Equity and inclusion in higher education : strategies for teaching /
"According to recent research by scholar Lauren Musu-Gillette, college enrollment of traditional-aged students has increased notably in the past twenty years, with significant increases in the number of African-American and Hispanic males and Hispanic females. These enrollment trends speak to t...
Saved in:
| Other Authors: | , |
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| Format: | Book |
| Language: | English |
| Published: |
Cincinnati :
University of Cincinnati Press,
2021.
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| Subjects: |
MARC
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| 245 | 0 | 0 | |a Equity and inclusion in higher education : |b strategies for teaching / |c edited by Rita Kumar and Brenda Refaei. |
| 264 | 1 | |a Cincinnati : |b University of Cincinnati Press, |c 2021. | |
| 300 | |a viii, 238 pages : |b illustrations ; |c 23 cm | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a unmediated |b n |2 rdamedia | ||
| 338 | |a volume |b nc |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | 0 | |g Part I. |t Setting up inclusive learning environments. |t Six principles of an inclusive syllabus design / |r Kirsten Helmer ; Student-centered teaching for equity and inclusion in very large multidisciplinary classes / |r Claire W. Lyons and Janna Taft Young ; Designing and facilitating equitable and inclusive online courses / |r Ruth Benander and Pam Rankey ; Reflection on setting up an inclusive learning environment -- |g Part II. |t Creating inclusive classrooms in the social sciences. |t Perspectives of inclusion in the social sciences / |r Angela M. Miller-Hargis, Tamika C. Odum, Taylor W. Wadian and Helene Arbouet Harte ; Pedagogies of microresistance for equity and social justice / |r Cynthia Ganote, Tasha Souza, and Floyd Cheung ; Reflection on inclusive social sciences -- |g Part III. |t Inclusive humanities. |t Increasing inclusion and lowering student anxiety in the postsecondary foreign language classroom / |r Susan A. Hildebrandt ; Incorporating equity and inclusion in English composition and literature courses / |r Brenda Refaei and Rita Kumar ; Reflection on inclusive humanities -- |g Part IV. |t Inclusive STEM. |t Flexible approaches for equitable mathematics for ALL / |r Natalia P. Darling, Eugene F. Kramer, Fabio Santos, Jordan Crabbe, Adam Chekour, and Zekeriya Karatas ; Strategies for incorporating inclusive pedagogy in different STEM courses / |r Mun Chun Chan, James Olsen, Michelle Ohnona, and Ester Sihite ; Increasing student persistence through active learning pedagogies in the chemistry curriculum / |r Emily D. Niemeyer and Michael R. Gesinski ; Reflection on inclusive STEM -- |g Part V. |t Inclusive professional practice. |t Creating a culture of respect : utilizing transformative learning theory in developing gender and sexual diversity curriculum for students / |r Brent Oliver, Becky Van Tassel and Roseline Carter ; Cultivating cultural awareness in the dental hygiene classroom / |r Beth Monnin and Shawna Staud ; Teaching the concepts of diversity and inclusion in business classes / |r Lizzie Ngwenya-Scoburgh and Patrice Gillespie ; Reflection on inclusive professional practice -- |g Part VI. |t Inclusive assessment. |t Measuring the impact of pedagogical efforts for equity and inclusion / |r Tracie Addy, Derek Dube, and Khadijah A. Mitchell ; |t Is your teaching inclusive? : an inclusive teaching rubric for higher education / |r Deyu Hu and Michele Deramo ; Reflection on inclusive assessment. |
| 520 | |a "According to recent research by scholar Lauren Musu-Gillette, college enrollment of traditional-aged students has increased notably in the past twenty years, with significant increases in the number of African-American and Hispanic males and Hispanic females. These enrollment trends speak to the changing demographics typically found in higher education classrooms. With these changing demographics, every student's experience should be equally validated in the higher educational setting. Unfortunately, higher educational institutions can embody broader societal biases, with unequal practices often ingrained in certain traditions or processes of the institution. Faculty across disciplines want to provide equitable and inclusive classrooms to support all students, but they are often overwhelmed by the breadth of content they must cover, leaving little time to address equity and inclusion in their teaching. Equity and inclusion need not be seen as extra work, but as important objectives that guide curriculum development. This book provides strategies to create a more purposeful, intentional curriculum that addresses equity and inclusion across disciplines without compromising content. Bringing together practical lesson plans and instructional options that faculty can use and adapt to deliver content in a way that is mindful of inclusion and equity, this book further extends the practical application of social justice principles"-- |c Provided by publisher. | ||
| 650 | 0 | |a Education, Higher |x Social aspects |z United States. | |
| 650 | 0 | |a Education, Higher |x Curricula |z United States. | |
| 650 | 0 | |a Inclusive education |z United States. | |
| 650 | 0 | |a Educational equalization |z United States. | |
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| 650 | 7 | |a Education, Higher |x Social aspects. |2 fast |0 (OCoLC)fst00903107 | |
| 650 | 7 | |a Educational equalization. |2 fast |0 (OCoLC)fst00903418 | |
| 650 | 7 | |a Inclusive education. |2 fast |0 (OCoLC)fst00968624 | |
| 651 | 7 | |a United States. |2 fast |0 (OCoLC)fst01204155 | |
| 700 | 1 | |a Kumar, Rita, |e editor. | |
| 700 | 1 | |a Refaei, Brenda, |e editor. | |
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