Literaturnachweis - Detailanzeige
| Sonst. Personen | Magolda, Peter Mark (Hrsg.); Baxter Magolda, Marcia B. (Hrsg.); Carducci, Rozana (Hrsg.) |
|---|---|
| Titel | Contested issues in troubled times. Student affairs dialogues on equity, civility, and safety. |
| Quelle | Sterling, Virginia: Stylus Publishing (2019), XXXI, 513 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781620368008; 9781620368015; 9781620368022; 9781620368039 (E-Book) |
| Schlagwörter | USA; Student affairs services; United States; Educational equalization; Minorities; Education (Higher); Bildungstheorie; Bildungspraxis |
| Abstract | Why is it so hard for the student affairs profession to foster inclusive environments for learning? -- How do student affairs educators help students learn to engage productively in difficult dialogue? -- How should institutions address student demands related to campus racial climate? -- What are the responsibilities and limits of student affairs' roles in preparing students for political activism? -- What does it mean for student affairs educators to establish safe and just responses to campus sexual violence? -- How do student affairs educators navigate the tension between the first amendment right to free speech and the expression of ideas that create a hostile campus climate? -- How should institutions redefine and measure student success -- What are the risks of assuming the sharing of proper pronouns is a best practice for trans* insclusion? -- How should institutions support students with marginalized identities? What practices are essential for the establishment of safe and inclusive learning environments? -- What role should student affairs educators play in supporting undocumented students in the current political climate? -- How does social class influence student learning and the work of student affairs educators? -- What is the role of student affairs educators in helping students whose learning is complicated by experiencing trauma? -- Why is religion a difficult issue in american higher education and how should student affairs respond? -- What is the student affairs educator's role in navigating tensions between legislative action and institutional policy? -- Given the complexity associated with fostering equitable, safe, and civil learning environments, how should graduate preparation programs prepare students to work in higher education? -- What profssioinal development opportunities are necessary to ensure that profssionals have the capacities and competencies to make good decisions when faced with the unknown? -- What responsibility does student affairs have to help graduate assistants navigate the ambiguity between their student and professional roles? -- How should student affairs professional preparation programs address discrimination and bias in the graduate classroom? -- What is the value of student affairs research as it relates to issues of equity, civility, and safety? -- How can/should student affairs educators use assessment to improve educational practices related to equity, civility, and safety? -- What would it take student affaris educators to craft a student-centered student life curriculum that enhances equity, civility, and safety? -- How do student affairs educators integrate personal and professional identities in digital spaces/social media? -- What does it mean for student affairs educators to maintain self-care in turbulant times? -- What is the promise/potential of the student affairs profession to foster inclusive enviromnents for learning?. "This is a companion volume to similarly titled book that has had great success as a graduate text in higher education courses, and as a professional handbook for student affairs practitioners"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2019/2/05 |
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