This collection features the books and book contributions of the Fairfield University School of Education and Human Development Faculty.
More Mirrors, Windows, and Sliding Doors: A Period of Growth in African American Young Adult Literature (2001 to 2021)
Steven T. Bickmore, Shanetia P. Clark, and Bryan R. Crandall
Bryan Ripley Crandall is a contributing author, "'As In' An Award Winning Writer: Kwame Alexander," chapter 4, pp.33-44.
This is the third book in a three volume series celebrating and examining about the work of 11 of the most prominent African American authors since 2000. The eleven identified authors are Andrea Davis Pinkney, Coe Booth, Sheila P. Moses, Kwame Alexander, Kekla Magoon, Jason Reynolds, Varian Johnson, Renee Watson, Tiffany D. Jackson, Nnedi Okorafor, and Lamar Giles. These authors build on the work of the authors in books two and three. The chapter authors—librarians and established and emerging scholars in the field of young adult literature--survey the work of each author, their accolades, and how audiences responded to their work. Each chapter highlights a single work and discusses how it might be taught in a classroom with a focus on introductory, during, and concluding activities for individuals, small groups and the whole class. This volume is a resource for classroom teachers, teacher educators, reading specialists, librarians, and other educators who study, research, and read young adult literature. Even more importantly it can be resource for students who read and study these authors at the secondary and collegiate level. This is especially true when the current moment in the U. S. shows facing anew concerns of voting rights and discussion of how and when Critical Race Theory or any discussion of Race might take place in a classroom.
Kathleen A. Hinchman, Heather K. Sheridan-Thomas, Bryan R. Crandall, Kelly Chandler-Olcott, and Elizabeth Carol Lewis
Bryan Ripley Crandall (with Kelly Chandler-Olcott and Elizabeth Carol Lewis) is a contributing author, "Creating and Sustaining Inclusive Writing Communities for Adolescents," Chapter 9.
With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5–12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume.
New to This Edition
- Chapters on new topics: building multicultural classrooms, Black girls’ digital literacies, issues of equity and access, and creating inclusive writing communities.
- New chapters on core topics: academic language, learning from multiple texts, and reading interventions.
- Increased attention to issues of diversity, equity, and inclusion.
- The latest knowledge about adolescents' in- and out-of-school literacies.
Aaron Samuel Zimmerman, Nicole Fletcher, and Audrey Meador
Nicole Fletcher (with Audrey Meador) is a contributing author, "Preparing for an Effective Mathematics Teaching Practice Online: The Case for Virtual Number Talks," Chapter 10 pp. 203-228.
The possibilities of the virtual age can provide many valuable resources and opportunities for teachers, preservice teachers, and teacher educators. However, in order to utilize these resources responsibly and productively, the researchers and practitioners of teaching and teacher education must better understand the new potentials and pitfalls related to teaching and learning that are present within the virtual age.
The Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age focuses on the recent innovations in teaching and teacher educations as well as innovations in the curriculum and pedagogy of teacher education. It deepens discussions related to how teacher education can address educational possibilities within this digital age. Covering topics such as learning material adaptation, teacher talent pipelines, and metaverse, this major reference work is a comprehensive resource for administrators and educators of both K-12 and higher education, teacher educators, pre-service teachers, government officials, librarians, researchers, and academicians.
Victor Malo-Juvera, Paula Greathouse, Brooke Eisenbach, and Bryan R. Crandall
Bryan Ripley Crandall is a contributing author, "To Write or Not to Write – That’s the Question," chapter 11, pp.173-188.
The influence of Shakespeare on American culture is unequivocal. And despite its youth, young adult literature has grown into a literary force majeure. Considering the widespread popularity of both Shakespeare and young adult literature, their pairing can offer teachers and students a wide array of instructional possibilities. Our collection offers secondary (6-12) educators engaging ideas and approaches for pairing Shakespeare’s most frequently taught plays alongside young adult novels which often provide a unique examination of a topic that teaching a single text could not afford. The pairings offered in each chapter allow for comparisons in some cases, for extensions in others, and for critique in some.
Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
Margaret L. Niess, Henry Gillow-Wiles, Candace Joswick, Nicole Fletcher, and Audrey Meador
Nicole Fletcher (with Candace Joswick and Audrey Meador) is a contributing author, "Transforming K-12 Mathematics Classroom Teacher Pedagogy Through Virtual Number Talks," Chapter 20, pp. 402-422.
The COVID-19 pandemic drastically transformed the classroom by keeping students and teachers apart for the sake of safety. As schools emptied, remote learning rapidly expanded through online services and video chatrooms. Unfortunately, this disrupted many students and teachers who were not accustomed to remote classrooms. This challenge has forced K-12 teachers to think differently about teaching. Unexpectedly and with little time to prepare, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus while ensuring that these new online initiatives remain sustainable and useful in the post-pandemic world. As teachers learn to take advantage of the affordances and strengths of the multiple technologies available for virtual classroom instruction, their instruction both in online and face-to-face will impact what and how students learn in the 21st century.
The Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning examines the best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The initial section provides foundational pedagogical ideas for constructing engaging virtual learning environments that leverage the unique strengths and opportunities while avoiding the weaknesses and threats of the online world. The following chapters present instructional strategies for multiple grade levels and content areas: best practices that work, clearly describing why they work, and the teachers’ pedagogical reasoning that supports online implementations. The chapters provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and recognizes the fundamental differences between face-to-face and virtual environments as an essential design component. Covering such topics as K-12 classrooms, pedagogical reasoning, and virtual learning, this text is perfect for professors, teachers, students, educational designers and developers, instructional technology faculty, distance learning faculty, and researchers interested in the subject.
Cynthia Mary Sistek-Chandler and Joshua C. Elliott
Joshua Elliott is a contributing author, "The Importance of Social Presence and Strategies for Incorporating It Into an Online Course," Chapter 5.
Exploring online learning through the lens of synchronous and asynchronous instructional methods can be beneficial to the online instructor and to the course designer. Understanding the underlying theoretical foundation is essential to justify both types of instructional pedagogies. Learning theory as it applies to online environments encompasses myriad techniques and practices.
Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods is an essential scholarly book that provides relevant and detailed research on the applications of synchronous and asynchronous instructional pedagogies and discusses why they are critical to the design and implementation of contemporary online courses. Featuring an array of topics such as student engagement, adaptive learning, and online instruction, this book is ideal for online instructors, instructional designers, curriculum developers, course designers, academicians, administrators, e-learning professionals, researchers, and students.
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.
Stephanie Storms, Sarah K. Donovan, Theodora P. Williams, Jay Rozgonyi, Betsy Bowen, Paula Gill Lopez, and Stephaney Morrison
Stephanie 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.
Melissa A. Bray, Cheryl Maykel, and Paula Gill Lopez
Paula Gill Lopez is a contributing author, "Practitioner Self-Care: Mind–Body Best Practice."
Book Description: Many students today struggle with stress and anxiety caused by increasing academic, social, and extracurricular demands. This book provides school psychologists, counselors, teachers, and other school faculty with guidelines for improving students' mental and physical well‑being, which in turn leads to improved academic performance and happier, better-adjusted students.
Chapter authors review important considerations related to the benefits, limitations, and potential risks associated with implementing mind–body interventions in school settings.
In addition to general guidelines, they review specific practices in depth — including yoga, mindfulness, physical activity, and hypnosis — presenting a three-tiered model for delivering services universally, with targeted groups, and with individuals. They also discuss how these and other interventions can be used to target specific issues such as eating disorders, chronic pain, sleep disorders, and trauma.
Illustrative case studies demonstrate how to implement these interventions in realistic scenarios. Collaboration between mental health professionals, faculty, and parents is emphasized throughout the volume so that students' mind–body health is addressed both at school and at home.
Shawna Shapiro, Raichle Farrelly, Mary Jane Curry, and Bryan R. Crandall
Bryan Ripley Crandall is a contributing author, "History should come first”: Perspectives from Somali-born, refugee-background youth on writing in and out of school."
This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.
Timothy T. Yuen, Emily P. Bonner, Maria G. Arreguin-Anderson, Anne E. Campbell, and M S. Trevisan
Anne E. Campbell (with M.S. Trevisan) is a contributing author, "Acceso la Ciencia: Expanding STEM Learning Repertoires in Rural Latino Communities through Informal Science Activities), pp. 127-142.
Book description: (Under)Represented Latin@s in STEM: Increasing Participation Throughout Education and the Workplace presents a critical investigation into Latin@ underrepresentation in STEM throughout the education pipeline and workforce. (Under)Represented Latin@s in STEM highlights nationally relevant research related to the creation of opportunities for Latin@ students in STEM and the ways in which these opportunities increase Latin@ participation in STEM. Of particular interest across the chapters is the notion of building and sustaining a strong STEM identity within Latin@ students. As such, the authors present ideas through various lenses including teacher preparation and transformative teaching strategies, family and community involvement, and innovative programs for minority students. A broad range of STEM fields (including mathematics, robotics, and computer science), grade levels, and learning environments (including informal and formal, rural and urban) are represented throughout the chapters. Thus, (Under)Represented Latin@s in STEM presents research-based practices that increase Latin@ participation in STEM as a single collection for educators, administrators, and policymakers. In addition to learning about the great efforts that scholars are doing in broadening diversity in STEM, readers will be able to take away ideas for designing and implementing similar educational programs and teaching strategies for their own students.
Vincent C. Alfonso, Tammy Hughes, Brandy L. Clarke, Kristin M. Rispoli, Nicholas W. Gelbar, Evelyn Bilias Lolis, and Melissa A. Bray
Evelyn Bilias Lolis is a contributing author (with Brandy L. Clarke, Kristin M. Rispoli, Nicholas W. Gelbar, and Melissa A. Bray), "Equity-based practices in early childhood education: The role of the school psychologist," 129.
This issue has a special focus on “Growing Up Poor: The negative sequelae on child development and beyond.” Addressing the dynamic and developmental processes through which poverty operates, this issue explores the subject of poverty as it relates to impaired mental, emotional, and behavioral development, childcare quality, pediatric screenings, as well as poor nutrition and health.
Stephaney Morrison is a contributing author, "Counseling African American Families (pp.54-57)," "Racial disparities in social welfare (pp.1361-1364)."
The SAGE Encyclopedia of Marriage, Family and Couples Counseling is a new, all-encompassing, landmark work for researchers seeking to broaden their knowledge of this vast and diffuse field. Marriage and family counseling programs are established at institutions worldwide, yet there is no current work focused specifically on family therapy. While other works have discussed various methodologies, cases, niche aspects of the field and some broader views of counseling in general, this authoritative Encyclopedia provides readers with a fully comprehensive and accessible reference to aid in understanding the full scope and diversity of theories, approaches and techniques and how they address various life events within the unique dynamics of families, couples and related interpersonal relationships. Key topics include: • Adolescence • Adoption • Assessment • Communication • Coping • Diversity • Divorce and Separation • Interventions and Techniques • Life Events/Transitions • Parenting Styles • Sexuality • Work/Life Issues, and more Key features include: • More than 500 signed articles written by key figures in the field span four comprehensive volumes • Front matter includes a Reader’s Guide that groups related entries thematically • Back matter includes a history of the development of the field, a Resource Guide to key associations, websites, journals, a selected Bibliography of classic publications, and a detailed Index • All entries conclude with References/Further Readings and Cross References to related entries to aid the reader in their research journey
Sajid Umair, Amir Ali Khan, and Joshua C. Elliott
Joshua Elliott is a contributing author, "Using Mobile Technology for Formative Assessment in the Classroom", Chapter 19, pp.308-320.
Contribution abstract: A Bring Your Own Device Policy (BYOD), although open to criticism, has many benefits. One significant benefit of a BYOD policy is the opportunities for formative assessment opened up when students can access devices on an individual level. BYOD policies are often implemented in an effort to place a device in the hands of every student when district funding would not allow it. The value of formative assessment lies in its ability to provide teachers with information about the level of student understanding. This chapter provides an overview of BYOD, formative assessments, and where they can intersect. States possible concerns and issues associated with the use of personal student devices in an educational setting along with possible ways of addressing these concerns and issues. It also gives specific strategies for developing and implementing formative assessments in a BYOD classroom. This chapter also includes specific tools as well as their strengths and weaknesses.
Alan Brown, Luke Rodesiler, and Bryan R. Crandall
Bryan Ripley Crandall is a contributing author, "Promoting democracy through sports, community and dialogue with The Crossover."
Love them or loathe them, the prominence of sports in schools and society is undeniable. The emphasis on sports culture presents teachers with countless possibilities for engaging students in the English language arts. Whether appealing to students’ passion for sports to advance literacy practices or inviting students to reconsider normalized views by examining sports culture through a critical lens, teachers can make sports a pedagogical ally. This book, a collection of lessons and commentaries from established teachers, teacher educators, scholars, and authors, will support teachers in turning students’ extracurricular interests into legitimate options for academic study. With seven interrelated sections—facilitating literature study, providing alternatives to traditional novels, teaching writing, engaging students in inquiry and research, fostering media and digital literacies, promoting social justice, and developing out-of-school literacies—this collection and its companion website provide numerous resources that support teachers in developing students’ contemporary literacies through sports. Each section includes (1) four lesson plans written by practicing English teachers and teacher educators that focus on a specific topic and/or method of instruction; (2) a brief introduction from a leading scholar in the field of English education, including Wendy Glenn, Chris Crowe, Joan F. Mitchell, Jeffrey D. Wilhelm, Carl A. Young, Lisa Scherff, and Thomas Newkirk; and (3) a closing “author connection” in which contemporary authors of sports-related young adult literature—Alan Lawrence Sitomer, Ann E. Burg, Chris Lynch, Rich Wallace and Sandra Neil Wallace, Lisa Luedeke, Bill Konigsberg, and Chris Crutcher—offer reflections on and connections to the ongoing conversations. In giving voice to so many literacy educators and authors, including forewords by English teacher educator Peter Smagorinsky and acclaimed sports journalist and fiction and nonfiction writer Robert Lipsyte, as well as an afterword by professor emeritus Joseph O. Milner, editors Alan Brown and Luke Rodesiler have made a giant first step in their call to make public the practice of promoting critical sports literacy as a way of reaching all students in the middle and high school classroom.
Daniel Kaplan, Barbara Berkman, Tamara Cadet, Julie Berrett-Abebe, and Peter Maramaldi
Julie Berrett-Abebe (with Tamara J. Cadet and Peter Maramaldi) is a contributing author, "Older Adults with Cancer," Chapter 31, pp. 331-342.
This Second Edition of the Handbook addresses the evolving interdisciplinary health care context and the broader social work practice environment, as well as advances in the knowledge base which guides social work service delivery in health and aging. This includes recent enhancements in the theories of gerontology, innovations in clinical interventions, and major developments in the social policies that structure and finance health care and senior services. In addition, the policy reforms of the 2010 Patient Protection and Affordable Care Act set in motion a host of changes in the United States healthcare system with potentially profound implications for the programs and services which provide care to older adults and their families. In this volume, the most experienced and prominent gerontological health care scholars address a variety of populations that social workers serve, and the arenas in which they practice, followed by detailed recommendations of best practices for an array of physical and mental health conditions. The volume's unprecedented attention to diversity, health care trends, and implications for practice, research, policy make the publication a major event in the field of gerontological social work. This is a Must-Read for all social work social work educators, practitioners, and students interested in older adults and their families.
Tracey Robert, Virginia Kelly, and Jocelyn Novella
Jocelyn Novella is a contributing author of the case response, "Eating Disorders," Chapter 14, pp. 129-138.
This compelling casebook integrates critical incidents, spirituality, and counseling with diverse populations dealing with issues across the life development continuum. It offers counselor educators, students, and clinicians a highly useful educational tool for more effective teaching and practice that will foster lively discussion, case conceptualization, and intervention skills.
Using an applied format, the book is organized in seven sections: life span issues, spirituality and wellness, specific disorders, substance abuse, career, diverse populations, and spiritual interventions. More than 50 contributors-a veritable who's who of counselors with expertise in their topical areas-have been selected either to present specific incidents or to react to them. After each case is described, an expert practitioner answers the questions posed and provides additional insight and alternative strategies. The editors then offer their reflections, providing a concise summary of counseling outcomes. -- Publisher description.
Elizabeth J. Clark, Elizabeth F. Hoffler, Julie Berrett-Abebe, and Mary Susan Convery
Julie Berrett-Abebe (with Mary Susan Convery) is a contributing author, "The Power of Presence: Finding Hope in an Oncology Group Setting," Chapter 11.
When looking for a change or a solution to a problem, we turn to these manifestations of hope, both as individuals and on a societal level.
The capacity to hope for change enables social workers to serve people who have experienced torture, trauma, drug addiction, domestic violence, or child abuse. The challenges facing clients are multilayered and complex, and require a sensitive, informed approach.
Hope Matters: The Power of Social Work can inspire hope in each one of us, no matter our personal and professional challenges. The editors explore the stories of professional social workers in all fields of practice as they promote the clinical and community uses of hope to inspire their clients and help them solve seemingly intractable problems. The contributors to this collection highlight the role of resilience in making progress toward overcoming obstacles and reaching a positive outcome. Hope Matters is filled with uplifting examples of the power and importance of social work.
Hope Matters: The Power of Social Work is a companion to the recently published Social Work Matters: The Power of Linking Policy and Practice, which has demonstrated social work's central role in working toward achieving healthy functioning in society.
Catherine Compton-Lilly, Erica Halverson, and Bryan R. Crandall
Bryan Ripley Crandall is a contributing author, " Lost voices in an American high school: Sudanese male English language learners’ perspectives on writing."
Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to history, identity, methodology, in-school and out-of school spaces, and local/global literacies. An engaging blend of methodological, theoretical, and empirical work featuring well-known researchers on the topic, this book provides a conceptual framework for extending existing conceptions of context and provides unique and ground-breaking examples of empirical research.
Chad V. Johnson, Harris L. Friedman, and Christine Siegel
Christine Siegel is a contributing author, "Promoting Social Justice for Youth in Urban Communities: Contributions from Developmental and Community Psychology".
Book description: In this unique handbook, experts team up to explain the many innovative ways psychology is being applied to promote social justice. The wide-ranging, three-volume work addresses such significant issues as social justice ideology and critical psychology, war and trauma, poverty and classism, environmental justice, and well-being and suffering. It showcases approaches for integrating social justice into psychology, and it examines psychology's application of social justice within special populations, such as sexual minorities, youth, women, disabled persons, prisoners, older adults, people of color, and many others.
Chapter authors represent a diversity of perspectives, making the handbook an ideal resource for those who want information on a specific concern as well as for those looking for an introduction to the subject as a whole. Combining the practical with the theoretical, the work provides culturally sensitive tools that can effectively combat injustices locally and globally.
Peter J. McDermott and Diana Hulse
This innovative instructional handbook presents concepts and methods for teaching and evaluating interpersonal skills, skills for giving and receiving corrective feedback, and skills for leadership tasks. The content directs attention to the talk factor in police work, an essential and often overlooked ingredient for police officers to effectively interact with the public, achieve public cooperation, and enhance their legal and tactical skills. Policing in the 21st Century: TALK Trumps Technology presents practical methods for instructors and supervisors to teach and evaluate interpersonal skills, to use in beginning and more advanced training situations and to enhance their own skill set.--Publisher description.
Patricia Calderwood and Richard Ryscavage S.J.
Dr. Calderwood describes the Generative Item workshop as an opportunity to begin teamwork by thinking about and then discussing the big questions and humanitarian issues through the stimulus of a generative object. The goals of this activity are to build "community within and across teams" and "to begin the conversation about enduring questions".
The groups are asked to look at each generative item together and to discuss the (1) items background and context; (2) the relation to humanitarianism; and (3) the relation to "big questions."
Sherwood Thompson and Stephanie Burrell Storms
Stephanie 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.
Heewon V. Chang, Drick Boyd, Eileen R. O'Shea, Roben Torosyan, Tracey Robert, I. Haug, M. Wills, and Betsy Bowen
Tracey Robert is a contributing co-author (with Roben Torosyan, Eileen O'Shea, Betsy Bowen, I. Haug and M. Wills), " Spirituality & Professional Collegiality: Espirit de 'Core'", Chapter 5, pp. 87-107.
Book description: This collection of articles explores how a wide range of academics-- diverse in location, rank and discipline-- understand and express how they deal with spirituality in their professional lives and how they integrate spirituality in teaching, research, administration, and advising. The contributors also analyze the culture of academia and its challenges to the spiritual development of those involved. Twenty chapter authors--from a variety of faith traditions--discuss the ways in which their own beliefs have affected their journeys through higher education. By using an autoethnographic, self-analytical lens, this collection shows how various spiritualities have influenced how higher education is understood, taught and performed. The book will stimulate debate and conversations on a topic traditionally ignored in academia.- Publisher description