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Palgrave Macmillan

Teaching and Learning for Social Justice and Equity in Higher Education

Virtual Settings

  • Book
  • © 2022

Overview

Editors:
  1. Laura Parson

    1. North Dakota State University, Fargo, USA

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  2. C. Casey Ozaki

    1. University of North Dakota, Grand Forks, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Applies research on effective learning to promote social justice and equity in higher education to virtual settings

  • Includes questions for study and reflection as well as practical recommendations for instructors

  • Centers issues of privilege, access, and equity in higher education contexts

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xix
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  2. Introduction

    • Laura Parson, C. Casey Ozaki
    Pages 1-14

  3. Designing and Using Online Discussions to Promote Social Justice and Equity

    • Staci Gilpin, Virginia Clinton-Lisell, Elizabeth Legerski, Bri Rhodes
    Pages 15-43

  4. Designing the Syllabus for an Online Course: Focus on Learners and Equity

    • Emily A. Johnson
    Pages 45-83

  5. Synergistic Pedagogies in Virtual Spaces: Preparing Social Justice Educational Researchers Through SoTL

    • Raji Swaminathan, Thalia Mulvihill
    Pages 85-105

  6. Remoting into STEM Summer Bridge Programs

    • Matthew A. Gonzales, Eric Hall, Kimberly X. Mulligan, Julian Oliver
    Pages 107-133

  7. Transitions, Engagements, and Environments: Supporting Underrepresented Students Through E-Learning

    • Jonathan J. Okstad, Quortne R. Hutchings
    Pages 135-162

  8. Brave New World: Transformational Teaching for a Web-Based Multicultural Education Course in the Age of COVID-19

    • Shihua Brazill, Pat Munday
    Pages 163-185

  9. Building Virtual Communities of Practice for Equity in Education

    • Hope McCoy, Candice Bocala
    Pages 187-210

  10. Resisting State Violence: Teaching Social Justice Virtually in an Era of Black Lives Matter and the Coronavirus

    • Austin McCoy
    Pages 211-247

  11. Four Keys to Unlocking Equitable Learning: Retrieval, Spacing, Interleaving, and Elaborative Encoding

    • Alyson Froehlich, Elizabeth Bond Rogers
    Pages 249-275

  12. Teaching Empathy in Virtual Settings Through an Ethic of Care

    • Laura Parson, Sara Kitsch
    Pages 277-307

  13. Queering the Classroom: Emancipating Knowledge(s) Through (Found) Poetry

    • Jessica A. Weise
    Pages 309-335

  14. Conclusion

    • C. Casey Ozaki, Laura Parson
    Pages 337-340

  15. Back Matter

    Pages 341-343
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Keywords

About this book

This book focuses on research-based teaching and learning practices that promote social justice and equity in higher education. The fourth volume in a four-volume series, this book critically addresses virtual and remote classroom settings. Chapters explore contexts within and outside the classroom, including a history of online learning; research on student engagement and perceptions; specific, actionable pedagogical or curriculum recommendations; and the application of traditional learning theories in virtual settings. The volume also explores how online education, through a technopositivist lens, promotes and reinforces sexist, racist, and gendered behaviors, as well as the role of the "student as consumer," troubling education in virtual settings in a way that allows for deeper discussion about how to make virtual education emancipatory and empowering.  


Editors and Affiliations

  • North Dakota State University, Fargo, USA

    Laura Parson

  • 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: Virtual Settings

  • Editors: Laura Parson, C. Casey Ozaki

  • DOI: https://doi.org/10.1007/978-3-030-88608-0

  • 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, part of Springer Nature 2022

  • Hardcover ISBN: 978-3-030-88607-3Published: 15 January 2022

  • Softcover ISBN: 978-3-030-88610-3Published: 16 January 2023

  • eBook ISBN: 978-3-030-88608-0Published: 14 January 2022

  • Edition Number: 1

  • Number of Pages: XIX, 343

  • Number of Illustrations: 5 b/w illustrations, 13 illustrations in colour

  • Topics: Higher Education, Teaching and Teacher Education, Education, general

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