Teaching and Learning for Social Justice and Equity in Higher Education: Content

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This book explores theory and best practices to improve teaching and learning to promote equity in the classroom in specific disciplinary areas including STEM, healthcare, and the humanities.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

This book explores theory and best practices to improve teaching and learning to promote equity in the classroom in specific disciplinary areas including STEM, healthcare, and the humanities. Each chapter includes actionable pedagogical or curricular recommendations such as course assignments and lesson plans. This is the second of four edited volumes focusing on applications of the Scholarship of Teaching and Learning (SoTL) for more equitable learning opportunities.

Back Cover

This book explores theory and best practices to improve teaching and learning to promote equity in the classroom in specific disciplinary areas including STEM, healthcare, and the humanities. Each chapter includes actionable pedagogical or curricular recommendations such as course assignments and lesson plans. This is the second of four edited volumes focusing on applications of the Scholarship of Teaching and Learning (SoTL) for more equitable learning opportunities. C. Casey Ozaki (she/her/hers) is Associate 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 the college campus, with a shared focus on diverse students, their outcomes, and factors that influence those outcomes. As part of this focus, she has explored the role of student affairs professionals at community colleges. Laura Parson (she/her/hers) is Assistant Professor of Educational and Organizational Leadership at North Dakota State University, USA. Her research questions seek to understand how policy, discourses, practices, and procedures inform the experiences of minoritized groups in higher education, and how the institution coordinates those factors through translocal practices. She is a qualitative methodologist, with a focus on ethnographic and discourse methods of inquiry.

Author Biography

C. Casey Ozaki (she/her/hers) is Associate 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 the college campus, with a shared focus on diverse students, their outcomes, and factors that influence those outcomes. As part of this focus, she has explored the role of student affairs professionals at community colleges.Laura Parson (she/her/hers) is Assistant Professor of Educational and Organizational Leadership at North Dakota State University, USA. Her research questions seek to understand how policy, discourses, practices, and procedures inform the experiences of minoritized groups in higher education, and how the institution coordinates those factors through translocal practices. She is a qualitative methodologist, with a focus on ethnographic and discourse methods of inquiry.

Table of Contents

1. Introduction.- 2. Courageous Conversations about Race in an Online Education Course.- 3. Promoting a Social Justice Orientation Among Students of Color in Psychology.- 4. Ecological Writing Processes to Promote Environmental and Social Consciousnesses.- 5. Incorporating culturally relevant education (CRE) in STEM gateway courses.- 6. Teaching Social Justice Through Project-Based Learning in Engineering.- 7. Social Justice and Physics Education.- 8. A Critical Feminist Approach for Equity and Inclusion in Undergraduate Biology Education.- 9. Teaching Race and Racism in Social Work Education.- 10. Teaching and Learning for LGBTQ Justice: An Examination of a Professional Learning Series for Faculty Development in Health and Helping Fields.- 11. Problematize, Theorize, Politicize, and Contextualize:  A Social Justice Framework for Postsecondary Integrated Reading and Writing Instruction.- 12. What is My Educational Experience? The Use of Autoethnography as an Instructional Tool in an Online Introduction to Educational Leadership Course.- 13. Narratives of Bystanding and Upstanding: Applying a Bystander Framework in Higher Education.- 14. Incorporating Antiracist Education Using Aspects of Asian American Studies to Teach about Race and Discrimination.- 15. Open Educational Resources as Tools to Foster Equity.- 16. The Role of Power and Oppression in the Classroom: Actualizing the Potential of Intersectionality in Teaching and Learning.- 17. Conclusion.

Feature

Engages social justice pedagogy from the perspective of a variety of different disciplines including STEM, health education, and the humanities Includes lesson plans and specific curriculum recommendations for teachers Features the most up-to-date knowledge about effective teaching and learning practices across higher education in order to inform student affairs, advising, and career services professionals

Details ISBN3030699463 Short Title Teaching and Learning for Social Justice and Equity in Higher Education Language English Year 2021 ISBN-10 3030699463 ISBN-13 9783030699468 Format Hardcover Subtitle Content Areas DOI 10.1007/978-3-030-69947-5 Publisher Springer Nature Switzerland AG Edition 1st Imprint Springer Nature Switzerland AG Place of Publication Cham Country of Publication Switzerland Pages 368 Publication Date 2021-04-22 UK Release Date 2021-04-22 Illustrations 3 Illustrations, color; 9 Illustrations, black and white; XXIII, 368 p. 12 illus., 3 illus. in color. Author Laura Parson Edited by Laura Parson Birth 1947 Death 1973 Affiliation Royal Victoria Infirmary, Newcastle Upon Tyne, UK Position Illustrator Qualifications MD Edition Description 1st ed. 2021 Alternative 9783030699499 DEWEY 378.001 Audience Professional & Vocational We've got this

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