Breaking Down Silos for Equity, Diversity, and Inclusion (EDI): Teaching and Collaboration across Disciplines
Stephanie Storms, Sarah K. Donovan, Theodora P. Williams, Erica E. Hartwell, Kirsten Cole, Ruth L. Greene, Ophelie Rowe-Allen, and Ryan P. Colwell
Erica 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.
Diana Mager, Jaclyn Conelius, Jessica Alicea-Planas, Susan Bartos, Cynthia Bautista, Laura Conklin, Vanessa Daou, Christa Esposito, Rose Iannino-Renz, Alison E. Kris, Jenna A. LoGiudice, Kathleen Lovanio, Eileen O'Shea, and Kelly Sullivan
Fairfield University faculty members Jessica Alicea-Planas, Susan Bartos, Cynthia Bautista, Jaclyn Conelius, Laura Conklin, Vanessa Daou, Christa Palancia Esposito, Rose Iannino-Renz, Alison E. Kris, Jenna A. LoGiudice, Kathleen Lovanio, Diana R. Mager, Eileen R. O’Shea, and Kelly Sullivan contributed chapters to this book.
This practical text is distinguished by its in-depth coverage of populations, ranging from opioidaddicted veterans to young children suffering from obesity. Focused on the educational needs of students in undergraduate and bridge programs, this book is grounded in evidence-based practice, in-depth content, and clinical case studies.
Five sections address population health in the following settings: community-based care, home and rural health, school-based and primary care, medical home and palliative care, and acute and long-term care. Each section begins with an overview chapter addressing fundamental concepts, characteristic trends, expenditures, and critical considerations. Subsequent chapters provide descriptions of varied patient populations, relevant care settings, and examples of the RN’s role within each setting. Chapters conclude with a case study that illustrates a day in the life of a typical nurse, which includes assessment and evaluation of present symptoms, demographic information, social and environmental determinants, and medical background. Chapters also encompass advocacy and policy roles, care access, emergency preparedness, and community resiliency.
Jocelyn M. Boryczka, Elizabeth A. Petrino, Robbin D. Crabtree, Joseph A. DeFeo, and Melissa M. Quan
Robbin Crabtree (with Joseph DeFeo and Melissa Quan) is a contributing author, "Feminist Pedagogy & the Ignatian Paradigm, and Service Learning: Distinctive Roots, Common Objectives, and Intriguing Challenges".
Book description: Given its long tradition of authentic dialogue with other religious and philosophical perspectives, Jesuit education is uniquely suited to address the range of opportunities and challenges teachers and students face in the twenty-first century. At first glance, Jesuit and feminist ways of understanding the world appear to be antagonistic approaches to teaching and learning. But much can be gained by focusing on how feminism, in dialogue with Jesuit education, can form, inform, and transform each other, our institutions, and the people in them. Both traditions are committed to educating the whole person by integrating reason and emotion. Both also argue for connecting theory and practice and applying knowledge in context. As unabashedly value-driven educational approaches, both openly commit to social justice and an end to oppression in its many forms. With strong humanistic roots, Jesuit and feminist education alike promote the liberal arts as critical to developing engaged citizens of the world. This book explores how the principles and practices of Ignatian pedagogy overlap and intersect with contemporary feminist theory in order to gain deeper insight into the complexities of today’s multicultural educational contexts. Drawing on intersectionality, a method of inquiry that locates individual and collective standpoints in relation to social, political, and economic structures, the volume highlights points of convergence and divergence between Ignatian pedagogy, a five-hundred year old humanistic tradition, and more recent feminist theory in order to explore how educators might find strikingly similar methods that advocate common goals—including engaging with issues such as race, gender, diversity, and social justice. By reflecting on these shared perspectives and inherent differences from both practical and theoretical approaches, the contributors of this volume initiate a dynamic dialogue about Jesuit and feminist education that will enliven and impact our campuses for years to come.
Joseph R. Ferrari, Judith G. Chapman, and Judy Primavera
Judy Primavera is a contributing author, "The unintended consequences of volunteerism: Positive outcomes for those who serve".
Book Description: Educating Students to Make-a-Difference covers a range of issues related to service learning, addressing the “who,” “why,” and “so what” of service-learning experiences. It provides information that will aid in the development of service-learning programs and courses. – Publisher description
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