Cover

pdf iconDownload PDF
 

Half Title, Title Page, Copyright, Dedication

pdf iconDownload PDF
 

Contents

pdf iconDownload PDF

pp. vii-x

read more

Introduction: Unlocking SoTL’s Potential for Transformative Education

Delores D. Liston, Regina Rahimi

pdf iconDownload PDF

pp. xi-xxx

The Scholarship of Teaching and Learning (SoTL) represents a movement in higher education to revolutionize scholarship in relationship to teaching.
Many scholars enter academia because they want to conduct cutting-edge research in their fields. So they become experts in their particular fields, and then, once they’ve obtained the coveted terminal degree and landed a tenure-track position at a college ...

I. Examining Ethics toward Social Justice

read more

1. Ethics and Social Justice: A Review of Theoretical Frameworks and Pedagogical Considerations

Tiffany Chenneville

pdf iconDownload PDF

pp. 3-14

Ethics help us to distinguish between what is right and what is wrong. Because values influence these distinctions, ethics vary by culture and by discipline despite the fact that morality is considered to be universal (Haidt, 2007). Definitions of social justice also vary. Aristotle described two different types of social justice—equal justice and distributive/proportional justice (Walster & Walster, 1975). ...

read more

2. Teaching the Ethics of Caring: Using Nursing History to Integrate Race Consciousness into Professional Values

Melissa Garno, Carole Bennett

pdf iconDownload PDF

pp. 15-32

On a university campus, a nursing professor is leading a discussion of professional ethics with a class of undergraduate nursing students. In another town, a similar nursing class is exploring nursing history in relation to the evolution of professional ethical standards in place today. The learning outcome for both educational activities is the same: to promote student integration of nursing’s ethical standards into their professional identity and value system. ...

II. Focusing on Marginalized Groups in SoTL

read more

3. The Scholarship of Teaching and Learning and the Status of Women

Maxine P. Atkinson, Scott T. Grether

pdf iconDownload PDF

pp. 35-49

We begin this chapter with brief biographies focused on how we became teacher scholars and how we see the Scholarship of Teaching and Learning (SoTL) strongly linked with issues of social justice. We focus on the status of women but are acutely aware that SoTL should, and hopefully does, serve the interests of other disadvantaged groups. We believe that reflection is an important part of SoTL ...

read more

4. Teachers of Minorities as Agents of Change: A Global Model

MaryJo Benton Lee, Diane Kayongo-Male

pdf iconDownload PDF

pp. 50-74

Transformative education seeks to ignite a passion for learning connected to the betterment of humanity. Teachers must recognize their roles as mentors and peers to students on the journey toward greater justice in society. So write the editors of this text in the introduction to this volume. In this chapter, we present a model that allows teachers of minorities to reflect deliberately on their role as change agents ...

III. Community Service, Activism, and Civic Consciousness

read more

5. Learning as We Go: Risk Taking and Relationship Building through Service Learning in Belize

Mary R. Moeller, Lonell Moeller, Susan L. Filler

pdf iconDownload PDF

pp. 77-97

During the past three years of conducting a study abroad service-learning program for preservice teachers in a primary and high school in Belize, Central America, we, as US teacher educators, have learned along with our students about working in a diverse setting to become agents of change. Through the lens of our students’ perspectives, ourselves as participant observers (Spradley, 1980), and the frameworks ...

read more

6. Champions for Health in the Community: Critical Service Learning, Transformative Education, and Community Empowerment

Karen Meaney, Jo An M. Zimmermann, Yongmei Lu, Gloria Martinez-Ramos, Jacquelyn McDonald

pdf iconDownload PDF

pp. 98-116

Champions for Health in the Community initiated from a critical service-learning (CSL) program embedded within a physical education teacher education methods course at Texas State University. What began as a challenge to preservice educators to explore health disparities among low-income families residing in San Marcos, Texas, progressed into a multifaceted project consisting of five phases (see figure 6.1). ...

read more

7. Teacher Candidates’ Dispositions for Civic Engagement and Social Responsibility: Discernment and Action

Patricia Calderwood, Stephanie Burrell Storms, Thomas Grund, Nicole Battaglia, Emma Sheeran

pdf iconDownload PDF

pp. 117-142

Recently, our teacher preparation programs were assessed for reaccreditation by the Council for the Accreditation of Educator Preparation (CAEP). During the on-site visit, the accreditation team repeatedly asked faculty to explain how we were assessing the dispositional outcomes we had identified for our teacher candidates. In response, ...

read more

8. Transforming Student Ideas about Community Using Asset-Based Community Development Techniques

Lisa Garoutte

pdf iconDownload PDF

pp. 143-161

Service learning and community-based learning (CBL) are increasingly important pedagogical tools in higher education. The potential benefits of service learning and CBL are as varied as the type of experiences, which range from traditional service (sometimes called a “charity” model) to efforts aimed at creating lasting, sustainable change in the community (Lewis, 2004; Peterson, 2009). ...

read more

9. Transforming Awareness into Activism: Teaching Systems and Social Justice in an Interdisciplinary Water Course

Cathy Willermet, Anja Mueller, David Alm

pdf iconDownload PDF

pp. 162-174

Most real-world problems have fuzzy boundaries and require complex solutions. The more disciplines integrate their efforts at solving these problems, the more successful they will be at finding solutions (Begg & Vaughan, 2011; Holley, 2015; Lawrence, 2010). “Wicked” problems are a special class of problem arising from extreme degrees of uncertainty, risk, and social complexity (Brown, Deane, Harris, & Russell, 2010). ...

IV. Classroom Practices of Reflection and Counternarratives

read more

10. Swinging with a Double-Edged Sword: Using Counterstories to Fight for Social Justice in the Classroom

Scott D. Farver, Alyssa Hadley Dunn

pdf iconDownload PDF

pp. 177-188

On the first day of class, we watched “The Danger of a Single Story,” a highly regarded TED Talk by Nigerian author Chimamanda Adichie (2009). Its overarching themes of combatting stereotypes and recognizing multiple voices set the stage for our overall course, which focused on examining issues of power, privilege, and oppression in K-12 schools and society. After watching, we did a “chalk talk,” ...

read more

11. When Walking the Walk Changes the Talk: Using Critical Reflection to Inform Practices of Social Justice Research and Social Justice

Sabrina Ross, Alma Stevenson

pdf iconDownload PDF

pp. 189-208

Social justice education is concerned with processes of teaching and learning that are directed at helping students critically reflect on dehumanizing sociopolitical conditions and the actions they can take to alter those circumstances (Adams, Bell, & Griffin, 2007). With its focus on improving social conditions, social justice education is closely aligned with Scholarship of Teaching and Learning (SoTL) ...

read more

12. Consciousness Raising for Twenty-First-Century Faculty: Using Lessons from Diversity Flashpoints

Alejandro Leguizamo, Jennifer Campbell

pdf iconDownload PDF

pp. 209-227

Given the increased diversification of student communities across college campuses, it is imperative to raise faculty consciousness about potential diversity flashpoints in their classrooms. This chapter presents a case study of Roger Williams University (RWU), a midsize New England private comprehensive university that is striving to increase diversity in its student body and to convey the importance of diversity ...

read more

13. “The Way I View the World Has Changed”: Student and Teacher Reflections on Transformative Social Justice Education

Annemarie Vaccaro, Athina Chartelain, Sarah D. Croft, Brooke D’Aloisio, Tiffany Hoyt, Brian Stevens

pdf iconDownload PDF

pp. 228-240

Learning about and doing social justice is a lifelong journey. For some of us, that journey begins with, or is intensified through, a particular life event or educational experience, such as an academic course about diversity. Annemarie Vaccaro, the instructor of two graduate-level courses about social justice in higher education, writes the first section of this chapter. ...

read more

14. Using Attitude Measures and Student Narratives about Diversity to Enhance Multicultural Teaching Effectiveness

Robert Lake, Kent Rittschof

pdf iconDownload PDF

pp. 241-269

Educators around the world are faced with numerous challenges associated with effectively promoting the learning engagement of a diverse population of students. As part of many university programs in the United States attempting to help future educators understand cultural diversity, one or more undergraduate courses specifically dealing with diversity issues are typically required. ...

read more

15. Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences

Erin Peters-Burton, Giuseppina Kysar Mattietti

pdf iconDownload PDF

pp. 270-294

Many member countries of the Organisation for Economic Co-operation and Development have reported significant growth in their skilled workers in STEM, some surpassing the United States (National Science Foundation, 2014), which is an indication that the United States is doing a poor job encouraging and retaining young learners in the fields of STEM as compared to other countries around the globe. ...

V. Applied Classroom Practices and Social Justice

read more

16. Reimagining the Student Evaluation: Using Democratic Frameworks in College Teaching and Learning

Phillis George

pdf iconDownload PDF

pp. 297-308

Student evaluations are among the most widely accepted and common assessments for teaching (Boyer, 1990, 1996). Yet they rarely provide substantive feedback on ways to enhance teaching and learning (Hutchings, Huber, & Ciccone, 2011). This conceptual chapter seeks to address the issue by focusing its lens on the student evaluation and reimagining it through a unique framework that delineates critical strengths, ...

read more

17. Minding the Brain: Three Dimensions of Cognition in Social Justice Curriculum

Dan Glisczinski

pdf iconDownload PDF

pp. 309-317

“Dad! Dad! Check this out! This book is soooo good,” insisted my seventeen-year-old, Flannery, who was engrossed in Malala Yousafzai’s biography. “Dad, you have to read it! It’s about this Pakistani girl my age who survived being shot by the Taliban just for going to school, and she’s now leading an international movement for universal girls’ education. She’s completely amazing.” ...

read more

18. Using Applied Learning to Engage with Social Justice: Lessons Learned from an Online Graduate Course in Social Justice

James M. DeVita

pdf iconDownload PDF

pp. 318-327

My philosophy of social justice includes (a) learning about the experiences and development of marginalized/targeted populations, (b) reflection about our own identities and privileges, and (c) a commitment to engage in work that attempts to improve the climate for those populations on campus and in society. This philosophy frames my teaching, particularly in Social Justice Topics in Education, ...

read more

SoTL: Next Steps toward Social Justice

Delores D. Liston, Regina Rahimi

pdf iconDownload PDF

pp. 328-332

As we have stated throughout, the aims of this volume ultimately reside in an interest to encourage transformative education for students and teachers through the practice of SoTL. Our work demonstrates interest in recognizing that the work of teaching and learning ought to represent the idea that we are communities of learners ...

Index

pdf iconDownload PDF

pp. 333-336