Madison Teaching & Learning Excellence Faculty Learning Community : Supporting Students

This book explores how belonging differs based on students' social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. Belonging--with peers, in the classroom, or on campus--is a critical dimension of success at college. It can affect a student's degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. The 2nd Edition of College Students' Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. This book is underpinned by theory and research and offers practical guidelines for improving educational environments and policies.

How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college.

Kelly Hogan and Viji Sathy begin with a framework describing why explicit attention to structure enhances inclusiveness in both course design and interactions with and between students. Inclusive Teaching then provides practical ways to include more voices in a series of contexts: when giving instructions for group work and class activities, holding office hours, communicating with students, and more. The authors finish with an opportunity for the reader to reflect on what evidence to include in a teaching dossier that demonstrates inclusive practices.

Culturally Inclusive Instructional Design provides a framework for thinking about culture in digital learning, offering insight into how to build inclusive online communities that encourage reflection and growth, regardless of content domain.

Prominent educators and researchers propose that schooling should be a site for sustaining cultural practices rather than eradicating them. Chapters present theoretically grounded examples of how schools can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world.

This book offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this book provides real-world steps that reinforce primary elements for examining equity in student achievement while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change.

Alex Shevrin Venet's text explores six principles of equity-centered, trauma-informed education. Although not focused specifically on higher-education contexts, the lenses and values this book highlights can help inform pedagogy at all levels.

Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and practical resources.

Highlights theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice.

Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center.

A summary of scholarship on how to effectively recruit, educate, develop, retain, and ultimately support first-generation students through to graduation.

Diné/Navajo scholar Amanda Tachine follows 10 Diné/Navajo teenagers' experiences during their last year in high school and into their first year in college. Tachine explores systemic mechanisms that hurt Native students' chances of earning a degree, describing these mechanisms as systemic monsters. This book addresses the nature of those monsters and details the Indigenous weapons that students use to defeat them. This book is one of the first of an emerging Culturally Sustaining Pedagogies series.

Drawing on a study of 3,000 young adults who entered public colleges and universities in Wisconsin in 2008 with the support of federal aid and Pell Grants, Sara Goldrick-Rab explores the challenges of navigating high costs of college education in the US.

This book explores the facilitators and barriers of student veteran learning and engagement, how culture informs the current student veteran experience, and best practices for creating and maintaining a campus that allows for the success of student veterans and servicemembers.

This book is addressed as much to trans* students themselves as it is to faculty, student affairs professionals, and college administrators, opening up the implications for the classroom and the wider campus. This book distills literature on trans* college students and does so from a perspective of resiliency and agency. Rather than situating trans* students as problems requiring accommodation, this book problematizes the college environment and frames trans* students as resilient individuals capable of participating in supportive communities and kinship networks, and of developing strategies to promote their own success.