Prelims
ISBN: 978-1-78756-065-9, eISBN: 978-1-78756-064-2
ISSN: 2055-3641
Publication date: 25 July 2019
Citation
(2019), "Prelims", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 17), Emerald Publishing Limited, Leeds, pp. i-xiv. https://doi.org/10.1108/S2055-364120190000017020
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
Half Title Page
Strategies for Facilitating Inclusive Campuses in Higher Education
Series Page
Innovations in Higher Education Teaching and Learning
Series Editor: Patrick Blessinger
Recent Volumes:
| Volume 1: | Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
| Volume 2: | Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
| Volume 3: | Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
| Volume 4: | Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
| Volume 5: | University Partnerships for Community and School System Development – Edited by Barbara Cozza and Patrick Blessinger |
| Volume 6: | Emerging Directions in Doctoral Education – Edited by Patrick Blessinger and Denise Stockley |
| Volume 7: | University Partnerships for Academic Programs and Professional Development – Edited by Patrick Blessinger and Barbara Cozza |
| Volume 8: | University Partnerships for International Development |
| Volume 9: | Engaging Dissonance |
| Volume 10: | University Partnerships for Pre-service and Teacher Development |
| Volume 11: | Refugee Education: Integration and Acceptance of Refugees in Mainstream Society – Edited by Enakshi Sengupta and Patrick Blessinger |
| Volume 12: | Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion – Edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya |
| Volume 13: | Strategies, Policies, and Directions for Refugee Education – Edited by Enakshi Sengupta and Patrick Blessinger |
| Volume 14: | Perspectives on Diverse Student Identities in Higher Education – Edited by Patrick Blessinger |
| Volume 15: | Language, Teaching and Pedagogy for Refugee Education – Edited by Enakshi Sengupta and Patrick Blessinger |
| Volume 16: | Strategies for Fostering Inclusive Classrooms in Higher Education – Edited by Jaimie Hoffman, Patrick Blessinger and Mandla Makhanya |
Title Page
Innovations in Higher Education Teaching and Learning Volume 17
Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Edited By
Jaimie Hoffman
University of Wisconsin La Crosse, USA
Noodle Partners, USA
Patrick Blessinger
International HETL Association, USA
St. John’s University, USA
Mandla Makhanya
University of South Africa, South Africa
Created in partnership with the International Higher Education Teaching and Learning Association
United Kingdom – North America – Japan India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2019
Copyright © 2019 Emerald Publishing Limited
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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78756-065-9 (Print)
ISBN: 978-1-78756-064-2 (Online)
ISBN: 978-1-78756-066-6 (Epub)
ISSN: 2055-3641 (Series)
Contents
| List of Contributors | ix | |
| Series Editor’s Introduction | xiii | |
| Part I Concepts and Principles | ||
| Introduction to Strategies for Fostering Inclusive Campuses in Higher Education Enakshi Sengupta, Patrick Blessinger, Jaimie Hoffman and Mandla Makhanya |
3 | |
| Part II Global Practices and Challenges | ||
| Chapter 1 Removing the Rose Colored Glasses of Exclusivity Caterina Valentino |
17 | |
| Chapter 2 Authentic Caring: An Australian Experience Joshua Spier |
31 | |
| Chapter 3 High-impact Inclusive Learning Organizations: Evidence-based Strategies in Higher Education Katelyn Romsa, Bryan Romsa, Kevin Sackreiter, Jana M. Hanson, Mary Kay Helling and Heidi Adele Sackreiter |
41 | |
| Chapter 4 Access4All: Policies and Practices of Social Development in Higher Education David Rodríguez-Gómez, Joaquín Gairín, Fabio Dovigo, Kati Clements, Miguel Jerónimo, Lisa Lucas, Elena Marin, Saana Mehtälä, Fernanda Paula Pinheiro, Sue Timmis and Mihaela Stîngu |
55 | |
| Chapter 5 Enhancing Inclusion, Experience, and Academic Performance: Peer-to-Peer Mentoring for Equity Group Students in an Australian Regional University Bill (W.E.) Boyd, Katrina Alexander, Margie Wallin, Warren Lake, Rob Cumings and Rachel Callahan |
71 | |
| Chapter 6 Using Virtual Communities of Practice to Coach and Mentor Faculty to Facilitate Engaging Critical Consciousness Valencia Gabay, Shannon Voyles, Linda Algozzini and Grady Batchelor |
87 | |
| Chapter 7 Afrocentric Mentoring Models of Marginalized Individuals in Higher Education Vimbi Petrus Mahlangu |
103 | |
| Chapter 8 The Use of an Academic Mentorship Model to Enhance the Transition, Retention, and Success of Disadvantaged Students in Higher Education Gerry M. Rayner and Juliey Beckman |
117 | |
| Chapter 9 A “Critical Factor”: Facilitating the Success of Students from Low Socioeconomic Status Backgrounds at Australian Regional Universities Through Technology Marcia Devlin and Jade Mckay |
131 | |
| Chapter 10 A Strategy for Enhancing Academics’ Cultural Lens: The Knowing Your Students Report Meloni M. Muir, Helen Drury, Garth Tarr and Fiona White |
145 | |
| Chapter 11 Innovations and Insights for Higher Education Aspiration and Outreach Programs Charles Flodin and Nicole Vidovich |
163 | |
| Chapter 12 A Collaborative Study Abroad Model: Inspiring Fiscally Underrepresented Students Hellen Gerolymatos McDonald, Michelle Asbill, Tara L. Powell, Stacy Billman, Sebnem Ozkan and Sherrie Faulkner |
179 | |
| Chapter 13 Improving Bridge Programs on American College and University Campuses Pietro Sasso, Roger “Mitch” Nasser, Jr and Shelley Price-Williams |
197 | |
| Chapter 14 Inclusiveness in the 21st Century: Glasgow Caledonian University’s Approach Angela Shapiro, Joanna Marshall Bhullar and Margaret McShane |
209 | |
| Chapter 15 Advocating Equity and Community Through Residential Learning Programs Shelley Price-Williams, Pietro Sasso and Roger “Mitch” Nasser, Jr |
223 | |
| Chapter 16 Ensuring Equity and Inclusion in Higher Education Provision: Ghana’s Approach Patrick Swanzy, Patrício V. Langa, and Francis Ansah |
237 | |
| Chapter 17 Innovative Strategies for Creating Inclusive Spaces for Hearing-impaired and Visually Impaired Students in an Open Distance and e-Learning (ODeL) Environment: A Case Study of the University of South Africa (Unisa) Ashiya Abdool Satar |
253 | |
| About the Authors | 269 | |
| Name Index | 285 | |
| Subject Index | 297 | |
List of Contributors
| Ashiya Abdool Satar | University of South Africa, Pretoria, South Africa |
| Katrina Alexander | Southern Cross University, New South Wales, Australia |
| Linda Algozzini | Educational Consultant, Kansas City, MO, USA |
| Francis Ansah | University of Cape Coast, Cape Coast, Ghana |
| Michelle Asbill | Azusa Pacific University, CA, USA |
| Grady Batchelor | American Public University System, Charles Town, WV, USA |
| Juliey Beckman | Australian National University, Canberra, Australia |
| Joanna Marshall Bhullar | Glasgow Caledonian University, Glasgow, Scotland |
| Stacy Billman | Illinois Abroad and Global Exchange, IL, USA |
| Patrick Blessinger | St. John’s University and International HETL Association, New York, NY, USA |
| Bill (W.E.) Boyd | Southern Cross University, New South Wales, Australia |
| Rachel Callahan | Southern Cross University, New South Wales, Australia |
| Kati Clements | University of Jyväskylä, Jyväskylä, Finland |
| Rob Cumings | Southern Cross University, New South Wales, Australia |
| Marcia Devlin | Victoria University, Victoria, Australia |
| Fabio Dovigo | Aarhus University, Copenhagen, Denmark |
| Helen Drury | University of Sydney, New South Wales, Australia |
| Sherrie Faulkner | University of Illinois, IL, USA |
| Charles Flodin | Curtin University, Western Australia, Australia |
| Valencia Gabay | Educational Consultant, Orlando, FL, USA |
| Joaquín Gairín | Universitat Autònoma de Barcelona, Barcelona, Spain |
| Jana M. Hanson | South Dakota State University, SD, USA |
| Mary Kay Helling | South Dakota State University, SD, USA |
| Jaimie Hoffman | Ventura, CA, USA |
| Miguel Jerónimo | Polytechnic of Leiria, Leiria, Portugal |
| Warren Lake | Southern Cross University, New South Wales, Australia |
| Patricio V. Langa | University of the Western Cape, South Africa and Eduardo Mondlane University, Maputo, Mozambique |
| Lisa Lucas | University of Bristol, Bristol, UK |
| Vimbi Petrus Mahlangu | University of South Africa, Pretoria, South Africa |
| Mandla Makhanya | University of South Africa, Pretoria, South Africa |
| Elena Marin | University of Bucharest, Bucharest, Romania |
| Hellen Gerolymatos McDonald | University of Illinois, IL, USA |
| Jade McKay | Deakin University, Victoria, Australia |
| Margaret McShane | Glasgow Caledonian University, Glasgow, Scotland |
| Saana Mehtälä | University of Jyväskylä, Jyväskylä, Finland |
| Meloni M. Muir | University of Sydney, New South Wales, Australia |
| Roger “Mitch” Nasser, Jr. | Lindenwood University, MO, USA |
| Sebnem Ozkan | University of Illinois, IL, USA |
| Fernanda Paula Pinheiro | Polytechnic of Leiria, Leiria, Portugal |
| Tara L. Powell | University of Illinois, IL, USA |
| Shelley Price-Williams | Southern Illinois University Edwardsville, IL, USA |
| Gerry M. Rayner | Monash University, Victoria, Australia |
| David Rodríguez-Gómez | Universitat Autònoma de Barcelona, Barcelona, Spain |
| Bryan Romsa | South Dakota State University, SD, USA |
| Katelyn Romsa | South Dakota State University, SD, USA |
| Heidi Adele Sackreiter | Augustana University, Sioux Falls, SD, USA |
| Kevin Sackreiter | South Dakota State University, SD, USA |
| Pietro Sasso | Southern Illinois University Edwardsville, IL, USA |
| Enakshi Sengupta | International HETL Association, New York, NY, USA |
| Angela Shapiro | Glasgow Caledonian University, Glasgow, Scotland |
| Joshua Spier | Flinders University, Adelaide, South Australia |
| Mihaela Stîngu | University of Bucharest, Bucharest, Romania |
| Patrick Swanzy | University of the Western Cape, Cape Town, South Africa |
| Garth Tarr | University of Sydney, New South Wales, Australia |
| Sue Timmis | University of Bristol, Bristol, UK |
| Caterina Valentino | Ryerson University, Toronto, Ontario, Canada and Athabasca University, Alberta, Canada |
| Nicole Vidovich | Curtin University, Western Australia, Australia |
| Shannon Voyles | American Public University System, Salem, IN, USA |
| Margie Wallin | Southern Cross University, New South Wales, Australia |
| Fiona White | University of Sydney, New South Wales, Australia |
Series Editor’s Introduction
Innovations in Higher Education Teaching and Learning
The purpose of this series is to publish current research and scholarship on innovative teaching and learning practices in higher education. The series is developed around the premise that teaching and learning is more effective when instructors and students are actively and meaningfully engaged in the teaching–learning process.
The main objectives of this series are to:
- (1)
present how innovative teaching and learning practices are being used in higher education institutions around the world across a wide variety of disciplines and countries;
- (2)
present the latest models, theories, concepts, paradigms, and frameworks that educators should consider when adopting, implementing, assessing, and evaluating innovative teaching and learning practices; and
- (3)
consider the implications of theory and practice on policy, strategy, and leadership.
This series will appeal to anyone in higher education who is involved in the teaching and learning process from any discipline, institutional type, or nationality. The volumes in this series will focus on a variety of authentic case studies and other empirical research that illustrates how educators from around the world are using innovative approaches to create more effective and meaningful learning environments.
Innovation teaching and learning is any approach, strategy, method, practice, or means that has been shown to improve, enhance, or transform the teaching–learning environment. Innovation involves doing things differently or in a novel way in order to improve outcomes. In short, innovation is a positive change. With respect to teaching and learning, innovation is the implementation of new or improved educational practices that result in improved educational and learning outcomes. This innovation can be any positive change related to teaching, curriculum, assessment, technology, or other tools, programs, policies, or processes that leads to improved educational and learning outcomes. Innovation can occur in institutional development, program development, professional development, or learning development.
The volumes in this series will not only highlight the benefits and theoretical frameworks of such innovations through authentic case studies and other empirical research but also look at the challenges and contexts associated with implementing and assessing innovative teaching and learning practices. The volumes represent all disciplines from a wide range of national, cultural and organizational contexts. The volumes in this series will explore a wide variety of teaching and learning topics such as active learning, integrative learning, transformative learning, inquiry-based learning, problem-based learning, meaningful learning, blended learning, creative learning, experiential learning, lifelong and lifewide learning, global learning, learning assessment and analytics, student research, faculty and student learning communities, as well as other topics.
This series brings together distinguished scholars and educational practitioners from around the world to disseminate the latest knowledge on innovative teaching and learning scholarship and practices. The authors offer a range of disciplinary perspectives from different cultural contexts. This series provides a unique and valuable resource for instructors, administrators, and anyone interested in improving and transforming teaching and learning.
Patrick Blessinger
Founder, Executive Director, and Chief Research Scientist, International HETL Association
- Prelims
- Part I Concepts and Principles
- Introduction to Strategies for Fostering Inclusive Campuses in Higher Education
- Part II Global Practices and Challenges
- Chapter 1 Removing the Rose Colored Glasses of Exclusivity
- Chapter 2 Authentic Caring: An Australian Experience
- Chapter 3 High-impact Inclusive Learning Organizations: Evidence-based Strategies in Higher Education
- Chapter 4 Access4All: Policies and Practices of Social Development in Higher Education
- Chapter 5 Enhancing Inclusion, Experience, and Academic Performance: Peer-to-Peer Mentoring for Equity Group Students in an Australian Regional University
- Chapter 6 Using Virtual Communities of Practice to Coach and Mentor Faculty to Facilitate Engaging Critical Consciousness
- Chapter 7 Afrocentric Mentoring Models of Marginalized Individuals in Higher Education
- Chapter 8 The Use of an Academic Mentorship Model to Enhance the Transition, Retention, and Success of Disadvantaged Students in Higher Education
- Chapter 9 A “Critical Factor”: Facilitating the Success of Students from Low Socioeconomic Status Backgrounds at Australian Regional Universities Through Technology
- Chapter 10 A Strategy for Enhancing Academics’ Cultural Lens: The Knowing Your Students Report
- Chapter 11 Innovations and Insights for Higher Education Aspiration and Outreach Programs
- Chapter 12 A Collaborative Study Abroad Model: Inspiring Fiscally Underrepresented Students
- Chapter 13 Improving Bridge Programs on American College and University Campuses
- Chapter 14 Inclusiveness in the 21st Century: Glasgow Caledonian University’s Approach
- Chapter 15 Advocating Equity and Community Through Residential Learning Programs
- Chapter 16 Ensuring Equity and Inclusion in Higher Education Provision: Ghana’s Approach
- Chapter 17 Innovative Strategies for Creating Inclusive Spaces for Hearing-impaired and Visually Impaired Students in an Open Distance and e-Learning (ODeL) Environment: A Case Study of the University of South Africa (Unisa)
- About the Authors
- Name Index
- Subject Index