Contested issues in troubled times :: student affairs dialogues on equity, civility, and safety /
"This is a companion volume to similarly titled book that has had great success as a graduate text in higher education courses, and as a professional handbook for student affairs practitioners"--
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Sterling, Virginia :
Stylus Publishing,
2019.
|
| Ausgabe: | First edition. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This is a companion volume to similarly titled book that has had great success as a graduate text in higher education courses, and as a professional handbook for student affairs practitioners"-- |
| Beschreibung: | 1 online resource (xxxi, 513 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781620368022 1620368021 9781620368039 162036803X 9781620368008 1620368005 |
Internformat
MARC
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| 245 | 0 | 0 | |a Contested issues in troubled times : |b student affairs dialogues on equity, civility, and safety / |c edited by Peter M. Magolda, Marcia B. Baxter Magolda, and Rozana Carducci. |
| 250 | |a First edition. | ||
| 264 | 1 | |a Sterling, Virginia : |b Stylus Publishing, |c 2019. | |
| 264 | 4 | |c ©2019 | |
| 300 | |a 1 online resource (xxxi, 513 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 520 | |a "This is a companion volume to similarly titled book that has had great success as a graduate text in higher education courses, and as a professional handbook for student affairs practitioners"-- |c Provided by publisher | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Why is it so hard for the student affairs profession to foster inclusive environments for learning? -- How do student affairs educators help students learn to engage productively in difficult dialogue? -- How should institutions address student demands related to campus racial climate? -- What are the responsibilities and limits of student affairs' roles in preparing students for political activism? -- What does it mean for student affairs educators to establish safe and just responses to campus sexual violence? -- How do student affairs educators navigate the tension between the first amendment right to free speech and the expression of ideas that create a hostile campus climate? -- How should institutions redefine and measure student success -- What are the risks of assuming the sharing of proper pronouns is a best practice for trans* insclusion? -- How should institutions support students with marginalized identities? What practices are essential for the establishment of safe and inclusive learning environments? -- What role should student affairs educators play in supporting undocumented students in the current political climate? -- How does social class influence student learning and the work of student affairs educators? -- What is the role of student affairs educators in helping students whose learning is complicated by experiencing trauma? -- Why is religion a difficult issue in american higher education and how should student affairs respond? -- What is the student affairs educator's role in navigating tensions between legislative action and institutional policy? -- Given the complexity associated with fostering equitable, safe, and civil learning environments, how should graduate preparation programs prepare students to work in higher education? -- What profssioinal development opportunities are necessary to ensure that profssionals have the capacities and competencies to make good decisions when faced with the unknown? -- What responsibility does student affairs have to help graduate assistants navigate the ambiguity between their student and professional roles? -- How should student affairs professional preparation programs address discrimination and bias in the graduate classroom? -- What is the value of student affairs research as it relates to issues of equity, civility, and safety? -- How can/should student affairs educators use assessment to improve educational practices related to equity, civility, and safety? -- What would it take student affaris educators to craft a student-centered student life curriculum that enhances equity, civility, and safety? -- How do student affairs educators integrate personal and professional identities in digital spaces/social media? -- What does it mean for student affairs educators to maintain self-care in turbulant times? -- What is the promise/potential of the student affairs profession to foster inclusive enviromnents for learning? | |
| 588 | 0 | |a Online resource; title from digital title page (viewed on February 13, 2020). | |
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| 650 | 6 | |a Minorités |x Enseignement supérieur |z États-Unis. | |
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| 700 | 1 | |a Magolda, Peter Mark, |e editor. | |
| 700 | 1 | |a Baxter Magolda, Marcia B., |d 1956- |e editor. |0 http://id.loc.gov/authorities/names/n92024395 | |
| 700 | 1 | |a Carducci, Rozana, |e editor. | |
| 758 | |i has work: |a Contested issues in troubled times (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFCTmThkYjd7CcJmjBMhVC |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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| adam_text | |
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| author2 | Magolda, Peter Mark Baxter Magolda, Marcia B., 1956- Carducci, Rozana |
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| collection | ZDB-4-EBA |
| contents | Why is it so hard for the student affairs profession to foster inclusive environments for learning? -- How do student affairs educators help students learn to engage productively in difficult dialogue? -- How should institutions address student demands related to campus racial climate? -- What are the responsibilities and limits of student affairs' roles in preparing students for political activism? -- What does it mean for student affairs educators to establish safe and just responses to campus sexual violence? -- How do student affairs educators navigate the tension between the first amendment right to free speech and the expression of ideas that create a hostile campus climate? -- How should institutions redefine and measure student success -- What are the risks of assuming the sharing of proper pronouns is a best practice for trans* insclusion? -- How should institutions support students with marginalized identities? What practices are essential for the establishment of safe and inclusive learning environments? -- What role should student affairs educators play in supporting undocumented students in the current political climate? -- How does social class influence student learning and the work of student affairs educators? -- What is the role of student affairs educators in helping students whose learning is complicated by experiencing trauma? -- Why is religion a difficult issue in american higher education and how should student affairs respond? -- What is the student affairs educator's role in navigating tensions between legislative action and institutional policy? -- Given the complexity associated with fostering equitable, safe, and civil learning environments, how should graduate preparation programs prepare students to work in higher education? -- What profssioinal development opportunities are necessary to ensure that profssionals have the capacities and competencies to make good decisions when faced with the unknown? -- What responsibility does student affairs have to help graduate assistants navigate the ambiguity between their student and professional roles? -- How should student affairs professional preparation programs address discrimination and bias in the graduate classroom? -- What is the value of student affairs research as it relates to issues of equity, civility, and safety? -- How can/should student affairs educators use assessment to improve educational practices related to equity, civility, and safety? -- What would it take student affaris educators to craft a student-centered student life curriculum that enhances equity, civility, and safety? -- How do student affairs educators integrate personal and professional identities in digital spaces/social media? -- What does it mean for student affairs educators to maintain self-care in turbulant times? -- What is the promise/potential of the student affairs profession to foster inclusive enviromnents for learning? |
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| dewey-search | 378.1/97 |
| dewey-sort | 3378.1 297 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | First edition. |
| format | Electronic eBook |
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| publisher | Stylus Publishing, |
| record_format | marc |
| spelling | Contested issues in troubled times : student affairs dialogues on equity, civility, and safety / edited by Peter M. Magolda, Marcia B. Baxter Magolda, and Rozana Carducci. First edition. Sterling, Virginia : Stylus Publishing, 2019. ©2019 1 online resource (xxxi, 513 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier "This is a companion volume to similarly titled book that has had great success as a graduate text in higher education courses, and as a professional handbook for student affairs practitioners"-- Provided by publisher Includes bibliographical references and index. Why is it so hard for the student affairs profession to foster inclusive environments for learning? -- How do student affairs educators help students learn to engage productively in difficult dialogue? -- How should institutions address student demands related to campus racial climate? -- What are the responsibilities and limits of student affairs' roles in preparing students for political activism? -- What does it mean for student affairs educators to establish safe and just responses to campus sexual violence? -- How do student affairs educators navigate the tension between the first amendment right to free speech and the expression of ideas that create a hostile campus climate? -- How should institutions redefine and measure student success -- What are the risks of assuming the sharing of proper pronouns is a best practice for trans* insclusion? -- How should institutions support students with marginalized identities? What practices are essential for the establishment of safe and inclusive learning environments? -- What role should student affairs educators play in supporting undocumented students in the current political climate? -- How does social class influence student learning and the work of student affairs educators? -- What is the role of student affairs educators in helping students whose learning is complicated by experiencing trauma? -- Why is religion a difficult issue in american higher education and how should student affairs respond? -- What is the student affairs educator's role in navigating tensions between legislative action and institutional policy? -- Given the complexity associated with fostering equitable, safe, and civil learning environments, how should graduate preparation programs prepare students to work in higher education? -- What profssioinal development opportunities are necessary to ensure that profssionals have the capacities and competencies to make good decisions when faced with the unknown? -- What responsibility does student affairs have to help graduate assistants navigate the ambiguity between their student and professional roles? -- How should student affairs professional preparation programs address discrimination and bias in the graduate classroom? -- What is the value of student affairs research as it relates to issues of equity, civility, and safety? -- How can/should student affairs educators use assessment to improve educational practices related to equity, civility, and safety? -- What would it take student affaris educators to craft a student-centered student life curriculum that enhances equity, civility, and safety? -- How do student affairs educators integrate personal and professional identities in digital spaces/social media? -- What does it mean for student affairs educators to maintain self-care in turbulant times? -- What is the promise/potential of the student affairs profession to foster inclusive enviromnents for learning? Online resource; title from digital title page (viewed on February 13, 2020). Student affairs services United States. Educational equalization United States. Minorities Education (Higher) United States. Electronic books. http://id.loc.gov/authorities/subjects/sh93007047 Services des activités parascolaires États-Unis. Démocratisation de l'enseignement États-Unis. Minorités Enseignement supérieur États-Unis. Livres numériques. e-books. aat EDUCATION Higher. bisacsh Educational equalization fast Minorities Education (Higher) fast Student affairs services fast United States fast Magolda, Peter Mark, editor. Baxter Magolda, Marcia B., 1956- editor. http://id.loc.gov/authorities/names/n92024395 Carducci, Rozana, editor. has work: Contested issues in troubled times (Text) https://id.oclc.org/worldcat/entity/E39PCFCTmThkYjd7CcJmjBMhVC https://id.oclc.org/worldcat/ontology/hasWork Print version: Contested issues in troubled times. First edition. Sterling, Virginia : Stylus Publishing, [2019] 9781620368008 (DLC) 2018031035 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2094603 Volltext |
| spellingShingle | Contested issues in troubled times : student affairs dialogues on equity, civility, and safety / Why is it so hard for the student affairs profession to foster inclusive environments for learning? -- How do student affairs educators help students learn to engage productively in difficult dialogue? -- How should institutions address student demands related to campus racial climate? -- What are the responsibilities and limits of student affairs' roles in preparing students for political activism? -- What does it mean for student affairs educators to establish safe and just responses to campus sexual violence? -- How do student affairs educators navigate the tension between the first amendment right to free speech and the expression of ideas that create a hostile campus climate? -- How should institutions redefine and measure student success -- What are the risks of assuming the sharing of proper pronouns is a best practice for trans* insclusion? -- How should institutions support students with marginalized identities? What practices are essential for the establishment of safe and inclusive learning environments? -- What role should student affairs educators play in supporting undocumented students in the current political climate? -- How does social class influence student learning and the work of student affairs educators? -- What is the role of student affairs educators in helping students whose learning is complicated by experiencing trauma? -- Why is religion a difficult issue in american higher education and how should student affairs respond? -- What is the student affairs educator's role in navigating tensions between legislative action and institutional policy? -- Given the complexity associated with fostering equitable, safe, and civil learning environments, how should graduate preparation programs prepare students to work in higher education? -- What profssioinal development opportunities are necessary to ensure that profssionals have the capacities and competencies to make good decisions when faced with the unknown? -- What responsibility does student affairs have to help graduate assistants navigate the ambiguity between their student and professional roles? -- How should student affairs professional preparation programs address discrimination and bias in the graduate classroom? -- What is the value of student affairs research as it relates to issues of equity, civility, and safety? -- How can/should student affairs educators use assessment to improve educational practices related to equity, civility, and safety? -- What would it take student affaris educators to craft a student-centered student life curriculum that enhances equity, civility, and safety? -- How do student affairs educators integrate personal and professional identities in digital spaces/social media? -- What does it mean for student affairs educators to maintain self-care in turbulant times? -- What is the promise/potential of the student affairs profession to foster inclusive enviromnents for learning? Student affairs services United States. Educational equalization United States. Minorities Education (Higher) United States. Electronic books. http://id.loc.gov/authorities/subjects/sh93007047 Services des activités parascolaires États-Unis. Démocratisation de l'enseignement États-Unis. Minorités Enseignement supérieur États-Unis. Livres numériques. e-books. aat EDUCATION Higher. bisacsh Educational equalization fast Minorities Education (Higher) fast Student affairs services fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh93007047 |
| title | Contested issues in troubled times : student affairs dialogues on equity, civility, and safety / |
| title_auth | Contested issues in troubled times : student affairs dialogues on equity, civility, and safety / |
| title_exact_search | Contested issues in troubled times : student affairs dialogues on equity, civility, and safety / |
| title_full | Contested issues in troubled times : student affairs dialogues on equity, civility, and safety / edited by Peter M. Magolda, Marcia B. Baxter Magolda, and Rozana Carducci. |
| title_fullStr | Contested issues in troubled times : student affairs dialogues on equity, civility, and safety / edited by Peter M. Magolda, Marcia B. Baxter Magolda, and Rozana Carducci. |
| title_full_unstemmed | Contested issues in troubled times : student affairs dialogues on equity, civility, and safety / edited by Peter M. Magolda, Marcia B. Baxter Magolda, and Rozana Carducci. |
| title_short | Contested issues in troubled times : |
| title_sort | contested issues in troubled times student affairs dialogues on equity civility and safety |
| title_sub | student affairs dialogues on equity, civility, and safety / |
| topic | Student affairs services United States. Educational equalization United States. Minorities Education (Higher) United States. Electronic books. http://id.loc.gov/authorities/subjects/sh93007047 Services des activités parascolaires États-Unis. Démocratisation de l'enseignement États-Unis. Minorités Enseignement supérieur États-Unis. Livres numériques. e-books. aat EDUCATION Higher. bisacsh Educational equalization fast Minorities Education (Higher) fast Student affairs services fast |
| topic_facet | Student affairs services United States. Educational equalization United States. Minorities Education (Higher) United States. Electronic books. Services des activités parascolaires États-Unis. Démocratisation de l'enseignement États-Unis. Minorités Enseignement supérieur États-Unis. Livres numériques. e-books. EDUCATION Higher. Educational equalization Minorities Education (Higher) Student affairs services United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2094603 |
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