Civil Society and Social Responsibility in Higher Education : International Perspectives on Curriculum and Teaching Development.

Intro -- Half Tiitle Page -- Series Page -- Title Page -- Copyright Page -- Contents -- List of Contributors -- Series Editors' Introduction -- Innovations in Higher Education -- Part I-LEARNING EXPERIENCES -- INTRODUCTION TO CURRICULUM AND TEACHING DEVELOPMENT: INTERNATIONAL PERSPECTIVES ON CIVIL SOCIETY AND SOCIAL RESPONSIBILITY IN HIGHER EDUCATION -- Introduction -- Literature Review -- Conclusion -- Chapter Overviews -- References -- Chapter 1-Proposal for a Global Agenda to Eliminate Racism in Nursing and Nursing Education -- Introduction -- History of Racism in Nursing -- The Cultural Competence Model -- Racism in Nursing Leadership -- Racism in Nursing Education -- Racism and EM Nursing Students -- Racism and EM Nursing Faculty -- Implications of Racism in Nursing Education -- Efforts to Improve EM Participation in Nursing Education -- Recommendations -- Recommendation #1: Proposal of Mandates for Country-level Governance -- Recommendation #2: Surveillance and Benchmarks for Recruitment, Retention, and Success of EM Faculty and Students -- Recommendation #3: Promote Requiring Nursing Programs to Provide Support to Individual EM Students and Faculty -- Recommendation #4: Reduce Barriers to EM Nursing Students and Faculty to Participation in Support Programs -- Recommendation #5: Teaching Nurse Educators How to Reduce Implicit Bias in Curricula -- Conclusion -- References -- Chapter 2-Pay Attention to What Is Behind the Curtain: Interrogating whiteness Using Contemplative Practices in Graduate Management Education -- Issues of whiteness in Graduate Education -- Contemplative Pedagogy in HE -- A Curriculum to Interrogate whiteness -- Curricular Experiences and Activities -- Identifying white supremacist Characteristics -- Meditation, Mindfulness, and Stillness -- Generative Experiences -- Creative Activities -- Doll-making.

Journaling Found Poems -- Relational Experiences -- Deep Listening -- Storytelling -- Ritual and Ceremony -- Activist Intentions: Translating Reflections into Actions -- Conclusion -- References -- Chapter 3-Pushing Beyond the Protest: Teaching Writing for Advocacy and Active Citizenship -- Problem -- Purpose and Research Question -- Active Citizenship/Advocacy Instruction -- Research Design and Method -- Teaching Methods -- Data Sources and Analysis -- Findings -- Advocacy Writing Skills -- Advocacy/Active Citizenship Engagement -- Discussion and Implications -- Conclusions -- References -- Chapter 4-Integrating Social Responsibility into the Curriculum Through the Service Learning Methodology: The Case of the Complutense University of Madrid in the Area of Social and Legal Sciences -- The Push for Social Responsibility and Service-Learning in the University Environment -- Service-Learning Defined -- University Students and the Spanish University Service-Learning Network -- Method and Data Analysis -- Results -- Training Proposal for University Students -- Conclusions -- References -- Chapter 5-It Takes a Village: Service Learning as Our Social Responsibility in Higher Education -- Rationale for the Use of Service Learning -- History -- Purpose -- Cultural Considerations -- National Initiatives -- University Initiatives -- Department Initiatives -- Measuring Impact -- Case Example -- Course Project: Small Group Curriculum Development -- Course Project: Needs Assessment -- Course Project: Program Evaluation Proposal -- Course Project: Consultation and Evaluation Services -- Course Project Considerations for Further Development -- Recommendations -- Conclusion -- References -- Chapter 6-Teaching Business Ethics to Students in Uganda - Exploring its Significance in an African Context: A Case Study of St Lawrence University -- Introduction.

Literature Review -- Impact of Student Learning: -- Key Considerations in the Teaching of Business Ethics -- Theories of Business Ethics -- Teaching Business Ethics in an African Context -- Methodoloy -- About the University -- Findings -- 4.1.2 Programs That Have a Course on Business Ethics -- On the Teaching of Business Ethics -- On Whether the Students Fully Participate in Lectures During Business Ethics -- On Workshops in Uganda on Business Ethics -- Training and Guidance on CBE -- On Case Studies About Real Ethical Problems That Take Place in Society -- Whether Students of Business Ethics Are Required to Provide Solutions to Real Ethical Problems -- Suggestions for Improving the Teaching of Business Ethics -- Knowledge about Business Ethics -- Theories of Business Ethics Known to the Respondents -- Benefits of Business Ethics in African Context -- Other Universities in Uganda Known to Teach Business Ethics -- Most Common Organizational Core Values -- Conclusion &amp -- Recommendations -- Recommendations -- References -- Chapter 7-Service-Learning in Allied Health Education: Developing Ethical Practitioners Through Community-engaged Teaching and Learning -- Service-learning and the Iona College Community -- Service-learning in the Allied Health Professions -- Examples of Ethics Education in the Allied Health Curriculum -- Service-learning as a Vehicle for Socially Responsible Teaching and Learning -- The Ethics and Values of the Allied Health Fields -- Applying the Codes of Ethics to Service-learning Practice -- The Special Nature of Service-learning in the Allied Health Professions -- Differentiating General Education and Allied Health Service-learning -- Differentiating Clinical Service-learning from Traditional Field Work -- Community Partners and Community Context -- Ethical Dilemmas that Arise in ­ Healthcare-related Service-learning.

Preparing for Ethical Community-based Learning Experiences -- Step 1: Choosing an Appropriate Course for Service-learning -- Step 2: Establishing Campus-Community Partnerships in an Ethical Manner -- Step 3: Designing the Curriculum: Preparing Students for a Community-based Healthcare Experience -- Selecting the Foci of the Curriculum -- Curriculum Framework: Examples -- Step 4: Using the Code of Ethics to Generate Appropriate Service-learning Projects and to Determine Student Readiness -- Additional Considerations -- Welfare of the Community -- Do No Harm and Put the Interests of the Community Ahead of your Own -- References -- Chapter 8-Engagement in Higher Education: Building Civil Society through Campus Activism -- Defining Civic Engagement -- Civic Engagement in Society -- Higher Education's Role -- Student Organizations as Civic Bodies -- Methodology -- Results from Study of Campus Organizations -- Impacts and Action -- Takeaway Parts -- Civic Engagement and Higher Education Moving Forward -- References -- Part II-PRINCIPLES AND APPROACHES -- Chapter 9-Work-Based Learning for Enabling Social Responsibility: The Benefits of University-to-Business Partnerships - A Case Study -- Introduction -- WBL: Principles and Approaches -- Can WBL, Then, Be Seen as a Socially Responsible Enterprise? -- U2B Partnerships and Civic Good -- About IU2B at Glasgow Caledonian University -- IU2B Academic Support Model -- Examples -- "Mind the Gap" -- Virtual Writing Retreats -- WhatsApp -- Academic Development Resources -- Discussion -- Conclusions -- References -- Chapter 10-Fostering Engagement with Human Sustainability: The Cultivation of Care Among Business Students -- An Interdisciplinary Definition and Conception of Care -- Implications of the Integrated Framework for Fostering Care through Teaching: Four Points of Intervention.

Facilitating the Development of Caring Skills -- Conveying and Fostering the Development of Caring Values -- Cultivating Caring Teaching and Learning Communities -- Facilitating an Extensive Vision of Care -- Some Contextual Considerations When Attempting to Foster Care -- Summary -- References -- Chapter 11-A Theoretical Framework for Teaching and Learning for Sustainability in Higher Education -- The Framework for Teaching and Learning for Sustainability in Higher Education -- Methods -- Towards Defining Sustainability -- Opportunity to Learn -- Promising Practices of Teaching and Learning about Sustainability -- Cognitively Responsive Teaching -- Teaching for Sustainability -- Teaching for Sustainability: Core Ideas -- Teaching for Sustainability: Core Ideas versus Neumann's (2014) Claim #1 -- Teaching for Sustainability: Teaching Practices -- Transformative Sustainability Learning Outcomes -- Summary -- Implications -- References -- Chapter 12-UNIVERSITIES in the Early Decades of the Third Millennium: Saving the World from Itself? -- Historical and Contemporary Perspectives -- Developments in the 19th and 20th Centuries -- University Takeaways - Early Years to the 20th Century -- Existential Challenges Facing the Planet and Society in the 21st Century -- Technology: Friend or Foe? -- War: "Humanity's Greatest Failure" -- Social Progress and the University -- Toward a New Worldview -- The One Health Concept -- The UN-2030 Sustainable Development Goals -- Reconciling the OHWB Concept and the UN-2030 SDGs -- The International 'One Health for One Planet Education' Initiative -- Re-imagining the University in the Early Decades of the 21st Century -- Synthesizing the OHWB Concept, the UN-2030 Sustainable Development Goals and the Ecological University ec uni -- Reflections on Teaching and Learning in the Ecological University.

Reflections on Operationalizing the Ecological University.

This volume explores different angles of sustainability, university corporate social responsibility, and the role of civil society in the context of education, with a focus on curriculum development and teaching.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.