Education Commons^™

Distributive Justice And Equity In Grading: A New Instructor’S Reflections, Molly Malany Sayre

Molly Sayre

The author reflects upon early teaching experiences to identify a conflict between minimal distributive justice, or the distribution of goods that ensures all individuals have an acceptable level of that good (Deutsch, 1985), and grading of students’ assignments. Instead of addressing the unequal distribution of college preparedness among her students, the author’s grading reflected and potentially reinforced educational, racial, and economic inequalities. In agreement with Anastas (2010), an ethic of social justice is recommended for use in social work education. Social work educators can provide greater access to resources (e.g., the instructor’s time) for students experiencing disadvantages that affect their …

Research As Inquiry, Social Justice, And The Particularist Challenges Of Religious Traditions In An Age Of Terror And Hate

Desirae Zingarelli-Sweet

Thinking And Action: Preparing Students To Engage Complexity Within Themselves And In The World, Julia Van Der Ryn

Julia van der Ryn

This essay explores the dynamic tension between the human need to cultivate an autonomous identity and the desire to be part of a larger reality, suggesting that authentic morality emerges from a person’s struggle with the ever-shifting overlap between these two drives. Creating an intersection between thinking and action, service-learning pedagogy draws us into a creative confrontation with these drives, preparing students to engage complexity within themselves and in the world.

Connecting To Get Things Done: A Conceptual Model Of The Process Used To Respond To Bias Incidents, Lucy A. Lepeau, Demetri L. Morgan, Hilary B. Zimmerman, J.T. Snipes, Beth A. Marcotte

Demetri L. Morgan, Ph.D.

In this study, we interviewed victims of bias incidents and members of a bias response team to investigate the process the team used to respond to incidents. Incidents included acts of sexism, homophobia, and racism on a large, predominantly White research university in the Midwest. Data were analyzed using a 4-stage coding process. The emergent model focused on the way the bias response team members connected to students, other team members, and colleagues from across campus to respond to the bias incidents. Important tensions that team members navigate also became evident and are depicted in the model. Findings from this …

Thinking And Action: Preparing Students To Engage Complexity Within Themselves And In The World, Julia Van Der Ryn

Julia van der Ryn

This essay explores the dynamic tension between the human need to cultivate an autonomous identity and the desire to be part of a larger reality, suggesting that authentic morality emerges from a person’s struggle with the ever-shifting overlap between these two drives. Creating an intersection between thinking and action, service-learning pedagogy draws us into a creative confrontation with these drives, preparing students to engage complexity within themselves and in the world.

Education In Action: Service-Learning Celebrating 10 Years, Julia Van Der Ryn

Julia van der Ryn

The mission of the Service-Learning (SL) Program is to centralize resources and support for faculty, students, partner organizations and the diverse communities they serve to advance education and social justice through shared learning and collaborative action. The SL Program seeks to manifest the Dominican ideals and mission to educate ethical leaders and socially responsible global citizens through the creation of intentional, collaborative, mutually beneficial partnerships and relevant teaching/learning practices. Service-Learning integrates meaningful community engagement with academic curriculum, enriching learning through experience and intentional reflection on the interface between theory and practice.

Party Themes: Just Fun Or Offensive?, Larry D. Long

Larry D. Long

Fraternities and sororities commonly organize themed social functions. Unfortunately, many of these functions have themes that are racially or sexually derogatory. The belief is that these themes are “just for fun” and there isn’t any intent to harm or offend anyone. This session reviews examples of inappropriate party themes and provides suggestions on creating more inclusive and welcoming environments in fraternities and sororities.