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 So TL 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.
Table of Content
1. Introduction.- 2. What trans-inclusive curriculum design offers Title IX Processes,
Brenda Anderson Wadley and Z Nicolazzo.- 3. Meeting people where they are, without meeting them in hell: A tempered radical approach to teaching equity and justice in risk-averse environments,
Jason K. Wallace and Meg E. Evans.- 4. Uncovering (w)hiteness: Developing a Critically-informed Exercise for Higher Education Professionals,
Jaime Miller and Laura Parson.- 5. The pervasive whiteness of service-learning: The case for pedagogies of humility,
Lauren N. Irwin and Zak Foste.- 6. Facilitating liberatory relationships for women of color in academia through mentorship,
Kim Mc Aloney and Jenesis Long.- 7. Facilitating Major Choice with and without Typology Assessments: An Action Research Project in an Introduction to Business Classroom,
Stephanie Morawo and Laura Parson.- 8. A twenty-first-century teach-in for inclusion and justice: Co-curriculum at the intersections of scholarship, activism, and civic engagement,
Patricia A. Somers and Wilson C. Chen.- 9. An inclusive classroom framework: Ongoing programs to develop faculty awareness and knowledge of strategies,
Laura Bestler, Ann Marie Van Der Zanden, Kabongwe (KB) Gwebu, Karen Couves, Sara B. Marcketti.- 10. Adoption of a cross-campus community of practice for the implementation of equity-focused faculty development, S
tacey Borboa-Peterson, C. Casey Ozaki, and Anne Kelsch.- 11. Conclusions.
About the author
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.
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