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Developing Social Justice and Inclusion Competencies Through Semi-Structured Reflection Papers
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Author(s): Annemarie Vaccaro (University of Rhode Island, USA), Brooke D'Aloisio (University of Rhode Island, USA), Tiffany Hoyt (Bridgewater State University, USA), Athina Chartelain (Massachusetts College of Pharmacy and Health Sciences, USA), Sarah D. Croft (Johnson and Wales University, USA)and Brian Stevens (Rhode Island College, USA)
Copyright: 2021
Pages: 17
Source title:
Research Anthology on Instilling Social Justice in the Classroom
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-7706-6.ch066
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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. 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.
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