The key premise of the book is that deepening student learning and increasing retention and graduation rates requires teaching from a strengths based perspective that recognizes the cultural assets that students bring to higher education, and to their own learning.
The key premise of the book is that deepening student learning and increasing retention and graduation rates requires teaching from a strengths based perspective that recognizes the cultural assets that students bring to higher education, and to their own learning.
Alicia Fedelina Chávez is Associate Professor in Educational Leadership and Policy at the University of New Mexico. She served as collegiate leader, student affairs professional, and faculty member in universities around the country. Her scholarship is centered in facilitating understanding and balance between cultural epistemologies and ways of being in professional practice. She works from a belief that higher education institutions and societies benefit from garnering the strengths of many peoples, cultures, and nations. Dr. Chávez is published in areas of culture and college teaching as well as identity and collegiate leadership. Her publications include a co-authored book on culture and college teaching, Web Based Teaching across Culture and Age (Springer, 2013), as well as two co-edited books on identity and leadership in higher education, Identity & Leadership: Informing our Lives, Informing our Practice (NASPA, 2013) and, Indigenous Leadership in Higher Education (Routledge, in press). Her academic journal articles include: Clan, Sage, and Sky: Indigenous, Hispano and Mestizo Narratives of Learning in New Mexico Context; Toward a Multicultural Ecology of Teaching and Learning; and Learning to Value the "Other": A Model of Diversity Development. Susan Diana Longerbeam is Associate Professor in Educational Psychology at Northern Arizona University, where she leads a graduate student affairs program. She served as a university health services director and interim dean of students at Oregon State University, and holds a Ph.D. in College Student Personnel from the University of Maryland, a masters in Health Services Administration from Antioch University, and a bachelors in Community Studies from the University of California, Santa Cruz. She served on the ACPA Commission on Professional Preparation and the NASPA Faculty Fellows and Council. Dr. Longerbeam's scholarship focuses on culture, campus climate and student success in higher education. Recent pub
Inhaltsangabe
Foreword Preface1. Balancing Cultural Strengths in Teaching 2. Culture in College Teaching 3. Rewards, Dilemmas, and Challenges of Teaching Across Cultural Frameworks 4. Applying Cultural Introspection to Teaching and Learning 5. Strengths-Based Teaching in Cultural Context 6. Top 10 Things Faculty Can Do to Teach Across Cultures 7. Spreading the Cultural Word. Faculty Development on a Larger Scale 8. The Story of Our Work With Faculty Final Reflections. Toward Learning Equity. Cultivating a Culture of Belief in Students Appendix A. Guide to Writing a Culture and Teaching Autobiography Appendix B. Resources References About the Authors Index
Foreword Preface1. Balancing Cultural Strengths in Teaching 2. Culture in College Teaching 3. Rewards, Dilemmas, and Challenges of Teaching Across Cultural Frameworks 4. Applying Cultural Introspection to Teaching and Learning 5. Strengths-Based Teaching in Cultural Context 6. Top 10 Things Faculty Can Do to Teach Across Cultures 7. Spreading the Cultural Word. Faculty Development on a Larger Scale 8. The Story of Our Work With Faculty Final Reflections. Toward Learning Equity. Cultivating a Culture of Belief in Students Appendix A. Guide to Writing a Culture and Teaching Autobiography Appendix B. Resources References About the Authors Index
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