroom 

3. Creating seamless learning models: Applying academic pedagogy to student affairs practice 

4. Building Co-Curriculum at the Intersections of Scholarship, Activism, and Civic Engagement: A Twenty-First-Century Teach-In for Inclusion and Justice 

5. “Philosophy, Policy and Practice: Student Activism as Leadership Development and Civic Engagement” 

6. The Pervasive Whiteness of Service-Learning: The Case for Critical Whiteness Pedagogy 

7. Transforming College Admissions: Applying Transformative Learning Theory to the Field of College Admissions 

8. The Cultural Engagement and Knowledge Building of Students through the SoTL in an Innovative First-Year Experience Course 

9. Facilitating Liberatory Relationships for Women of Color in Academia Through Mentorship 

10. Making the structure listen: International Students and the Need for Communal Resilience 

11. Taking a Critical Approach to Supporting Black Greek Letter Organizations at PWIs

12. Restorative Justice in Student Conduct 

13. Promoting Social Justice in Residence Life Curriculum 

14. HBCU Professionals as Empowerment Agents: Strategies for Social Justice Support 

15. An Inclusive Classroom Framework: Resources, Onboarding Approach, and Ongoing Programs to Develop Faculty Awareness 

16. Conclusions

O autorze

Laura Parson (she/her/hers) is Assistant Professor and Program Coordinator for the Educational and Organizational Leadership Program at North Dakota State University, USA. She is a qualitative methodologist, with a focus on ethnographic and discourse methods of inquiry. In her research, she seeks to identify where and how institutional disjunctures occur in higher education for women and members of minoritized groups.

C. Casey Ozaki (she/her/hers) is Professor and Chair for the Department of Education, Health, and Behavior Studies at the University of North Dakota, USA. Her research bisects both the student affairs and teaching and learning areas of college campus with a shared focus on diverse students, their outcomes, and factors that influence those outcomes.