P U B L I S H E D
SUGGESTED CITATION FORMAT
Mulvihill, T. M. (Ed.). ( 2015). Diversity in Teaching and Learning. SIB Volume 8.
Stuyvesant Falls, NY: Rapid Intellect Group.
October 2015
23 ARTICLES, 37 AUTHORS
138 PAGES
Table of Contents
Acknowledgements / iii
Preface / iv
Encouraging Respect and Acceptance of Differences / 1
Edward J. Lazaros, Ball State University, IN
Cameron Davidson, Ball State University, IN
Dealing with the Label: I Am/Am Not a Feminist / 7
Michelle Napierski-Prancl, Russell Sage College, NY
Impact of Gender on Pre-tenure Experiences / 12
Lora Helvie-Mason, Tarleton State University, TX
Thalia Mulvihill, Ball State University, IN
Outness as Pedagogy in Teacher Education / 19
Sara Raven, Kent State University, OH
Gender, GPA and Criminal Justice Career Choices / 24
Diana Bruns, University of Texas of the Permian Basin
Disrupting Heteronormative Assumptions / 30
Julie D. Trachman, Hostos Community College – CUNY
Instructional Immediacy and Online Learner Sex / 36
Lisa T. Fall, University of Tennessee
Stephanie Kelly, North Carolina A&T State University
Scott Christen, Tennessee Technological University
(Un)dressing teachers / 42
Michele Kahn, University of Houston- Clear Lake. TX
Diversity and Teacher Preparation: New Directions / 50
Kevin Krahenbuhl, Dakota State University, SD
Critical Multiculturalism for Immigrants of Color / 55
Gilbert C. Park, Ball State University, IN
Performance Goals Addressed to Different Audiences / 61
S. Serena Shim, Ball State University
YoonJung Cho, Oklahoma State University
Sarah Kiefer, University of South Florida
Lydia M. Kilmer, Ball State University
Racial Mindfulness in the Social Work Curriculum / 67
Paul G. Wright, California State University, Monterey Bay
Jennifer Weiher, California State University, Monterey Bay
Engaging international students in the classroom / 72
Tasoulla Hadjiyanni, University of Minnesota, MN
Mary Katherine O’Brien, University of Minnesota, MN
Learning Culture through Children’s Literature / 78
Brian Hibbs, Dalton State College, GA
Teacher Encounters with Grieving Students / 84
Ashley Alumbaugh, Cabarrus County Schools, NC
Alicia Fedewa, University of Kentucky
Julie Cerel, University of Kentucky
Confessions of Introvert Academics / 89
Faye Marsha G. Camahalan, Indiana University Southeast
Maricris B. Acido, University of the Philippines, Diliman
Michael Arthus G. Muega, University of the Philippines, Diliman
Immigrants/Peers and the College Classroom Climate / 95
Becky Boesch, Portland State University, Portland, OR
Workshop Strategies to Engage Participants / 101
Nancy Wood, Saint Leo University, FL
Christine Sereni- Massinger, Saint Leo University, FL
Pirahă and Banawá minorities and pedagogies / 108
Christine E. Poteau, Alvernia University, PA
Perceptions of Some Millennial College Students / 113
Lorna Timmerman, Ball State University, Muncie, IN
Thalia Mulvihill, Ball State University, Muncie, IN
Cultural activities in Spanish college textbooks 118
Silvia Rodriguez Sabater, College of Charleston, SC
Racism: A Difficult Dialogue / 124
Paul G. Wright, California State University, Monterey Bay
Discipline and Gender in Women’s Studies Classes / 130
Harold E. Dorton, Jr., Spring Hill College, AL
Susan Larkin, Virginia Wesleyan College, VA
Author Index / 136
School Index / 137
Preface
Diversity in Teaching and Learning The intersections between the multivocal concepts of Women, Gender, Education, and Diversity are filled with opportunities for further inquiry. This topic requires an interdisciplinary field of study that includes scholarship areas such as women's studies, gender studies, lesbian, gay, bisexual, transgender & queer studies (LGBTQ), immigrant studies, adult (non-traditional) students, as well as feminist and critical theories as they intersect with educational questions. Pedagogies that address these issues continue to evolve at all levels of education, in all locations in the world, and are in need of documentation, further examination and evaluation. Furthermore, as educators involve themselves with pedagogical and administrative innovations there is a need for sustained reflection and dialogic exchanges among members of the larger community of educators in order to link pedagogical and social transformation.
Within Diversity in Teaching and Learning (Part 1) (Sound Instruction Book) you will find a collection of authors dedicated to exploring pedagogical questions from multiple theoretical and disciplinary perspectives as they seek to build a more culturally-responsive community of scholars. The book is not organized into themes or chapters in order to resist the urge to relegate the contents into traditional categories but rather these pieces of scholarship ought to be experienced as a kaleidoscope using a combination of lenses from which to view the social world and the related opportunities to shape pedagogical approaches. Reading these chapters as a collection provides a forum whereby important educational questions about diversity can be asked and examined in conjunction with each other. Perhaps this collection of ideas will serve as a catalyst for creative inquiry and pragmatic re-examination of our teaching, scholarship, and community actions as we continue to strive for educational environments that value pluralism and democratic principles.
I am grateful for the collaborations that have helped produce this book. The authors’ dedication to social justice in their teaching, research and community projects is inspiring and their willingness to share ideas, best-practices, and pathways toward more inclusive and culturally-responsive educational environments will no doubt be meaningful for other educators seeking a community of scholars to both guide and support their own efforts toward the same.
Thalia M. Mulvihill, Ph.D.
Editor, Diversity in Teaching and Learning
Professor of Higher Education and Social Foundations
Ball State University, IN
tmulvihi@bsu.edu
AEQ challenge coin - free to AEQ author with three or more published articles.
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Inclusion criteria for Sound Instruction books
The primary criteria for selection are
- topic relevance: Improving Student Outcomes
- anticipated level of interest and impact e.g., more than one of the following:
- demonstrates a useful practice that teachers from all disciplines would benefit from
- describes classroom attitudes and behaviors from various perspectives
- formulates a novel and interesting idea that appears to be a very effective teaching tool
- illustrates ideas that can be applied to other disciplines and courses
- offers succinct and clear style, enjoyable to read
- provides exposition and explicating both sides of the issue
- motivates teachers to rethink how they communicate directions and expectations
- exemplifies current scholarly trends
- deals with a significant, vital issue in education
- adds to our knowledge of the challenges in helping ‘behind the times’ faculty
- makes a significant original contribution to the field
- contains elements which have general application
- presents an innovative approach toward dealing with significant teaching issues
- The above examples, in no particular order, are from AEQ reviewers' recommendations.
- Thank you for considering Sound Instruction books for your professional needs.
PUBLISHED: Volume 8 ISBN 0-9709895-1-8
Diversity in Teaching and Learning Part I
Top of the page Table of Contents
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Published in October 2015
Delivery for pre-orders in November
Order today for delivery in 2-3 weeks
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Email questions to
Order Volume 8 - GENDER
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Book Editor:
Thalia M. Mulvihill
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Below - original listing by submission number
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Listing not in numerical order
5643-v8 4628-0j GENDER CJUSTICE
Gender, GPA and Criminal Justice Career Choices
Diana Bruns, University of Texas of the Permian Basin in Odessa
5640-v8 3931-7z revised 11 -- abe 2B562----z GENDER ASSESSMENT
Impact of Gender on Pre-tenure Experiences
Lora Helvie-Mason, Tarleton State University, TX
Thalia Mulvihill, Ball State University, IN
5550-5v ... - - - ... OHabe 1B------ v STUDENT DIVERSITY
Outness as Pedagogy in Teacher Education
Sara Raven, Kent State University, OH
5445-4v ... - - - ... NYabe 1B-------- - vl GENDER-5 CURRICULUM
Disrupting Heteronormative Assumptions
Julie D. Trachman, Hostos Community College – CUNY
5310-3j ... - - - ... INabe 2B------ - l j HOW-TO GENDER-9
Encouraging Respect and Acceptance of Differences
Edward J. Lazaros, Ball State University
Cameron Davidson, Ball State University
5304-3l ... - - - ... TNabe 3B------ - j l COMMUNICATION GENDER
Instructional Immediacy and Online Learner Sex
Lisa T. Fall, University of Tennessee
Stephanie Kelly, North Carolina A&T State University
Scott Christen, Tennessee Technological University
5283-3v ... - - 4 ... TXabe 1B----777--jv GENDER-5 ZEITGEIST
(Un)dressing teachers
Michele Kahn, University of Houston- Clear Lake. TX
5278-3v ... - - - ... SDabe 1B---------- v ZEITGEIST-2 DIVERSITY
Diversity and Teacher Preparation: New Directions
Kevin Krahenbuhl, Dakota State University, SD
5277-3v ... - - - ... INabe 1B--765-- vl DIVERSITY* MID&SEC
Critical multiculturalism for Immigrants of Color
Gilbert C. Park, Ball State University, IN
5210-3v ... - - 1 ... NYabe 1B---------- v HOW-TO GENDER-5
Dealing with the Label: I Am/Am Not a Feminist
Michelle Napierski-Prancl, Russell Sage College, NY
5080-2l ... - - - ... VAabe 2B---681--jl GENDER-5 CULTURE
Discipline and Gender in Women’s Studies Classes
Harold E. Dorton, Jr., Spring Hill College
Susan Larkin, Virginia Wesleyan College
5016-2l ... - - - ... CAabe 1B----630---l ZEITGEIST-2 DIVERSITY
Racism: A Difficult Dialogue
Paul G. Wright, California State University, Monterey Bay
4936-1j ... - - - ... INabe 2B---------j GENDER STUDENT
Perceptions of Some Millennial College Students
Lorna Timmerman, Ball State University, Muncie, IN
Thalia Mulvihill, Ball State University, Muncie, IN
 5616-5j (+ v-8) - - PAabe 1 - - j LANGUAGE-4 SOCIOLINGUISTICS
Pirahă and Banawá minorities and pedagogies
Christine E. Poteau, Alvernia University, PA
5607-5j - - - FLabe 2 - - 169 - - - jz ADULT SOTL
Workshop Strategies to Engage Participants
Nancy Wood, Saint Leo University, FL
Christine Sereni- Massinger, Saint Leo University, FL
5606-5j (+ v-8) - - - ORabe 1 - - 174 - - jz SOTL QUALITATIVE
Immigrants/Peers and the College Classroom Climate
Becky Boesch, Portland State University, Portland, OR
5524-4z revised 10 - - - INabe 3B - - - 978 - - v OPINION* ZEITGEIST
Confessions of Introvert Academics
Faye Marsha G. Camahalan, Indiana University Southeast
Maricris B. Acido, University of the Philippines, Diliman
Michael Arthus G. Muega, University of the Philippines, Diliman
5561-5v (+ v-8) revised 10 - - - KYabe 3 - - - - - - - vl TEACHER* PSYCHOLOGY
Teacher Encounters with Grieving Students
Ashley Alumbaugh, Cabarrus County Schools, NC
Alicia Fedewa, University of Kentucky
Julie Cerel, University of Kentucky
5559-5v (+ v-8) revised 10 - - - SCabe 1 - - 159 - - j LANGUAGE-2015 CULTURE
Cultural activities in Spanish college textbooks
Silvia Rodriguez Sabater, College of Charleston
5544-5v (+ v-8) revised 10 - - - GAabe 1B - - - - - - - v LITERATURE-1 CULTURE
Learning Culture through Children’s Literature
Brian Hibbs, Dalton State College, GA
5520-4z (+ v-8) revised 10 - - - MNabe 2B - - - - - - - v EXPERIENTIAL INTERNATIONAL
Engaging international students in the classroom
Tasoulla Hadjiyanni, University of Minnesota, MN
Mary Katherine O’Brien, University of Minnesota, MN
5442-4v (+ v-8) revised 10 - - - CAabe 2B - - - - - - - - vl SOCWORK-1 HEALTH
Racial Mindfulness in the Social Work Curriculum
Paul G. Wright, California State University, Monterey Bay
Jennifer Weiher, California State University, Monterey Bay
5493-4j revised 10 - - - INabe 4B - - - 915 - - jz PSYCHOLOGY-3 SELF
Performance Goals Addressed to Different Audience
S. Serena Shim, Ball State University
YoonJung Cho, Oklahoma State University
Sarah Kiefer, University of South Florida
Lydia M. Kilmer, Ball State University
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