Diversity & Democracy: Civic Learning for Shared Futures
Diversity & Democracy Volume 14, Number 2  

Diversity & Democracy
Volume 14,
Number 2
(2011)

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About This Issue
Featured Topic: Shared Futures
Global Learning and Scientific Literacy at the Crossroads
New Scientific Literacies for an Interdependent World
Public Health Learning Outcomes for All Undergraduates
The Prairie Project: Faculty Development for Global Sustainability Education
Beyond International Competition: Diverse Perspectives and Scientific Discovery
Perspectives
Henrietta Lacks: Living on across Multiple Disciplines
Campus Practice
Global Problems as a Framework for Integrated STEM Learning in the First Year
Sustainable Energy Studies at Eastern Connecticut State University
Research Report
Assessment Rubrics for Applied STEM Learning
And More...
In Print
Resources
Opportunities

In Print

Sustainability Education: Perspectives and Practice Across Higher Education, edited by Paula Jones, David Selby, and Stephen Sterling (Earthscan 2010, $49.95 paperback)

This comprehensive and scholarly volume opens a window to sustainability practices in higher education institutions across the United Kingdom. With chapters that explore the potential for sustainability to be included in the curricula of various disciplines, the authors compellingly suggest that a series of paradigm shifts will be necessary for attempts to integrate sustainability across the curriculum to succeed. Although not all models discussed are transferable to a US institutional context, the book provides valuable global perspectives on a topic that connects educators across national boundaries.

Recognizing and Serving Low-Income Students in Higher Education: An Examination of Institutional Policies, Practices, and Culture, edited by Adrianna Kezar (Routledge 2011, $45.95 paperback)

Contributing authors share a poststructuralist approach to rethinking programs and policies aimed at helping low-income students succeed in higher education in this new volume edited by Adrianna Kezar. Each chapter applies theory in an effort to critique current practices and suggests promising alternatives to help low-income students find individual efficacy within a system that often works against them. The book gives a broad view of the kinds of supports low-income students can encounter upon applying to, enrolling in, attending, and graduating from college. The volume is an excellent addition to the library of anyone seeking a thoughtful analysis of this underappreciated topic.

Promoting Health and Wellness in Underserved Communities: Multidisciplinary Perspectives through Service Learning, edited by Anabel Pelham and Elizabeth Sills (Stylus 2009, $27.50 paperback)

In taking up the pressing topic of community health and wellness, editors Pelham and Sills emphasize how service learning can be one channel for colleges and universities not only to provide needed support to community partners, but also to promote engaged and experiential learning for their students. With examples from disciplines based in the health sciences as well as those at further removes, such as anthropology and English language learning, the book suggests multiple projects that institutions can implement to the benefit of both students and communities. Part of a series on "service learning for civic engagement," the volume views this topic through the lens of public health and is a strong resource for faculty in related fields.

Integrating Service-Learning into the University Classroom, J. Alison Bryant, Nicole Schönemann, and Doug Karpa (Jones and Bartlett 2011, $32.95 paperback)

This collection of course "portfolios" highlights several ways that college instructors can incorporate service learning into their teaching, whatever their courses’ subject matter or overarching aims. The volume divides service-learning courses into three types--those oriented to service, those rooted in disciplinary teaching, and those focused on client needs--and provides detailed descriptions of course content and analysis of outcomes for several pedagogical models within each category. The book is an inspiring resource for anyone considering ways to incorporate service learning pedagogy into individual courses, whatever their disciplinary approach.

Questions, comments, and suggestions regarding Diversity & Democracy should be directed to Kathryn Peltier Campbell at campbell@aacu.org.
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