Editors:
- Considers the foundations driving the higher education institution, not just specific content areas or specific student affairs programs
- Applies cognitive psychology of learning to teaching and learning practices that promote social justice and equity
- Draws from the authors' own experiences designing curriculum for college and university teaching courses
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Table of contents (17 chapters)
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Front Matter
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Back Matter
About this book
This book is the first of four edited volumes designed to reconceptualize teaching and learning in higher education through a critical lens, with this inaugural publication focusing on the fundamentals behind the experience. Chapter authors explore recent research on the cognitive science behind teaching and learning, dispel myths on the process, and provide updates to the application of traditional learning theories within the modern, diverse university. Through reviews of fundamental theories of teaching and learning, together with specific classroom practices, this volume applies social justice principles that have been traditionally seen as belonging to K-12 or adult education to higher education.
Reviews
—Diane E. Boyd, Associate Dean of Faculty Development and Executive Director of the Development Center, Furman University, USA
Editors and Affiliations
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North Dakota State University, Fargo, USA
Laura Parson
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University of North Dakota, Grand Forks, USA
C. Casey Ozaki
About the editors
Laura Parson (she/her/hers) is Assistant Professor of Higher Education at North Dakota State University, USA. Previously, she was Assistant Professor in the Higher Education Administration Program at Auburn University, USA, where she coordinated the Certificate in College/University Teaching program. Her research interests include effective teaching and learning in higher education explored through a critical lens.
C. Casey Ozaki (she/her/hers) is Associate Professor in 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 the college campus, with a shared focus on diverse students, their outcomes, and factors that influence those outcomes.
Bibliographic Information
Book Title: Teaching and Learning for Social Justice and Equity in Higher Education
Book Subtitle: Foundations
Editors: Laura Parson, C. Casey Ozaki
DOI: https://doi.org/10.1007/978-3-030-44939-1
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-44938-4Published: 02 June 2020
Softcover ISBN: 978-3-030-44941-4Published: 02 June 2021
eBook ISBN: 978-3-030-44939-1Published: 01 June 2020
Edition Number: 1
Number of Pages: XIX, 334
Number of Illustrations: 4 b/w illustrations, 5 illustrations in colour
Topics: Sociology of Education, Teaching and Teacher Education, Higher Education, Education, general, Educational Psychology