25 research outputs found
Views from the frontline: Voices of conscience on college campuses
No full textStephanie L. Burrell Storms is a contributing author, Building community at a Jesuit University through diversity learning circles .
Book description: Views from the Frontline: Voices of Conscience on College Campuses draws upon the experience of educators working to sustain diversity and multiculturalism on college campuses. The book provides a forum for educators to express their views and tell their stories about their struggles and success. The book is filled with passionate accounts and new perspectives on diversity, inclusion and multicultural community building. It is committed to informing and inspiring readers to learn more about the transformation of cultural diversity on college campuses through documenting the experiences of administrators and faculty that are changing the legacies of higher education.https://digitalcommons.fairfield.edu/education-books/1046/thumbnail.jp
Breaking Down Silos for Equity, Diversity, and Inclusion (EDI): Teaching and Collaboration across Disciplines
No full textErica E. Hartwell and Stephanie Burrell Storms (with Kirsten Cole, Sarah K. Donovan, Ruth L. Greene, and Theodora P. Williams) are contributing authors, Breaking Down Silos: Teaching for Equity, Diversity, and Inclusion Across Disciplines in Higher Education, Chapter 1.
Ophelie Rowe-Allen and Stephanie Burrell Storms are contributing authors, Enhancing EDI Initiatives through Academic and Student Affairs Partnerships, Chapter 3.
Stephanie Burrell Storms (with Sarah K. Donovan and Theodora P. Williams) is a contributing author, Managing Your Socio-Emotional Landscape, Chapter 5.
Ryan P. Colwell (with Jessica Baldizon) is a contributing author A Service Learning Approach to Equity, Diversity, and Inclusion, Chapter 10.
Equity, diversity, and inclusion (EDI) goals have traditionally been seen as either an effort to be managed by the administration, or as something a faculty member could choose--or not--to focus on. In the twenty-first century, EDI goals are increasingly front and center across disciplines as educators prepare students for success in a diverse world. It is in this milieu, that this book was written. Each chapter in this book is designed for use by instructors and administrators in higher education who believe that the goals of EDI should be integrated into the classroom experience. The chapters are grouped around five central themes that challenge the structure of a traditional classroom in order to promote goals related to EDI: faculty collaboration, creative approaches to faculty and student resistance to EDI goals, institution-wide initiatives, community engagement, and the use of first-person autobiography and storytelling in the classroom.https://digitalcommons.fairfield.edu/education-books/1064/thumbnail.jp
Social Justice in Practice? Exploring Teacher Candidates’ Commitment Toward Change Agency Through Action Research
No full textScholars have criticized teacher education programs for using action research (AR) to improve candidates’ technical skills rather than promote its emancipatory goals. The author argues candidates who conduct critical AR promote its emancipatory goals and indicate a commitment to act as change agents for social justice through education. This qualitative study explores how candidates’ AR projects reflect (or not) critical AR. The author analyzed course assignments, student interviews, and her observation notes from a graduate-level AR course to discover how students’ AR projects demonstrate a commitment toward change agency. Candidates’ AR projects reveal that the majority explored cultural and institutional factors that may affect schooling. Additionally, students reported actions taken during and after the AR course that show a developing commitment to incorporate democratic practices into the teaching and learning process. Their reasons for research topics posed appeared to be practical and emancipatory. Implications for future research and teaching AR courses are discussed
Preparing Teachers for Social Justice Advocacy
No full textThe author examines the perceptions of student teachers on the role of an action research course in their preparation to become advocates of social justice. She discusses the goal of a teacher education program for graduates to advocate social justice and equity in education. She explores the challenges of teaching in a group of students who has limited exposure to diversity. She offers information on the value of a social justice education in the campaign for equity
Using Social Justice Vignettes to Prepare Students for Social Action Engagement
No full textOne of the learning goals for social justice education courses is to prepare students for social action engagement. Teaching students about issues related to social justice is complex. Prior studies have found a positive relationship between student enrollment in social justice education courses and action-oriented outcomes. While these findings are promising, we as social justice educators need to know more about effective teaching strategies used in social justice education courses that prepare students for social action. In this article, the author describes one method she designed using social justice vignettes to help students recognize social oppression in their daily lives and practice interrupting various “isms” in a safe classroom environment
The learning portfolio: Reflective practice for improving student learning 2nd Ed.
No full textLaurence Miners, Kathryn Nantz, Roben Torosyan and Stephanie Burrell are contributing co-authors, Getting started with portfolios: A vision for implementing reflection to enhance student learning , Chapter 6 p. 85-95.
Book description: The learning portfolio is a powerful complement to traditional measures of student achievement and a widely diverse method of recording intellectual growth. This second edition of this important book offers new samples of print and electronic learning portfolios. An academic understanding of and rationale for learning portfolios and practical information that can be customized. Offers a review of the value of reflective practice in student learning and how learning portfolios support assessment and collaboration. Includes revised sample assignment sheets, guidelines, criteria, evaluation rubrics, and other material for developing print and electronic portfolios. -- Publisher description.https://digitalcommons.fairfield.edu/cae-books/1004/thumbnail.jp
Teaching through Challenges for Equity, Diversity, and Inclusion (EDI)
No full textStephanie Burrell Storms and Jay Rozgonyi (with Kathi Rainville) are contributing authors, From Awareness to Action: Creating PSAs to Promote EDI, Chapter 5.
Betsy Bowen is a contributing author, Disturbing Voices: Literacy in the Archive and the Community, Chapter 6.
Paula Gill-Lopez is a contributing author, Know Thyself: Implicit Bias and Mindfulness, Chapter 8.
Stephaney Morrison is a contributing author, A Person-Centered Approach to Facilitate Students’ Social Advocacy, Chapter 11.
Colleges and universities cannot ignore the increasingly diverse student population in their classrooms, and how a focus on equity, diversity, and inclusion across disciplines trains students in the intercultural awareness they will need in competitive job markets. Yet while faculty may be aware of a need to understand EDI goals in relationship to their disciplines, and institutions may support EDI in theory, the onus of pedagogical training in EDI often falls on individual faculty. This book was written by faculty and administrators for educators who value the goals of EDI, and seek an intellectual community to help them develop their practice. Important to this book is an honest discussion of common challenges faculty may face when they engage in this difficult work, and effective strategies for addressing those challenges. The chapters are grouped according to six different themes: respect for divergent learning styles; inclusion and exclusion; technology and social action; affective considerations; reflection for critical consciousness; and safe spaces and resistance.https://digitalcommons.fairfield.edu/education-books/1065/thumbnail.jp
Preparing Students for Social Action in a Social Justice Education Course: What Works?
No full textThe purpose of this study was to explore students’ perceptions of how the curriculum and teaching strategies in a social justice education course prepared them for social action engagement. Past studies using a similar approach to teaching about social justice issues did not include student interviews. Students’ perspectives can shed light on how experiences in a social justice education course prepared them to challenge social oppression and work toward equity in their daily lives. Six students were interviewed one semester after they completed a social justice education course. Findings indicated teaching strategies (e.g., experiential activities) that included students’ lived experiences also increased their personal awareness, empathy, confidence, and knowledge about tools for social action. These teaching strategies were identified more often than content as key in preparing students to take action. Classroom implications are discussed
