Equity-Minded Learning Environments: PLA as a Portal to Fostering Inclusive Excellence

References

• Adams, M., & Love, B.J. (2005). Teaching with a social justice perspective: A model for faculty seminars across academic disciplines. In M.L. Ouellett (Ed.), Teaching inclusively: Resources for course, department and institutional change in higher education (pp. 586–619). Stillwater, OK: New Forums.
   Google Scholar
• American Association of Colleges & Universities. (2007). Making excellence inclusive. Retrieved from https://www.aacu.org/programs-partnerships/making-excellence-inclusive
   Google Scholar
• Brookfield, S.D. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Brookfield, S.D., & Preskill, S. (1995). Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Castania, K. (2011). Opening doors: A personal and professional journey. Facilitator manual/apprentice curriculum (2nd ed.). Brockport, NY: Opening Doors Diversity Project, The Research Foundation of SUNY.
   Google Scholar
• Fenwick, S. (2014). Exploring faculty members’ multicultural competence at a faith-based institution (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (Accession Order No. 3639317)
   Google Scholar
• Gadd, D.F. (2012). Accelerated degree completion programs: The effects of core professors in nontraditional higher education (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (Accession Order No. 3515361)
   Google Scholar
• Gay, G. (1981). Interactions in culturally pluralistic classrooms. In J. Banks (Ed.), Education in the 80's: Multiethnic education (pp. 42–53). Washington, DC: National Education Association.
   Google Scholar
• Gay, G.2013Teaching to and through cultural diversityCurriculum Inquiry4314870
   Web of Science ®Google Scholar
• Ginsberg, M.B., & Wlodkowski, R.J. (2009). Diversity and motivation: Culturally responsive teaching in college ( ed.). 2ndSan Francisco, CA: Jossey-Bass.
   Google Scholar
• Gutierrez, R.A. (2011). The drama of diversity and democracy: Higher education and American commitments. Washington, DC: AAC&U Publications.
   Google Scholar
• Harris, J.1999Ways of seeing the recognition of prior learning (RPL): What contribution can such practices make to social inclusion?Studies in the Education of Adults312124139
   Google Scholar
• Hoffmann, T. (2009). Evaluating prior learning: A hands-on manual that guides the evaluator through the prior learning assessment process. Burtonsville, MD: PLA Consulting.
   Google Scholar
• Hoffmann, T.2013Reflecting on the importance of reflection and critical analysis in prior learning portfolios: Instructional materials designed to enhance and guide the portfolio development and evaluation processThe Journal of Continuing Higher Education612116121
   Google Scholar
• Hurtado, S. (2001). Linking diversity and educational purpose: How diversity affects the classroom environment and student development. In G. Orfield (Ed.), Diversity challenged: Evidence on the impact of affirmative action (pp. 187–203). Cambridge, MA: Harvard Education Publishing Group.
   Google Scholar
• Hurtado, S.Ruiz, A.2012The climate for underrepresented groups and diversity on campusAmerican Academy of Political and Social Science6341190206
   Google Scholar
• Jun, A.De La Rosa, M.2013Race, religion, and responsibility in Christian higher educationChristian Higher Education121214 http://dx.doi.org/10.1080/15363759.2013.740320
   Google Scholar
• Keirsey, D., & Bates, M.M. (1984). Please understand me. Del Mar, CA: Nemesis Book Company.
   Google Scholar
• Klein-Collins, R. (2011). Underserved students who earn credit through prior learning assessment (PLA) have higher degree completion rates and shorter time-to-degree (Research brief). Chicago, IL: Council for Adult and Experiential Learning (NJ1).
   Google Scholar
• Knowles, M. (1980). The modern practice of adult education: Andragogy versus pedagogy ( ed.). 2ndNew York, NY: Cambridge Books.
   Google Scholar
• Knowles, M. (1984). The adult learner: A neglected species ( ed.). 3rdHouston, TX: Gulf Publishing Company.
   Google Scholar
• Kolb, A.Y.Kolb, D.A.2005Learning styles and learning spaces: Enhancing experiential learning in higher educationAcademy of Management Learning and Education42193212 http://dx.doi.org/10.5465/AMLE.2005.17268566
   Web of Science ®Google Scholar
• Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Ladson-Billings, G.1999Preparing teachers for diverse student populations: A critical race theory perspectiveReview of Research in Education241211247
   Google Scholar
• Lindsey, D.B., Martinez, R.S., & Lindsey, R.B. (2007). Culturally proficient coaching: Supporting educators to create equitable schools. Thousand Oaks, CA: Corwin.
   Google Scholar
• Mandell, A. (2006). Keynote presentation: The National Institute on the Assessment of Experiential Learning (NIAEL). Sponsored by Thomas Edison State College, Princeton, NJ.
   Google Scholar
• Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: John Wiley & Sons.
   Google Scholar
• Mezirow, J.D.1981A critical theory of adult learning and educationAdult Education Quarterly321324
   Web of Science ®Google Scholar
• Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Palmer, P.J., & Zajonc, A. (2010). The heart of higher education: A call to renewal. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Paredes-Collins, K.2013Cultivating diversity and spirituality: A compelling interest for institutional priorityChristian Higher Education121/2122137 http://dx.doi.org/10.1080/15363759.2013.739436
   Google Scholar
• Rath, T. (2007). StrengthsFinder 2.0. New York, NY: Gallup Press.
   Google Scholar
• Rogers, C., & Freiberg, H.J. (1994). Freedom to learn ( ed.). 3rdUpper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Rowling, J.K. (2000). Harry Potter and the goblet of fire. London, UK: Bloomsbury.
   Google Scholar
• Schneider, C.G. (2011). Diversity and democracy: The unfinished work. Washington, DC: AAC&U Publications.
   Google Scholar
• Schreiner, L.A.2014aDifferent pathways to thriving among students of color: An untapped opportunity for success. About Campus1951019
   Google Scholar
• Schreiner, L. (2014b). Fostering deep learning [Booklet]. Azusa, CA: The Center for Teaching, Learning, and Assessment, Azusa Pacific University.
   Google Scholar
• Seligman, M. (2011). Flourish: A new understanding of happiness, well-being and how to achieve them. Boston, MA: Nicholas Brealey.
   Google Scholar
• Selingo, J.J. (2013). College (un) bound: The future of higher education and what it means for students. Boston, MA: Houghton Mifflin Harcourt.
   Google Scholar
• Sleeter, C.E.2011An agenda to strengthen culturally responsive pedagogyEnglish Teaching: Practice and Critique102723
   Web of Science ®Google Scholar
• Smith, D.G. (2009). Diversity's promise for higher education: Making it work. Baltimore, MD: The Johns Hopkins University Press.
   Google Scholar
• Swartz, E.2009Diversity: Gatekeeping knowledge and maintaining inequalitiesReview of Educational Research79210441083 http://dx.doi.org/10.3102/0034654309332560
   Web of Science ®Google Scholar
• Tatum, B.D. (1999). Why are all the Black kids sitting together in the cafeteria? And other conversations about race. New York, NY: Basic Books.
   Google Scholar
• Taylor, D.L.2013Culturally relevant pedagogy and behaviors: A study of faculty beliefs at six Christian postsecondary institutionsChristian Higher Education121-25173 http://dx.doi.org/
   Google Scholar
• Thomas, G.D., & Hollenshead, C. (2012). Success for nontraditional students at elite institutions. On Campus With Women, 40. Retrieved from http://archive.aacu.org/ocww/volume40_3/national.cfm
   Google Scholar
• Torres, V., Howard-Hamilton, M.F., & Cooper, D.L. (2003). Identity development of diverse populations. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Visser, S. (Producer). (2011). Triggering events around race, class, and gender: Students speak out about learning disengagement and faculty behaviors in the classroom [DVD]. United States: Azusa Pacific University.
   Google Scholar
• Whittaker, U. (1989). Assessing learning: Standards, principles and procedures. Philadelphia, PA: Council on Adult and Experiential Learning (CAEL) Publications.
   Google Scholar
• Wlodkowski, R.J.2003Accelerated learning in colleges and universitiesNew Directions for Adult and Continuing Education97515 http://dx.doi.org/10.1002/ace.84
   Google Scholar
• Wyatt, L.G.2011Nontraditional student engagement: Increasing adult student success and retentionJournal of Continuing Higher Education5911020
   Google Scholar