TEACHING & LEARNING DEPARTMENT
COLLEGE OF EDUCATION AND P-16 INTEGRATION
UTRGV COURSE TITLE AND NUMBER: HIED 8383
INSTRUCTOR NAME: DR. PETER GAWENDA
TERM:
SUMMER 2016
TELEPHONE: (956) 882-5769
MEETING TIMES AND LOCATION:
TBA (INDEPENDENT STUDY COURSE)
OFFICE LOCATION: WEST MAIN 1.314
EMAIL: [email protected]
OFFICE HOURS: TUESDAY, WEDNESDAY, FRIDAY: 10 A.M. – 12 P.M. & 2-5 P.M. (OR BY APPOINTMENT)
COURSE DESCRIPTION
HIED 8383 – Higher Education: Equity, Inclusion, and Diversity
In Higher Education: Equity, Inclusion, and Diversity students will critically examine historical and contemporary
issues related to equity, inclusion, and diversity, as well as analyze current trends and coming challenges in higher
education research, theory, policy, and practice.
Expanded Course Description
Students are exposed to the study of contemporary higher education as a specialized field of inquiry and as a
professional area in which to work and will explore institutional missions as well as academic and administrative
entities and legislative action in relation to current issues. At the same time students are exposed to and
participate in research of processes in societal entities, i.e. governmental and public, that influence quality and
attributes of higher education.
Texts
Required:
 Ortiz, A.M. (2009). Ethnicity in college: Advancing theory & improving diversity practices on campus.
Sterling, VA: Stylus. (required, $27.95)
 Sacks, P. (2009). Tearing Down the Gates: confronting the class Divide in American Education. Berkley:
University of California Press. (Required, $12.21)
Recommended:
 Smith, D.G. (2009). Diversity’s promise for higher education: making it work. Baltimore, MD: John Hopkins
University Press. (recommended, $29.99)
 W.R. Allen, M. Bonous-Hammarth & R. Taranishi (Eds.). (2006). Higher Education in a Global Society:
Achieving Diversity, Equity, and Excellence. (Vol. 5). San Diego, CA: Elsevier Inc. (Recommended $71.57).
 S.R. Harper & S.J. Quave (Eds.), (2008). Student Engagement in Higher Education: Theoretical Perspectives
and Practical Approaches for Diverse Populations. NY: Routledge. (Recommended, $37.35)
Additional readings will be distributed by your instructor as needed.
Recommended Journals
American College Board Journal
Assessment in Higher Education
College Board Review
Educational Research
Educational Researcher
Harvard Educational Review
Higher Education Review
Journal of College Placement
Journal of Higher Education
New Directions for Higher Education
Research in Higher Education
Assessment and Evaluation in Higher Education
The Chronicle of Higher Education
Educational Record
Educational Research Quarterly
Educational Review
Higher Education Management
Journal of College Admissions
Journal of College Student Development
Journal of Hispanic Higher Education
New Directions for Student Services
Review of Educational Research
SYLLABUS
Student Learning Outcomes



Ability to examine historical issues, current trends, and coming challenges related to diversity, equity and
inclusion in higher education.
Ability to critically analyze theoretical models of diversity, equity, and inclusion in higher education
teaching (and related entities).
Ability to develop and implement innovative and effective, research-based strategies for achieving
diversity, equity, and inclusion in higher education teaching and equivalent entities.
Method of Delivering Instruction


Independent Study assignments
Instructor lectures, group discussion


Student presentations
Internet assignments
Summer 1 (6 weeks, June 6 to July 12 )
Meeting: June 6, 02pm-05pm
Meeting: June 16, TBA
Meeting: June 25, TBA
Meeting: June 30, TBA
Meeting: July 12, TBA
COMPUTER REQUIREMENTS
In order to successfully complete this course, you MUST have access to a computer with Internet access and an
email account. You should expect to spend several hours a week accessing course material, completing
assignments, and participating in Internet-based activities.
EMAIL ACCOUNT
All course communications will be sent to your UTRGV email. If you are only using a personal email account (such
as Gmail, AOL, Yahoo, etc.), you might miss important information that is send out for the course. It is important
that you use and read your UTRGV email at least 1 time per day.
MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY & EVALUATION
ASSIGNMENT DESCRIPTIONS
Assignments
Students will work both, independently and in cooperation. The course will be scheduled on weekdays (as agreed
to by all students during the first meeting on June 6, 2016). The assignments will be listed for each scheduled day.
In addition to reading the chapters, additional assignments may be required to enhance the understanding of the
information provided and to apply concepts learned.
Reflective analyses and/or discussions in Meetings and/or on Black Board (20% of grade)
They are aimed at linking course materials with your professional experience in order to generate theory. You will
be responsible for initiating one discussion and thoughtfully responding to discussions started by your peers.
Discussions serve to reinforce chapter topics and to learn from other student’s experiences. Discussions give every
student the opportunity to respond to your instructor and to presentations of the other students.
These discussions or responses to discussions should offer a type of reflective analysis of the readings (not merely
summary) aimed at generating thoughtful questions for group discussion. Students are encouraged to meet or
contact each other also outside of the meetings. Interaction between students is expected and encouraged;
please remember to reply with constructive feedback and back up your data with references. Based on the
readings and your experience, please provide well-thought-out responses.
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Critiques Articles and Abstracts (30% of grades)
Each student will be responsible for submitting four article critiques on specific, assigned course readings. Student
will share their critiques by email and to lead a discussions during meetings highlighting their perspectives.
For a due date of the research article summaries, please refer to the schedule. Every student will be working on
specific topics that provide challenging research practice and up-to-date information external to the textbook. The
topics for these assignments will focus around the chapter readings. For each research assignment, students must
provide a minimum of two-pages (maximum of three pages), double-spaced summary of the highlights in the
selected article and must indicate the opinion of the article and whether the article should be included in the
course for other students to read. A reference or bibliography section must be completed at the end of the
assignment in APA format. Make sure to include complete citations even in work that is paraphrased. Please read
the APA Publication Manual to ensure you understand the correct way to cite information.
Cover pages of summaries should have:
 the name of the article,
 name of the student,
 name of the university,
 name of the course,
 number of the submission and
 date.
Research Paper (40% of Grade)
Each student will prepare a research paper (10-20 pages) on a topic pertaining to issues of diversity, equity and
inclusion in higher education. The paper will include an overview of the topic, a critical analysis of the literature
and the theory relevant to the topic, significant findings and themes, relevant models and implications for practice
and future research.
The students will also prepare a PowerPoint presentation (10% of the Grade, see next paragraph) to assist in the
explanation of the selected theory. Fellow students will be able to ask questions for clarification purposes. The
objective of this project is to become an expert on theories concerning Equity, Inclusion and Diversity in Higher
Education. Another intent of the project is to develop the beginning of a review of literature about equity,
inclusion and diversity. Students should have an introduction and authors with a review of literature explaining the
theories. Based on all previous activities, the last section of the paper should include a personal opinion about the
theory and how he/she believes it fits into the subject. A complete bibliography should be created for the paper.
The completed research project based on the student’s theory is due at the end of the semester.
Paper Presentation (10% of Grade)
Each student will present his/her research during the meeting at the end of the semester. Please copy the
students when you submit your papers and/or presentations to your instructors.
Grading System
The below quoted points will be assigned for the completed assignments.
Written assignments may be returned to the student for improvement if they are considered incomplete.
Scale: A=360-330, B=329-297, C=296-264, D=263-231, F=230 and below
Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on). Letter grades of “A” through “F” (course final
grade) will be awarded based on the above scale. A grade of Incomplete (I) may be given at the discretion of the instructor to a student who
has been unable to complete the course requirements due to a serious interruption not caused by the student’s negligence.
Assessment and Grading
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


Discussion*
Article Critiques/Abstracts*
Research Paper*
Research Presentation*
Total
Percent Points
20% (72)
30% (144)
40% (108)
10% (36)
100% (360)
*High quality of assignments will justify higher point values.
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Evaluation
All projects will be graded on their originality, complexity, quality, and professional appearance. Active class and
online participation will be taken into account as a necessary aspect of the course. All assignments are due on, or
prior to, the stated date. It is strongly recommended to make plans to email projects to the instructor, at least 3
working days before the due date, for feedback before uploading it to Blackboard for final grading. Assignments
are expected to be original work, professionally presented, and in APA format where appropriate, with no
mechanical or spelling errors.
Evaluation Weights and Summary
Students will be provided with a final letter grade based on above criteria. The instructor reserves the right to
penalize any facets of unprofessional and irresponsible work or conduct, if the need arises. Letter grades will be
awarded based on the UTRGV Grading System Policies and Procedures. A student’s performance in academic work
is expressed by the following grades.
Alphanumeric Grading System
• A = 4 grade points
• B = 3 grade points
• C = 2 grade points
• D = 1 grade point
• F = 0 grade points
• I = 0 grade points
Grade Point Average (GPA) Calculation
Grade points are computed by multiplying the points for each grade by the number of credit hours; for example, 4
(A) x 3 (hours) = 12 grade points. A student’s grade point average (GPA) is determined by dividing the total number
of grade points earned by the number of semester hours for which a grade is received.
NCATE/CAEP ACCREDITATION
The College of Education and P-16 Integration has earned the prestigious national accreditation through
the National Council for Accreditation of Teacher Education (NCATE). This national accreditation is in addition to
the regional accreditation earned by the University through the Southern Association of Colleges and Schools –
SACS. Earning this accreditation requires a rigorous process that improves a Colleges’ assessment and programs.
To read more about NCATE, please visit the official NCATE (CAEP) website.
Applicable Course Standards
Course Objective(s)
NCATE Standards
SPA Standard
Describe advanced
concepts of statistical
analysis, such as sample,
population, normality,
central tendency and
variability.
Select and summarize
scholarly research that
apply to their field of
study.
Standard 1: Candidate Knowledge,
Skills, and Professional Disposition
Standard 1: Candidate Knowledge,
Skills, and Professional Disposition
Standard 5: Knowledge of Research. Program
completers will demonstrate ability to use
research to promote student learning and to
contribute to the teaching profession.
Apply statistical method
techniques to conduct
hypothesis testing and
understanding statistical
significance
Standard 1: Candidate Knowledge,
Skills, and Professional Disposition
Standard 5: Knowledge of Research. Program
completers will demonstrate ability to use
research to promote student learning and to
contribute to the teaching profession.
Standard 5: Knowledge of Research. Program
completers will demonstrate ability to use
research to promote student learning and to
contribute to the teaching profession.
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Critique scholarly
articles for their
research and statistical
value.
Standard 1: Candidate Knowledge,
Skills, and Professional Disposition
Standard 5: Knowledge of Research. Program
completers will demonstrate ability to use
research to promote student learning and to
contribute to the teaching profession.
NCATE (CAEP) Standards
Standard 1: Candidate Knowledge, Skills, and Professional Disposition
Standard 2: Assessment System and Unit Evaluation
Standard 3: Field Experiences and Clinical Practice
Standard 4: Diversity
Standard 5: Faculty Qualifications, Performance, and Development
Standard 6: Unit Governance and Resources
SPA Standards
Standard 1: Knowledge of Curriculum. Program completers will demonstrate advanced ability to design,
implement, and evaluate curriculum that promotes student learning.
Standard 2: Knowledge of Instruction. Program completers will demonstrate advanced ability to plan, implement,
and evaluate instruction and training to facilitate student learning.
Standard 3: Knowledge of Content. Program completers will demonstrate advanced depth and breadth of
knowledge and skills in the academic discipline and pedagogy.
Standard 4: Knowledge of Students. Program completers will demonstrate advanced knowledge of the student as
influenced by cognitive, physical, emotional, social, cultural, environmental, and economic factors.
Standard 5: Knowledge of Research. Program completers will demonstrate ability to use research to promote
student learning and to contribute to the teaching profession.
Standard 6: Knowledge of Assessment. Program completers will demonstrate advanced knowledge of assessment
and the ability to use multiple sources of assessment for maximizing student learning.
Standard 7: Professional Practices. Program completers will demonstrate high standards for professional practice.
Standard 8: Technology Integration. Program completers will demonstrate ability to integrate current technology
into instruction and communications/collaboration activities where appropriate.
Course Policies
Late Assignments. All projects are due by midnight of the due date as posted in the Course Schedule. Late
assignments will be subject to a 10% grade reduction per week for a maximum penalty of 50% off. No projects or
assignments will be accepted after the final class day. Please make plans to submit projects early to avoid last
minute technical problems that may result in a late submission.
Please view the Course Schedule pp. 8 for specific dates.
Makeup and Extra Credit Work. Enough points are built into the Saturday class participation and projects, so even
if a challenge presents itself at one time, you can still earn enough points to successfully complete the course.
Please participate actively in the Discussion at each meeting, submit projects in a timely manner, email drafts to
the instructor for feedback at least 3 working days before the due date, and stay in close communication with the
instructor.
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Submitting Projects and Assignments. All projects and assignments must be submitted in the required file format.
Contacting Instructor Before Making Important Decisions. Please contact the instructor before making important
decisions, such as dropping the course.
Changes to the Syllabus and the Course. The instructor reserves the right to make changes to the Syllabus and the
course as deemed necessary. Any and all changes will be posted on the Blackboard Announcements page of the
course and students will also be notified by email.
“Netiquette” Guidelines
Netiquette is internet etiquette, or a set of expectations that describe appropriate behaviors when interacting
online. It is important to understand that you will be held to the exact same standards of students taking a face-toface course. In fact, for 100% online courses, your online classroom behavior may be the only interaction you have
with your faculty and classmates, therefore making your netiquette even more important. Remember, you only get
to make a first impression once, irrespective of the course delivery method.
• Be courteous. You only get one chance for a first impression. Make it count. Do not say or do anything in a class.
This includes attacking someone with insults and name-calling), and/or not dominating the discussion.
• Be a good classmate. Remember your own role as a student. Follow your instructor’s directions at all times. Be
authentic and collaborative with fellow students. Be aware of bullying and make every attempt to
eliminate it. Appreciate the diversity and different communication styles of your peers. Remember you
may have classmates from all over the world.
• Be professional. Proofread your own writing for spelling, grammar, and punctuation to prevent
miscommunication. Avoid slang, sarcasm, or emotionally-charged writing. Profanity and offensive
language will not be tolerated.
UTRGV University Policies
Student Support Policies
The following link provides access to UTRGV support services for learner success, including technical, academic and
student support services. https://colttapps.utrgv.edu/BBResources/#/otherResources
Diversity
Diversity affects the way instruction is planned, implemented, and evaluated. When it comes to the effective
design of instruction, diversity needs to be always addressed in the analysis of intended learners whether the
analysis is explicitly requested in the assessment of the end product. In preparation of any key assessment,
candidates shall demonstrate the ability to analyze diverse learners targeted in their instructional package by
conducting a thorough learner analysis as given resources permit. This analysis can be concerned over one aspect
of diversity or more, including, but not being limited to, “ethnicity, race, socioeconomic status, gender,
exceptionalities, language, religion, sexual orientation, and geographical area” as NCATE suggests.
Faculty and students are responsible for understanding and adhering to all UTRGV Institutional Policies. University
policies are subject to change so it is important to read them at the beginning of each semester as the policies may
have changed since your last class. Please click on the following link to review the updated UTRGV Institutional
Policies: https://colttapps.utrgv.edu/BBResources/#/home
Students with Special Needs
If you have a documented disability (physical, psychological, learning, or other disability which affects your
academic performance) and would like to receive academic accommodations, please inform your instructor and
contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that you
schedule an appointment with Student Accessibility Services before classes start. However, accommodations can
be provided at any time.
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Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129 and can be contacted by
phone at (956) 882-7374 (Voice) or via email at [email protected].
Edinburg Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone
at (956) 665-7005 (Voice), (956) 665-3840 (Fax), or via email at [email protected].
Mandatory Course Evaluation Period
Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account
(http://my.utrgv.edu); you will be contacted through email with further instructions. Online evaluations will be
available Nov. 18 – Dec. 9, 2015. Students who complete their evaluations will have priority access to their grades.
Attendance
Students are expected to attend all scheduled classes and may be dropped from the course for excessive absences.
UTRGV’s attendance policy excuses students from attending class if they are participating in officially sponsored
university activities, such as athletics; for observance of religious holy days; or for military service. Students should
contact the instructor in advance of the excused absence and arrange to make up missed work or examinations.
Scholastic Integrity
As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who
engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course
and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism, and
collusion; submission for credit of any work or materials that are attributable in whole or in part to another
person; taking an examination for another person; any act designed to give unfair advantage to a student; or the
attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the
University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and
UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported to the Dean of Students.
Sexual Harassment, Discrimination, and Violence
In accordance with UT System regulations, your instructor is a “responsible employee” for reporting purposes
under Title IX regulations and so must report any instance, occurring during a student’s time in college, of sexual
assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware
during this course through writing, discussion, or personal disclosure. More information can be found at
www.utrgv.edu/equity, including confidential resources available on campus. The faculty and staff of UTRGV
actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and
mutual respect in an environment free from sexual misconduct and discrimination.
Course Drops
According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official
drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students
considering dropping the class should be aware of the “3-peat rule” and the “6-drop” rule so they can recognize
how dropped classes may affect their academic success. The 6-drop rule refers to Texas law that dictates that
undergraduate students may not drop more than six courses during their undergraduate career. Courses dropped
at other Texas public higher education institutions will count toward the six-course drop limit. The 3-peat rule
refers to additional fees charged to students who take the same class for the third time.
College of Education Policies
A Tk20 account is required of all students in the College of Education and P-16 Integration. Tk20 is an electronic
toolkit used by teacher candidates and other school professionals to provide evidence that they have mastered
state and professional standards for the profession, as a necessary component of the College of Education and P16 Integration’s assessment system. Be advised that the UTRGV College of Education and P-16 Integration
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conducts ongoing research regarding the effectiveness of its programs. You will receive one survey in the final
semester prior to graduation regarding your program during your time here. A second survey will occur within one
year following graduation from or completion of a program, and will be sent to your employer. This survey will
focus on the preparation received at UTB. Please remember that your response to these surveys is critical to
UTRGV excellence.
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Tentative Class Schedule
June 6, 2-5pm or 6-8pm
Meeting
Discussion of the Course – Presentation
“Introduction to HIED 8383”
“Determinants of Culture and Identity”
June 6 to June 15
Preparation of Student Presentations
Historical Context
Frameworks of Diversity
Assessing Diversity
Engaging Equity
June 16, TBA
Meeting
Equity and Ethnicity
June 25, TBA
Meeting
Gender Equity
Equity and GLBT Identity
June 30, TBA
Meeting
Access and Socio-Economic Class
July 12, TBA
Meeting
Research Presentations

Final/Research paper due
Please provide feedback on the times and/or dates! We will finalize the schedule of meeting times during the first
meeting.
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Naturally you will find and may use different references. Those listed are only samples that you could use if you so
desire.
SAMPLE READINGS – REFERENCES
Larew, J. (2009). Why are droves of unqualified, unprepared kids getting into our top colleges. In M.S. Kimmel (Ed.)
Privilege: a reader. Boulder, CO: Westview Press.
Cortes, C. F. (2003). Limits to pluribus, limits to unum. In F.W. Hale, Jr. (Ed.), what makes Racial Diversity work in
Higher Education: Academic leaders present successful policies and strategies. Sterling, VA: Stylus.
Kivel. P. (2003). The culture of power. In F.W. Hale, Jr. (Ed.), What Makes Racial Diversity Work in Higher
Education: Academic leaders present successful policies and strategies. Sterling, VA: Stylus.
Historical Context
Conant, J.B. (1940, May). Education in a classless society. The Atlantic Monthly.
http://www.theatlantic.com/issues/95sep/ets/edcla.htm
Synnott, M.G. (1979). Harvard: Debate on restriction, 1922. In M. Synnott, The Half-Opened Door: Discrimination
and Admissions at Harvard, Yale, and Princeton, 1990-1970. Westport, CT: Greenwood Press.
Howortz, H.L (1986). The 1960s and the transformation of campus cultures. History of Education Quarterly 26 (1),
138.
Smith, D.G. (2009). Diversity’s Promise for Higher Education: Making it Work. Baltimore, MD: John Hopkins
University Press. Chapter 4.
Frameworks of Diversity
Smith, D.G. (2009). Diversity’s promise for Higher Education: Making it Work. Baltimore, MD: John Hopkins
University Press. Chapter 1, 3, &6
Anderson, J.A. (2007, September 28). Eight crucial steps to increase diversity. The Chronicle of Higher Education.
http://chronicle.com/weekly/v54/i05/05b036
Assessing Diversity
Smith, D.G. (2009). Diversity’s promise for Higher Education: Making it Work. Baltimore, MD: John Hopkins
University Press. Chapter 7, 8, & 9.
Engaging Equity
Harper, S.R. & Quave, S.J. (2008). Beyond sameness with engagement and outcomes for all. In S.R. Harper, &S.J.
Quave (Eds.), Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for
Diverse Populations. NY: Routledge.
Anderson, G., Carmichael, K.Y., Harper, T.J., & Huong, T. (2008). International students at four year institutions:
Developmental needs, issues, and strategies. In S.R. Harper & S.J. Quave (Eds.), Student Engagement in Higher
Education: Theoretical Perspectives And Practical Approaches for Diverse Populations. NY: Routledge.
Santos, J. L. (2006). The paradox of immigration policy and higher education access: State Responses to federal
immigration policy. In P.A. Pasque, L.A. Hendricks, & N. A. Bowman (Eds.). Taking Responsibility: A Call for Higher
This syllabus subject to change in order to better meet course objectives per discretion of instructor. P. 10
SYLLABUS
Education’s Engagement in a Society of Complex Global Challenges. (Ann Arbor: National Forum on Higher
Education for the Public Good.
Ortiz, A.M. & Santos, S.J. (2009). Ethnicity in College: Advancing Theory and Improving Diversity Practices on
Campus. Sterling, VA: Stylus. Chapters 1 and 2.
Equity and Ethnicity
Ortiz, A.M. & Santos, S.J. (2009). Ethnicity in College: Advancing Theory and Improving Diversity Practices on
Campus. Sterling, VA: Stylus. Chapters 3-4
Castellenos, J. &Jones, L. (2003). Latina/o undergraduate experiences in American higher education. In J.
Castellanos & L. Jones (Eds.), The Majority in the Minority: Expanding the Representation of Latina/o Faculty,
Administrators and Students in Higher Education. Sterling, VA: Stylus
Ortiz, A.M. & Santos, S.J. (2009). Latino/a Americans: Bring the family along. In Ortiz, A.M. & Santos, S.J. Ethnicity
in college: Advancing theory and improving diversity practices on campus. Sterling, VA: Stylus.
Lundberg, C.A learning. (2007). Student involvement and institutional commitment to diversity as predictors of
Native American student learning. Journal of College Student Development, 48 (4), 405-416.
Quave, S.J. (2008). Beyond accommodation: Removing barriers to academic and social engagement for students
with disabilities. In S.R. Harper & S.J.
Quave (Eds.) Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for
Diverse Populations. NY: Routledge.
Paul, S. (2000). Students with disabilities in higher education: A review of the literature. College student Journal, 34
(2), p. 200-210.
Gender Equity
Harris, F., & Lester, P. (2008). Gender specific approaches to enhancing identity development among
undergraduate woman and men. In S.R. Harper & S.J.
Quave (Eds.), Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for
Diverse Populations. NY: Routledge.
Rupisi, C., Malcolm, L.E., & Kim, H.S. (2008). Enviromental and developmental approaches to supporting women’s
success in STEM fields. In S.R. Harper & S.J.
Bonner, F.B. (2006). Gender diversity in Higher Education: The women are fine but the men are not. IN W.R. Allen,
M. Bonous-Hammarth, & R. Taranishi (Eds.), Higher Education in a Global Society: Achieving Diversity, Equity, and
Excellence. (vol. 5). San Diego, CA: Elsevier Inc.
Equity and GLBT Identity
Schuler, L.A., Hoffman, J.A., & Pterson, E. (2008). Fostering safe, engaging campuses for lesbian, gay, bisexual,
transgender and questioning students. In S.R. Harper & S.J.
Quave (Eds.), Student Engagement in Higher Education: Theoretical Perspectives and practical Approaches for
diverse populations. NY: Routledge
Renn, K. (2000). Including all voices in the classroom: Teaching lesbian, gay, and bisexual students. College
Teaching, 48 (4), 129-136
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Evans, N. (2000). Creating a positive learning environment for gay, lesbian, and
bisexual students. In M.B. Baxter Magolda (Ed.), Teaching to promote intellectual and
personal maturity: Incorporating students’ world views and identities into the learning process. New directions for
teaching and learning, No. 82. San Francisco: Jossey-Bass.
Sacks, P. (2009). Tearing Down the Gates: Confronting the class Divide in American Education. Berkeley: University
of California Press. Chapters 1 & 2. (Textbook for HIED 8383)
Access and Socio-Economic Class
Gupton, J.T., Castelo-Rodriguez, C., Martinez, D.A. & Quintanar, I. (2008). Creating a pipeline to engage low
income, first generation college students. In S.R. Harper & S.J. Quave (Eds.), Student Engagement in Higher
Education: Theoretical Perspectives and Practical Approaches for Diverse Populations. NY: Routledge.
Walpole, M. (2004). Socioeconomic status and college: How SES affects college experiences and outcomes. Review
of Higher Education, 27 (1), 45-73.
Sacks, P. (2009). Tearing Down the Gates: confronting the Class Divide in American Education. Berkeley: University
of California Press. Chapters 6-9. (Textbook for HIED 8383)
Silverman, S.C., Savenaz, A., & Stiles, M.R. (2008) Meeting the needs of commuter, par-time, transfer, and returning
students. In S.R. Harper & S.J. Quave (Eds.), Student Engagement in Higher Education: Theoretical Perspectives and
Practical Approaches for Diverse Populations. NY: Routledge.
This syllabus subject to change in order to better meet course objectives per discretion of instructor. P. 12