This collection features the books and book contributions of the Fairfield University GSEAP Faculty.
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.
Tracey Robert and Virginia Kelly
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.
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
Ruth H. Striegel-Moore, Stephen A. Wonderlich, B. Timothy Walsh, James E. Mitchell, A. Hilbert, D. E. Wilfley, and Faith-Anne Dohm
Faith-Anne Dohm is a contributing author (with Hilbert, A., Wilfley, D. E., & Striegel-Moore, R. H.), "Characterization, significance, and predictive validity of binge size in binge eating disorder".
Book description: The culmination of several years of collaborative effort among eating disorders investigators from around the world, Developing an Evidence-Based Classification of Eating Disorders: Scientific Findings for DSM-5 provides summaries of the research presentations and discussions of the conceptual and methodological issues involved in diagnosing and classifying eating disorders. The mission of the DSM-5 Eating Disorder Work Group was to improve the clinical utility of eating disorder diagnoses by recommending revisions based on sound empirical evidence.
Richard A. Diem, Michael J. Berson, Marsha Alibrandi, Andrew J. Milson, and Eui kyung Shin
Marsha Alibrandi (with A. Milson and E. Shin) is a contributing author, "Where we’ve been; Where we are; Where we’re going: Geospatial Technologies in Social Studies".
Book description: January 2009 marked the 25th anniversary of one of the most famous three minutes of television history. It was during half-time of the 1984 Super Bowl that APPLE show cased its new Macintosh Computer in an avant-guard commercial. In the following three weeks sales of the new computer, in both the public and private sectors, took off leading some to note this occasion as the "true" start of the information age. At the same time schools joined this so-called information revolution and began to use the new technology, in various forms, in a much more serious manner.
Given both the changing nature of technology, as well as its classroom applications, over the past quarter century this work's goal is to capture the historical trends of both use and application of information technology in the social studies during this era. This is done by providing a retrospective view , from 1984 through 2009 , of where we've been, where we are, and a view of new tools and strategies and possible studies that are emerging that can enhance our understanding of the effects that technology has and will have on the social studies.
H. Landrine, N. F. Russo, Faith-Anne Dohm, M. Brown, F. M. Cachelin, and R. H. Striegel-Moore
Faith Anne Dohm is a contributing author (with A., Brown, M., Cachelin, F. M., & Striegel-Moore, R. H. ), "Ethnicity, disordered eating, and body image".
Book description: This handbook presents a multicultural approach to diversity in feminist psychology. Provocative and timely, the text comprehensively discusses the cutting-edge of feminist discourse, covering major topics such as multicultural feminist theory, gender discrimination, aging, health and therapy, violence and harassment, politics and policy, and much more.
Maureen Robins and Bryan Ripley Crandall
Bryan Ripley Crandall is a contributing author, "Venglish," p. 13-24.
First hand stories of how teachers cope with the stress caused by students, parents, administrators, and their everyday lives. Stories by teachers for teachers about overcoming classroom stress Stress: we all live with it. But when the welfare and education of young people is at stake, the levels can rise precipitously. Every year an average of 10% of working teachers leave the field for reasons other than retirement. The attrition rate is especially high among new teachers. Techniques for coping with the stress of teaching are needed badly. The Pressures of Teaching is a collection of first-hand stories by teachers about the challenges of dealing with the stress often found in America’s classrooms. It is an indispensable antidote to the “burnout” that drives many talented teachers every year to leave the profession prematurely. In this wonderful collection, the advice of teachers who have gone through many stressful situations is a resource for anyone working in this demanding job. Whether dealing with stress caused by students, parents, administrators, or just classroom life, The Pressures of Teaching is here to help.
Phillip Salzman, Patricia Rice, and Anne E. Campbell
Anne Campbell (with Patricia Rice) is a contributing author, "Why do anthropological experts disagree?"
Book description: Thinking Anthropologically focuses on the major themes that permeate all fields of anthropology, and helps students to do better, learn more, and better appreciate the anthropological way of looking at the world.
American Counseling Association and Virginia A. Kelly
Virginia Kelly is a contributing author, "Factor Analysis." Book description: This premiere counseling reference book is ideal for students, educators, supervisors, researchers, and practitioners seeking to quickly and efficiently update or refresh their knowledge of the most important topics in counseling. More than 400 entries span the 2009 CACREP core areas used in counselor preparation, continuing education, and accreditation of counseling degree programs, making this a perfect text for introductory counseling classes or for use as a study guide when preparing for the National Counselor Exam. The ACA Encyclopedia of Counseling goes beyond simply defining counseling concepts by making the material come alive through its user-friendly writing style and format; instructive examples that connect readers to practice, teaching, supervision, and research; and its helpful cross-referencing of entries, boldfaced important terminology, and suggested resources for further study.
Anne Herrington, Kevin Hodgson, Charles Moran, and Bryan R. Crandall
Bryan Ripley Crandall is a contributing author, "Senior Boards: Multimedia presentations from year-long research and community-based projects," p.107-123.
How has the teaching of writing changed in the 21st century? In this innovative guide, real teachers share their stories, successful practices, and vivid examples of their students’ creative and expository writing from online and multimedia projects, such as blogs, wikis, podcasts, electronic poetry, and more. The book also addresses assessment: How can teachers navigate the reductive definitions of writing in current national and statewide testing? What are teachers’ goals for their students’ learning—and how have they changed in the past 20 years? What is “the new writing”? How do digital writers revise and publish? What are the implications for the future of writing instruction? The contributing authors are teachers from public, independent, rural, urban, and suburban schools. Whether writing instructors embrace digital literacy now or see the inevitable future ahead, this groundbreaking book (appropriate for the elementary through college level) will both instruct and inspire.