LSC Print Books
The Real World of College by
Why higher education in the United States has lost its way, and how universities and colleges can focus sharply on their core mission. For The Real World of College, Wendy Fischman and Howard Gardner analyzed in-depth interviews with more than 2,000 students, alumni, faculty, administrators, parents, trustees, and others, which were conducted at ten institutions ranging from highly selective liberal arts colleges to less-selective state schools. What they found challenged characterizations in the media- students are not preoccupied by political correctness, free speech, or even the cost of college. They are most concerned about their GPA and their resumes; they see jobs and earning potential as more important than learning. Many say they face mental health challenges, fear that they don't belong, and feel a deep sense of alienation. Given this daily reality for students, has higher education lost its way? Fischman and Gardner contend that US universities and colleges must focus sharply on their core educational mission. Fischman and Gardner, both recognized authorities on education and learning, argue that higher education in the United States has lost sight of its principal reason for existing- not vocational training, not the provision of campus amenities, but to increase what Fischman and Gardner call "higher education capital"-to help students think well and broadly, express themselves clearly, explore new areas, and be open to possible transformations. Fischman and Gardner offer cogent recommendations for how every college can become a community of learners who are open to change as thinkers, citizens, and human beings.
Call Number: 378.198 Fis
NonfictionISBN: 9780262046534Publication Date: 2022-03-22
Square Pegs and Round Holes by
Developing alternative student development frameworks and models, this groundbreaking book provides student affairs practitioners, as well as faculty, with illuminating perspectives and viable approaches for understanding the development of today's diverse student populations, and for building the foundation for their academic success and self-authorship. With the increasing number of adult working students, minoritized, multiracial, LGTBQ, and first-generation students, this book offers readers vital insights into -and ways to interrogate- existing practice, and develop relevant responses to the needs of these populations. Building on and critiquing the past frameworks, and integrating the insights of contemporary scholarship on student development, the contributors collectively put forward a robust theoretical and methodological foundation for this work, using Critical Race Theory as their central frame. CRT allows chapter authors to situate race related encounters at the center of their proposed alternative framework or model, and deconstruct and challenge commonly held assumptions about diverse college student development. In the tradition of CRT, each author offers an alternative model or framework that can be applied to the diverse population upon which the chapter is framed, prompting readers to address such questions as: * Who are our college students? * What set of experiences do our students bring to the higher education context? * What role have their environments/contexts (i.e. home, p-12, community, family, peer groups, mentors) played in our student's lives? * What impact have intervening variables (i.e. race, oppression, power) hadon their experiences? * What strategies do they use to overcome developmental obstacles? * How do they define success, and how they know they have achieved it ? By laying bare the experiences of these diverse college students that inform this volume's "alternative" frameworks this book contests that notion that they constitute square pegs that must fit intothe round holes of traditional frameworks.
Call Number: 378.197 Squ - Nonfiction, Teaching & LearningISBN: 9781620367728Publication Date: 2021-03-01
Engaging Images for Research, Pedagogy, and Practice by
This book introduces practitioners and researchers of student affairs to the use of images as a means to gaining new insights in researching and promoting student learning and development, and understanding the campus environment. Visual research methods can surface and represent ideas in compelling ways and augment the traditional written word and numerical data methodologies of social science research. The purpose of this book is to provide informative, rich examples of the use of visuals to understand and promote college student development research, pedagogy, and practice. With the increased accessibility of cameras, the ability to engage in image production has become widely available. Individual--including college students, faculty, and administrators--narrate the social world in new ways using visuals. While on the one hand students are using images to mobilize around social issues on campus, on the other, institutionally produced visual artifacts send messages about institutional culture and values. In promoting visual literacy, this book offers new opportunities for student development administrators and faculty to utilize the visual sensory modality and image-based artifacts to promote student success and belonging which are critical outcomes of higher education. The book is divided into three sections: research, pedagogy, and practice. The first makes the case for adding visual methods to the researcher's toolbox, describing past uses and outlining a theoretical approach to visual methods and methodologies in higher education research. The pedagogical section demonstrates different and creative ways for educators to think about how subjects--such as social justice--might be taught and how educators can draw upon new, changing modalities in their existing pedagogies and frameworks; and it illustrates how visual-based pedagogies can prompt students to new understandings about the content of their course of study. The concluding section describes how student development professionals can also utilize visual methods to provide students with out-of-classroom learning opportunities and as a means to stimulate student reflection and identity development. It also explores how visual methods can serve a way for practitioners to reflect on their professional practice and use of theory in their work. Intended for higher education educators, researchers, and practitioners who teach, research, and promote college student development and learning, this book could also be used in student affairs and higher education courses and professional development workshops.
Call Number: LSC Kingwood
LB1068 .E64 2018ISBN: 9781620365892Publication Date: 2017-12-29
Belonging and Becoming by
Despite growing attention to the importance of grit and other character traits for achievement, developing them in students rarely finds its way into secondary school curricula. Authors Barbara Cervone and Kathleen Cushman investigate the exceptions, telling the stories of five high schools with a national reputation for infusing rigorous academics with social and emotional learning, which results in demonstrable benefits for students. Based on extensive interviews and on-site visits, the book identifies six elements that all of these schools have in common, including advisories and other structural supports for students and teachers; rituals and other means for establishing an intentional, reflective, and respectful community as well as a firm commitment to restorative justice; and a broad and engaging curriculum that includes service learning. Featuring the voices of educators and students alike, Belonging and Becoming not only shows how these schools stand out for their high degree of caring and success, but makes a strong case for why other schools should be inspired to take up the challenge and replicate their efforts.
Call Number: Nonfiction
370.153 CerISBN: 9781612508511Publication Date: 2015-08-30
LSC eBooks
The SAGE Handbook of Inclusion and Diversity in Education by
List of figures -- List of tables -- Notes on the editors and contributors -- Introduction: scholarship for diversity and inclusion in education in the 21st century / Matthew J. Schuelka, Christopher J. Johnstone, Gary Thomas and Alfredo J. Artiles -- Part I: Conceptualizations and possibilities of inclusion and diversity in education: 1. Not dead yet? / Julie Allan and Roger Slee; 2. A sociology of special and inclusive education / Sally Tomlinson; 3. Unsettling 'inclusion' in the global south: a post-colonial and intersectional approach to disability, gender, and education / Xuan Thuy Nguyen; 4. Dewey and philosophy of inclusion / Scot Danforth; 5. Pursuing 'radical inclusion' within an era of neoliberal educational reform / Jessica K. Bacon; 6. Psychological inclusion: considering students ' feelings of belongingness and the benefits for academic achievement / Alisha M. B. Braun; 7. Human rights, inclusive education and inter-cultural competence / Derrick Armstrong and Ann Cheryl Armstrong; 8. Sociocultural perspectives on curriculum, pedagogy and assessment: implications for participation, belonging and building inclusive schools and classrooms / Missy Morton, Anne-Marie McIlroy and Annie Guerin; 9. Gender, poverty and educational equality / Amy North and Helen Longlands; 10. Inclusive education as global development policy / Paula Frederica Hunt
Part II. Inclusion and diversity in educational practices, policies and systems: 11. Equity and inclusivity in education / Allyson Satter, Jessica Meisenheimer and Wayne Sailor; 12. A sentimental education: insights for inclusive reform from a university/school district partnership / Deborah J. Gallagher, Amy J. Petersen, Danielle M. Cowley and Shehreen Iqtadar; 13. Culturally cognizant research and culturally sustaining practice: promoting authentic inclusive classrooms for diverse learners / David J. Connor, Beth A. Ferri, Layla M. Dehaiman and Louis Olander; 14. Cross-pollinating culturally sustaining pedagogy and universal design for learning: toward an inclusive pedagogy that accounts for dis-ability / Federico R. Waitoller and Kathleen A. King Thorius; 15. Effective use of teacher assistants in inclusive classrooms / Ritu V. Chopra and Michael F. Giangreco; 16. Building 'restorative relationships': an actionable, practice-based model of inclusive school practice / Michal Razer and Victor J. Friedman; 17. Supporting gender and sexual diversity in schools: teachers' perspectives, challenges, and possibilities / Elizabeth J. Meyer; 18. Financing inclusive education to reduce disparity in education: trends, issues and drivers / Serge Ebersold, Amanda Watkins, Edda Oskarsdottir and Cor J. W. Meijer; 19. Adapting education management information systems to support inclusive education / Daniel Mont and Beth Sprunt; 20. Fostering inclusive and culturally responsive family-professional partnerships / Colby T. Kervick, Katharine G. Shepherd and Shana J. Haines;
21. Culturally responsive teaching with Latino English learners with mathematics learning disabilities / Naheed A. Abdulrahim and Michael J. Orosco; 22. Including students with severe disabilities in general education and the potential of universal design for learning for all children / Bree A. Jimenez and Melissa E. Hudson; 23. Multi-disciplinary practice and inclusive education / Sue Soan; 24. Teaching diverse learners in Europe: inspiring practices and lessons learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden / Justin J. W. Powell, Kerstin Merz-Atalik, Stefanija Alisauskiene, Michelle Brendel, Gerardo Echeita Sarrionandia, Hafdis Gudjonsdottir, Johanna Karlsdottir, Lina Milteniene, Rita Meliene, Edda Oskarsdottir, Bengt Persson, Elisabeth Persson, Cecilia Simon Rueda, Marta Sandoval, Anneli Schwartz, Heike Tiemann and Katja Weber; 25. Teacher professionalism, teacher agency, and student resilience in Chinese inclusive education: a sociological perspective -- Guanglun Michael Mu; 26. Long overdue: inclusive college for students with intellectual disabilities / Kagendo Mutua, Amy Williamson, John Myrick, Jim Siders and Dongjin Kwon
Part III. Inclusion and diversity in global and local educational contexts: 27. Diversity and inclusion in the classroom: young immigrants' perspectives in France and England Oakleigh Welply; 28. The experience of inclusion in Danish schools -- between politicization and pedagogical ideals / Thomas Thyrring Engsig; 29. Opening doors and mediating practices: working toward inclusion in Tajikistan / Kate Lapham; 30. Gender, ethnicity and disability: approaching inclusivity in Myanmar's education reforms? / Elizabeth J. T. Maber and Khin Mar Aung; 31. Ways of knowing inclusion and diversity: jumping off the one-way track to see indigenous student behaviour / Anthony McKnight, Carol Speechley and Samantha McMahon; 32. Possibilities and challenges of inclusive education in Brazil: understanding the role of socioeconomic factors / Fernanda T. Orsati, Rosane Lowenthal and Carolina C. Nikaedo; 33. Implications for teacher training and support for inclusive education: empirical evidence from Cambodia / Diana Kartika and Kazuo Kuroda; 34. 'To educate for them in different ways' : defining inclusion in popular and intercultural education in Argentina and Peru / Laura A. Valdiviezo and Jennifer Lee O'Donnell; 35. Inclusive and special education and the question of equity in education: the case of Finland / Juho Honkasilta, Raisa Ahtiainen, Ninja Hienonen and Markku Jahnukainen;
36. Contextual influences on inclusivity: the Singapore experience / Levan Lim, Thana Thaver and Vasilis Strogilos; 37. The evolution of inclusive education in Mexico: policy, settings, achievements and perspectives / Silvia Romero-Contreras, Ismael Garcia-Cedillo and Todd V. Fletcher; 38. RtI in the challenging context of the Republic of Mauritius / Anick Tolbize; 39. Saying NO to niceness: innovative, progressive and transformative inclusive education with Australian Aboriginal students / Sheelagh Daniels-Mayes, Valerie Harwood and Nyssa Murray; 40. Unheard voices: schooling experiences of parents having children with disabilities in India / Sandhya Limaye; 41. Diversifying inclusion: perceptions of inclusive education amongst indigenous families in Quito, Ecuador / Hannah Wagner, Maria Dolores Lasso and Todd V Fletcher.
Summary: This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education.
Call Number: Electronic AccessISBN: 9781787857360
Clearing the Path for First-Generation College Students by
Clearing the Path for First-Generation College Students comprises a wide range of studies that explore the multidimensional social processes and meanings germane to the experiences of first-generation college students before and during their matriculation into institutions of higher education. The chapters offer timely, empirical examinations of the ways that these students negotiate experiences shaped by structural inequities in higher education institutions and the pathways that lead to them. This volume provides insight into the dilemmas that arise from the transformation of students' class identities in pursuit of upward mobility, as well as their quest for community and a sense of "belonging" on college campuses that have not been historically designed for them. While centering first-generation status, this collection also critically engages the ways in which other dimensions of social identity intersect to inform students' educational experiences in relation to dynamics of race, ethnicity, socioeconomic class, gender, and immigration. Additionally, this book takes a holistic approach by exploring the ways in which first-generation college students are influenced by, and engage with, their families and communities of origin as they undertake their educational careers.
Call Number: Electronic AccessISBN: 9781498537025Publication Date: 2018-01-01
Combatting Marginalisation by Co-Creating Education by
The result of collaboration between students and researchers across Europe as part of an Erasmus+ funded project, this book sheds light on power structures and exclusion processes in education from the perspectives of young people. Bridging practical, empirical and theoretical questions, and focusing on young people's stories in and outside of school, this edited collection delves into the narratives of young respondents that have experienced severe challenges in their school life. Written in three parts, the authors introduce the basic concepts surrounding social inclusion and equality, present chapters written and co-written with students, and consider the implications and models for practice, both in schools, youth work and higher education. Including a final chapter written by guest author Distinguished Professor Michelle Fine, who reflects on the project, and the potentials for future education, youth work and research, this book invites readers to better understand marginalization and how to build an inclusive educational future.
Call Number: Electronic AccessISBN: 9781800434509Publication Date: 2021-02-08
Open Access/OER Books
- Handbook for Teaching Excellence: Ch. 3 - Belonging & Student Engagement - Iowa State University
- College Students' Sense of Belonging - Taylor & Francis Group
