© 2020

Teaching and Learning for Social Justice and Equity in Higher Education


  • Laura Parson
  • C. Casey Ozaki

Table of contents

  1. Front Matter
    Pages i-xix
  2. C. Casey Ozaki, Laura Parson
    Pages 1-5
  3. Laura Parson, Claire Major
    Pages 7-38
  4. Jeffery L. Jackson Jr., Patrick White
    Pages 39-51
  5. Wilson S. Lester, Kamden K. Strunk, Payton D. Hoover
    Pages 53-71
  6. Jessica Belue Buckley, Stephen John Quaye, Stephanie H. Chang, Aileen N. Hentz
    Pages 73-92
  7. Laura Parson, Jessica Weise
    Pages 93-116
  8. Christy M. Byrd, Ritika Rastogi, Erin R. Elliot
    Pages 137-156
  9. Hannah Carson Baggett, Alyssa Hadley Dunn, Beth L. Sondel
    Pages 157-178
  10. Sarah E. Schoper, Elijah C. Amelse
    Pages 179-197
  11. Addrain Conyers, Christina Wright Fields, Martha Lucia Garcia, Michele Rivas, Daria Hanssen, Stacy A. S. Williams
    Pages 239-257
  12. Lindsey Almond, Eric Hall, Elizabeth Devore
    Pages 279-301
  13. Elizabeth Laura Yomantas
    Pages 303-328
  14. Laura Parson, C. Casey Ozaki
    Pages 329-332
  15. Back Matter
    Pages 333-334

About this book


This book is the first of three edited volumes designed to reconceptualize teaching and learning in higher education through a critical lens, with this inaugural publication focusing on the fundamentals behind the experience. Chapter authors explore recent research on the cognitive science behind teaching and learning, dispel myths on the process, and provide updates to the application of traditional learning theories within the modern, diverse university. Through reviews of fundamental theories of teaching and learning, together with specific classroom practices, this volume applies social justice principles that have been traditionally seen as belonging to K-12 or adult education to higher education.


SoTL learning science student affairs higher education curriculum design

Editors and affiliations

  • Laura Parson
    • 1
  • C. Casey Ozaki
    • 2
  1. 1.North Dakota State UniversityFargoUSA
  2. 2.University of North DakotaGrand ForksUSA

About the editors

Laura Parson (she/her/hers) is Assistant Professor of Higher Education at North Dakota State University, USA. Previously, she was Assistant Professor in the Higher Education Administration Program at Auburn University, USA, where she coordinated the Certificate in College/University Teaching program. Her research interests include effective teaching and learning in higher education explored through a critical lens. 

C. Casey Ozaki (she/her/hers) is Associate Professor in the Department of Education, Health, and Behavior Studies at the University of North Dakota, USA. Her research bisects both the student affairs and teaching and learning areas of the college campus, with a shared focus on diverse students, their outcomes, and factors that influence those outcomes.

Bibliographic information


“This is the first in an exciting three-volume set that integrates teaching and learning theory with social justice education to address structural inequities in classroom and co-curricular contexts in higher education; as such, it represents a significant contribution to the fields of teaching and learning, faculty development, student affairs leadership, and social justice education.”
Diane E. Boyd, Associate Dean of Faculty Development and Executive Director of the Development Center, Furman University, USA