Pushing back on the critique that social justice is often just a buzzword in student affairs, this book provides guidance on how to truly make social justice a fundamental part of student affairs. Shaped by voices of student affairs educators and up-to-date literature, Bourke offers guidance on how to approach social justice effectively and confidently as a student affairs educator. This book provides discussion of the core concepts connected to social justice, strategies for making social justice part of one's practice, and guidance on how to infuse social justice into practice throughout the field. Each chapter features reflection and discussion questions, as well as suggestions for further reading aiming to provide readers with fresh perspectives on how to center social justice in student affairs. Filled with extensive research, practical measures, and engaging prompts, this book serves as a launchpad for student affairs educators to be intentional with their practice and put words into action.

Inquiry represents deep learning through a process of seeking answers to questions. Our ‘why’ in connecting student affairs inquiry to social justice is not likely self-evident. Social justice relies on connected actions, whereas through our approaches to assessment in student affairs, we have traditionally favored research-related activities that strive to maintain strict objectivity. But just as our overall conceptions of the roles and responsibilities of student affairs educators have evolved, so too, must our conceptions of the roles and responsibilities of those engaged in student affairs inquiry. As a student affairs educator tasked with conducting inquiry activities, one has to make choices about the process of gathering and analyzing data, and reporting findings. There is an ethical obligation to do so with veracity. This ethical obligation to engage in the inquiry process with utmost honesty does not conflict with using inquiry as a tool to advance toward social justice. Through this article, the author explores the connections between the processes of inquiry and social justice, and asks readers to consider social justice as a critical and central component of inquiry work.

This chapter has pedagogical implications for online graduate students to define researcher positionality. It offers graduate-level examples for the articulation of researcher positionality within online graduate-level research including theses, dissertations, and academic writings. This chapter is relevant to current master's thesis or doctoral dissertation writers at American institutions of higher education through distance, blended, or hybrid delivery modes. The authors suggest instructional strategies and a research supervisor agency to guide current master's thesis or doctoral dissertation writers in the articulation of researcher positionality. This fosters self-awareness of an online researcher's stance, subjectivities, proclivities, and standpoint prior to study participant engagement for data collection. This chapter may also be applicable to tenure-track faculty in need of this exposition for current empirical research and/or graduate student instruction.

IN FIGHTS FOR SOCIAL JUSTICE, ALLIES AND THEIR EFFORTS RECEIVE A SIGNIFICANT AMOUNT OF ATTENTION. This attention can be justified, as allies serve essential functions in efforts to eliminate inequities present in social systems, through the pursuit of social justice (Russell & Bohan, 2016). “Allies are a crucial group in the work of social justice” (Munin & Speight, 2010, p. 249). Add to this that higher education is increasingly looked to as a critical source of leadership development (Dugan & Komives, 2007; Hastings & Sunderman, 2019), and the need to address allyship among student leaders is especially poignant. Embracing action as allies is one avenue to aid students’ learning to integrate social justice into their approach to leadership, which is a key aspect of developing as socially responsible leaders (Dugan & Komives, 2010; Irwin, 2015).

The authors make the argument that trauma journalism should be taught as part of the postsecondary curriculum in journalism schools. As part of that education, students will learn that coping with the psychological effects of repeated exposure to such events can have long-term impacts on their mental health. As Kohlberg and Rest found, students in college are at a pivotal point in their moral development. Education takes place as adolescents are developing key psychological skills, including moral and ethical decision-making. Collegiate journalists should be gaining these valuable reasoning skills as it relates to covering traumatic events.

In fights for social justice, allies and their efforts receive a significant amount of attention. This attention can be justified, as allies serve essential functions in efforts to eliminate inequalities and inequities present in social systems, which is central to work within social justice movements. However, 'the term ally has been rendered ineffective and meaningless'. Through this essay, I argue that although allies play important roles in fights for social justice, the ally label can be misapplied, and has lost much of its meaning. The intentions and actions of allies have been questioned through multiple social movements, including Black Lives Matter and No DAPL (Dakota Access Pipeline) in the United States, and Palestinian activism outside of Palestine.

PurposeThis study seeks to illuminate business instructors' undergraduate pedagogical processes toward developing resources and services to support their teaching.Design/methodology/approachThe authors recruited participants through purposeful sampling and collected data through semi-structured interviews. The transcriptions were coded using a grounded theory approach.FindingsThe findings of this study demonstrate that faculty are motivated to be good teachers and want to engage in opportunities to improve. However, lack of time and teaching with technology pose pedagogical learning curves for faculty. Institutional support for improving teaching is welcomed, but it may also be perceived as white noise against competing priorities and a deluge of information. Lastly, business, as a discipline, may uniquely use informational formats such as multimedia and case studies that may pose a challenge to traditional collection development.Research limitations/implicationsThe project was designed to be exploratory, small-scale and grounded in approach. This study does not purport to be statistically representative nor are the recommendations meant to be prescriptive.Practical implicationsAcademic libraries should be more intentional about positioning subject librarians to provide suggestions for textbooks or other course materials, collecting, organizing and preserving case studies and multimedia and their relationships with publishers that use models that subvert collecting textbooks. Libraries should also partner with technology and pedagogy support units to offer cooperative programming when possible.Originality/valueThis study contributes to the fields of library and information studies, business and education by articulating the unique needs of instructors within the larger contexts of business pedagogy, and the evolving relationship between libraries and undergraduate teaching support.

When it comes to Generation Z's participation in higher education, few topics receive as much attention as their use of social media. However, much of the focus rests on marketing to Generation Z through social media. The connectedness of Generation Z is accompanied with assumptions about their technological abilities. Although they are generally comfortable with technology, their tech acumen is likely limited. Members of Generation Z are often labeled as “digital natives,” a term that suggests that because of the omnipresence of technology in their lives from birth, that they are naturally skilled and competent with many, if not all, forms of technology. The purpose of this chapter is to offer strategies for higher education professionals in connecting with members of Generation Z through social media.

Critical thinking and other higher-order thinking skills are key objectives of higher education. Through the development of higher-order thinking skills, students are able to discern information from multiple, often competing sources, make sound judgements, draw conclusions, and enact creative solutions to complex problems. However, faculty can struggle with how to help students develop higher-order thinking skills, relying instead on transmission of knowledge, focusing on what to learn instead of how to learn. In this chapter, the author provides insights into the connections between using gamification as a pedagogical approach, and the development of higher-order thinking skills. The chapter addresses perspectives on higher-ordering thinking, approaches to gamification in college courses, and concludes with recommendations for faculty in approaching gamification.

In 2018, Ithaka S+R gathered representatives from 14 libraries to understand how undergraduate business instruction can be better supported. This is the first in a series of projects that will examine teaching practices (as opposed to research practices), in an effort to identify the range of support scholars need across their academic responsibilities. Investigating the teaching practices and concerns of business instructors has proven an illuminating first foray in this series. While, in some respects, students are students regardless of discipline, as business education developed over the past century, it also came to be distinguished by several unique practices and emphases that gave rise to unique needs, and hence, unique supports. (https://sr.ithaka.org/publications/teaching-business/)

Institutions of higher learning are regularly identified in scholarship and conversation by their racial composition, which generally reflects a distinction between institutions (PWIs) and minority-serving institutions (MSIs). While PWI is not an official designation for any in the United States, six categories of MSIs are classified by the Higher Education Act: Hispanic Serving Institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), Alaska Native Serving Institutions (ANSIs), Native Hawaiian Serving Institutions (NHSIs), and a general category of Minority Serving Institutions (MSIs) (Benitez and DeAro 2006). The designation of a particular MSI type may be based either on mission or student enrollment. HSIs, ANSIs, and NHSIs are typically defined by the percentage of enrollment of the student group identified in the category name. For example, the Higher Education Act requires that HSIs have at least ^^ percent of their fulltime equivalent enrollments be Hispanic and at least 20 percent of those be low-income individuals (Dayton et al. 2006). In contrast, HBCUs and TCUs have unique missions and/or federal acknowledgment of their responsibility to their respective populations (Benitez and DeAro 2006). These labels are based on the compositional diversity of the institutions or on a specific institutional mission to serve a specific racial group. The term predominantly institution is used without thought being given to its significance: that race and racism are the cornerstones upon which these institutions were built and currently operate (Hughes 201^).The seemingly quick rise of campus protests connected to the Black Lives Matter movement helped demonstrate the prevalence of the extent to which race is embedded in PWIs throughout the United States (Kingkade, Workneh and Grenoble 201^). What has been protested is that racism (which relies on the prevalence of whiteness) is woven into the very structures and systems on the basis of which colleges and universities function. Something that has been clarified about the historic role of race in U.S. higher education is that colonial and early American colleges relied on slave labor to build their campuses and to support their operations (NPR Staff 201^). The current protests at PWIs across the United States have been described as necessary in the continuum of efforts to address persistent racial inequities in higher education (Demby 201^).Oversimplified, predominantly white can be taken to mean that more students are enrolled at the than are students who are members of underrepresented racial groups. However, the term is complex and can have various meanings. The purpose of this article is to critically examine the term predominantly institution. The premise is that what is predominant at these institutions stems from much more than simple numbers of students as compared to numbers of students from underrepresented racial groups.From an educational standpoint, when campuses equate diversity only with changing institutional patterns of representation, they fail to maximize the benefits associated with diversity because widespread educational benefits are much more likely to emerge out of the context of institutional commitment to all facets of diversity (Chang 2006, p. 1^1).Patterns of representation are examined through a lens of critical race theory (CRT). The article concludes with implications for enrollment management. For the purposes of this article, the author uses enrollment management to reflect an institution's organizational integration of functions intended to positively affect student enrollments (Hossler 201^, pp. 7-8). This definition is used purposefully to connect to the premise that whiteness is part of the organizational integration of functions within PWIs (Hossler 201^, pp. 7-8).CRITICAL RACE THEORYAs a critical analytical tool, CRT offers a means of examining the relationships among race, racism, and social structures. …

Discussions about students in post-secondary education are often based on divisions of distinct subpopulations, which are in turn often based on demographics or generational status. In the context of adult learners who are also members of the Millennial generation, there exist no discussions of the overlaps between the two groups. In this chapter, the author provides an overview of the characteristics of both adult learners and members of the Millennial generation. Following a comparison of the characteristics of the two groups, the author offers a perspective of a distinct subpopulation: Adult Millennials. After offering strategies for working with Adult Millennials, with attention to online learning environments, the chapter concludes with suggestions for further research addressing Adult Millennials.

Through this article, the author provides a reflection on the role of positionality in research, following the completion of a qualitative research project. Through the research project, the White researcher sought to explore the ways in which students of color experience a predominantly White university. Drawing on literature and findings from the research project, the author highlights potential challenges and opportunities of being cognizant of one’s positionality. These reflections illustrate the significance of positionality and serve as a reminder of its potential effects on the research process, as well as on participants and the researcher. The manuscript concludes with recommendations for researchers to carefully consider the potential influence of their positionality in any research setting.

Films represent a powerful medium for shaping and informing perceptions of a wide range of social structures and institutions, including higher education. Colleges and universities in the United States have been the subject or setting of dozens of films. The purpose of this article is to provide an analysis of a small group of films released in recent years that portray the undergraduate college experience in the United States. Through this analysis themes were identified that can shed light on the ways in which international audiences might come to understand higher education in the United States. ********** "... there is a blurring between 'real' college and 'feel' college." (Tucciarone, 2004, p. iii) Modern life is surrounded by and embedded in media. "Contemporary college students are immersed in a popular culture that is largely defined by ... movies ..." (Seyforth & Golde, 2001, p. 3). It is through media that we first learn about the world beyond our neighborhoods and outside of our borders. Media can tell us a great deal about things we have yet to experience, and "media can also influence one's reality" (Tucciarone, 2004, p. 92). A form of media in which higher education has had a steady presence through the years is the motion picture. Approximately 75 motion pictures have been produced that feature United States (U. S.) higher education. These films have used institutions of higher learning both as a physical setting, and as element to aid in moving stories forward. Just as with "real" colleges, "reel" colleges provide students with plentiful challenges, but only sometimes adequate support. Scholarly publications have been populated with manuscripts about the use of films in teaching in college classrooms (Bluestone, 2000; Marcus, 2006; Seyforth & Golde, 2001). There have been scholarly efforts in which the portrayals of different groups have been explored, including professors (Bauer, 1998) and community college students (Bourke, Major, & Harris, 2009). Despite the attention provided in these works, to date, scholarly attention has not been given to the ways in which popular media might shape perceptions of international students preparing to study in the U. S. "As an international student, you may not realize that [education in the U. S.] differs significantly from the education you are accustomed to in your country" (Abel, 2002, p. 13). The purpose of this article is to highlight some assumptions that a group of films might aid international students in developing. While the works reviewed in this paper may not necessarily represent higher education in what many would view as its most realistic and authentic form (see Hinton, 1994; Umphlett, 1984), they do provide their audiences with a glimpse into American higher education, possibly for the first time. These films might serve to inspire audiences to pursue higher education in the U. S., or offer a perspective, no matter how skewed it may appear, on an experience yet to come. It has been theorized that producers of images have a power over audiences that results in molding perceptions through the ways elements of a culture are portrayed (Grady, 2007). Portrayal of higher education in film Higher education's depiction on the silver screen has evolved over the last nine decades since the advent of films that included dialogue (Hinton, 1994; Umphlett, 1984). In many ways, the films have reflected the social climate and attitudes toward higher learning within the U.S. at the time they were produced. For example, Horsefeathers (McLeod, 1932) reflects a time in which extracurricular efforts, including intercollegiate sports, were becoming a more recognizable and celebrated part of college life (Thelin, 2004), Films of the 1950s and early 1960s, such as The Nutty Professor (Lewis, 1963), a heightened sense of urgency toward scientific exploration and discovery that accompanied the space race, and what was deemed to be a shortage of Ph. …