Teaching and Learning for Social Justice and Equity in Higher Education

This book focuses on research-based teaching and learning practices that promote social justice and equity in higher education. The fourth volume in a four-volume series, this book critically addresses virtual and remote classroom settings. Chapters explore contexts within and outside the classroom, including a history of online learning; research on student engagement and perceptions; specific, actionable pedagogical or curriculum recommendations; and the application of traditional learning theories in virtual settings. The volume also explores how online education, through a technopositivist lens, promotes and reinforces sexist, racist, and gendered behaviors, as well as the role of the "student as consumer," troubling education in virtual settings in a way that allows for deeper discussion about how to make virtual education emancipatory and empowering.

Autorentext
Laura Parson (she/her/hers) is Assistant Professor of Higher Education at North Dakota State University, USA. Previously, she was Assistant Professor in the Higher Education Administration Program at Auburn University, USA, where she coordinated the Certificate in College/University Teaching program. Her research interests include effective teaching and learning in higher education explored through a critical lens.
C. Casey Ozaki (she/her/hers) is Associate Professor in 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.

Inhalt

1. Introduction2. Examination of virtual and online education settings through a social justice lens3. A review of online technologies and tools to promote learning through a social justice lens4. Promoting equitable access to content through learning management systems5. Best practices to employ kinesthetic and hands-on learning in virtual settings6. Considering equitable access to course content through asynchronous online learning7. Creating collaborative opportunities for learning in the virtual classroom8. Faculty Development programming for developing competence in online classroom settings9. Providing Title IX and other cultural awareness and competency training online10. Assessing learning in the virtual classroom11. Conclusion