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This new and updated second edition of Diversity and Inclusion on Campus: Supporting Students of Color in Higher Education provides an exploration of the range of college experiences, from gaining access to higher education to successfully persisting through degree programs. By bridging research, theory, and practice related to the ways that peers, faculty, administrators, staff, and institutions can and do influence racially and ethnically diverse students’ experiences, Winkle-Wagner and Locks examine how and why it is imperative to have an understanding of the issues that affect students of color in higher education. This new edition also includes features such as: New case studies and examples throughout that allow readers to take institutional-level and student-level approaches to the chapter topics Updated citations and theory across chapters New topical coverage, including discussion of college affordability, an exploration of a variety of institution types, and the role of merit in maintaining and perpetuating racial inequality in higher education End-of-chapter questions that encourage readers to explore chapter concepts in more detail This second edition is an invaluable resource for future and current higher education and student affairs practitioners working towards full inclusion and participation for students of color in higher education.

Questions about the subsequent mental and psychological impacts of students’ participation in activism, especially in relation to systemic oppression, have yet to be seriously considered by higher education stakeholders. Hence, this chapter addresses these issues by providing a case study analysis of the author’s collective experiences as undergraduate student activists at the University of California, Los Angeles. The chapter concludes with several recommendations for higher education and student affairs professionals to consider in their efforts to engage with and adequately support student activists on their respective campuses.

Sexual violence continues to change the lives of millions of college students, and to significantly alter the safety of their campus environments (Cantor, Fisher, Chibnall, & Townsend, 2015; Harris & Linder, 2017). Due to deeply entrenched societal norms around gender, relationships, sexuality, and dominance on college campuses, it has proven to be fairly intractable despite more than 30 years of organized activism and prevention efforts. The author explores the early history of collective awareness about campus sexual violence, the causes and conditions that underlie its occurrence, and examines the federal government’s varied historical responses to it. The author considers the ways that leaders in senior management and student affairs, because they are charged with creating change on campus, have attempted to address, prevent, and respond to sexual violence. The author asserts that centering survivor voices is imperative to understanding the significant impact sexual violence has on student lives and futures. Future strategies to end sexual violence, focusing on enlisting all who hold leadership roles in higher education to better understand and commit to ending this complex problem, are described.

This chapter focuses on the relationship between enrollment management and emerging adults. It aims to shed some light on the relationship between socioeconomic status and emerging adulthood, underscoring the constraints that shape fundamental choices and financial aspects pertaining to enrollment in postsecondary education, selection of academic major, and retention. The chapter emphasizes an equity-based perspective to add nuance to the application of the theory of emerging adulthood to higher education and student affairs. It discusses implications for institutional policy and practice in the domains of enrollment management, academic advising and support, and retention. There are several key factors that may influence college choice among high school graduates. Colleges and universities are adapting in structure, operations, programs, and finances and in ways that respond to, but that may also intensify student experiences of emerging adulthood. As colleges and universities work to meet their enrollment and financial goals, many have developed deliberate, targeted approaches to guide their decision-making.

Student success is the goal of all higher education institutions. To accomplish this goal, partnerships in higher education are crucial. There has been an increase in attention paid to partnerships between academic affairs and student affairs. The chapter discusses the collaborations among academic affairs, institutional research (IR), and student affairs at a public, very high research-intensive (R1), land-grant institution in the mid-Atlantic region. It focuses on an annual retention report, two student success programs designed and implemented based on data IR provided, and how student affairs, academic affairs, and IR worked together to assess the impact of those programs. The chapter presents a framework, which is based on research designs for each program outlining the descriptive, correlational, inferential, and predictive research questions asked and answered. IR can impact student success by lending support to assessment, evaluation, and accreditation efforts.

People are from different nations and teach very different types of courses in student affairs professional preparation and Indigenous studies at the community college level, respectively. As Stephanie explained, she is unable to teach students who themselves are not ready to learn. This is echoed by Sean in the concepts of Aanjigone and Debwewin explored earlier in this chapter, as they are both speaking about the concept of learning as being the responsibility of the learner and indeed the "ethic of non-interference" that surrounds this process. As noted, self-reflection is important for both us. Keeping a reflection journal, or utilizing other reflective practices to analyze when things do not go as expected is utilizing the concept of Debwewin in an effective way. Community survival, resistance to coercive power and social stereotypes, and finally the use of storytelling, and particularly acimowina, are important for understanding my framework as both an Indigenous faculty member and in my own teaching methodology.

This chapter focuses on effective leadership at one group of minority-serving institutions (MSIs), historically Black colleges and universities (HBCUs). We discuss two areas of HBCU senior leadership: chief student affairs officers (CSAOs), especially those who occupy an executive role in the president's cabinet, and the presidents themselves. The chapter advances a working conceptual model of highly effective CSAO leadership for HBCUs, and makes the argument that current and aspiring HBCU presidents can draw important insights from the model. A small number of reputed HBCU presidents have emerged from student affairs. The chapter begins with a brief review of the relevant literature regarding senior student affairs and presidential leadership at HBCUs. The consensus of the academic and trade literature is that student affairs leadership is a dynamic enterprise requiring intentional development. A reader can see how an HBCU student affairs division can be a proving ground for an HBCU presidency.

A research took at Skidmore College, a selective, small private liberal arts college in upstate New York. In terms of racial demographics, approximately 22" of students self-identify as domestic students of color and 9" identify as International students. In 2008, Skidmore College supported the development of an Intergroup Relations (IGR) pilot program, adapted from the University of Michigan's (UM) model, to meet our Strategic Plan goals focused on intercultural and global understanding. One of the unique features of the Skidmore model is the intentional focus on peer-facilitation. A collaborative initiative between Academic Affairs and Student Affairs, Skidmore's IGR program relies on the dedication of the instructor team. Structurally, facilitators have two points of contact with faculty/staff instructors to enhance their Passion, Awareness, Skills, and Knowledge (PASK) toolkits: Practicum in Facilitating: and Dialogue Facilitation. Auto-ethnographies emerged as an expanded version of remarks given during an IGR alumni panel at the inaugural Northeastern IGR Conference hosted by Skidmore College in June 2014.

Students and faculty come together in this powerful collection to discuss experiences and teaching practices that can change students’ lives. Organized into four parts, these first-person accounts explore the many challenges facing college students, offering advice on how to best serve low-income, first-generation, underrepresented student populations; how to foster political engagement; and how to help students take charge of their lives and education. The stories in College Teaching and Learning for Change provide higher education faculty and student affairs practitioners with an increased understanding of the wide variety of student experiences, and together they constitute a platform for encouraging student success.

In this chapter, the authors undertake an intracategorical analysis through the lens of student engagement theory. Drawing on the narrative accounts of eight college students with learning disabilities drawn from one small liberal arts college in the northeast, their analysis helps to explicate connections between disability, other social identities, and engagement. This analysis provides information about an understudied population by focusing on engagement experiences, which have been shown elsewhere to be strongly associated with retention. The authors utilize narrative analysis techniques to examine both what participants said and how they said it. The findings include the role of disability in mediating classroom engagement, variations in access to institutional support, the importance of supportive peer networks, and the variable salience of disability identity. Students with disabilities should be able to disclose their disabilities in safe spaces and receive support from student affairs professionals, faculty, and other staff members.

Research suggests that higher education faculty and administrators can play a role in improving the experiences of students with disabilities. In particular, faculty and administrators can play important roles in developing a campus climate that welcomes, supports, and offers full access to students with disabilities. This chapter reviews the literature on the knowledge and attitudes of higher education faculty and administrators, including professional development efforts, and advocates for additional research and training on disability-related topics. It discusses knowledge and attitudes of disability services professionals (DSPs) and student affairs professionals. Research findings on college faculty using inclusive teaching practices have focused on the development and testing of climate survey instruments and professional development training packages. Training administrators is important if they are to develop the needed knowledge and attitudes to adequately support students with disabilities. For DSPs or any other relevant institutional personnel, data can be used to make decisions about resource allocation and to prioritize student skill development.

The two major professional associations for the student affairs field, College Student Educators International and Student Affairs Administrators in Higher Education, have made it clear that student affairs professionals should actively support diversity, social justice, and inclusion on campus as part of their holistic commitment to student growth and development. Yet, little research has documented how support for students with disabilities is infused into student affairs practice. This chapter address this gap using findings from an action-based grounded theory study of 31 entry-, mid-, and senior-level student affairs professionals about their perceptions of, and experiences working with, students with disabilities on campus. It summaries the competencies for student affairs educators—focusing specifically on those related to disability topics and describes that study methods and key findings. Findings demonstrate that disability is a complex phenomenon involving diverse diagnoses, accommodations, self-advocacy levels and strategies, and intersections with other social identities. This remarkable range of manifestations clears that disability is a form of diversity.

This chapter discusses career wellness, a summary history of career services in American higher education, the identification of key factors affecting career wellness and the positing of potential recommendations for administrators' and faculty actions. With a current emphasis on initiating career education and development early in the college career, the centrality of addressing mental and physical health problems and stressors is clear. The chapter highlights civic engagement and service-learning are among their remedies. A number of institutions are combining academic courses with civic engagement exercises to "produce workforce-ready professionals, but who are also socially responsible and social justice-centered professionals". To assist current and future career development administrators and other higher education professionals when supporting college students of all ages, an analysis and synthesis of various issues is needed. Student affairs practitioners with an ambition for career counseling can likely build stronger relationships with counseling centers, health centers, student affairs social workers and academic advisors to build strategies for supporting students.

Preface * Introduction: A Wellness Mandate for Higher Education David S. Anderson SECTION I: EMOTIONAL WELLNESS * Stress Management: # Too Blessed to be Stressed Constance S. Boehm and Lance C. Kennedy-Phillips * Mental Health: Creating and Cultivating A Campus Community That Supports Mental Health Dori S. Hutchinson * Technology: The Challenging Role Technology Plays in the Lives of College Students Kevin Kruger SECTION II: SOCIAL WELLNESS * Relationship Health: Helping Students Thrive as They Relate to Others Bridget Guernsey Riordan * Sexual Decision-Making: Everyone's Doing It, Right? Joleen M. Nevers and Heather Eastman-Mueller * Alcohol: Reaching Students Through Education and Intervention Shannon K. Bailie, Jason R. Kilmer, and M. Dolores Cimini * Prescription and Illicit Drug Abuse: Changing the Narrative David S. Anderson and Tom Hall SECTION III: INTELLECTUAL WELLNESS * Study and Writing Skills: Fostering Students' Academic Development and Engagement Daniella Olibrice SECTION IV: PHYSICAL WELLNESS * Sleep: Enhancing Bedtime Performance Michael McNeil * Nutrition: Eating to Survive or Thrive Annann Hong * Exercise: Hey Millennial, It's Time to Get Physical! Linda A. Knight, Jennifer R. Fisher, and Parth K. Patel SECTION V: SPIRITUAL WELLNESS * Spiritual Development: Setting a Place at the Table for Spirituality Maria F. DiLorenzo

Chapter 1: Introduction Racial Minorities Chapter 2: Engaging and Soliciting African American Alumni - Marybeth Gasman &Nelson Bowman Chapter 3: An approach to engaging Latina/o alumni in giving initiatives: Madrinas y padrinos - Jose A. Cabrales Chapter 4: Chinese American philanthropy: Cultural contexts behind major gifts in higher education - Kozue Tsunoda Other Alumni Constituencies Chapter 5: Women as a Donor Group to Higher education - Sara Kaiser & Amy Wells Dolan Chapter 6: Alumni Giving in the LGBTQ Communities: Queering Philanthropy - Jason C. Garvey & Noah D. Drezner Chapter 7: Fundraising from doctoral alumni: Going beyond the bachelor's - Anita Mastroieni Chapter 8: Examining Young Alumni Giving Behavior: Every Dollar Matters- Meredith Billings On Campus Constituencies & Future Donors Chapter 9: Faculty and Staff as Prospects and Donors: Giving on Campus - Genevieve G. Shaker Chapter 10: Building a Culture of Student Philanthropy - Lori A. Hurvitz Chapter 11: The Influence of Sorority and Fraternity Involvement on Future Giving - Ryan E. Merkel Chapter 12: Fostering Student Affairs and Institutional Advancement Partnerships - Michael Puma Chapter 13: Creating an Engagement Model of Advancement for Young Alumni - Luke Greeley Author Biographies

Among educators in higher education institutions, collaboration connotes relationships of somewhat greater intensity than does the word “cooperation,” and it generally implies a relationship among equals pursuing a goal of mutual interest or dened outcomes in student learning. To facilitate a seamless learning environment, the General Education Ofce (GEO) and the Student Affairs Ofce (SAO) of the Hong Kong Institute of Education (HKIEd) work collaboratively to launch pilot credit-bearing courses that incorporated a service-learning component in general education. This attempt tries to make service-learning a credit-bearing educational experience in which students participate in an organized service activity that meets identied community needs and reect on the service activity in such a way as to gain further understanding of the course content, a broader appreciation of the discipline and an enhanced sense of civic responsibility. The aim of this chapter1 is to explore what students have experienced and reected on and the learning outcomes gained after being involved in service-learning, especially in terms of their generic skills competency and knowledge integration abilities, through the use of documentary analysis and quantitative survey. In addition, focus interviews and observations are used to evaluate how students perceive their own learning and provide further feedback on how such courses should be conducted. The implications on how a servicelearning component can be integrated into academic learning and the building of collaborative relationships between academic faculty and student affairs are discussed.

Part One: Theoretical and Historical Foundation for Models of Student Affairs Practice Chapter One: Introduction: Models of Student Affairs Practice Chapter Two: Student Engagement and Success: Relationship to Student Affairs Models and Practice Chapter Three: Organizing Student Affairs: A Second Glance in the Rearview Mirror and a Further Look Ahead Part Two: Traditional Models of Student Affairs Practice Chapter Four: Out-of-Classroom-Centered Traditional Models Extra-curricular Model Co-curricular Chapter Five: Administratively-Centered Traditional Models Functional Silos Model Student Services Model Chapter Six: Learning-Centered Traditional Models Seamless Learning Competitive and Adversarial Part Three: Innovative Models of Student Affairs Practice Chapter Seven: Student-Centered Innovative Models Ethic of Care Student Driven Student Agency Chapter Eight: Academic Centered Innovative Models Academic-Student Affairs Collaborative Model Academic Driven Part Four: Changing and Transforming Your Student Affairs Division Chapter Nine: Catalysts and Tools for Change Chapter Ten: Redesigning Your Student Affairs Division Appendix A: DEEP Research Method Appendix B: Models of Student Affairs Practice Inventory

Preface 1. Sacred and Secular Tensions in Contemporary Higher Education, Michael D. Waggoner 2. Taking the Tournament of Worldviews Seriously in Education: Why Teaching About Religion is not Enough, Perry L. Glanzer 3. Teaching Spirituality in Public Higher Education, Carney Strange and Judy Rogers 4. Understanding the "Interior" Life of Faculty: How Important is Spirituality? Jennifer A. Lindholm and Helen S. Astin 5. Inviting Atheists to the Table: A Modest Proposal for Higher Education, Robert J. Nash 6. Jesus, the Enlightenment, and Teaching World History: The Struggles of an Evangelical Scholar, Ralph E. Lentz II 7. Evangelicals on Campus: An Exploration of Culture, Faith, and College Life, Alyssa N. Bryant 8. Exploring Religious Pluralism in Higher Education: Non-Majority Religious Perspectives among Entering First-Year College Students, Alyssa N. Bryant 9. Spirituality and Religion: Through the Eyes of the "Hidden Educators," Christy Moran Craft 10. University Student Affairs Staff and Their Spiritual Discussions with Students, Jill Burchell, Jenny J. Lee, and Sara Olson 11. Addressing the Identity-Relevance Dilemma: Religious Particularity and Pluralism at Presbyterian Church-Related Colleges, Robert C. Spach 12. Being Religious at Knox College: Attitudes Toward Religion, Christian Expression, and Conservative Values on Campus, L. Sue Hulett Afterword: Connecting Parallel Universities, Michael D. Waggoner