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Teaching and learning for social jus...

Ozaki, C. Casey

Teaching and learning for social justice and equity in higher educationco-curricular environments /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching and learning for social justice and equity in higher educationedited by Laura Parson, C. Casey Ozaki.
Reminder of title:	co-curricular environments /
other author:	Parson, Laura
Published:	Cham :Springer International Publishing :2021.
Description:	xv, 206 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Education, HigherPhilosophy.
Online resource:	https://doi.org/10.1007/978-3-030-81143-3
ISBN:	9783030811433$q(electronic bk.)

Teaching and learning for social justice and equity in higher educationco-curricular environments /
Teaching and learning for social justice and equity in higher educationco-curricular environments /[electronic resource] :edited by Laura Parson, C. Casey Ozaki. - Cham :Springer International Publishing :2021. - xv, 206 p. :ill. (some col.), digital ;24 cm.

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 McAloney 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 VanDerZanden, 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, Stacey Borboa-Peterson, C. Casey Ozaki, and Anne Kelsch -- 11. Conclusions.

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.

ISBN: 9783030811433$q(electronic bk.)

Standard No.: 10.1007/978-3-030-81143-3doiSubjects--Topical Terms:

299501
Education, Higher
--Philosophy.

LC Class. No.: LB2324 / .T43 2021

Dewey Class. No.: 378.001

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505 0 $a 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 McAloney 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 VanDerZanden, 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, Stacey Borboa-Peterson, C. Casey Ozaki, and Anne Kelsch -- 11. Conclusions.
520 $a 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.
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