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Going Inward

The Role of Cultural Introspection in College Teaching

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Edited By Susan Diana Longerbeam and Alicia Fedelina Chávez

Going Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning. This book introduces readers to cultural self-reflection as a powerful tool for insight into how our values and beliefs from our cultural and familial upbringing influence our teaching practice. Cultural self-reflection is a process for generating insights and empathy toward serving students from backgrounds and cultures both similar to and different from one’s own. The integrated design of the book’s three parts – cultural introspection, faculty culture and teaching autobiographies, and developing a culturally introspective practice – makes this book helpful to teaching faculty and academic administrators.
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Susan Diana Longerbeam, Ph.D., is Associate Professor in Counseling and Human Development at the University of Louisville. She served as associate professor at Northern Arizona University, a university health services director and interim dean of students at Oregon State University, and she holds a Ph.D. in College Student Personnel from the University of Maryland, a master’s degree in Health Services Administration from Antioch University, and a bachelor’s degree in Community Studies from the University of California, Santa Cruz. She served on the ACPA Commission on Professional Preparation and the NASPA Faculty Fellows and Council.

Dr. Longerbeam’s scholarship focuses on culture and college teaching, campus climate, and student success in higher education. Her publications include a coauthored book on culture and college teaching, Teaching Across Cultural Strengths (Stylus, 2016). Recent journal articles include “‘We Cannot Reach Them’”: Chinese Undergraduate Student Perceptions of the U.S. Campus Climate” (2013); “Putting Old Tensions to Rest: Integrating Multicultural Education and Global Learning to Advance Student Development” (2013); “Developing Openness to Diversity in Living-Learning Program Participants” (2010); and “Contemporary College Contexts: College Environments for Student Learning and Retention at a Southwestern U.S. University” (2010); and reflective work: “Encounters with Angels: A Struggle to Return Home from Study Abroad” (2015); “One Journey of ← 225 | 226 → Compassion: My Search for Inspiriting Leadership’ (2013); “‘You Home? Meet Me on the Stairway’: Lessons of Living Together” (2009).

Alicia Fedelina Chávez, Ph.D., is Associate Professor in Teacher Education, Educational Leadership and Policy...

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