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

Contents
List of Contributors
Series Editor’s Introduction
	Innovations in Higher Education Teaching and Learning
PART I: CONCEPTS AND PRINCIPLES
Introduction to Strategies for Fostering Inclusive Campuses in Higher Education
	Introduction
	Literature Review
	Definitions
	Challenges
	Summary
	Chapter Overviews
	Conclusion
	References
PART II: GLOBAL PRACTICES AND CHALLENGES
Chapter 1: Removing the Rose Colored Glasses of Exclusivity
	Introduction
	Teachers as Moral Leaders
	Unconscious Biases
	Race
	The Role of Education
	The Educator as Gatekeeper
	Diversity Management, Affirmative Action
	Diversity Management Paradigm – A Complete Organizational Change
	Quotas – Bridging and Bonding Social Capital
	Forced Participation: Affirmative Action Programs
	Diversity Management: Conflict and Backlash
	Conclusion
	References
Chapter 2: Authentic Caring: An Australian Experience
	Introduction
	Philosophical Context
	Jodi’s Story – Glimpsing Pedagogical Caring in Action
	When “Leaping in” is Guided by “Leaping Ahead”
	When Snow Does Not Fall
	Conclusion
	References
Chapter 3: High-Impact Inclusive Learning Organizations: Evidence-Based Strategies in Higher Education
	Introduction
	Theoretical Framework
	Designing Inclusive Learning Environments
	Evidence Informed Strategy
	Policy Implementation
	Cross-Curricular Skills
	Conclusion
	References
Chapter 4: Access4All: Policies and Practices of Social Development in Higher Education
	Introduction
	Inclusion in HE: The European Perspective
	Comparing Data on Inclusion in Tertiary Education in Europe
	Assessing Innovation and Inclusion in HEIs
	Good Practices for Inclusion in HE
	Promoting Inclusion Through Strategic Planning
	Conclusions
	References
Chapter 5: Enhancing Inclusion, Experience, and Academic Performance: Peer-to-Peer Mentoring for Equity Group Students in an Australian Regional University
	Introduction
	The SCU Unimentor Program
	History of Unimentor Scheme
	Sustained Growth and Resistance: 2009–2013
	Recent Challenges 2014–2018
	Disciplinary Responses to the Program
	Reflection
	Insights – Horizons and Possibilities
	Conclusion
	References
Chapter 6: Using Virtual Communities of Practice to Coach and Mentor Faculty to Facilitate Engaging Critical Consciousness
	Introduction
	Literature Review
		Critical Consciousness and Learning Equity
		Communities of Practice
		Coaching and Mentoring
	Background
		Design/Methodology
	Group Coaching and Mentoring Framework
		Virtual Communities of Practice Community of Practice
		Standardized Meetings
		Group Coaching and Mentoring
		Collaborative Tasks
		Qualitative Data Analysis
		Participant Survey
	Findings
		Faculty Director’s Perspective
		Unstructured Participant Observations
		Results from Individuals One-on-One Coaching Sessions
		Post-Then-Pre-Survey Results
	Conclusions
	References
Chapter 7: Afrocentric Mentoring Models of Marginalized Individuals in Higher Education
	Introduction
	Faculty Leader in Faculty Leadering
	Traditional Faculty Leadering
	Non-Traditional Faculty Leadering
	Afrocentric Faculty Leadering Models Grounded in Africentric Philosophy
	Culturally Relevant Faculty Leadering
	Social Challenges that May Affect Higher Education
	Benefits and Weaknesses of Faculty Leadering
	Weaknesses of Faculty Leadering
	Conclusion
	References
Chapter 8: The Use of an Academic Mentorship Model to Enhance the Transition, Retention, and Success of Disadvantaged Students in Higher Education
	Introduction and Background
	Mentorship Framework
		Design Rationale
		Program Outcomes
		Primary Student Concerns
		Program Effectiveness
		Longer-term Impacts of the Mentorship Program
	Discussion and Conclusions
		Getting the Right Mentor
		Flexibility is Key to Success
	References
Chapter 9: A “Critical Factor”: Facilitating the Success of Students from Low Socioeconomic Status Backgrounds at Australian Regional Universities Through Technology
	Introduction
	Literature Review
		Students Affected by Financial Disadvantage and Regionality
		The Importance of Technology for Non-traditional Student Cohorts
	The Study
	Key Findings
		Family Responsibilities
		First in Family Influences
	Finding 1: Technology Allowing Flexibility and Life Management
	Finding 2: Connectedness Fostered by Technology
	Challenges Related to Technology
	The Enduring Value of Face-to-Face Learning
	Conclusion
	References
Chapter 10: A Strategy for Enhancing Academics’ Cultural Lens: The Knowing Your Students Report
	Introduction
	Method
		Participants
		Measures and Materials
			Participants
			KYS Report
		Procedure
	Results
		Quantitative Findings
		Qualitative Findings
	Discussion
	Conclusion
	References
Chapter 11: Innovations and Insights for Higher Education Aspiration and Outreach Programs
	Introduction
	Ahead – Innovations in HE Outreach
		Defining the Equity Challenge
		University Outreach and National Equity Outcomes
		University Recruitment And Outreach Programs
	University Outreach Programs – Insights and Considerations for Higher Education Leaders
		Institutional Social and Corporate Responsibility
		Human Capital: Aspiration as Competency
		Institutional Communication for an Equity Audience
	Conclusion
	References
Chapter 12: A Collaborative Study Abroad Model: Inspiring Fiscally Underrepresented Students
	Introduction
	Course Development and Description
	Course Details
	Class Size and Composition
	Planning and Implementation
	Best Practices
	Benefits and Challenges
	Student Voices: A Qualitative Analysis of the Survey
		Survey
	Service Learning Experiences
	Student Experiences
	Student Learning
	Inclusivity and Course Improvements: From a Student’s Perspective
	Conclusion
	References
Chapter 13: Improving Bridge Programs on American College and University Campuses
	Introduction
	Overview of Bridge Programs
		Bridge Program Target Populations
		Federal and State Programs
		Campus-based Programs
		Bridge Program Evaluation and Effectiveness
		Integrating the DSDM: Implications for Practice
	Conclusion
	References
Chapter 14: Inclusiveness in the 21st Century: Glasgow Caledonian University’s Approach
	Glasgow Caledonian University
	Widening Access
	University’s Approach
	Policy Context: Glasgow Caledonian University
	The Role of the Disability Service at Glasgow Caledonian University
	Rationale for Supporting Students with Disabilities from Pre-Entry to Graduation
	“Taking Responsibility for Your Own Learning” Years 1–5
	Evaluation and Analysis
	Outcomes
	Discussion
	Conclusion
	Future Research
	References
Chapter 15: Advocating Equity and Community Through Residential Learning Programs
	Introduction
	History of Learning Communities
	Dynamic Student Development Metatheodel
	Relative Theory to Learning Communities
	Considerations of Diversity and Inclusion
	Framing of Diversity Through the DSDM
	Conclusion
	References
Chapter 16: Ensuring Equity and Inclusion in Higher Education Provision: Ghana’s Approach
	Introduction
	Country Profile
	Higher Education Portrait
	International Conventions
	National Initiatives
		The Constitution of Ghana
		The Disability Act 2006, Act 715
		The National Accreditation Board Act 2007, Act 744
		Higher Education Reforms
		Privatization of Higher Education
		Student Loan Trust
		The Disability Common Fund
		Member of Parliament’s Share of DACF
	Institutional Initiatives
		Satellite Campuses
		Affirmative Actions
	Conclusion
	References
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)
	Inclusive Higher Education in South Africa Post-Apartheid
		Students with Disabilities in South African Higher Education
		Legislative Framework for Inclusion of Persons of Disabilities in Higher Education
	The Role of Distance Learning in Higher Education: A Case of Unisa
		Obstacles that Students with Hearing and Visual Impairment Face in an ODeL Context
		Students with Disabilities at Unisa
	Advocacy and Resource Centre for Students with Disabilities
	Ethical Issues
	Conclusions, Recommendations, and Future Studies
	References
About the Authors
Name Index
Subject Index