Diversity & Democracy: Civic Learning for Shared Futures
Diversity & Democracy Volume 15, Number 3  

Diversity & Democracy
Volume 15,
Number 3
(2012)

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About This Issue
Featured Topic: Shared Futures
Civic Engagement and Student Success: Leveraging Multiple Degrees of Achievement
Linking High-Impact Learning with High-Impact Community Engagement
The Joy of Learning: The Impact of Civic Engagement on Psychosocial Well-Being
Advancing and Assessing Civic Learning: New Results from the Diverse Learning Environments Survey
High-Impact Practices: Promoting Participation for All Students
Perspectives
Toolbox of a Citizen
Campus Practice
Caring for Our Community: Service Learning in the Nursing Curriculum
Community Environmental Scholars: Working “Together, for the Planet”
Pathways to College and to Social Justice Leadership: The University Community Collaborative of Philadelphia
And More...
In Print
Resources
Opportunities

In Print

Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice, edited by Estela Mara Bensimon and Lindsey Malcolm (Stylus Publishing LLC 2012, $35 paperback)

This volume examines how colleges and universities are using the Center for Urban Education’s Equity Scorecard to create racial equity on campus. With in-depth examinations of the Equity Scorecard process as well as reflections from practitioner teams and researchers, the book is a testament to the role thoughtful data assessment can play in generating more racially equitable outcomes for students. The book calls educators and administrators to take personal responsibility for their roles in moving from a deficit model to an equity model, and provides helpful context for anyone currently using or considering the scorecard as a tool for change.

Americans by Heart: Undocumented Latino Students and the Promise of Higher Education, William Pérez (Teachers College Press 2012, $32.95 paperback)

Drawing data from surveys and interviews, this important new study illuminates the experiences of undocumented Latino/a students as they pursue pathways to and through higher education. Underscoring these students’ high rates of civic engagement in contrast to their low levels of civic empowerment, Pérez illustrates the significant contributions high-achieving undocumented students are making to American democracy and argues for policy changes that recognize and enable these contributions. The book is a critical resource for anyone concerned about immigration’s role in higher education or about the lives of undocumented students on their campus.

Transformative Learning through Engagement: Student Affairs Practice as Experiential Pedagogy by Jane Fried and Associates (Stylus Publishing LLC 2012, $29.95 paperback)

This book examines the important role student affairs professionals can and should play in teaching and learning. As colleges and universities adapt to the new realities of higher education (including new understandings about how people learn), student affairs professionals can provide experiential learning opportunities that help students cross inter- and intrapersonal borders. With discussions of dominant paradigms and cultures within US contexts and examples of a range of campus applications, the book provides a framework for thinking about student affairs as key to college learning, particularly in areas related to diversity. It is a useful tool for student affairs professionals working to contribute to the educational missions of the twenty-first century.

Civic Provocations, edited by Donald W. Harward (Bringing Theory to Practice 2012, $10 paperback)

Published by Bringing Theory to Practice, an independent project in partnership with AAC&U, this monograph offers a series of short, informal “provocations” on higher education’s civic mission and its implications for research, teaching, and practice. Designed to encourage readers to organize half-day or one-day “civic seminars” convening diverse campus constituents for discussions about the nature of civic engagement at their institutions, the volume highlights a range of current challenges and opportunities across different dimensions of higher education’s work. With ambition and purpose, its authors invite readers to join them in asking tough questions and holding themselves and their institutions accountable for what those questions reveal.

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