Education Commons^™

Unjust Universities: Part Ii, Zachary S. Ritter, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Zachary S. Ritter and Dr. Reshmi Dutt-Ballerstadt explore the challenges that faculty diversity workers face in institutions that are suffering from toxic whiteness.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

Implicit Bias Training For Woke Faculty, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Reshmi Dutt-Ballerstadt pens a satirical memo from higher education administrators to faculty regarding implicit bias training.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

Developing Outreach Events That Impact Underrepresented Students: Are We Doing It Right?, Andrew J. Gall, Peter J. Vollbrecht, Tristan Tobias

Faculty Publications

Many outreach programs share the common goals of serving underrepresented groups in STEM and improving public attitudes toward science. To meet these goals, scientists must find ways to both reach the appropriate audience and communicate the importance of science in meaningful and accessible ways. This requires careful consideration of the outreach method being used. Two common outreach methods include in‐school visits (scientist in the classroom) and science fairs or open houses. Here, we compare the effectiveness of these two outreach methods in meeting the goals of reaching underrepresented students and/or students with less initial interest in science. We have found …

In Our Own Words: Institutional Betrayals, Reshmi Dutt-Ballerstadt

Faculty Publications

When Dr. Reshmi Dutt-Ballerstadt, professor of English at Linfield College, asked a large group of underrepresented faculty members why they left their higher education institutions, they told her the real reasons for their departures — those that climate surveys don't capture.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

Supporting Faculty To “Do The Flip!” Lessons Learned When Transitioning Faculty To Active Pedagogy In The Classroom, Laura Sullivan-Green, Patricia Backer, Ravisha Mathur

Faculty Publications

San José State University, in partnership with California State University-Los Angeles and Cal Poly Pomona, are developing supportive methods to transition STEM faculty from lecture-based instruction to instruction using active learning pedagogies. These efforts, sponsored by the Department of Education’s First in the World Grant Program, focus on providing faculty training through workshops conducted in the active learning model, resources to support their material development, and peer support through access to multi-disciplinary/multi-campus learning communities. Active learning pedagogies like the flipped classroom have been shown to be a high impact practice that increases URM student success and retention. The partner campuses, …

Challenging Calls For Civility, Reshmi Dutt-Ballerstadt

Faculty Publications

In conjunction with her article "When Free Speech Disrupts Diversity Initiatives: What We Value and What We Do Not," Reshmi Dutt-Ballerstadt writes about civility codes and free speech for Academe Blog.

Integration Of An Electrical Engineering Capstone Course With Social Justice And Global Studies, David Parent, Patricia Backer

Faculty Publications

A four course package (six units total) consisting of two general education (GE) classes and two electrical engineering capstone classes that are taught in a highly integrated manner, that not only meets university GE requirements, but also meets the new ABET criteria in which the need to address a societal need is embedded with design criteria. The prompts for the new integrated GE/capstone Assessment results are also presented, along with methods to increase student motivation for studying GE.

Are You Supporting White Supremacy?, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Reshmi Dutt-Ballerstadt, professor of English at Linfield College, provides an opinion piece in the form of a checklist of 15 “troubles” she has identified to help others in academe recognize (un)conscious contributions to white supremacy.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

When Free Speech Disrupts Diversity Initiatives: What We Value And What We Do Not, Reshmi Dutt-Ballerstadt

Faculty Publications

In this essay, I argue that the debate on free speech as pushed by the conservative right is a strategic apparatus to undermine the various diversity initiatives on college and university campuses. While supporters of the right wing extremists around the globe have pushed for various modes of exclusions (social, racial, ethnic, cultural, religious and sexual), here in the United States, such exclusions are most evident in the collapse of academic freedom and the rise of civility codes as students and educators use the platform of free speech to promote various forms of injustices and exclusions. Our neoliberal college and …

Diversity And Cultural Competence In The Lis Classroom: A Curriculum Audit, J. A. Jacobs, Nicole A. Cooke

Faculty Publications

In a case study examining a library and information science graduate curriculum, 18 graduate students engaged in a comprehensive diversity audit of the School of Information Science curriculum. The diversity audit was a student-generated review of 108 syllabi and permitted students to engage in an action-learning project that benefited the school and allowed them, and the school’s faculty, to see first-hand why diversity and cultural competence are important facets of library and information science curricula.

Invisible Outsiders: Developing A Working Alliance With Appalachian Clients, Jake Protivnak, Cassandra Pusateri, Matthew Paylo, Kyoung Choi

Faculty Publications

Appalachian clients are often ‘invisible’ within the majority culture and possess characteristics unique to the region that must be considered within the counseling relationship (Tang & Russ, 2007). Individuals in Appalachia have higher incidences of certain mental health disorders and substance use as compared to the national average (Appalachian Regional Commission [ARC], 2008). Although the need for mental health services is evident, limited research exists to inform mental health professionals how to deliver culturally competent interventions to build a working alliance with Appalachian clients. The authors will discuss a framework for mental health professionals to develop a strong working alliance …

Evaluating An Online Family Assessment Activity: A Focus On Diversity And Health Promotion, Paul Smith, Melissa Jones

Faculty Publications

This article describes the development, implementation and evaluation of a family assessment activity that was designed for a transition course in an RN-BSN program. The family assessment activity emphasized diversity and health promotion as key curricular concepts highlighted through the use of constructivist teaching strategies in the online classroom. The activity was developed and implemented by utilizing the Family Health Systems (FHS) approach to family assessment and Healthy People 2020 as a framework for family health promotion. The activity was evaluated through faculty observation and student feedback which is discussed in the article.

Reforming High School American History Curricula: What Publicized Student Intolerance Can Teach Policymakers, Douglas E. Abrams

Faculty Publications

This article concerns the way public high schools teach American history under curricula and standards mandated by state law. “We’re raising young people who are, by and large, historically illiterate,” says David McCullough, the dean of American historians.

The article describes three recent nationally publicized incidents in which high school students belittled lynching and the Trail of Tears, evidently without appreciating the episodes’ legal and historical significance to African Americans and Native Americans respectively. Standards and textbooks typically recognize diversity and multiculturalism, but research and surveys indicate that classroom teachers frequently sanitize or avoid discomforting topics that might trigger complaints, …

A Call To Community: Some Thoughts For Student Affairs About Identity And Diversity, Jason A. Laker

Faculty Publications

No abstract provided.

Diversity, Multiculturalism, And Pluralism: A James White Library Bibliography, Terry Dwain Robertson

Faculty Publications

A bibliography of books available in the James White Library addressing issues of diversity, multiculturalism, and pluralism in the disciplines of business, education, political science, religion, and sociology.