Breaking Down Silos for Equity, Diversity, and Inclusion (EDI)

Teaching and Collaboration across Disciplines

Stephanie L. Burrell Storms; Sarah K. Donovan and Theodora P. Williams

Equity, diversity, and inclusion (EDI) goals have traditionally been seen as either an effort to be managed by the administration, or as something a faculty member could choose--or not--to focus on. In the twenty-first century, EDI goals are increasingly front and center across disciplines as educators prepare students for success in a diverse world. It is in this milieu, that this book was written. Each chapter in this book is designed for use by instructors and administrators in higher education who believe that the goals of EDI should be integrated into the classroom experience. The chapters are grouped around five central themes that challenge the structure of a traditional classroom in order to promote goals related to EDI: faculty collaboration, creative approaches to faculty and student resistance to EDI goals, institution-wide initiatives, community engagement, and the use of first-person autobiography and storytelling in the classroom.

Rowman & Littlefield Publishers

Pages: 144 • Trim: 6¼ x 9¼

978-1-4758-4335-4 • Hardback • February 2020 • $56.00 • (£43.00)

978-1-4758-4336-1 • Paperback • February 2020 • $29.00 • (£19.99)

978-1-4758-4337-8 • eBook • February 2020 • $27.50 • (£19.99)

Subjects: Education / Multicultural Education, Education / Administration / General, Education / Higher, Education / Inclusive Education, Education / Teaching Methods & Materials / General, Education / Collaborative & Team Teaching

Breaking Down Silos for Equity, Diversity, and Inclusion (EDI)

Teaching and Collaboration across Disciplines

Hardback

Paperback

eBook

Summary

Equity, diversity, and inclusion (EDI) goals have traditionally been seen as either an effort to be managed by the administration, or as something a faculty member could choose--or not--to focus on. In the twenty-first century, EDI goals are increasingly front and center across disciplines as educators prepare students for success in a diverse world. It is in this milieu, that this book was written. Each chapter in this book is designed for use by instructors and administrators in higher education who believe that the goals of EDI should be integrated into the classroom experience. The chapters are grouped around five central themes that challenge the structure of a traditional classroom in order to promote goals related to EDI: faculty collaboration, creative approaches to faculty and student resistance to EDI goals, institution-wide initiatives, community engagement, and the use of first-person autobiography and storytelling in the classroom.

Details

Rowman & Littlefield Publishers

Pages: 144 • Trim: 6¼ x 9¼

978-1-4758-4335-4 • Hardback • February 2020 • $56.00 • (£43.00)

978-1-4758-4336-1 • Paperback • February 2020 • $29.00 • (£19.99)

978-1-4758-4337-8 • eBook • February 2020 • $27.50 • (£19.99)

Subjects: Education / Multicultural Education, Education / Administration / General, Education / Higher, Education / Inclusive Education, Education / Teaching Methods & Materials / General, Education / Collaborative & Team Teaching

Author

Stephanie Burrell Storms is an Associate Dean and Associate Professor in the Graduate School of Education and Allied Professions at Fairfield University

Sarah K. Donovan is a Professor of Philosophy at Wagner College and the Faculty Coordinator of the First Year Program.

Theodora P. Williams is an Associate Professor Emerita of Human Resource Management at Marygrove College

Table of Contents

Foreword: Betty Overton

Introduction: Stephanie Burrell Storms, Sarah K. Donovan, and Theodora P. Williams

Part 1: Faculty Collaboration

Chapter One: Breaking Down Silos: Teaching for Equity, Diversity, and Inclusion Across Disciplines in Higher Education by Erica E. Hartwell, Kirsten Cole, Sarah K. Donovan, Ruth L. Greene, Stephanie L. Burrell Storms, and Theodora P. Williams

Chapter Two: Collaborative Teaching as Learning and Action by Kristie A. Ford and Sarah W. Goodwin

Chapter Three: Enhancing EDI Initiatives through Academic and Student Affairs Partnerships

by Ophelie Rowe-Allen and Stephanie L. Burrell Storms

Part 2: Creative Approaches to Resistance to EDI Goals

Chapter Four: Teaching about Institutional Discrimination and Personal Responsibility by Amy Eshleman, Jean Halley, and Victoria Felix

Chapter Five: Managing Your Socio-Emotional Landscape by Theodora P. Williams, Stephanie L. Burrell Storms, and Sarah K. Donovan

Chapter Six: Fostering Inclusivity through Social Justice Education: An Interdisciplinary Approach by Paul Carron and Charles McDaniel

Part 3: Institution-Wide Initiatives

Chapter Seven: CIRCLE: A Research Center for EDI Initiatives by Angela Fink, Erin D. Solomon, and Regina F. Frey

Chapter Eight: Fellows Program: Training the Next Generation of EDI Researchers by Jacqueline Rodriquez and Natoya Haskins

Chapter Nine: Challenging Ableism Through Community-Campus Partnerships by Cynthia Kerber Gowan and Nuala Boyle

Part 4: Community Engagement

Chapter Ten: A Service Learning Approach to Equity, Diversity, and Inclusion by Ryan Colwell and Jessica Baldizon

Chapter Eleven: Using Interdisciplinary Intersections to Promote Equity, Diversity, and Inclusion by Sarah K. Donovan and Margarita Sanchez

Part 5: First-Person Narrative

Chapter Twelve: The Personal as Transformative in the Liberal Arts Classroom by Heather Finch, Shelby Longard, and Amy Hodges Hamilton

Chapter Thirteen: We Are All in This Class: Digital Storytelling in the EDI Classroom by Alex Miller and Theo Calhoun

Author Biographies

Reviews

This book is more critically needed now than ever before, based on where we are and where we need to go in society to bring equity to higher education and to increase the diversity of our faculty, staff and administrators in the future. Innovative and well-written, the diversity of the collaborating authors adds a richness and wide-ranging perspective to this material that is not seen in other books on equity, diversity and inclusion. It is a must read especially for all new faculty and administrators on how to create an inclusive environment for all.
— Sally Welch, PhD, Provost and Associate Professor of Chemistry Emerita, Lansing Community College

Teaching and learning are so much more forceful when approached as collective endeavors, not as individualistic acts, and this is no less true when teaching and learning towards equity, diversity, and inclusion, as beautifully illustrated in Breaking Down Silos. Burrell Storms, Donovan, Williams, and colleagues share their experiences working across disciplines and beyond the typical boundaries of academic instruction, mining them for insights about the challenges and the unexpected possibilities, and in doing so, raise the bar for what higher education should be and do.
— Kevin Kumashiro, author of The Seduction of Common Sense: How the Right has Framed the Debate on America's Schools

Breaking Down Silos makes a critical contribution to the literature on diversity, equity and inclusion, demonstrating the extent to which fostering student success across all types of institutions requires faculty innovation, courageous leadership and meaningful collaboration between academic and student affairs. In the process, each of the contributors creates a roadmap for transforming higher education in profound and lasting ways.
— Lynn Pasquerella, PhD, president, Association of American Colleges & Universities

This book will have impact beyond the authors’ original target audience! The nation’s music schools, symphony orchestras, and symphonic composers could all benefit from this book. The chapters on community engagement, implicit bias, divergent learning styles, and critical consciousness, among others, is instructive for those who are thinking about bringing greater diversity into the classical music arena.
— Glenda Price, PhD, President Emeritus, Marygrove College; Vice Chair, Detroit Symphony Orchestra Board of Directors