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03708aam a2200313 i 4500 001 B28835609ABF11EC841DE5674CECA4DB 003 SILO 005 20220303010028 008 210811s2021 sz a b 001 0 eng d 020 $a 3030811425 020 $a 9783030811426 035 $a (OCoLC)1264403678 040 $a UKMGB $b eng $e rda $c UKMGB $d OCLCO $d OCLCF $d GZU $d YDX $d SILO 050 4 $a LB2324 T43 2021 245 00 $a Teaching and learning for social justice and equity in higher education : $b co-curricular environments / $c edited by Laura Parson, C. Casey Ozaki. 264 1 $a Cham, Switzerland : $b Palgrave Macmillan, $c [2021] 300 $a xv, 206 pages : $b illustrations (black and white, and colour) ; $c 24 cm 504 $a Includes bibliographical references and index. 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. 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. 650 0 $a Education, Higher $x Philosophy. 650 0 $a Social justice and education. 700 1 $a Parson, Laura $q (Laura Jayne), $d 1983- $e editor. 700 1 $a Ozaki, C. Casey $q (Carolyn Casey), $e editor. 776 08 $i Electronic version: $t Teaching and learning for social justice and equity in higher education. $d Cham : Palgrave Macmillan, [2021] $z 9783030811433 $w (OCoLC)1280598396 941 $a 1 952 $l USUX851 $d 20230405011406.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=B28835609ABF11EC841DE5674CECA4DB 994 $a C0 $b IWAInitiate Another SILO Locator Search