Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching

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Stylus Publishing, LLC, 2016 - Education - 241 pages
"With a steady range of specific examples of how to create more culturally inclusive pedagogies persuasively supported by faculty testimonies of pleasure at how students are more engaged, no one can pretend it can't be done in their courses. The moving quotes from students threaded throughout the book should prick the conscience of those immobilized into only one form of teaching. Faculty need only to listen to students in this book--and in their own classes--to realize the transformative possibilities they can unleash in their classrooms."--Caryn McTighe Musil, Senior Scholar, AAC&U

Co-published with NISOD

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About the author (2016)

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 publications include: "We cannot reach them": Chinese undergraduate student perceptions of the U.S. campus climate"(2013); Putting old tensions to rest: Integrating multicultural education and global learning to advance student development(2013); Developing openness to diversity in living-learning program participants(2010); and Contemporary college contexts: College environments for student learning and retention at a southwestern U.S. university(2010); and reflective work: Encounters with angels: A struggle to return home from study abroad(2015); One journey of compassion: My search for inspiriting leadership(2013); "You home? Meet me on the stairway:" Lessons of living together(2009).

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