Higher education, tertiary education Books
Taylor & Francis The Lecturers Toolkit
Book SynopsisWith a focus on practical, implementable strategies to enhance learning experiences, the extensively updated sixth edition of The Lecturerâs Toolkit is an essential guide for those new to teaching in Higher Education, as well as a companion to improve the practice of more experienced teachers.Centred around the Race model of learning, which proposes a pragmatic exploration of how students learn, it offers research-informed practical tips and advice, with question prompts to cement knowledge, key tips to enhance best practice, and chapter outcomes to help shape learning. This edition has been fully updated to recognise changing approaches to higher education learning including online and distance learning and consideration of how of AI and Large Language Models are impacting on ways of teaching and assessing students. Covering all of the need-to-know information that is essential to thrive in tertiary teaching environments, this book includes information on:
£137.75
Taylor & Francis Ltd The Cultural Journeys of Rural Poor and
Book Synopsis
£38.99
Taylor & Francis Developing Employability Capital in University
Book Synopsis
£49.99
Taylor & Francis Designing Instruction with Generative AI
Book SynopsisDesigning Instruction with Generative AI offers a novel set of tools and strategies for leveraging generative AI to create engaging and personalized learning experiences. While instructional designers are a tremendous asset to higher education, not all colleges or universities have the robust staff needed to support all instructors on staff or large student populations. Drawing on a wealth of research, professional experience, and strategic insights, this book equips new and seasoned teaching faculty and trainers with step-by-step directions on how freely accessible artificial intelligence software can assist with all aspects of the course creation and instruction process and cater to the needs of diverse learners. Each chapter offers forward-thinking and empirically validated ways to help faculty create and improve instructional materials, course design, and learning environments while supporting their digital literacies. Rather than introduce AI as a means of outsourcing subject-area expertise, critical thinking, or cognitive processes, the author instead emphasizes its potential to build on traditionally honed knowledge and foundational instructional design practices. From optimizing course alignment and accessibility practices to fostering active learning, motivation, and engagement, educators will find new solutions to common teaching and learning challenges with greater efficiency in time and capacity.
£35.99
Taylor & Francis The Sociological Predicament
Book SynopsisA sociological phenomenon afflicts sociology itself: academics think of themselves as the vanguard of the working class despite the fact that they are not working class, as the noble willingness to side with the oppressed contrasts scholarsâ reliance on authority to bolster their politics.While there are no simple solutions to this contradiction, a necessary beginning is for sociologists (and other academics) to acknowledge the reality of their own class privilege as members of the professional-managerial class. The Sociological Predicament is then a conscious and deliberate work of professional self-loathing that traces the evolution of ideologies found in academia from the mid-twentieth century to today, which demonstrates the ways in which biases around class have given short shrift to the concerns of working-class Americans in deindustrialized cities and towns that have ultimately turned away and then against them.Intellectuals have not historically been on
£40.84
Taylor & Francis AI Applications in Online Higher Education Administration
a huge range and FREE tracked UK delivery on ALL orders.
£40.84
Taylor & Francis From Competition to Coexistence
a huge range and FREE tracked UK delivery on ALL orders.
£137.75
Taylor & Francis The Power of ArtsBased Pedagogies
a huge range and FREE tracked UK delivery on ALL orders.
£61.74
Taylor & Francis Instructional Design for Task Expertise
a huge range and FREE tracked UK delivery on ALL orders.
£40.84
Cambridge University Press Campus Sexual Assault
a huge range and FREE tracked UK delivery on ALL orders.
£83.59
Cambridge University Press Developing Summary and Notetaking Skills with
Book SynopsisThis write-in book ensures students get plenty of practice with the summary and note-taking aspects of Cambridge IGCSE English as a Second Language. With revised content, students can choose sections to practise, building confidence ready for the revised exam from 2019, which has a heavier weighting on summary writing. Answers at the back of the book make it perfect for self-study or classroom use ? helping teachers save time marking and students to understand the requirements of the exam. This book is also suitable for anyone wanting to develop academic English for university and beyond, including first language students.Table of ContentsIntroduction; How to use this book: Science and the body: Note-taking 1 Tackling dyslexia in children; Summary 1 All in the mind?; Note-taking 2 Antibiotic resistance; Summary 2 The enemy within; Animal life: Note-taking 3 The thrill of watching whales; Summary 3 Why zoo cats lose their cool; Note-taking 4 Dogs on the defensive; Summary 4 Undercover cats; The world of plants: Note-taking 5 A natural antiseptic; Summary 5 The rose, queen of all flowers; Note-taking 6 Sweet talk; Summary 6 The mangoes in your trolley; Personal challenges: Note-taking 7 Lost on the mountain; Summary 7 Young ambassadors; Note-taking 8 Taking a gap year; Summary 8 My daughter can achieve whatever she wants; Leisure and lifestyle: Note-taking 9 The ugly side of clean power; Summary 9 From schoolboy to clown; Note-taking 10 The world of the Incas; Summary 10 What's for dinner, Mum?; Trends – past, present and future: Note-taking 11 B irth of a barcode; Summary 11 Pupils find internet 'a poor learning tool'; Note-taking 12 Thirsty work; Summary 12 Lost for words; Skills practice: Core level: Note-taking 13 The Huron-Wendat; Summary 13 Travel writer; Note-taking 14 The rise of the robot; Summary 14 Laughter: the best medicine; Skills practice: Extended level: Note-taking 15 The Huron-Wendat; Summary 15 Serval rescue; Note-taking 16 The rise of the robot; Summary 16 Space mission; Topic vocabulary and writing tasks: Acknowledgements: Teacher notes (with Key edition only): Answer key (with Key edition only).
£18.75
John Wiley & Sons Inc LearnerCentered Teaching
Book SynopsisOffers an introduction to the topic of learner-centered teaching in the college and university classroom. This title includes the examples of practice in action from a variety of disciplines, a chapter on the research support for learner-centered approaches, and how students' developmental issues impact the effectiveness of teaching.Table of ContentsPreface to the Second Edition vii Acknowledgments xiii The Author xiv PART ONE: FOUNDATIONS OF THE LEARNER-CENTERED APPROACH 1 1. Learner-Centered Teaching: Roots and Origins 3 2. Research: Evidence That Learner-Centered Approaches Work 28 PART TWO: THE FIVE KEY CHANGES TO PRACTICE 57 3. The Role of the Teacher 59 4. The Balance of Power 88 5. The Function of Content 114 6. The Responsibility for Learning 143 7. The Purpose and Processes of Evaluation 168 PART THREE: IMPLEMENTING THE LEARNER-CENTERED APPROACH 197 8. Responding to Resistance 199 9. Taking a Developmental Approach 218 APPENDIXES 239 1. Syllabus and Learning Log Entries for Speech Communications 100A 239 2. Resources That Develop Learning Skills 249 References 259 Name Index 275 Subject Index 279
£31.35
Taylor & Francis Law and Social Justice in Higher Education
Book SynopsisThe latest volume in the Core Concepts in Higher Education series explores the complexity of law in higher education and both the limits and opportunities of how law can promote inclusivity and access on campus. Through a historical and legal framework, this volume discusses undergraduate students' histories of inclusion and struggles for social justice in higher education by race, sex, social class, dis/ability, and sexual orientation. Bridging research, theory, and practice, Law and Social Justice in Higher Education encourages future and current higher education and student affairs practitioners to consider how they can collaborate to further a just society. Special features: Discussion of case law illustrates the reach and limits of law and where higher education professionals can continue to push for social justice. Accessible to non-lawyers, chapters highlight key legal terms and key concepts to guiTrade Review"Law and Social Justice in Higher Education explores the juxtaposition between law and society in higher education with an emphasis on the evolution of social justice both as a political concept and as a transformative resource. This book’s exploration of the experiences of particular sectors of society--especially minorities, women, and people with disabilities-- significantly contributes to both the scholarship of social justice and the responsibilities of higher education to motivate and foster change." -Cheryl Crazy Bull, President and CEO, American Indian College Fund "Chambers’ Law and Social Justice in Higher Education contributes substantially to the field of higher education and to critical discourses that address underlying challenges of race, gender, and class disparity in America and its colleges and universities. Reading this compelling book reminds me why I agreed to start this book series on core issues in higher education." -From the Series Editor Introduction by Edward P. St. John, Algo D. Henderson Collegiate Professor, University of Michigan Table of ContentsContentsList of FiguresSeries Editor IntroductionPrefaceAcknowledgements Chapter 1: Justice, Social Justice, and Higher EducationPhilosophical Foundations of Social Justice Equity Liberty From Justice as Political Philosophy to Social Justice Social Justice and Beliefs about Inequity Social Inequity and OppressionIndicators of Social OppressionSocial Inequity and College EnrollmentSummary Chapter 2: Citizenship and Racial Fragmentation: College Access from the Colonial Era to the Antebellum PeriodOrigins: Universal Rights for Select IndividualsThe Status of People of Color in the Antebellum PeriodAbolition and the Aftermath of the Dred Scott Decision The Higher Education of People of Color from Colonial Times through the Progressive EraThis Land Was Our LandA Brief History of Native American Higher Education in the Colonial EraEarly Black, Native American, and Puerto Rican Higher EducationStrangers from a Different ShoreWe Didn’t Cross the Border, the Border Crossed UsSummary Chapter 3: Breaking Barriers: From Emancipation to DesegregationThe Legal Status of Blacks after the Civil WarThe Case of Homer PlessyThe Mismeasure of ManThe Struggle for Racial Equality in the Progressive EraA StrategyThe Legal DecisionsThe Academic BattleSummary Chapter 4: Desegregating Historically White Colleges and UniversitiesDesegregating Historically White Institutions: The 1950sBlack College Students in Historically White InstitutionsFirst Black Undergraduates in Southern FlagshipsStudent Activism in the 1950sCollege Trends: 1960-1966Desegregation in the 1960sCampus ConditionsSummary Chapter 5: Student Activism and Institutional TransformationThe Rise of Student Led ActivismCivil Disobedience: The Sit InsFreedom RidesVoter Registration, Freedom Schools, and the Mississippi Freedom Democratic PartyMovement Evolution The Broader Civil Rights StruggleOn CampusChanges in Student EnrollmentsStudent ActivismStudent PowerStudent Protests: North and South, Black and White, HBCUs and HWCUsThe Lasting Influence of Student ActivismAcademic AffairsStudent AffairsSummary Chapter 6: Affirmative Action, the Desegregation of Higher Education Systems, and the Proliferation of Minority Serving InstitutionsAffirming ActionsLegal StandardsAffirmative Action in University Admissions in CourtThe Desegregation of Dual Systems of Higher EducationThe Case of Jake AyersHigher Education Desegregation beyond MississippiThe Costs of Desegregation SuitsThe Proliferation of Minority Serving Institutions Chapter 7: Women’s Subjugation and Higher Education from the Colonial Era to the mid-1960sWomen’s Legal SubjugationThe Social Order Women’s Education in an Emergent NationWomen’s Activism and the Beginnings of Women’s Higher EducationFirst Institutions and the Curriculum The First Generation of Women Graduates ExpansionWomen in Higher Education: The Progressive EraThe Second and Third Generations of College WomenDeans of WomenWomen’s Higher Education in the Postwar EraSuppressing Women in STEMWomen on the Homefront Activism in the Post-War EraThinking Differently about WomanhoodSex and Criminal LawRegulating to Prevent Sex on Campus Chapter 8: The Sex Revolution and ReminiscencesConsciousness Raising and Feminism in the 1960s-1970sThe Downside of SuccessGeneral Considerations: Women and the LawTitle IX: Securing Women’s Rights in Education Admissions and Financial AidJoining the Adams SuitsWomen on CampusThe Chilly ClassroomWomen’s Studies: A Curricular and Scholarly Response Chilly Climates beyond the ClassroomThe Special Case of Women in AthleticsWomen’s Health and Safety Chapter 9: Law and the Advancement of Social Justice in Higher Education: Considering Social Class, Sexual Orientation, Gender Identity, and Dis/abilitySocial ClassSexual Orientation and Gender IdentityDis/AbilitySummary: Advancing Towards a Socially Just Future in Higher Education
£49.39
Taylor & Francis Ltd (Sales) Visual Narrative and Creative Research Methods
Book SynopsisTrade Review"Mannay's text is an excellent reference to have on hand. It will also be useful in methods courses. While it most directly applies to visual methods, the discussions this book prompts will be useful regardless of the type of data collection or dissemination utilized or the field of inquiry." - Dr. Rita Shah,Visual MethodologiesTable of Contents1. Introduction2. Mapping images: charting the visual and creative in social science research 3. Making the familiar strange: questions we would not think to ask4. Participatory methodologies: questions of power and positionality in creative research5. Problematising interpretation: applying auteur theory, disrupting the surface and breaking the frame6. Visual and narrative data production: time, artistic ability and incongruence7. Ethical concerns: answers to questions we did not want to ask8. Conclusion: looking back and moving forward
£39.99
Taylor & Francis Ltd No Platform
a huge range and FREE tracked UK delivery on ALL orders.
£37.99
Taylor & Francis Ltd Using Educational Criticism and Connoisseurship
Book SynopsisUsing Educational Criticism and Connoisseurship for Qualitative Research develops the practical elements of educational criticism, a form of qualitative inquiry that takes its lead from the work that critics have done in fields such as the visual arts, music, literature, drama and dance. Written by leading scholars in the field of curriculum studies, and research methods, this book explores the interpretive and evaluative aspects of educational criticism, through which the educational critic offers means for understanding and attributing significance to educational events. Featuring chapter-by-chapter activities, guiding questions, and key terms, this volume addresses matters of study design, pedagogy, and trends in doing educational criticism and connoisseurship. By offering a uniquely in-depth account of this research method, Using Educational Criticism and Connoisseurship for Qualitative Research is accessible to researchers and students in curriculum and instruction, educationalTrade Review"Elliot Eisner was more innovative theorist than procedure-focused methodologist; consequently, this book provides much-needed information about how to actually do Eisner’s educational criticism. The authors, however, also make their own innovative theoretical contributions when they discuss fusing educational criticism with research approaches such as action research, auto-ethnography, and mixed-methods designs." - Robert Donmoyer, University of San Diego"Both erudite and practical, this book is useful for anyone who wishes to learn more about connoisseurship and criticism and its application in a research setting or similar situations involving applied qualitative inquiry and evaluation." -Brian Wagner, Northern Vermont University.Table of ContentsContentsChapter 1: IntroductionChapter 2: Connoisseurship: The Arts of Perception and DiscernmentChapter 3: Study DesignChapter 4: Description and InterpretationChapter 5: Evaluation and ThematicsChapter 6: Trends and Variations
£25.99
Taylor & Francis Ltd Handbook of Technological Pedagogical Content
Book SynopsisThe 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledgethe knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice.Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education andTrade Review"In 2008, the AACTE Handbook of Technological Pedagogical Content Knowledge established a new context for thinking about infusion of technology in teaching. The influence of this book has been reflected in the hundreds of articles, books, dissertations, conference presentations, and symposia stimulated by its publication. The second edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is a worthy successor to the first. Updated to reflect current research and understanding of best practices in this area, it is destined to become a key reference for anyone who is interested in technology in teaching and learning." --Glen L. Bull, Professor and Co-Director, Center for Technology & Teacher Education, Curry School of Education, University of Virginia, USA "A must read for TPACK researchers and practitioners, the second edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators provides a valuable and useable update on developments in the very active TPACK community in the 8 years since the first edition. From new methods and instruments designed to study TPACK to specific descriptions of successful approaches to developing and using TPACK in different subject areas, this second edition connects readers to the latest developments in this very important area." --Ann Thompson, Professor, Department of Curriculum and Instruction, College of Education, Iowa State University, USA "Having designed pre-service and graduate courses using the TPACK model and applied the model in our scholarship, we found the book provided us with insight, clarity, and inspiration for future use... Anyone with an advanced academic interest in TPACK should find something in the handbook that will enhance understanding of the model."-- Douglas M . Harvey, Ronald A. Caro, Tech Trends, Association for Educational Communications & Technology Table of ContentsAcknowledgements Chapter 1: Introduction to the 2nd Edition of the TPACK Handbook Mary C. Herring, Matthew J. Koehler, Punya Mishra, Joshua Rosenberg, Jolene Teske Section I: Theory Chapter 2: Theoretical Considerations and Alternative Conceptualizations TPACK Charoula Angeli, Nicos Valanides, Andri Christodoulou Chapter 3: Using Theoretical Perspectives in Developing an Understanding of TPACK Joke Voogt, Petra Fisser, Jo Tondeur, Johan van Braak Chapter 4: Developing TPACK: Envisioning Technological Pedagogical Reasoning Vicky Smart, Glenn Finger, Cheryl Sim Section II: Research Chapter 5: Exploring the Use of Qualitative Methods to Examine TPACK Leanna Archambault Chapter 6: A Review of the Quantitative Measures of Technological Pedagogical Content Knowledge (TPACK) Ching Sing Chai, Joyce Hwee Ling Koh, Chin Chung Tsai Chapter 7: Understanding Teachers’ TPACK Through Observation Denise A. Schmidt-Crawford, Shu-Ju Diana Tai, Wei Wang, Yi Jin Chapter 8: Support for Technology Integration: Implications From and For the TPACK Framework Noortje Janssen, Ard W. Lazonder Chapter 9: Transforming Teachers’ Knowledge for Teaching with Technologies: An Online Learning Trajectory Instructional Approach Margaret L. Niess Chapter 10: Universal Design for Learning (UDL) Infused Technological Pedagogical Content Knowledge (TPACK) Model Prepares Efficacious 21st Century Teachers Beatrice Hope Benton-Borghi Section III: Implications for Practice Chapter 11: Developing and Assessing TPACK among Pre-service Teachers: A Synthesis of Research Chrystalla Mouza Chapter 12: Inservice Teachers’ TPACK Development: Trends, Models, and Trajectories Judith B. Harris, Chapter 13: TPACK Development in Higher Education Mary C. Herring, Sohyun Meacham, Daniel Mourlam Chapter 14: Opportunities and Challenges of TPACK-based Professional Development on a Global Scale Mark Hofer, John Lee, David Slykhuis, James Ptaszynski Chapter 15: Understanding the Role of a School Principal in Setting the Context for Technology Integration: A TPACK Perspective Vinesh Chandra Chapter 16: Making Meaningful Advances: TPACK for Designers of Learning Tools Karin Forssell Chapter 17: Designing Professional Development to Support Teachers’ TPACK in Elementary School Mathematics Drew Polly, Chandra Hawley Orrill Chapter 18: TPACK-Based Professional Development Programs in In-service Science Teacher Education Evrim Baran, Sedef Canbazoglu Bilici, Erdem Uygun Chapter19: Music TPACK in Higher Education: Educating the Educators Jordan Mroziak, Judith Bowman Chapter 20: The Impact of Digital Storytelling on the Development of TPACK among Student Teachers in Taiwan Amber Y. Wang About the Contributors Index
£80.74
Taylor & Francis Ltd Reflection
Book SynopsisFirst Published in 1985. This is a volume of collected articles on reflection in learning, looking at the model, experience-based learning, development of learning skills, writing and the importance of the listener.Table of ContentsIntroductionWhat is Reflection in Learning?, David Boud, Rosemary Keogh, David Walker; Chapter 1 Promoting Reflection in Learning: a Model, David Boud, Rosemary Keogh, David Walker; Chapter 2 Autobiographical Learning, J ? Powell; Chapter 3 Writing and Reflection, David Walker; Chapter 4 Debriefing in Experience-based Learning, Margot Pearson, David Smith; Chapter 5 Reflection and Learning: the Importance of a Listener, Susan Knights; Chapter 6 Reflection and the Development of Learning Skills, Alex Main; Chapter 7 Reflection and the Self-organized Learner: a Model of Learning Conversations, Philip Candy, Sheila Harri-Augstein, Laurie Thomas; Chapter 8 Judging the Quality of Development, Philip Boxer; Chapter 9 The Role of Reflection in a Co-operative Inquiry, John Heron; Chapter 10 Action Research and the Politics of Reflection, Stephen Kemmis;
£49.39
Edinburgh University Press Situating Shakespeare Pedagogy in Us Higher
Book SynopsisMoves away from offering a single methodology or approach to social justice teaching, providing practical models for academics to follow
£81.00
Johns Hopkins University Press Food Insecurity on Campus
Book SynopsisThe hidden problem of student hunger on college campuses is real. Here's how colleges and universities are addressing it. As the price of college continues to rise and the incomes of most Americans stagnate, too many college students are going hungry. According to researchers, approximately half of all undergraduates are food insecure. Food Insecurity on Campusthe first book to describe the problemmeets higher education's growing demand to tackle the pressing question How can we end student hunger? Essays by a diverse set of authors, each working to address food insecurity in higher education, describe unique approaches to the topic. They also offer insights into the most promising strategies to combat student hunger, including utilizing research to raise awareness and enact change; creating campus pantries, emergency aid programs, and meal voucher initiatives to meet immediate needs; leveraging public benefits and nonprofit partnerships to provide additional resources; changing higTable of ContentsForeword, by Sara Goldrick-RabAcknowledgmentsIntroductionKatharine M. Broton and Clare L. CadyChapter 1. Food Insecurity in Higher EducationKatharine M. BrotonChapter 2. If Not Us, Who? Building National Capacity to Address Student Food Insecurity through CUFBAClare L. CadyChapter 3. The American Federation of Teachers Local 212 / MATC FAST (Faculty and Students Together) FundMichael RosenChapter 4. Channeling Student Idealism and Energy through Campus OrganizingTalia Berday-Sacks and James DubickChapter 5. Student Action and Nonprofit Partnership: The Swipe Out Hunger StoryRachel SumekhChapter 6. The Trampoline of Public Benefits: Using Existing Resources to Fight Food InsecuritySarah Crawford and Nicole HindesChapter 7. Transformational Change for Student Success: The California State University Basic Needs InitiativeDenise Woods-Bevly and Sabrina SandersChapter 8. Research as a Catalyst for Positive Systemic ChangeJennifer J. Maguire and Rashida M. Crutchfield Chapter 9. Amarillo College: Loving Your Student from Enrollment to GraduationRussell Lowery-Hart, Cara Crowley, and Jordan HerreraChapter 10. Addressing Student Hunger through Policy Change: Leveraging Federal Food Benefits to Support College CompletionAmy Ellen Duke-Benfield and Samuel ChuConclusionKatharine M. Broton and Clare L. CadyIndex
£31.50
Johns Hopkins University Press Connecting in the Online Classroom
Book SynopsisBuilding rapport with students can revive the promise of online education, leading to greater success for students, more fulfilling teaching experiences for faculty, and improved enrollment for universities. More students than ever before are taking online classes, yet higher education is facing an online retention crisis; students are failing and dropping out of online classes at dramatically higher rates than face-to-face classes. Grounded in academic research, original surveys, and experimental studies, Connecting in the Online Classroom demonstrates how connecting with students in online classes through even simple rapport-building efforts can significantly improve retention rates and help students succeed. Drawing on more than a dozen years of experience teaching and researching online, Rebecca Glazier provides practical, easy-to-use techniques that online instructors can implement right away to begin building rapport with their students, including proactively reaching out throTable of ContentsAcknowledgmentsIntroductionPart I. The Problem Chapter 1. The Promise and the Peril of Online Higher Education Chapter 2. The Digital Divide Part II. The SolutionChapter 3. Relationships MatterChapter 4. Strategies for Building RapportChapter 5. Students on the Margins Part III: What It Will TakeChapter 6. The TradeoffsChapter 7. Building a Support NetworkAppendix A. Example of Pre-Semester SurveyAppendix B. Examples of Rapport EmailsReferencesIndex
£31.41
Bloomsbury Publishing Plc Student Debt
Book SynopsisOffering answers to essential questions about student debt and many connected issues, this book examines student debt in the United States at every stage of the processfrom the banks that issue the loans to the colleges and universities that collect the payments.Student lending in the United States is one of the most controversial issues in contemporary American discourse. Are these loans the only option for Americans who want to attend college and university in order to attain the best careers and have a productive, enjoyable life? Should the predatory lending practices of for-profit colleges and universities be stopped? How can limits be imposed on student lending amounts without preventing students from getting the education they need to succeed?The book explains why so many students are borrowing large amounts of money to attend college; considers whether the cost of higher education is simply too high, and if there should be a cap on how much money students can borrow; explTrade ReviewThis work is suitable for most academic and public libraries. * Booklist *This reference work can be read as an analysis on the causes of today's crisis. It is also a useful compendium for researchers and students. Summing Up: Recommended. All readers. * Choice *Table of ContentsPreface, 1 Background and History, Introduction, 1958: National Defense Student Loan Program, 1965: The Higher Education Act—Loan Guarantees, 1972: Education Amendments, Ascendance of Student Loans within the Financial Aid System, Sallie Mae, 1978: Middle-Income Student Assistance Act, 1980s: Student Loans Become the Dominant Paradigm in Financial Aid, Changing Perceptions of Student Loans, Conclusion, References, 2 Problems, Controversies, and Solutions, Introduction, Following Borrowers, Protecting Creditors, Defining the "Problem" as One of Repayment Strain Leads to Narrowly Focused "Solutions," Tweaks around the Margins Rather Than Fundamental Reconsiderations, Information as the Answer, Putting a Lid on Student Borrowing—Is "Nothing" Better Than Student Debt?, Channeling Momentum for Good, Free College?, How about a Bailout?, Conclusion, References, 76 3 Perspectives, Introduction, Student Debt: How Did We Get Here and Why Should We Worry?: Mark Huelsman, Student Loans and Bankruptcy in the United States: Rajeev Darolia, Advice from Our Side of the FAFSA: Scott and Mandy Sponholtz, Developing a Mind-Set for Paying Off Student Debt: Phil Schuman, Education: Still Valuable, Just Not Equitable: Melinda Lewis, The College Conundrum—Does Student Debt Cancel Out the Value of Higher Education?: Aaron Conrad, 4 Profiles, Introduction, Researchers, Beth Akers, Sandy Baum, Meta Brown, Rohit Chopra, Rajeev Darolia, Jason Delisle, Rachel E. Dwyer, Susan Dynarski, William R. Emmons, Richard Fry, Sara Goldrick-Rab, Darrick Hamilton, Donald E. Heller, Robert Hiltonsmith, Jason N. Houle, Mark Huelsman, Bridget T. Long, Ben Miller, Laura W. Perna, Fabian T. Pfeffer, Tom Shapiro, Edward P. St. John, Journalists, Anya Kamenetz, Nicholas Lemann, Research and Policy Organizations, Access Group, Center for Responsible Lending, Center on Assets, Education, and Inclusion, Demos, Education Trust, Federal Reserve Bank of New York, The Institute for College Access & Success, National Association of Student Financial Aid Administrators, National Center on Education Statistics, New America, United for a Fair Economy, Veterans Education Success, Woodstock Institute, Young Invincibles, Organizations Providing Resources and Relief for Borrowers, , Hamilton Project, , Student Debt Crisis, Student Groups and Movements, Strike Debt/Rolling Jubilee, Student Labor Action Project, Fighting for a Debt-Free Future, , United States Student Association, Media Organizations, Hechinger News Service, Huffington Post, References, 5 Data and Documents, Data, Figure 5.1 Student Debt by Family Income, Figure 5.2 Student Loan Debt by Race/Ethnicity and Class, Figure 5.3 Average Debt for Bachelor's Degree Recipients, Figure 5.4 Use of Student Loans and Cumulative Debt, by Institution Type, Figure 5.5 Average Debt for Associate's Degree Recipients, over Time, Figure 5.6 Trends in Education Finance: Appropriations for Postsecondary Education and Net Tuition, Figure 5.7 Twenty-Year Trend in Student Loan Utilization, Table 5.1 Student Debt in Selected Countries, Figure 5.8 State Spending on Higher Education, per Full-Time Equivalent Student, in Constant 2010 Dollars, Figure 5.9 Average Estimated Full-Time Undergraduate Budgets, 2015–2016, Figure 5.10 Total Student Loan Debt, in Millions of (2014) Dollars, Documents, College Opportunity for a Better America Act (March 18, 2003), Senate Hearing, "Higher Education, Higher Cost, and Higher Debt" (February 16, 2007), Senate Hearing, "The Looming Debt Crisis" (March 20, 2012), Student Loan Affordability Act (April 11, 2013), President Obama's Remarks on Signing the Bipartisan Student Loan Certainty Act of 2013 (August 9, 2013), Memorandum on Helping Struggling Federal Student Loan Borrowers Manage Their Debt (June 9, 2014), President Obama's Remarks at a Question- and-Answer Session on Student Loan Debt and College Affordability with Tumblr Participants (June 10, 2014), Student Loan Servicing Reform Fundamentals (2016), Senator Elizabeth Warren's Questions Following Inspector General Report Detailing Faulty and Inaccurate Review of Servicemembers Civil Relief Act Compliance by Student Loan Servicers (March 3, 2016), 6 Resources, 7 Chronology, Glossary, Index, About the Authors,
£49.00
iUniverse Mentoring Human Potential
Book Synopsis
£10.95
Sage Publications Ltd Teaching English and Maths in FE
Book SynopsisThis book is a guide for all teachers in the FE and Skills Sector, regardless of their discipline. It explores how FE teachers can address the mathematics and English needs of all learners, to redress the skills gap that is a current focus. The text explores what works in the sector, examining the barriers to learning and how all learners can be included. It takes a focused look at what works for the vocational learners who have not succeeded in a school setting, and helps tackle the problem of low motivation in learners. The text goes beyond simply providing strategies to follow and includes background theory and detailed case studies to enhance your understanding of different approaches. Table of ContentsIncorporating maths and English Policy and context Theories on, and around, learning Strategies for Embedding Maths Strategies for Embedding English Technology-Enhanced Learning Embedding for Inclusion Health and Social Care (Case Study) Motor Vehicle Studies (Case Study) Hair and Beauty (Case Study) Construction (case study)
£27.99
SAGE Publications Inc A Survival Kit for Doctoral Students and Their
Book SynopsisA Survival Kit for Doctoral Students and Their Supervisors offers a hands-on guide to both students and supervisors on the doctoral journey, helping make the process as enjoyable as it is productive. Drawing on research from peer learning groups, contributed narratives, and their own programs, the authors emphasize the value of the doctoral partnership and the ways in which shared knowledge can facilitate a rewarding journey for students and their advisors. Grounded in theoretical and empirical material, the book helps participants navigate the doctoral process with personal stories and examples from a variety of researchers. A discussion of common challenges and the inclusion of practical tips further enhance the book's diverse range of helpful resources.Trade Review"I see this text as different in the sense of looking at the audience, the process, and the adviser relationship from a much more positive perspective. This text takes a more personal, softer look at the dissertation process and serves more to inspire and motivate rather than instill fear." -- George W. Semich"…[S]uggestions for both the student and guide at the end of each chapter offer some practical ideas that faculty members and doctoral students will find extremely useful." -- LaVerne L. Ludden"This is a quality piece of work, and I believe many future scholars will benefit from this for years to come." -- Algerian Hart"I believe [this book] offers a broad coverage of topics that doctoral students need for research direction." -- William FiggTable of ContentsChapter 1: Theoretical Basis of the Book An Apprenticeship Perspective Why Apprenticeship? Things Elites Can Teach Us What Is Apprenticeship In Research And What Can Be Learn From It? The PhD Endeavour as a Journey A Pedagogy of Doing Moving Away From Pure Learning Good Advice for the PhD Student Good Advice for the Supervisor Conclusion Chapter 2: Matching Student and Research Community Successful and Unsuccessful Matching Why Research Talent Is Relationally Defined and Achieved Relational Talents Finding the Right Match What Is Needed To Find The Match? Mismatch Finishing On Time? Why Matching Can Be Difficult Good Advice for the PhD Student Good Advice for the Supervisor Conclusion Chapter 3: Originality and Contribution Making an Impact We Have To Work It Out Ourselves – But How? Developing Voice An Experiment of Disarmament Dismantling Pretentious Scientific Language Complying and Adjustment Questioning the Research Question Good Advice for the PhD Student Good Advice for the Supervisor Conclusion Chapter 4: Making the Most of Obstacles Research as a Creative Endeavor How Can I Contribute and Do Creative Research? Data on Deviations and Research in Everyday Life How Can We Stumble Creatively? Absorption and Deadlines Forced Incubation Apprenticeships and Quick Learning The McDonaldisation of Research Good Advice for the PhD Student Good Advice for the Supervisor Conclusion Chapter 5: Peers and Masters Are Everywhere Distributed Masters Apprenticeship Writing Writing and Identity Formation in Peer Groups Writing Throughout the Journey Networks Writing Groups Do I Have The Time … And The Courage? Life Itself Is a Master Be a Master Yourself Good Advice for the PhD Student Good Advice for the Supervisor Conclusion Chapter 6: Doing Supervision Supervision as Process and Production Co-Authorship as a Pedagogic Practice The Co-Author Study Inviting In—Unconditionally Accepting Idea Testing and Getting the Student to Work Theoretical Framing Focused Asking For Advice and Making Structural Adjustments Fine Tuning and Some Deletions Sharing Completion Extending the Radius of the Research Community A Pedagogy of Doing Good Advice for the PhD Student Good Advice for the Supervisor Conclusion Chapter 7: Feedback – Part of Making It Work A Range Of Options A Good Writer Is Not Necessarily a Good Writing Teacher Feed-Back from an Apprenticeship Perspective Formative Apprenticeship Writing for ‘Real’ and ‘Blind’ Reviewers The Necessity of Untidy Texts The Circularity of Knowing ‘People Think by Acting’ Retrospective Preparation? Learning from Giving Feedback Good Advice for the PhD Student Good Advice for the Supervisor Conclusion Chapter 8: ‘Get a Life’ or Simply ‘Live Your Life’ Putting an End to Uncertainty? Moving Fast or Learning to Live a Researcher’s Life? In Search Of a Researcher Identity Always In the Middle It Is Good To Be Part of Something There Is Always Work To Do Always Heading Somewhere ‘Let’s Start Before We’re Ready’ Stepping Stones for a Future Career Good Advice for the PhD Student Good Advice for the Supervisor Conclusion
£54.00
Cornell University Press Nothing Succeeds Like Failure
Book SynopsisDo business schools actually make good on their promises of innovative, outside-the-box thinking to train business leaders who will put society ahead of money-making? Do they help society by making better business leaders? No, they don''t, Steven Conn asserts, and what''s more they never have. In throwing down a gauntlet on the business of business schools, Conn''s Nothing Succeeds Like Failure examines the frictions, conflicts, and contradictions at the heart of these enterprises and details the way business schools have failed to resolve them. Beginning with founding of the Wharton School in 1881, Conn measures these schools'' aspirations against their actual accomplishments and tells the full and disappointing history of missed opportunities, unmet aspirations, and educational mistakes. Conn then poses a set of crucial questions about the role and function of American business schools. The results aren''t pretty. Posing a set of crucial questions about the fuTrade ReviewConn's overall position on B-School failures is clear: few have done so using a historical lens so rich in anecdote. * Times Higher Education *Steven Conn is a respected historian, and Nothing Succeeds Like Failure deserves high praise. * Choice *An exceptionally informed, iconoclastic, and thought-provoking read throughout, Nothing Succeeds Like Failure is a unique and unreservedly recommended addition to both college and university library Business Education & Reference collections. * Midwest Book Review *Conn draws upon his scholarly skills to tell this story with a light touch. A lively choice for readers who are skeptical of the claims of business schools to train leaders with an ethical perspective. * Library Journal *Historian Steven Conn has produced a gleeful roast of the American business school. * History of Education Quarterly *Table of ContentsIntroduction: No Success Like Failure: Business Schools and American Higher Education 1. The World Before (and Shortly After) Wharton: Getting a Business Education in the Nineteenth Century 2. Teach the Children... What? Business Schools and Their Curricular Confusions 3. Dismal Science versus Applied Economics: The Unhappy Relationship between Business Schools and Economics Departments 4. It's a White Man's World: Women and African Americans in Business Schools 5. Good in a Crisis? How Business Schools Responded to Economic Downturns - or Didn't 6. Same as It Ever Was: How Business Schools Helped Create the New Gilded Age
£18.99
Kaplan Publishing ACT Study Guide Premium Prep 2024 6 Practice
Book SynopsisGet ready for ACT test day with Barron’s and crush your goals. Barron’s ACT is the most up-to-date and comprehensive guide available to students who want to showcase their college readiness, earn top scholarships, and gain admission to the most competitive universities. Internationally known expert author and tutor, Brian W. Stewart, a Princeton graduate and perfect ACT score holder, puts his 30,000 plus hours of teaching and tutoring experience to work for you. He gives you the same clear and concise advice to excel on the ACT that has helped his students from all ability levels earn perfect ACT scores and admission to Ivy League universities.This fully updated guide includes over 2,000 practice questions and a wide-ranging review of ACT subject material to target your weak areas and enhance your strengths. 4 full-length practice tests, including a diagnostic test with a self-assessment to target specific question types for your cu
£21.24
University of Minnesota Press The Uberfication of the University
Book SynopsisEven after the 2008 financial crisis, neoliberalism has been able to advance its program of privatization and deregulation. The Uberfication of the University analyzes the emergence of the sharing economy—an economy that has little to do with sharing access to good and services and everything to do with selling this access—and the companies behind it: LinkedIn, Uber, and Airbnb. In this society, we all are encouraged to become microentrepreneurs of the self, acting as if we are our own precarious freelance enterprises at a time when we are being steadily deprived of employment rights, public services, and welfare support. The book considers the contemporary university, itself subject to such entrepreneurial practices, as one polemical site for the affirmative disruption of this model. Forerunners is a thought-in-process series of breakthrough digital works. Written between fresh ideas and finished books, Forerunners draws on scholarly work initiated in notable blogs, social media, conference plenaries, journal articles, and the synergy of academic exchange. This is gray literature publishing: where intense thinking, change, and speculation take place in scholarship.
£10.64
IGI Global The Future of Accessibility in International
Book SynopsisEducation is the foundation to almost all successful lives, and it is important that a high level of schooling be available on a global scale. Studying the trends in accessibility in education will allow educators to improve their own teaching techniques, as well as expand their influence to more remote areas in the world. The Future of Accessibility in International Higher Education is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in university settings. Featuring extensive coverage on relevant topics such as e-learning, economic perspectives, and educational technology, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of global education.
£183.35
Manchester University Press Anti-Racist Scholar-Activism
Book SynopsisAnti-racist scholar-activism raises urgent questions about the role of contemporary universities and the academics that work within them. As profound socio-racial crises collide with mass anti-racist mobilisations, this book focuses on the praxes of academics working within, and against, their institutions in pursuit of anti-racist social justice. Amidst a searing critique of the university’s neoliberal and imperial character, Joseph-Salisbury and Connelly situate the university as a contested space, full of contradictions and tensions. Drawing upon original empirical data, the book considers how anti-racist scholar-activists navigate barriers and backlash in order to leverage the opportunities and resources of the university in service to communities of resistance. Showing praxes of anti-racist scholar-activism to be complex, diverse, and multi-faceted, and paying particular attention to how scholar-activists grapple with their own complicities in the harms perpetrated and perpetuated by Higher Education institutions, this book is a call to arms for academics who are, or want to be, committed to social justice.Trade Review‘For the undercover guerrilla scholars, thieves for reparation, freedom-dreamers and those pretending professional compliance while living another secret life, this is your book. Treasure it as a record, guide and manifesto. Share it with your best-loved comrades and take heart. But don’t show your boss.’ Gargi Bhattacharyya, author of Rethinking Racial Capitalism: Questions of Reproduction and Survival‘This is an excellent and welcome addition to literature on racism, activism, and higher education, and a unique resource for university students who are trying to navigate higher education institutions and think through the contradictions, tensions and possibilities of being “in” the university, but not necessarily becoming “of” it, while committed to a politics of anti-racism. A necessary and compelling book.’ Aziz Choudry, editor of The University and Social Justice, Activists and the Surveillance State‘As a polemic on commitment and agency and an irreverent critique of the neoliberal university, Anti-racist scholar-activism is not just one book but many. A primer on the history of anti-racist thought, and a consideration of the epistemology and pedagogy of anti-racism. Expect to be provoked on this rollercoaster of a read.’ Liz Fekete, Director, Institute of Race Relations ‘Including compelling readers to understand more fully the theories, meanings, and significance of the foundational organising concepts of the book – anti-racism and scholar-activism – Joseph-Salisbury and Connelly engage scholar-activist readers to reflect critically about our own work through the experiences of their study participants. Who among us has not faced situations described in the volume, but how can we better understand those, do better work, and become more authentic as we face dilemmas and contradictions as scholar-activists? These are the interventions the book makes into the readers’ lives. Ending the book with “A manifesto for scholar-activism” challenges us to examine our praxes and is emblematic of the clarity of their own.’ Margo Okazawa-Rey, Professor Emerita, San Francisco State University -- .Table of ContentsIntroduction: Anti-racist scholar-activism and the neoliberal-imperial-institutionally-racist university1 Problematising the ‘scholar-activist’ label: Uneasy identifications2 Working in service: Accountability, usefulness, and accessibility3 Reparative theft: Stealing from the university4 Backlash: Opposition to anti-racist scholar-activism within the academy5 Struggle where you are: Resistance within and against the university6 Uncomfortable truths, reflexivity, and a constructive complicityA manifesto for anti-racist scholar-activismIndex
£999.99
Cambridge Scholars Publishing Enhancing Quality in Higher Education for Better
Book SynopsisThis collection of essays explores ways that universities in East Africa can better serve the common good. Each essay here delves into different aspects of improving the quality of higher education. Readers are introduced to insightful discussions of the role of quality assurance in creating educational systems that are relevant to the global knowledge economy and to the task of advancing human flourishing.
£44.24
Taylor & Francis Inc Engaging in the Scholarship of Teaching and
Book SynopsisThis is a book for anyone who has ever considered engaging in the scholarship of teaching and learning – known familiarly as SoTL – and needs a better understanding of what it is, and how to engage in it. The authors describe how to create a SoTL project, its implications for promotion and tenure, and how it fosters:* Increased satisfaction and fulfillment in teaching* Improved student learning* Increased productivity of scholarly publication* Collaboration with colleagues across disciplines* Contributing to a growing and important body of literatureThis guide provides prospective SoTL scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out his or her next steps. The process and worksheets are the fruit of the successful SoTL workshops the authors have offered at their institution for many years. SoTL differs from scholarly and reflective teaching in that it not only involves questioning one’s teaching or a teaching strategy, but also formally gathering and exploring evidence, researching the literature, refining and testing practices, and finally going public. The purpose of SoTL is not just to make an impact on student learning, but through formal, peer-reviewed communication, to contribute to the larger knowledge base on teaching and learning. While the roots of SoTL go back some 30 years, it was Ernest Boyer in his classic Scholarship Reconsidered who made the case for the parity of the scholarships of integration, of discovery, of application, and of scholarship of teaching as vital to the health of higher education. Glassick, Huber, and Maeroff ’s subsequent Scholarship Assessed articulated the quality standards for SoTL, since when the field has burgeoned with the formation of related associations, a proliferation of conferences, the launching of numerous journals, and increasing recognition and validation by institutions.Trade Review"Bishop-Clark and Dietz-Uhler have made a unique contribution in the present volume. It is an exceptionally fine, straight-forward and brief guide for faculty looking at their first SOTL project. For most such readers, it will probably seem to be the most helpful of the [available] guides. And, although it is written with the novice in mind, many of us with more experience also will benefit from reading through it.I anticipate that this book will lead many more faculty members to see their teaching as an opportunity to engage in SOTL. And, even though it is clearly an effective guide for individual thinking, it will be even more effective when used as the focus of a Faculty Learning Community or by a less formal group of faculty working together. Indeed, the core structure and especially the worksheets will help groups to stay focused and productive. However used, it will help teachers use SOTL as a way to improve their students’ learning and to foster more advanced learning outcomes while simultaneously enhancing the faculty members’ own professional development and careers. I hope you find it as interesting and helpful as I did."Craig E. NelsonEmeritus Professor of Biology, Indiana University, and Founding President, International Society for the Scholarship of Teaching and Learning“Cathy Bishop-Clark and Beth Dietz-Uhler bring to this volume their own contagious passion for the scholarship of teaching and learning—but also an ability to translate their journey into steps that those newer to the work can easily follow. The result is both practical and inspiring."Pat Hutchings, Consulting Scholar, The Carnegie Foundation for the Advancement of Teachingand Scholar in Residence, Gonzaga UniversityTable of ContentsAcknowledgements Foreword—Craig E. Nelson 1. Introduction to the Scholarship of Teaching and Learning 2. Reflecting on Teaching and Learning 3. Introduction to the Steps in the SoTL Research Process 4. Generating the Research Idea 5. Designing the Study 6. Collecting the Data 7. Analyzing the Data 8. Presenting and Publishing Your Results 9. Challenges of and Solutions for Doing Research on Teaching and Learning Appendix A. SoTL Conferences Appendix B. SoTL Journals Appendix C. Disciplinary Journals Appendix D. Journals About Higher Education in General References Index
£999.99
Taylor & Francis Inc College Drinking: Reframing a Social Problem /
Book SynopsisDrinking is recognized as one of the most important problems confronting students on campus today, with major impacts on health and safety.This book answers crucial questions about why students drink, examines its complex links to campus crime and sexual assault, and offers new insights on how to address the issue.It differs from other studies of college drinking by dispelling the myth that the problem is universal. Dowdall’s research reveals that the incidence of alcohol abuse varies enormously between colleges, and in doing so identifies interventions and policies that have been effective, and those that have failed. His study is also unique in looking “upstream” at the broader cultural, organizational and social forces that shape this behavior, where most studies focus only on “downstream” behaviors, well after students have selected their college and have started drinking. Students and parents can take action to lower the risk of binge drinking by following the book’s recommendations, and consulting the data it provides about alcohol violations and crime at thousands of colleges. For administrators and student affairs personnel, it both defines and illuminates the issue, and outlines effective interventions.Trade ReviewFrom reviews of the previous edition:“Problems of underage and binge drinking on college campuses range from benign to tragic. In 2007, the U.S. Surgeon General’s office appealed to Americans to reduce binge drinking in young people. If we are to answer this call to action, we first need to a have a comprehensive and critical look at the scope of this problem. George W. Dowdall’s College Drinking provides this necessary overview of what society needs to understand and address with drinking on college campuses.This book provides a complete account of the scope of the college drinking problem and any researcher in the field will find it to be an important resource because of its comprehensive and compelling scholarship. Any parent or student who is interested and concerned about college drinking will find this book to be of great value. Future college students and their parents will be particularly interested in the considerable information about alcohol use and abuse, alcohol policies, and crime levels on different college campuses. Dowdall’s ability to straddle the needs of the academic, college administrator, public official, parent and student makes this book a must-have on the shelves of both college and public libraries.”Contemporary Sociology“The author synthesizes empirical work on the topic of college drinking from the past 60 to 80 years that has often been disparate, and he provides an evaluation of the problems associated with college drinking, how university and public policy influence heavy drinking, and what can and should be done to address heavy drinking among college students. Dr. Dowdall is uniquely qualified to provide an examination of college drinking given his extensive experience as both a researcher in the field of substance use as well as a regular and visiting faculty member at several colleges and universities across the country.This book has wide-ranging appeal because it provides valuable information for parents and students who are either thinking about applying to colleges or have already entered college as well as for university counselors, administrators, and policy makers.From whatever vantage point the reader is coming, Dr. Dowdall offers recommendations for what can be done to address the problem of heavy drinking among college students. He provides useful information for not only what colleges can do to prevent or intervene with heavy drinking on their campuses but also how students and parents can be active participants in efforts to change college environments and reduce the problems associated with heavy drinking.This book [is] a great first step in bringing about change in the culture of college drinking.”Violence Against Women“College Drinking is a candid account of college student drinking presented in a social context that highlights the disconnect between the current problem and possible solutions.The book highlights the need for institutional accountability and in so doing, provides solid advice and constructive criticism of what colleges and universities could be doing to address this public health concern.The author offers multifaceted solutions appropriate for a complex social problem that combine research, policy, enforcement strategies and the potential responsibilities of administrators, parents, and students. In addition, predictors and correlates of high risk college drinking are provided which may be helpful for individuals working in student affairs in identifying high risk students and intervene early in an attempt to prevent serious alcohol related problems from occurring.In comparison the other recent books on the topic, Dowdall’s book is more broad-based, yet also more comprehensive, and utilizes a wider range of scientific and professional resources, and provides more evidence-based suggestions for change to a wider audience. If there is a book that can reach all intended audiences (college administrators, governmental policy makers, practitioners, scientists, parents, and students), Dowdall’s book seems to do it. Readers of varied backgrounds should all come away with useful information and suggestions for changes."The Journal of Higher EducationTable of ContentsFigures and Tables Preface to the First Edition Preface to the Revised Edition Acknowledgements 1. College Drinking as a Social Problem 2. Reframing College Drinking 3. The Impact of College Drinking 4. The “Dark Figure” of Alcohol-Related Campus Crime. The Gap Between Reported Incidents and Victimizations 5. Work Hard, Play Hard. College Drinking, Social Life, and Sex 6. Public Alcohol Policy and College Drinking 7. The College Response. Reframing Prevention 8. What More Can Colleges Do? 9. How to Cope with College Drinking. What Students and Parents Can Do Afterword. 2013—Changing the Culture of College Drinking Appendix A. Sources for Further Information Appendix B. Methods and Data Appendix C. Timeline of Important Events Shaping College Drinking Appendix D. Alcohol and Crime Data for Colleges References About the Author Index
£26.59
Prufrock Press Advanced Placement Classroom: Lord of the Flies
Book SynopsisAdvanced Placement Classroom: Lord of the Flies takes a fresh approach to a school classic by offering an abundance of student-centered classroom ideas. A large menu of rigorous choices will engage both teachers and students in the process of building interpretations through close reading, collaboration, and active learning. Clearly explained prereading, reading, and post-reading tasks help students to develop their individual encounters with the text and then enter the conversation of literary scholars. Additional chapters explore the interface between the world of the text and the text in the world, including technology integration. Sample AP prompts and essay analyses are included. Grades 9-12Table of ContentsAcknowledgments Chapter 1 “Aren’t there any grownups at all?”: Introduction Chapter 2 “Come on, we’re explorers”: Teaching Lord of the Flies Chapter 3 “It’s like in a book”: Prereading Activities for Lord of the Flies Chapter 4 “I’ve got the conch”: Reading Lord of the Flies Chapter 5 “This is what people can talk about”: Discussing and Performing Lord of the Flies Chapter 6 “If only they could get a message to us”: Understanding and Writing About Lord of the Flies Chapter 7 “Sharpen a stick at both ends”: Project Ideas for Lord of the Flies Chapter 8 “How many of you are there?”: Resources for Teaching Lord of the Flies References About the Author Common Core State Standards Alignment
£29.99
Taylor & Francis Inc Developing Effective Student Peer Mentoring
Book SynopsisAt a time when college completion is a major issue, and there is particular concern about the retention of underserved student populations, peer mentoring programs offer one solution to promoting student success. This is a comprehensive resource for creating, refining and sustaining effective student peer mentoring programs. While providing a blueprint for successfully designing programs for a wide range of audiences – from freshmen to doctoral students – it also offers specific guidance on developing programs targeting three large groups of under-served students: first-generation students, international students and student veterans.This guidebook is divided into two main sections. The opening section begins by reviewing the issue of degree non-completion, as well as college adjustment challenges that all students and those in each of the targeted groups face. Subsequent chapters in section one explore models of traditional and non-traditional student transition, persistence and belonging, address what peer mentoring can realistically achieve, and present a rubric for categorizing college student peer-mentoring programs. The final chapter in section one provides a detailed framework for assessing students’ adjustment issues to determine which ones peer mentoring programs can appropriately address. Section two of the guidebook shifts from the theoretical to the practical by covering the nuts and bolts of developing a college student peer-mentoring program. The initial chapter in section two covers a range of design issues including establishing a program timeline, developing a budget, securing funding, getting commitments from stakeholders, hiring staff, recruiting mentors and mentees, and developing policies and procedures. Subsequent chapters analyze the strengths and limitations of different program delivery options, from paired and group face-to-face mentoring to their e-mentoring equivalents; offer guidance on the creation of program content and resources for mentors and mentees, and provide mentor training exercises and curricular guidelines. Section two concludes by outlining processes for evaluating programs, including setting goals, collecting appropriate data, and methods of analysis; and by offering advice on sustaining and institutionalizing programs. Each chapter opens with a case study illustrating its principal points. This book is primarily intended as a resource for student affairs professionals and program coordinators who are developing new peer-mentoring programs or considering refining existing ones. It may also serve as a text in courses designed to train future peer mentors and leaders.Trade Review"I would highly recommend Peter Collier's book, Developing Effective Student Peer Mentoring Programs. It clearly walks an educator through the theory, methods, training, psychology and best practices to successfully guide future peer mentors and cross-cultural leaders."Christie EnnisCampus ToolKit“As the President of the International Mentoring Association and Director of the Mentoring Institute at the University of New Mexico, I have immersed myself in the study of developmental relationships, and have seen their positive effects through my work. I consider this mentoring handbook as a vital tool for any institution that is looking to establish a peer-mentoring program, and recommend its use to those who have already implemented programs in their search to improve on their model, and thus the program’s overall effectiveness. I believe that by explicitly defining and demonstrating all of the multifaceted aspects involved in creating a mentoring program, and by addressing the best strategies to approach this subject, Developing Effective Student Peer Mentoring Programs is a must read for anyone interested in implementing a peer mentoring program on their college campus.”Nora Domínguez, Director, Mentoring InstituteUniversity of New MexicoDeveloping Effective Student Peer Mentoring Programs is a superb book that should be read by all higher education professionals who are looking for practical strategies grounded in solid research to start a peer mentoring program. Peter Collier’s book is an accessible comprehensive guide that provides specific approaches for serving veterans, international and underrepresented students.Buffy SmithUniversity of St. Thomas, Minneapolis“Collier’s treatment of peer mentorship is THE resource you want on this topic. It is grounded in theory and scholarship but also provides practical advice and institutional examples of peer mentor programs. It is comprehensive in its coverage of the history and purpose of these programs and also addresses the important elements of successful program delivery such as recruitment, training, and evaluation. Further, it is inclusive of peer mentoring for 'new-traditional' student populations such as international, service members and veteran, and first-generation undergraduates."Jennifer R. Keup, DirectorNational Resource Center for The First-Year Experience and Students in TransitionTable of ContentsForeword Nora Domínguez Acknowledgments Introduction Part One. What is Peer Mentoring, and Why Does It Work to Promote Student Success? 1. What is peer mentoring, and how is it used in higher education? 2. How can peer mentoring help address the crisis of college students not completing their degrees? 3. What are the important adjustment issues college students must address to persist at college and complete their degrees? 4. How can peer mentoring help college students address specific adjustment issues and have a positive impact on persistence and degree completion? Part Two. What Are the Nuts and Bolts of Developing a College Student Peer Mentoring Program? Vignette 1. High School to College Transition-Focused Program. Retention Through an Academic Mentoring Program 5. What design issues must you consider in setting up a peer-mentoring program? Vignette 2. First-Generation Student-Focused Program. Students First Mentoring Program 6. How will you deliver mentoring support and services? Vignette 3. Transfer Student-Focused Program. Transfer Connections Program 7. What content materials will you share with mentees? Vignette4. Student Veteran-Focused Program. VETS to VETS Program 8. How are you going to train your peer mentors? Vignette 5. Undergraduate to Graduate School Transition-Focused Program. The Project for New Mexico Graduates of Color and Integrity in Graduate Training 9. How will you evaluate the impact of your peer mentoring program? Vignette 6. International Student-Focused Program. The International Student Mentoring Program 10. How will you care for and maintain your peer-mentoring program? References Index
£31.99
Taylor & Francis Inc Transparent Design in Higher Education Teaching
Book SynopsisThis book offers a comprehensive guide to the Transparency in Learning and Teaching (TILT) framework that has convincingly demonstrated that implementation increases retention and improved outcomes for all students. Its premise is simple: to make learning processes explicit and equitably accessible for all students. Transparent instruction involves faculty/student discussion about several important aspects of academic work before students undertake that work, making explicit the purpose of the work, the knowledge that will be gained and its utility in students’ lives beyond college; explaining the tasks involved, the expected criteria, and providing multiple examples of real-world work applications of the specific academic discipline. The simple change of making objective and methods explicit – that faculty recognize as consistent with their teaching goals – creates substantial benefits for students and demonstrably increases such predictors of college students’ success as academic confidence, sense of belonging in college, self-awareness of skill development, and persistence. This guide presents a brief history of TILT, summarizes both past and current research on its impact on learning, and describes the three-part Transparency Framework (of purposes, tasks and criteria). The three sections of the book in turn demonstrate why and how transparent instruction works suggesting strategies for instructors who wish to adopt it; describing how educational developers and teaching centers have adopted the Framework; and concluding with examples of how several institutions have used the Framework to connect the daily work of faculty with the learning goals that departments, programs and institutions aim to demonstrate.Trade Review"AAC&U has advocated for higher levels of transparency as a key principle of twenty-first century general education design. This book provides practical examples on how to turn that vision into practice at institutions and across systems. The Transparency Framework represents a strategy that has the potential to transform siloed student success efforts to scalable and sustainable models for quality and equity."Tia Brown McNair, Vice President, Office of Diversity, Equity, and Student SuccessAssociation of American Colleges and Universities"With the overarching goal of assessment being directly tied to the improvement of student learning, this book reinforces the general idea of the more information a student has about him/herself, the way they learn and the subject being studied, the more successful they will be in achieving academic success. The authors present a process (The Transparency Framework) that includes the who, what, when, where and why of what a student is expected to learn and how a faculty member can help ensure they do. Their research shows that the model is adaptable to every class size and institutional type. While not the proverbial silver bullet, it comes as close in its practical implementation of research based theories on student learning as I’ve ever seen."Belle Wheelan, President and Chief Executive OfficerSouthern Association of Colleges and Schools' Commission on Colleges"Transparent Design in Higher Education Teaching and Leadership brings together evidence and examples of one of the most elegant and transformative ideas I have encountered: revising assignments to clearly include the purpose, task, and criteria fosters student success and contributes to closing achievement gaps. This practical yet visionary volume offers a unique set of resources of special value to educational developers—faculty and staff working to improve higher education from centers for teaching and learning and similar units. With cases that are adaptable to a wide range of institutional settings and goals, this book should be one of the first resources educational developers turn to when designing programs, evaluating impact, and collaborating with institutional leaders."Cassandra Volpe Horii, Founding DirectorCaltech Center for Teaching, Learning, and Outreach; POD Network President, 2018-19"Who knew we could enrich and deepen learning by clearly explaining to students what they should focus on and why it matters! This book takes the mystery out of improving learning and teaching by appropriating a powerful idea hiding in plain sight to concentrate student and instructor effort on understandable, purposeful educational tasks adaptable to any classroom, lab or studio."George D. Kuh, Chancellor’s Professor Emeritus of Higher EducationIndiana University; Founding Director, National Survey of Student Engagement National Institute on Learning Outcomes Assessment"How I wish I had had this book a half century ago when I began my own career as a college professor. I would have known how to be 'transparent' with my underprepared, first generation, motivated, intelligent and creative students, in ways that would have made both them and me more successful much sooner and much more intentionally."John N. Gardner, Chair and Chief Executive OfficerJohn N. Gardner Institute for Excellence in Undergraduate EducationTable of ContentsForeword—Peter Felten and Ashley Finley Preface—James Rhem Acknowledgments Introduction. The Story of TILT and Its Emerging Uses in Higher Education—Mary-Ann Winkelmes Part One. The Fundamentals of Transparent Design for Faculty 1. Why it Works. Understanding the Concepts Behind Transparency in Learning and Teaching—Mary-Ann Winkelmes 2. How to Use the Transparency Framework—Mary-Ann Winkelmes 3. Faculty Voices and Perspectives on Transparent Assignment Design. FAQ’s for Implementation and Beyond—Allison Boye, Suzanne Tapp, Julie Nelson Couch, Robert D. Cox, and Lisa Garner Santa Part Two. Transparent Design for Faculty Developers 4. Transparency and Faculty Development. Getting Started and Going Further—Allison Boye and Suzanne Tapp 5. Designing Transparent Assignments in Interdisciplinary Contexts—Deandra Little and Amy Overman 6. Integrating TILT Initiatives Throughout a Center for Teaching and Learning. Educational Developer and Instructor Insights—Steven Hansen, Erin Rentschler, and Laurel Willingham-McLain 7. Using Principles from TILT for Workshop Design and Measuring the Impact of Instructional Development—Taimi Olsen, Ellen Haight, and Sara Nasrollahian Mojarad Part Three. Transparent Design Across Higher Education 8. Transparency in Faculty Development Collaborations at a Minority-Serving Research University—Katie Humphreys, Mary-Ann Winkelmes, Dan Gianoutsos, Anne Mendenhall, Erin Farrar, Melissa Bowles-Terry, Gayle Juneau-Butler, Debi Cheek, Leeann Fields, Gina M. Sully, Celeste Calkins, Ke Yu, and Sunny Gittens 9. Transparency and the Guided Pathways Model. Ensuring Equitable Learning Opportunities for Students in Community and Technical Colleges—Jennifer Whetham, Jill Darley-Vanis, Sally Heilstedt, Allison Boye, Suzanne Tapp, and Mary-Ann Winkelmes 10. Transparency to Close Opportunity Gaps in the Largest State System. A Pilot Experiment—Emily Daniell Magruder, Whitney Scott, Michael Willard, Kristina Ruiz-Mesa, and Stefanie Drew 11. Transparent Instruction in a Statewide Higher Education Network—Terri A. Tarr, Russell D. Baker, and Kathy E. Johnson 12. Assignment Design as a Site for Professional Development and Improved Assessment of Student Learning Outcomes—Jillian Kinzie and Pat Hutchings Epilogue. Final Thoughts—Allison Boye, Suzanne Tapp, and Mary-Ann Winkelmes List of Acronyms Editors and Contributors Index
£31.99
Taylor & Francis Inc High-Impact Practices in Online Education:
Book SynopsisThis volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs.With a chapter devoted to each of the eleven HIPs, this collection offers guidance that takes into account the differences between e-learners and traditional on-campus students.A primary goal of High-Impact Practices Online is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of High-Impact Practices Online also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful.The book provides guidance on how best to implement HIPs to increase retention and completion for online learners.Trade Review"High-Impact Practices in Online Education asks the right questions about online teaching and learning. This collection offers grounded, practical suggestions for evolving online pedagogy toward a purposeful form of teaching that offers possibilities beyond anything we've done until now."Matthew Reed, Vice President for LearningBrookdale Community College“High-Impact Practices in Online Education allows faculty and staff to begin to think deeply about how these practices, which have largely existed in the traditional, face-to-face environment, can be adapted and applied to engage students across all learning modalities. With chapters dedicated to each high-impact practice, reference to existing research and best practice literature, and strategies to consider when scaling these practices to the online environment, this book will revolutionize high-impact practices as we know them by making them truly accessible to all students.”Stephanie M. Foote, Assistant Vice President, Teaching, Learning, and Evidence-Based PracticesJohn N. Gardner Institute for Excellence in Undergraduate Education“This timely and much-needed publication clearly shows that it is possible to engage learners in high-impact practices online. The book opens an entirely new realm of possibilities, in which instructors and learners can confidently delve into the digital world in a way that provides purpose, equity in learning, and success.”Susana Rivera-Mills, Provost and Executive Vice President for Academic AffairsBall State University"The research and focus on HIPs has been primarily on undergraduate residential experiences, despite the fact that online learning continues to grow at an exponential rate, surpassing the growth of residential higher education programs. This edited book offers a timely review of the research that has been done on HIPs in the online environment. Instead of presenting HIPs as an overwhelming concept, the editors choose to have the authors focus on one HIP per chapter, making the topic and the 11 experiences manageable to digest. A strength of this book is its diversity of contributing authors and experts in the field who have experience with implementing HIPs in the online environment.A reader of this book is provided with a solid foundation on the research and practice surrounding HIPs. The reader desiring to implement HIPs at their institution will find that some chapters provide specific examples and guidelines for how HIPs can be incorporated in online classes and programs. Practical tips for evaluation are also provided. The book provides a great contribution to the literature on HIPs, illuminating an area that needs further development."Teachers College Record"High-Impact Practices in Online Education reads like a dynamic conversation on research with practical recommendations for how to strengthen a variety of teaching contexts. Each topic selected for inclusion covers a specific high-impact educational practice. So, where will readers find what they most need in this collection? For some, a particular topic will draw their attention. My suggestion is to resist that impulse. Try, instead, reading the introduction and conclusion before sampling individual chapters. Understanding the context for the conversation about HIPs matters. The research and literature in this emerging field has been somewhat scattered, but a representative sample is nicely gathered and incorporated into this single volume."The Wabash Center Journal on TeachingTable of ContentsTables and Figures Foreword—Kelvin Thompson Acknowledgments Introduction—Kathryn E. Linder and Chrysanthemum Mattison Hayes 1. First-Year Seminars—Jennifer R. Keup 2. Common Intellectual Experience—Jason D. Baker and Michael Pregitzer 3. Learning Communities—Kathy E. Johnson, Amy A. Powell, and Sarah S. Baker 4. Writing-Intensive Classes—June Griffin 5. Collaborative Assignments and Projects—Robert John Robertson and Shannon Riggs 6. Undergraduate Research in the Humanities—Ellen Holmes Pearson and Jeffrey W. McClurken 7. Undergraduate Research in the Sciences—Kevin F. Downing and Jennifer K. Holtz 8. Diversity and Global Learning—Jesse Nelson and Nelson Soto 9. eService-Learning—Jean Strait and Katherine Nordyke 10. Internships—Pamela D. Pike 11. Capstone Courses and Projects—Zapoura Newton-Calvert and Deborah Smith Arthur 12. ePortfolios—Jennifer Sparrow and Judit Török 13. High-Impact Practices and Library and Information Resources—Stefanie Buck Conclusion. Future Directions for High-Impact Practices Online—Kathryn E. Linder and Chrysanthemum Mattison Hayes Editors and Contributors Index
£31.99
Taylor & Francis Inc Creating Space for Democracy: A Primer on
Book SynopsisWe live in divisive and polarizing times, often remaining in comfortable social bubbles and experiencing few genuine interactions with people who are different or with whom we disagree. Stepping out and turning to one another is difficult but necessary. For our democracy to thrive at a time when we face wicked problems that involve tough trade-offs it is vital that all citizens participate fully in the process. We need to learn to listen, think, and act with others to solve public problems. This collaborative task begins with creating space for democracy.This book provides a guide for doing so on campus through deliberation and dialogue. At the most basic level, this book describes collaborative and relational work to engage with others and co-create meaning. Specifically, dialogue and deliberation are processes in which a diverse group of people moves toward making a collective decision on a difficult public issue. This primer offers a blueprint for achieving the civic mission of higher education by incorporating dialogue and deliberation into learning at colleges and universities. It opens by providing a conceptual framework, with leading voices in the dialogue and deliberation field providing insights on issues pertinent to college campuses, from free speech and academic freedom to neutrality and the role of deliberation in civic engagement. Subsequent sections describe a diverse range of methods and approaches used by several organizations that pioneered and sustained deliberative practices; outline some of the many ways in which educators and institutions are using dialogue and deliberation in curricular, co-curricular, and community spaces, including venues such as student centers, academic libraries, and residence halls. All of the chapters, including a Resource Section, provide readers with a starting point for conceptualizing and implementing their own deliberation and dialogue initiatives.This book, intended for all educators who are concerned about democracy, imparts the power and impact of public talk, offers the insights and experiences of leading practitioners, and provides the grounding to adopt or adapt the models in their own settings to create educative spaces and experiences that are humanizing, authentic, and productive. It is an important resource for campus leaders, student affairs practitioners, librarians, and centers of institutional diversity, community engagement, teaching excellence and service-learning, as well as faculty, particularly those in the fields of communication studies, education, and political science.A Co-Publication with AAC&U and Campus CompactTrade Review"If democracy is in trouble, higher education is in trouble, so it is encouraging to see the cast of scholars who are mounting a response. This book is a vital contribution to the emerging field of deliberative pedagogy… It is particularly encouraging to see new themes like the role of professionals in our democracy. Well done!"David MathewsKettering Foundation“Reaffirming higher education’s civic mission, Creating Space for Democracy issues a compelling enjoinder for colleges and universities to play a leadership role in fostering participatory democracy. Positing college and university campuses as vital sites for democratic engagement, the authors in this volume offer tools for speaking across differences, while providing innovative models for revitalizing democracy through dialogue and deliberation, both within and beyond the gates of the academy.”Lynn Pasquerella, PresidentAAC&U"Creating Space for Democracy edited by Nick Longo and Tim Shaffer is well-timed and hopeful in a discouraging culture of bitter divisions, growing inequalities, and rising prejudices. This collection describes a path beyond the dysfunction, detailing diverse approaches with proven success in creating public relationships across differences. It also points toward a new stage of the higher education engagement movement, preparing 'democratic professionals' who further this work. If colleges, now under political siege, engage this difficult but transformative task, they can become catalysts for a democratic awakening and a rebirth of hope."Harry Boyte, Codirector Public Work AcademyAugsburg University; Author, Awakening Democracy through Public Work: Pedagogies of Empowerment"This book does a masterful job of making the case for why high quality dialogue and deliberation are necessary in higher education if we want to ensure that students leave us well prepared to participate politically and civically. Through a diverse set of concrete examples and case studies, Creating Space for Democracy provides excellent guidance about how to create scaffolds, programs, and opportunities for students, staff, and faculty to engage in the kinds of dialogue and deliberation that are both sorely lacking and much needed. This book is a must read for if you are in higher education, care about dialogue and deliberation, and are yearning for new ideas."Diana Hess, DeanUW-Madison School of EducationTable of ContentsIntroduction. Dialogue and Deliberation in Higher Education—Nicholas V. Longo and Timothy J. Shaffer 1. Discussing Democracy. Learning to Talk Together—Nicholas V. Longo and Timothy J. Shaffer Part One. Concepts and Theories 2. Readiness for Discussing Democracy in Supercharged Political Times—Nancy Thomas 3. Deliberative Civic Engagement. Toward a Public Politics in Higher Education—Derek W.M. Barker 4. Cultivating Dialogue and Deliberation Through Speech, Silence, and Synthesis—Sara A. Mehltretter Drury Part Two. Methods of Dialogue and Deliberation 5. Creating Cultures of Dialogue in Higher Education. Stories and Lessons from Essential Partners—John Sarrouf and Katie Hyten 6. Building Capacity in Communities. Everyday Democracy’s Dialogue to Change Approach—Martha L. McCoy and Sandy Heierbacher 7. Sustained Dialogue Campus Network—Elizabeth Wuerz, Rhonda Fitzgerald, Michaela Grenier, and Ottavia Lezzi 8. Educational Justice Using Intergroup Dialogue—Stephanie Hicks and Hamida Bhagirathy 9. The Free Southern Theater’s Story Circle Process—Lizzy Cooper Davis 10. The National Issues Forums. “Choicework” as an Indispensable Civic Skill—Jean Johnson and Keith Melville 11. What IF The Interactivity Foundation and Student-Facilitated Discussion Teams—Jeff Prudhomme and Shannon Wheatley Hartman Part Three. Dialogue and Deliberation in the Curriculum 12. The Student as Local Deliberative Catalyst. The CSU Center for Public Deliberation—Martín Carcasson 13. Dialogue as a Teaching Tool for Democratizing Higher Education. The Simon Fraser University Semester in Dialogue—Janet Moore and Mark L. Winston 14. Conversations that Matter—Spoma Jovanovic 15. Talking Democracy—David Hoffman and Romy Hübler Part Four. Dialogue and Deliberation Using Campus Spaces 16. Democracy Plaza at IUPUI—Amanda L. Bonilla and Lorrie A. Brown 17. Academic Libraries as Civic Agents—Nancy Kranich 18. Residence Halls as Sites of Democratic Practice—Laurel B. Kennedy Part Five. Dialogue and Deliberation in the Community 19. Providence College/Smith Hill Annex—Keith Morton and Leslie Hernandez 20. Lessons from the Front Porch. Fostering Strengthened Community Partnerships Through Dialogue—Suchitra V. Gururaj and Virginia A. Cumberbatch 21. Local Participation and Lived Experience. Dialogue and Deliberation Through Participatory Processes in Landscape Architecture—Katie Kingery-Page 22. "Give Light and the People will Find a Way:" Democratic Deliberation and Public Achievement at Colorado College—Anthony C. Siracusa and Nan Elpers Part Six. Dialogue and Deliberation Networks 23. New Hampshire Listens. Fulfilling the Land-Grant Mission While Strengthening Democratic Practice—Bruce L. Mallory, Michele Holt-Shannon, and Quixada Moore-Vissing 24. Start Talking, Stop Talking, and Toxic Talking. Resources for Engaging Difficult Dialogues in Higher Education—Libby Roderick 25. Enacting Democracy In "Democracy’s Colleges"—Carrie B. Kisker, John J. Theis, and Alberto Olivas Conclusion. Sources of Democratic Professionalism in the University—Albert Dzur Resources Editors and Contributors Index
£32.99
Taylor & Francis Inc The Transfer Experience: A Handbook for Creating
Book SynopsisCo-published with At last there is a handbook that everyone in higher education can use to help increase transfer student success. This comprehensive resource has been brought together to meet the need for a truly holistic approach to the transfer experience. The book brings together research, theory, practical applications, programmatic illustrations, case studies, encouragement, and inspiration, and is supplemented by an online compendium for continual updates of resources, case studies, and new developments in the world of transfer.Based on a totally different way of thinking about, understanding, and acting to increase transfer student success, The Transfer Experience goes far beyond the traditional, limited view of transfer as a technical process simply about articulating credits, a stage of student development, or a novel enrollment management strategy. Rather, the book introduces a stimulating array of new perspectives, resources, options, models, and recommendations for addressing the many needs of this huge cohort – making the academic, civic, and social justice cases for improving transfer at both transfer-sending and transfer-receiving institutions.Trade Review"The Transfer Experience is a gift to educators who view transfer as a social justice imperative. Transfer matters now, perhaps more than ever, and the text offers the most comprehensive, evidence-based analysis of the transfer experience. The authors offer a transformational view of the transfer journey that goes beyond a mechanistic, processual experience. Shattering outmoded transfer assumptions, the authors take care to present a more thoughtful, holistic view of transfer keeping in mind that underserved, first-generation, adult learners should be assisted in every way to fulfill their hopes and dreams of earning a bachelor’s degree. The text offers fertile ground for significant equity and justice dialogue, transformational changes and policy considerations."Laura I. Rendónauthor of Sentipensante Pedagogy: Educating for Wholeness, Social Justice and Liberation, Stylus Press“Helping students achieve their educational goals is a win for everyone, and brings the “American Dream” closer to reality. A key, underutilized strategy in reaching this goal is an effective, holistic transfer system that begins when a student enters an institution of higher education and continues through completion. The Transfer Experience: A Handbook for Creating a More Equitable and Successful Postsecondary System is authored by “transfer warriors” who understand and are passionate about transfer. The book is a comprehensive educational masterpiece that challenges and inspires higher education leaders and policy makers to skillfully and purposefully foster transfer student success, thereby enhancing the quality of life for students.”Paula K. Compton, Associate Vice Chancellor, Articulation and TransferOhio Department of Higher Education“Transfer is a vital mechanism for closing the racial and income equity gaps in higher education, as well as an unnecessarily complex issue that too often leaves students stranded on their academic journeys. I share the authors’ holistic philosophy of the transfer student experience and particularly appreciate their emphasis on the student’s pre-transfer academic preparation. This handbook is an essential tool for ensuring these students are propelled to degree completion.”Janet L. Marling, Executive Director, The National Institute for the Study of Transfer StudentsUniversity of North Georgia“As a former vice president of Student Affairs and Enrollment Management at one of America’s leading community colleges, and as a three-time University Chancellor, I have attended more conferences and read more books about student success than I can recall. The Transfer Experience, edited by Gardner, Rosenberg, and Koch, is clearly one of the best I have ever read. Filled with proven nuggets of successful initiatives, this is required reading for faculty and administrators who are committed to creating a more equitable and successful system of postsecondary education. College access, student success and equity are core principles of democracy and each is achievable.”Charlie Nelms, Chancellor Emeritus, North Carolina Central University & Vice President EmeritusIndiana University“This book is a timely and much-needed call to action to more effectively meet the transfer needs of our postsecondary students. The research contained within these chapters presents a playbook for both campus and state higher education officials to create and execute a strategy that will better serve students, campuses and states alike.”Robert E. Anderson, PresidentSHEEO - State Higher Education Executive Officers Association“The achievement and graduation of transfer students in higher education is one of the most important issues confronting colleges and universities. Given that nearly half the undergraduate enrollees are in community colleges, we have to work together across the community college and 4-year sector to find structures, programs, and policies to strengthen their success. The authors provide nuanced perspectives on how transfer student success must be addressed.”Scott E. Evenbeck, Founding PresidentStella and Charles Guttman Community College, City University of New YorkTable of ContentsOnline CompendiumForeword—John Hitt and Sandy Shugart Preface. Timing Is Everything. Who We Are and Why This Book Is Needed Now Introduction—John N. Gardner, Michael J. Rosenberg, and Andrew K. Koch Part One. Transfer in Context 1. Looking Back to See the Future. The Transfer Pathway as Historical Mirage—Stephen J. Handel 2. Institutional Barriers to Baccalaureate Transfer for Community College Students—John Fink and Davis Jenkins 3. Reframing Transfer as a Social Justice Imperative—Michael J. Rosenberg and Andrew K. Koch 4. Utilizing Transformative Theoretical Frameworks for Transfer Students of Color—José Del Real Viramontes and Dimpal Jain Part Two. Pathways, Transitions, and Support 5. A Guide for the Perplexed. Creating a Transfer Affirming Culture at 4-Year Institutions to Increase the Enrollment of Community College Transfer Students—Stephen J. Handel 6. Making Financial Aid Work for Transfer Students—Jason Taylor 7. The Need for a Prior Learning Assessment Revolution to Support Transfer Student Success—Kathy Silberman and Rose Rojas 8. The Journey of a Transfer Student Into a Competency-Based Degree Program—Michelle Alvarez, Tess Diver, and Jamie Holcomb 9. Reverse Credit Transfer for Post-Traditional Transfer Students. Leading Disruptive Innovation—Debra D. Bragg and Heather N. McCambly 10. State Higher Education System Information Provision to Promote Transfer Student Success—Angela Bell 11. Transferring Countries. International Perspectives and Student Immigration Issues—Jason Chambers, Karen Ramos, and Sarah Mackey Part Three. Teaching and Learning 12. The Chief Academic Officer’s Role in Transfer Student Success—Mark Canada 13. Momentum Stoppers and Equity Blockers. The Implications of Gateway Courses for Students at Their Transfer-Receiving Institutions—Andrew K. Koch and Brent M. Drake 14. \ Teaching for Inspiration. Approaches to Engaging Transfer Students in Gateway Courses—Stephanie M. Foote 15. Digital Learning for Transfer Students. From Definition to Applicable Possibilities—Susannah McGowan Part Four. Case Studies. Transfer in Action 16. A Deep Commitment To Transfer Student Access and Success. The University of Central Florida Story—Maribeth Ehasz and J. Jeffrey Jones 17. Creating a Culture of Transfer. The Story of the Arizona State University Transfer Transformation—Maria Hesse Conclusion. Where Do We Go From Here?—John N. Gardner, Michael J. Rosenberg, Andrew K. Koch Editors and ContributorsIndex Case Studies and Other Resources (Online Compendium) Case 1. A Culture of Transfer. How Stella and Charles Guttman Community College Supports Transfer and Completion at 4-Four-Year Institutions—Danielle Insalaco-Egan Case 2. A Quest for Equitable Transfer. Transfer Policies and Practices of the City University of New York—Chet Jordan and Niesha Ziehmke Case 3. Making the Transition Seamless. Creating an Intentional Transfer Culture and Experience for Students Who Transfer From Perimeter College to Georgia State University-Atlanta—Charles Fox Case 4. Advancing an Organizational Focus on Transfer Students. A Mission Driven Approach at IUPUI—Catherine Buyarski, Julie Landaw, Boyd Bradshaw, James Gladden, and Kathy E. Johnson Case 5. Student Success for Transfer Students at Kean University—Deborah Skibitski and Jonathan Mercantini Case 6. Partnerships in College Transfer Access and Success. North Carolina Independent Colleges and Universities and the North Carolina Community College System—A. Hope Williams Case 7. Transfer in a Rural Setting. The University Center of the Mountains—Deronda Collier Mobelini and G. Edward Hughes Case 8. Instilling Transfer Pride at the University of California, Los Angeles—Heather Adams Case 9. Interstate Passport. Streamlining Student Transfer Across State Lines—Patricia A. Shea Case 10. The American Public University System. A “Military Friendly” Model for Student Transfer—Wallace E. Boston, Vernon Smith, and Melissa Layne Case 11. The Tulsa Collaborative. A Regional Approach to Improving Transfer and Bachelor's Degree Attainment—Pamela K. Fly, Betsy Q. Griffin, Jennifer L. Ivie, Mary A. Millikin, and Emily TichenorAddendum A. Phi Theta Kappa. Ensuring Transfer Success and Career Readiness Among Today's College Students—Erin Cogswell Addendum B. Tau Sigma National Honor Society. Recognizing and Promoting the Academic Excellent and Involvement of Transfer Students—Lee ColquittAddendum C. The National Institute for the Study of Transfer Students— Janet Marling
£31.99
Taylor & Francis Inc The Guide to COIL Virtual Exchange: Implementing,
Book SynopsisThis is the authoritative guide to implementing COIL Virtual Exchange, conceived, and co-edited by one of the originators of this innovative approach to internationalization, Jon Rubin. COIL, the acronym for Collaborative Online International Learning, is a central modality of what has come to be known as virtual exchange. Since its first iteration in 2002, it has gradually established itself as a mature pedagogy that is being increasingly implemented across the world and is validated by a growing body of research. COIL Virtual Exchange at its most essential is a bi-lateral online exchange involving the integration of existing courses across two, or sometimes more, institutions that are geographically and/or culturally distinct. To launch a COIL VE course, the instructor of a class at a higher education institution in one location links online with a professor and his or her class in another region or country. Together, their students engage and develop joint projects, usually over a continuous five to eight-week period. Compared to the limited number of students worldwide who can engage in study abroad, COIL VE potentially opens up more equitable and inclusive participation in international education and intercultural experiences to all students, involves them in rigorous disciplinary and interdisciplinary studies, and promotes close and constructive engagement with students with different cultural perspectives.While many COIL courses are launched by individual instructors, based on their research connections and online outreach, they are being increasingly supported and led by dedicated COIL Coordinators who facilitate virtual exchanges and provide professional development. This comprehensive guide covers COIL VE pedagogy, provides examples of what takes place in the COIL classroom, and explores what instructors and staff need to know to facilitate and support a variety of COIL courses across the curriculum. It addresses how institutional stakeholders, especially those in leadership positions, can develop and embed a successful COIL initiative at their institution. It offers varied perspectives of COIL viewed from different institutional and cultural vantage points -- from research universities, community and technical colleges, and university systems -- and describes how COIL VE is developing in five different world regions, presenting eleven case studies.The book concludes with a guide to thirteen global organizations that support COIL and other forms of VE. Additionally, the book provides links to the COIL Connect for Virtual Exchange website (https://coilconnect.org) which includes an updated directory of organizations, an expanding database of faculty and institutions participating in COIL and looking for partners, course templates, survey data, and case studies.This book offers faculty and administrators across the world -- whether formally involved in international education, in service-learning and community engagement, or wanting to incorporate a cross-cultural perspective in their disciplinary courses -- theoretical foundations, guidance on effective collaboration, and the strategic and pedagogical considerations to develop robust COIL VE courses and programs.Trade ReviewAn array of educational modalities are emerging that enable all students, even those unable to travel abroad, to meaningfully explore the international dimensions of their chosen disciplines and develop intercultural competencies needed for the future. Among them, Collaborative Online International Learning, or COIL, leverages virtual exchange to enhance international learning and engagement in this new era. Edited by one of the originators of COIL, this timely volume offers the definitive guide to COIL programming.Although a relative newcomer to the higher education landscape, COIL has been a game changer in internationalizing teaching and learning. A Guide to COIL Virtual Exchange provides a comprehensive study of COIL’s unique role in internationalization and detailed advice on its implementation as well as and case studies. It is indispensable reading for practitioners and scholars to understand this remarkable tool for making global learning widely available to students and faculty.Madeleine F. Green, Former Vice President for International Initiatives, American Council on Education“This book is a must have for any individual or institution interested in advancing internationalisation of the curriculum, teaching and learning at home for all students. It explores both theoretical and practical issues related to COIL virtual exchange as a pedagogy for internationalisation and global learning. Written during one of the most turbulent times in recent history, at a time when it is more important than ever that all students understand the implications of globalisation for human life and experience and the future of the planet, this book offers positive, practical tools and insights into COIL for educators as well as institutional leaders and policymakers. It contains chapters authored by giants in the field, a number co-authored by professional educators from different parts of the world who have initiated, grown and sustained successful international and intercultural COIL collaborations. Importantly, the frequently ignored student voice is also included through case studies.”Betty Leask, Professor Emeritus, La Trobe University, Australia“With the recent unprecedented uptake of COIL because of border closures during COVID, an urgent need for resources to support and guide institutions and leaders became evident. This book addresses this gap by providing a comprehensive guide to support both new and expert COIL/Virtual Exchange leaders. It covers a wide-range of important issues to enhance the development, implementation, and sustainability of their COIL programs as well as brings together some rich and diverse geographical, thematic, and stakeholder perspectives. An important addition to my library!”Dr. Amira El Masri, Director, Center for Global Education and Internationalization, Sheridan College, Canada“There remains a crucial need for the higher education community to develop environmentally conscious, equitable, and inclusive ways to provide internationally-focused experiences that engage more diverse faculty and student populations. This timely book, bursting with real-world examples and practical guidance from true experts in this growing global field, provides an essential onramp for those new to COIL and Virtual Exchange, as well as detailed roadmaps for those striving to expand and sustain their existing programs.”John E. Fowler, Senior Program Specialist and Mentor for Virtual Exchange/COIL, American Council on Education“This book is a valuable and comprehensive resource for anyone in higher education with an interest in Virtual Exchange/COIL, either as a policy maker, a teacher or support staff. The book does an excellent job of carefully defining and positioning VE/COIL in the context of internationalization of higher education, thereby clarifying a number of common misconceptions. It further features contributions from several well-chosen experts unpacking the different perspectives needed to fully understand the characteristics and potential of VE/COIL, to integrate it in an internationalization strategy and to make it work in practice as an impactful internationalization tool. While the history of VE/COIL goes back much further, the book is timely in the sense that it integrates valuable insights gained during the COIVD-19 pandemic.”Piet Van Hove, University of Antwerp and President of the European Association for International Education (EAIE)“This book is a welcoming guide to a field whose moment has arrived. It is an excellent starting point for newcomers as well as a boon for established scholars and practitioners. The COIL virtual exchange community will benefit from the authors’ analysis and return to their many useful examples and recommendations over the coming years.”Henry Shepherd, Assistant Director, Stevens Initiative“This is the comprehensive publication on COIL virtual exchange we have been eagerly awaiting! Bringing together the institutional contextualization of COIL, the pedagogical needs and the multi stakeholder approach to help institutions build a COIL practice that can thrive and add value to their internationalization strategy. Where most publications have a geographically limited perspective, Rubin and Guth give us a peek into different global best practices, making it easier to find an example that resonates with your university. I was especially thrilled with Part Three, and the detailed and clear chapters on professional development for faculty, intercultural competence and assessment. This publication provides you the why, what and how to bring together different stakeholders to start building COIL on your campus.”Eva Haug, Educational Advisor Curriculum Internationalisation and COIL at the Amsterdam University of Applied Sciences, NetherlandsTable of ContentsList of Figures List of Tables List of Boxes Foreword—Hans de Wit How and Why the Guide to COIL Virtual Exchange is Linked to the COIL Connect for Virtual Exchange Website—Jon Rubin Survey Graphics Data Sources Utilized in this Book—Jon Rubin, Sarah Guth, and Alena Anishchanka Acknowlegments Part One. Introduction to COIL Virtual Exchange 1. Preface to an Evolving International Educational Landscape—Jon Rubin 2. The Limits of International Education Mobility and the Emergence of COIL—Harvey Charles 3. Situating COIL Virtual Exchange Within Concepts of Internationalization—Jos Beelen and Stephanie Doscher 4. Collaboration. Why It Is Central to COIL and How to Integrate It Into Practice—Jon Rubin Part Two. What Institutional Leaders, Senior International Officers, and Internationalization Champions Need to Know About COIL Virtual Exchange 5. Introduction—Jon Rubin 6. Preparing Your Institution to Develop an Equitable COIL VE Environment—Jon Rubin 7. Developing COIL Infrastructure and Forming a Core Team. Initial Steps—Jon Rubin 8. Developing Effective International Institutional Partnerships for COIL Virtual Exchange—Jon Rubin 9. Structuring COIL Activities from Start to Finish. Developing a 3-Year Plan—Jon Rubin 10. Taking COIL Virtual Exchange to Scale. 2004-2020—Jon Rubin, Katherine Wimpenny, BrendaGarcía Portillo, GianMario Besana, Eva Haug, Jami Leibowitz, Osvaldo Succi Jr., Albina Szeles, and Ruth O'Brien Part Three. What Instuctors and Support Staff Need to Know About COIL Virtual Exchange 11. Introduction to What Instructors and Support Staff Need to Know About COIL Virtual Exchange—Stephanie Doscher andJon Rubin 12. Strategies for Engaging Faculty With COIL Virtual Exchange—Sally Mudiamu 13. Professional Development for COIL Virtual Exchange. Why, How, and Who?—Stephanie Doscher 14. Professional Development for COIL Virtual Exchange. What Should It Entail?—Stephanie Doscher 15. Communicating Successfully Across Differences within COIL Virtual Exchange—Darla K. Deardorff 16. Assessing Intercultural Learning Outcomes in COIL Courses—Darla K. Deardorff 17. Matching Students. Strategies for Maximizing Inclusion and Success—Stephanie Tadal and Maria Marino 18. Information Technology Tools for COIL Virtual Exchange—Nicole Simon and Angélica Santana Fierro Part Four. Perspectives on COIL Virtual Exchange 19. COIL Development at State-funded U.S. University Systems—Dan Nolan 20. The Implementation and Sustainability of COIL at Research and Research-Aspiring Universities—Carrie Prior and Sake Jager 21. COILing at and With Community and Technical Colleges—Joan Landeros, Susan Jagendorf-Sobierajski, Kathleen M. McKenna, Lynda Carroll, Marcia Blackburn, Camila Maria da Costa Kami, Liesa Kyer, and Olga Aksakalova 22. COIL Country Focus—Thomas Buntru, BrendaGarcía Portillo,Verónica Rodríguez Luna,Ana Cristina Biondo Salomão, Osvaldo Succi Jr.,José Celso Freire Jr., Simone Hackett, Eva Haug, Keiko Ikeda, Veronica M. Onorevole, Lavern Samuels, Vinay Rajah, and Lize-Mari Mitchell 23. Organizations Supporting the Broader Virtual Exchange Field—Chesla Ann Lenkaitis Part Five. Case Studies. How Students, Teachers, and Other Learners Benefit 24. Case Studies. Voices of Students and Teachers—Elena Douvlou, Kelly Tzoumis,Giséle Manganelli Fernandes, John Shanahan, Nila Ginger Hofman, Shweta Sinha Deshpande, Christie A. Klimas, Odair Almeida, John R. Chapin, Fiona Rossette-Crake, Jon Rubin, Tuli Chatterji, Friyana Munshi, Kathryn Berlin, Khadija Rubaiyat Tasmia, Janiek de Vries, Rana Altayan, Tonnie van Genugten, and Steffanie M. Munguia Part Six. Conclusion. The Future of COIL and Networked Education 36. Conclusion—Jon Rubin Editors and Contributors Index
£34.99
Information Age Publishing Governance and Transformations of Universities in
Book SynopsisWhile universities world over are undergoing reforms and change, in the case of African universities as illustrated in this book, the reforms and changes are profound and can best be described as transformative. This book is unique in many ways, which makes it extraordinary. First, unlike other books that have examined issues on higher education in Africa from externalist positions, the contributors to this book are scholars who have been educated, are currently teaching in African universities or have taught in African universities. The book specifically focuses on transformations in the governance of African universities and its implications on equity, entrepreneurship, innovation, quality assurance, information and communication technologies (ICTs), and reform issues in higher education in Africa.The book presents pertinent research on governance in African universities in an experiential and empirical manner. The contributors of the book chapters include individuals actively involved in teaching, researching and governance of higher education institutions in Africa. The chapters are based on empirical data, including review of relevant literature. The book also recognizes that university governance is more than just crisis in financial or economic issues, but includes best management practices, shared governance, meaningful reforms, strategic planning, consultation, transparency and accountability, client (students, lecturers, parents and the public) satisfaction, as well as the role of the university in development.The contributions take cognizance of the fact that governance as a concept is facing fundamental changes in the context of global knowledge economy, and African local conditions. Contributors also take cognizance of the fact that one important source of change in Africa has been the accelerating speed of scientific and technological advancement in learning at universities where lifelong learning programs, adult learning programs, distance and online learning are relatively new. The chapters are also sensitive to new changes in gender, demographical, technological, education reforms, social and economic transformations in the governance of African universities. The book is basically an academic book for use by undergraduates and graduate students at universities, policy makers and formulators in African ministries of Education; supra national organizations, foreign organizations working in Africa, NGOs and CBOs as well as development stakeholders, and community organizers.
£82.80
Test Prep Books TSI Study Questions Book 2021-2022: 3 TSI
Book SynopsisTest Prep Books'' TSI Study Questions Book 2021-2022: 3 TSI Practice Tests for the Texas Success Initiative Assessment [Updated for the New Outline Guide]Made by Test Prep Books experts for test takers trying to achieve a great score on the TSI exam.This practice test book includes: Quick Overview: Find out what''s inside this product! Test-Taking Strategies: Learn the best tips to help overcome your exam! Introduction: Get a thorough breakdown of what the test is and what''s on it!Practice Test #1 Answer Explanations: Covers the Answer Explanations section for Practice Test #1Practice Test #2 Answer Explanations: Covers the Answer Explanations section for Practice Test #2Practice Test #3 Answer Explanations: Covers the Answer Explanations section for Practice Test #3Studying can be hard. We get it. That''s why we created this guide with these great features and benefits: Practice Test Questions: We want to give you the best practice you can find. That''s why the Test Prep Books practice questions are as close as you can get to the actual TSI test. Answer Explanations: Every single problem is followed by an answer explanation. We know it''s frustrating to miss a question and not understand why. The answer explanations will help you learn from your mistakes. That way, you can avoid missing it again in the future. Test-Taking Strategies: A test taker has to understand the material that is being covered and be familiar with the latest test taking strategies. These strategies are necessary to properly use the time provided. They also help test takers complete the test without making any errors. Test Prep Books has provided the top test-taking tips. Customer Service: We love taking care of our test takers. We make sure that you interact with a real human being when you email your comments or concerns.Anyone planning to take this exam should take advantage of this Test Prep Books practice test book. Purchase it today to receive access to: TSI practice questions TSI detailed answer explanations Test-taking strategies
£999.99
Apex Test Prep ACT Prep Book 2022 and 2023: ACT Study Guide with
Book Synopsis
£24.51
Information Age Publishing Identity and Lifelong Learning in Higher
Book SynopsisLearning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. I Am What I Become: Constructing Identities as Lifelong Learners is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate connections between learning and identity. Our aim is to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan and in any space where learning occurs: in school, at work, or in community.The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. Adult educators, adult development scholars, counselors, psychologists, and sociologists, along with education and training professionals in formal and informal learning settings, will revel in the rich array of qualitative research designs, methods, and findings as well as autobiographies and narrative essays that transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond.Volume One, Identity and Lifelong Learning in Higher Education, contains chapters by and about post-secondary educators and students. Together these chapters enhance our understanding of the inextricable link between learning and identity.
£999.99
Encounter Books,USA A Dubious Expediency: How Race Preferences Damage
Book SynopsisThis book offers eight clear-sighted essays critical of racial “diversity” preferences in American higher education. Unlike more conventional books on the subject, which are essentially apologies for racial reverse discrimination, this volume forthrightly exposes the corrosive effects of identity politics on college and university life.The fact-filled and hard-hitting chapters are by Heather Mac Donald, Peter N. Kirsanow, Peter W. Wood, Lance Izumi and Rowena Itchon, John Ellis, Carissa Mulder, and the editors Gail Heriot and Maimon Schwarzschild.Trade Review“The unique advantage of this work in the continuing discussion of race-focused policy and practice is that it helpfully focuses on the experience of affirmative action in a compelling manner. Beyond the moral and philosophical objections to affirmative action, the account of the experience itself powerfully justifies concern for the ills still being done in the pursuit of a vain dream.” —William B. Allen, former chairman, U.S. Commission on Civil Rights“Good intentions all too often produce bad results. Prime example: racial quotas and preferences in higher education. As nine eminent writers explain in A Dubious Expediency, these violations of the Civil Rights Act of 1964 have not only harmed colleges and universities but have hurt most of all the intended beneficiaries.” —Michael Barone, Washington Examiner“So much that is written or said about affirmative action is demonstrably false or goes uncontested, allowing the debate about this vital issue to be resolved on the basis of emotions and tired clichés. This anthology will change all that.” —Ward Connerly, former regent of the University of California“For half a century, supporters of race preferences have used every trick to force their policies on higher education. They have been sold as ‘diversity’ programs, a ‘revision’ of traditional civil rights theory, and even ‘reparations.’ But as this book compellingly notes, they remain unpopular no matter the label. In 2020, voters in deep-blue California shocked the country by decisively rejecting race preferences. The authors of this book are right: It’s time the rest of the country realized this is an exhausted idea that is causing enormous damage to higher education.” —John Fund, National Review
£18.89
Taylor & Francis Inc Design Thinking in Student Affairs: A Primer
Book SynopsisDesign thinking is an innovative problem-solving framework. This introduction is the first book to apply its methodology to student affairs and, in doing so, points the way to its potentially wider value to higher education as a whole.With its focus on empathy, which is the need to thoroughly understand users’ experiences, design thinking is user-centered, similar to how student affairs is student-centered. Because the focus of design thinking is to design with users, not for users, it aligns well with student affairs practice. In addition, its focus on empathy makes design thinking a more equitable approach to problem-solving than other methods because all users’ experiences—not just the experiences of majority or “average” student—need to be understood. Centering empathy in problem-solving processes can be a tool to disrupt higher education systems and practices.Design thinking is a framework to foster innovation, and, by its nature, innovation is about responding to change factors with creativity. In an organization, design thinking is inherently connected to organizational change and culture because the process is really about changing people to help them rally around a disruptive idea. Implementing design thinking on a campus may in itself be disruptive and require a change management process. The beauty of using design thinking is that it can also act as a framework to support organizational culture change.Design thinking approaches, with their focus on stakeholder needs (as opposed to systemic norms), collaborative solutions building, and structured empathy activities can offer a concrete tool to disrupt harmful systems of power and oppression. Design thinking as a process is not a magic solution to equity problems, though it can be a powerful tool to approach the development of solutions that can address inequity. Design thinking is data-driven and considers both qualitative and quantitative data as necessary to gain most complete picture of an issue and its possible solutions, whether a product, program, or service.Design thinking has numerous benefits to afford students affairs. Chapter 1 outlines a case for design thinking in student affairs. Chapter 2 discusses a brief history of design thinking, noting its germination and evolution to current practice. Chapter 3 provides a detailed description of each step of the design thinking model with pertinent examples to make the steps clearer. Chapter 4 explains the intersection of equity and design thinking while chapter 5 explores the use of design thinking for organizational change. Chapter 6 presents a new model for design thinking assessment. Chapter 7 addresses the challenges and limitations of the process. Chapter 8 concludes the book by discussing the alignment of design thinking and student affairs and outlining next steps.Design thinking is an innovative process that can change the way higher education and student affairs operates, realizing the potential it offers. Trade Review"This book presents a reimagined model of assessment with design thinking, and instantly upon seeing it, you know how needed it is in education today. Focusing upon empathy, ideation, and storytelling throughout the assessment process, the authors of this book present a human-centered approach to engage in assessment of student learning. The design thinking assessment model and key questions remind us that our works sits within a larger context, one that can be infused with equity and act as a tool for decolonizing education."Natasha JankowskiFormer Executive Director of the National Institute for Learning Outcomes Assessment"Design thinking can move organizations forward and find innovative solutions. This book in particular applies design thinking to student affairs and is a fantastic resource." Find Drew's full video review here.Drew KochStudent Services Coordinator, R. Ken Coit College of Pharmacy, University of ArizonaTable of ContentsForeword—Janet Morrison Acknowledgments Preface 1. The Case for Design Thinking in Higher Education and Student Affairs 2. Design Thinking. A Brief History 3. Design Thinking Model 4. Equity and Design Thinking 5. Designing for Organizational Change 6. Design Thinking Assessment. Application of Design Thinking to Student Affairs Assessment 7. Discussion of Challenges and Limitations 8. Pulling the PIeces Together. Alignment of Design Thinking and Student Affairs References About the Authors Index
£31.99
Taylor & Francis Inc You Are a Data Person: Strategies for Using
Book SynopsisInternal and external pressure continues to mount for college professionals to provide evidence of successful activities, programs, and services, which means that, going forward, nearly every campus professional will need to approach their work with a data-informed perspective.But you find yourself thinking “I am not a data person”.Yes, you are. Or can be with the help of Amelia Parnell.You Are a Data Person provides context for the levels at which you are currently comfortable using data, helps you identify both the areas where you should strengthen your knowledge and where you can use this knowledge in your particular university role.For example, the rising cost to deliver high-quality programs and services to students has pushed many institutions to reallocate resources to find efficiencies. Also, more institutions are intentionally connecting classroom and cocurricular learning experiences which, in some instances, requires an increased gathering of evidence that students have acquired certain skills and competencies. In addition to programs, services, and pedagogy, professionals are constantly monitoring the rates at which students are entering, remaining enrolled in, and leaving the institution, as those movements impact the institution’s financial position.From teaching professors to student affairs personnel and beyond, Parnell offers tangible examples of how professionals can make data contributions at their current and future knowledge level, and will even inspire readers to take the initiative to engage in data projects.The book includes a set of self-assessment questions and a companion set of action steps and available resources to help readers accept their identity as a data person. It also includes an annotated list of at least 20 indicators that any higher education professional can examine without sophisticated data analyses.Trade Review“To those who see the application of institutional data as a daunting black box, Parnell offers an accessible, practical way in. She begins with strengths and encourages a growth mindset – familiar strategies for most educators, but applied to ourselves. And best of all, her categorization of data temperaments suggests a way to build diverse, effective project teams, leveraging the social ways we learn and work together.”Ken O’DonnellVice Provost, California State University Dominguez Hills“As Dr. Parnell states in her opening – it is clear the analytics revolution is here. The timing of this revolution will be critical to higher education’s efforts to design programs and student success initiatives that are data-driven and data-informed. Parnell’s book is both comprehensive and accessible for faculty and staff who are leading this revolution.”Kevin KrugerPresident/CEO, NASPA, Student Affairs Administrators in Higher Education“In You Are a Data Person: Strategies for Using Analytics on Campus, Amelia Parnell reassures her readers what we all suspected and secretly hoped to be true – each and every one of us possesses a data identity and now is the opportune moment in higher education to take ownership. From interviews with experts and scholars in the field to illustrative case studies, Amelia provides a vision and roadmap for how we can all benefit from and contribute to this mission.”Helen L. ChenResearch Scientist, Designing Education Lab, Department of Mechanical Engineering, Stanford University; Executive Committee, Association for Authentic Experiential Evidence-Based Learning“Amelia Parnell deftly navigates not only the current state of data proliferation and its impact on professionals across campuses, but also points readers toward the future of data use and collaboration for improving the student experience. This book is essential reading for individuals and institutions looking to harness the power of data to optimize the college experience for students in a holistic way.”Bethany MillerDirector of Institutional Research, Macalester College“You Are a Data Person: Strategies for Using Analytics on Campus should be required reading for anyone who works on a college campus. This book is the not-so-gentle nudge that every college faculty and staff member needs: a reminder that each of us has a data identity, no matter our role or place in an organizational chart. More important, it’s a reminder that we have agency to make a real difference in the lives of our students by making more data-informed decisions. Against the backdrop of COVID recovery and renewed calls for racial justice, Dr. Parnell’s book couldn’t come at a better time.”Archie P. Cubarrubia, Ed.D.Former Vice Provost for Institutional Effectiveness, Miami Dade CollegeTable of ContentsForeword —Robert A. Schwartz Preface Acknowledgments 1. An Optimal Time for Data People 2. The Data Identity Framework 3. How to Progress Along the Data Continuum 4. Back to Basics. Understanding the Balance of Needs, Processes, and Outcomes 5. Data in Action:10 Ways to Use Data to Improve Programs and Services 6. Data in Action Part 2. 10 Ways to Use Data to Monitor and Address Students' Progress 7. The Data Identity Self-Assessment Exercise 8. The Future of Data Use on Campus. Intersections of Technology and Human Decision-Making Conclusion Epilogue Appendix A. Supplemental Notes for the Data Identity Self-Assessment Exercise Appendix B. Mapping Data Identity Components and Sample Higher Education Job Advertisements References About the Author
£29.99
Taylor & Francis Inc The Impact of a Sense of Belonging in College:
Book SynopsisSense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.Table of ContentsForeword. Kristen A. Renn Preface Part 1. Theories and Foundations 1. Theoretical Foundations for Sense of Belonging in College—Annemarie Vaccarro and Barbara Newman 2. Unraveling the Relationship Between of Engagement, Involvement, and Sense of Belonging—Terrell L. Strayhorn 3. Reviewing, Theorizing, and Looking Ahead. The Relationship Between College Students’ Sense of Belonging and Persistence—Bert Ellison and John M. Braxton Part 2. Sense of Belonging Across Student Populations 4. Facilitating A Sense of Belonging for Students with Multiple Identities—Ronald Hallett, Adrianna Kezar, Joseph Kitchen, and Rosemary Perez 5. How and Where do Queer- and Trans-spectrum College Students Experience Belonging? A Critical Review of the Literature—Brian C. Gano 6. Connecting Gender and Belonging. An Intersectional Approach—Michael Stevens Williams and Ekaete E. Udoh 7. On the Outside Looking In. Reflecting on Native American Students’ Sense of Belonging—Mark Alabanza 8. Asian American Students and Sense of Belonging—Cassie Kao 9. Latinx College Students’ Sense of Belonging. Comunidades de Apoyo. (Supportive Communities)—Holly Holloway-Friesen 10. Sense of Belonging Among Black College Students. A Socioecological Perspective—Royel M. Johnson and Alex Kenney 11. Economic Stratification in Higher Education. An Asset-Based Approach to Low-SES Students’ Sense of Belonging—Amy E. French and Shelley R. Price-Williams 12. Language Unheard, Voices Silenced. The Role of Language Minoritization in Sense of Belonging—Kevin J. Bazner and Juan Lopez 13. Analyzing Psychological Well-Being Aspects of Sense of Belonging for First-generation, Pell-eligible, Underrepresented Minority Students—Marilee Bresciani Ludvik, Shiming Zhang, Sandra Kahn, Nina Potter, Lisa Gates, Robyn Saiki, Rogelio Beccero Songolo, Stephen Schellenberg, Randall Timm, and Mitch Strahlman 14. Sense of Belonging as Process and Product in The First-Year Experience—Jennifer R. Keup and Chelsea Fountain 15. Deconstructing Belonging. Towards a Redefinition for Transfer Students—Vasti Torres and Claire A. Boeck 16. Reframing the Commuter Student Experience to Promote Belonging—Michael D. Giacalone and Kristina M. Perrelli 17. Student Veteran Belonging, Inclusion, and Success—Phillip Morris 18. Student Employee Sense of Belonging—Cynthia Cogswell, Tim Epley, and Brittany BartenPart 3. Implications and Applications 19A: Examples in PracticeNDSUbelong. A Cross Collaborative Approach to Student Sense of Belonging— Derisa Collymore, Laura Dahl, and Alyssa Tuebner 19B. Reducing Barriers to Increase Sense of Belonging—Laura Bayless and Hank Parkinson 19C. Gemstone Honors Program Living-Learning Community—Jessica Lee, Kristan Cilente Skendall, and Leah Kreimer Tobin 19D. The Influence of The Teaching Modality on Belonging—Tawnya Means, Jean E. Starobin, and Kasey Uran-Linde 20. When Likes Aren’t Enough. The Impact of Belongingness on Mental Health in the Age of Social Media—Timothy J. Bono 21. Sense of Belonging. Findings During the Time of COVID-19—Sherry Woosley and Dianne Timm 22. Measuring Belonging in Higher Education. Review, Summary, and Guidance for Researchers and Practitioners—John Eric M. Lingat, Michael D. Toland, and Shannon O. Sampson 23. Conclusion—Erin M. Bentrim and Gavin W. Henning Editors and Contributors Index
£32.99
