MACMILLAN Teaching and Learning for Social Justice and Equity in Higher Education: Co-curricular Environments

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. From the Back Cover 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. About the Author Laura Parson (she/her/hers) is Assistant Professor and Program Coordinator for the Educational and Organizational Leadership Program at North Dakota State University, USA. She is a qualitative methodologist, with a focus on ethnographic and discourse methods of inquiry. In her research, she seeks to identify where and how institutional disjunctures occur in higher education for women and members of minoritized groups. C. Casey Ozaki (she/her/hers) is 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 college campus with a shared focus on diverse students, their outcomes, and factors that influence those outcomes.