Campus diversity triumphs : valleys of hope /
This book provides insightful accounts into the diversity program successes and promising practices by diversity officers working on college and university campuses in the United States.
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| Other Authors: | |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
Bingley, UK :
Emerald Publishing,
2018.
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| Edition: | First edition. |
| Series: | Diversity in higher education ;
v. 20. |
| Subjects: | |
| Online Access: | Full text (Emerson users only) Full text (Emmanuel users only) Full text (NECO users only) Full text (MCPHS users only) Full text (Wentworth users only) |
Table of Contents:
- Front Cover; Campus Diversity Triumphs: Valleys of Hope; Acknowledgments; Contents; List of Contributors; Foreword; Introduction; Reference; Part I. Innovations, Perspectives, and Trends; A Five-point Model to Attract, Affirm, and Advance African-American Academics; Introduction; The Case for Attracting, Affirming, and Advancing African-American Academics; The State of the Union; The Condition of Education; The Business of Education; The Black Faculty Connection to Black Student Success; Advancement of the Frontiers of Society; Benefit to All Students.
- Why the Dearth of African-American Faculty?; The Five-point Model; Perspective: Analyze and Assess the University's Plan for Diversity; Presence: Show Visible Support; Position: Create Conditions that Allow Diverse Faculty to Succeed; Promotion: Advocate for and Advance Diverse Faculty; Prosper: Ensure Diverse Faculty Thrive, Financially, As Well As Other Faculty; Conclusion; References; Engaging Faculty in Campus Transformation: The Diversity Fellows Program; The Challenge; How It Worked
- DFP as a Tool for Engaging Faculty in Campus Transformation; Good Faith Planner (GFP).
- Faculty Mentoring Program (FMP); Scholar 2 Scholars (S2S); Shattering the Silences (STS); Alliance for Minority Participation (AMP); Literature Pertaining to the DFP as a Best-Practice Initiative; Conclusion; References; Appendix 1. Five-Year Change in Headcount for Underrepresented Student Populations; Appendix 2. Introductory Paragraph of a Typical Good Faith Planner; Building a Diversity and Inclusion Certificate for Transformative Campus Change; Evolution of Diversity Training; Programmatic Framework; Climate; Value; Identity Development Theory; Partnerships; Planning and Coordination.
- Constructivism for Diversity and Inclusion Training; Curriculum and Delivery; Constructivism; Assessment and Evaluation; Case Study Snapshot; Climate; Value; Partnerships; Planning and Coordination; Curriculum and Delivery; Assessment and Evaluation; Conclusions; References; To Bridge or Not to Bridge: The Importance of Academic and Social Connection Efforts in Summer Bridge Programs; Introduction; SB Programs: History and Purpose; Literature on SB Programmatic Impact and Outcomes; Tinto's Model of Student Departure; Critiques of Tinto's Model Along Cultural Lines; Inclusion versus Integration.
- Pascarella and Terenzini's Institutional Integration Model; Background; Organizational Description; Program Description; Evaluation Purpose; Evaluation Question; Methodology; Evaluation Design; Study Instruments; Reliability and Validity; Data Collection/Study Instruments; Survey; Focus-Group Interviews; Findings; Academic Connection; Social Connection; Academic Performance and Retention; Conclusion; Limitations; Recommendations for Future Research and Practice; References; Institutional Connection Scale Survey; Information Letter; Am I This or That? Supporting Queer and Trans Students of Color.