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Recommended Reading for Faculty
Resources for Addressing Social Justice and Charlottesville
Charlottesville Syllabus: Readings on the History of Hate in America
JSTOR Daily created a Charlottesville Syllabus to aid in discussing recent, troubling events in Charlottesville, Virginia. All JSTOR Daily pieces are open (no login to JSTOR required), and the articles cited from JSTOR are freely accessible when you follow the links from the Daily.
How to Strengthen Your Child's Emotional Intelligence
The author gives suggestions on how parents, teachers, and care-givers and be better at 'emotion-coaching' children in order to help them better handle their emotions (i.e., increase their emotional intelligence). Suggestions include: Step 1. Be aware of the child’s emotions; Step 2. See emotions as an opportunity for connection and teaching; Step 3. Listen and validate the feelings; Step 4. Label their emotions; Step 5. Help the child problem-solve with limits. Author: Meghan Owenz. Originally published by Parent.co
Diversity in the Curriculum
Reconsidering the Inclusion of Diversity in the Curriculum
The author makes the case for improving all students' success by creating an inclusive learning environment throughout the curriculum and in all fields. He offers a framework for guide for faculty seeking their own ways of including diversity in their courses. Author: Thomas F. Nelson Laird. Published by the American Association of Colleges and Universities
Diversity Inclusivity Framework
A framework for evaluating how the different elements of a course are more or less inclusive of diversity. It lists the nine elements that are key to course design and delivery, then shows each element is a continuum that illustrates how the element can vary from not inclusive to fully inclusive. Author: Thomas F. Nelson Laird. Published by the Association of American Colleges and Universities in Laird's article, 'Reconsidering the Inclusion of Diversity in the Curriculum'.
Rethinking the "diverse" curriculum
The author explains how his school developed a diversity curriculum driven by the needs and questions of their students. "Students, regardless of their backgrounds, want to know how to talk so that others will listen to them and understand them. They want to know how to deal with difficult situations. And they want to know why people act the way they do — and what can be done about it." The course "tackles these themes through the study of literature, philosophy, psychology, history, and sociology...the issues it raises cut across cultural, ethnic, socioeconomic, and sexual lines." Author: David Allyn, Director of education for NJ SEEDS, an organization that serves high-achieving, low-income students by providing exceptional academic opportunities. Published by the National Association of Independent Schools (NAIS).