Welcome to the InfoSci Platform
Developing Social Justice and Inclusion Competencies Through Semi-Structured Reflection Papers

Developing Social Justice and Inclusion Competencies Through Semi-Structured Reflection Papers

Annemarie Vaccaro, Brooke D'Aloisio, Tiffany Hoyt, Athina Chartelain, Sarah D. Croft, Brian Stevens
Copyright: © 2017 |Pages: 17
ISBN13: 9781522521457|ISBN10: 1522521453|EISBN13: 9781522521464
DOI: 10.4018/978-1-5225-2145-7.ch005
Cite Chapter Cite Chapter

MLA

Vaccaro, Annemarie, et al. "Developing Social Justice and Inclusion Competencies Through Semi-Structured Reflection Papers." Cultural Awareness and Competency Development in Higher Education, edited by Lynda Leavitt, et al., IGI Global, 2017, pp. 75-91. https://doi.org/10.4018/978-1-5225-2145-7.ch005

APA

Vaccaro, A., D'Aloisio, B., Hoyt, T., Chartelain, A., Croft, S. D., & Stevens, B. (2017). Developing Social Justice and Inclusion Competencies Through Semi-Structured Reflection Papers. In L. Leavitt, S. Wisdom, & K. Leavitt (Eds.), Cultural Awareness and Competency Development in Higher Education (pp. 75-91). IGI Global. https://doi.org/10.4018/978-1-5225-2145-7.ch005

Chicago

Vaccaro, Annemarie, et al. "Developing Social Justice and Inclusion Competencies Through Semi-Structured Reflection Papers." In Cultural Awareness and Competency Development in Higher Education, edited by Lynda Leavitt, Sherrie Wisdom, and Kelly Leavitt, 75-91. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2145-7.ch005

Export Reference

Mendeley
Favorite

Abstract

As higher education institutions strive to foster cultural inclusion, it is imperative that university employees develop relevant competencies. This chapter offers insight into one “best practice” for fostering social justice and inclusion competencies (ACPA/NASPA, 2015). A professor and former students discuss the benefits of using self-reflection papers for competency development. The chapter begins with an overview of social justice and inclusion competencies for higher education and student affairs professionals. That section is followed by a description of graduate-level courses and reflection paper assignments aimed at developing social justice and inclusion competencies. The majority of the chapter focuses on the educational process (e.g., meaning-making, critical reflection) and products (e.g., awareness, knowledge, skills, action) of semi-structured reflection papers. Recommendations for future practice and research are included.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.