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Full-Text Articles in Education
Holding Tight To Our Convictions And Lightly To Our Ways: Inviting Shared Expertise As A Strategy For Expanding Inclusion, Reach, And Impact, Kylie Korsnack, Leslie Ortquist-Ahrens
Holding Tight To Our Convictions And Lightly To Our Ways: Inviting Shared Expertise As A Strategy For Expanding Inclusion, Reach, And Impact, Kylie Korsnack, Leslie Ortquist-Ahrens
To Improve the Academy: A Journal of Educational Development
When the global pandemic forced campuses across the United States to send students home in March 2020, instructors were thrown into triage mode, forced to rapidly transition their on-the-ground classroom curriculum to a format that could be completed remotely by students spread out across the country. At the same time, centers for teaching and learning (CTLs) also entered triage mode, puzzling over how to quickly but effectively provide appropriate training and meaningful support to prepare faculty for this rapid transition (Aebersold et al., 2020). The situation’s urgency, coupled with the significant constraints many CTL directors already experienced, necessitated creative, flexible, …
Aligning Student Affairs Practice With Espoused Commitments To Equity, Diversity, And Inclusion, Crystal Eufemia Garcia, William Walker, Dawn Morgan, Yuwei Shi
Aligning Student Affairs Practice With Espoused Commitments To Equity, Diversity, And Inclusion, Crystal Eufemia Garcia, William Walker, Dawn Morgan, Yuwei Shi
Department of Educational Administration: Faculty Publications
Using a critical qualitative approach, we explored ways student affairs professionals at predominantly white institutions within the South made sense of and enacted commitments to equity, diversity, and inclusion. Findings show that participants rarely engaged in direct conversations around diversity, equity, and inclusion with their colleagues and often conflated these terms. Those who engaged in equity work were often driven by their own salient identities, yet they also shared ways their efforts were constrained by institutional policies. The study offers implications for practice for student affairs professionals, professional preparation programs, and higher education institutions.