Teaching and Learning for Social Justice and Equity in Higher Education

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.

Auteur

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.

Contenu

1. Introduction2. Courageous Conversations about Race in an Online Education Course3. Promoting a Social Justice Orientation Among Students of Color in Psychology4. Ecological Writing Processes to Promote Environmental and Social Consciousnesses5. Incorporating culturally relevant education (CRE) in STEM gateway courses6. Teaching Social Justice Through Project-Based Learning in Engineering7. Social Justice and Physics Education8. A Critical Feminist Approach for Equity and Inclusion in Undergraduate Biology Education9. Teaching Race and Racism in Social Work Education10. Teaching and Learning for LGBTQ Justice: An Examination of a Professional Learning Series for Faculty Development in Health and Helping Fields11. Problematize, Theorize, Politicize, and Contextualize: A Social Justice Framework for Postsecondary Integrated Reading and Writing Instruction12. What is My Educational Experience? The Use of Autoethnography as an Instructional Tool in an Online Introduction to Educational Leadership Course13. Narratives of Bystanding and Upstanding: Applying a Bystander Framework in Higher Education14. Incorporating Antiracist Education Using Aspects of Asian American Studies to Teach about Race and Discrimination15. Open Educational Resources as Tools to Foster Equity16. The Role of Power and Oppression in the Classroom: Actualizing the Potential of Intersectionality in Teaching and Learning17. Conclusion