Prelims

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion

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

https://www.hetl.org/

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

Reprints and permissions service

Contact: permissions@emeraldinsight.com

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