Higher education, tertiary education Books

Book SynopsisCapstones have been a part of higher education curriculum for over two centuries, with the goal of integrating student learning to cap off their undergraduate experience. In practice, capstones are most often delivered as a course or include a significant project that addresses a problem or contributes new knowledge. This edited collection draws on multi-year, multi-institutional, and mixed-methods studies to inform the development of best practices for cultivating capstones at a variety of higher education institutions. The book is divided into three parts: Part One offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part Two shares specific culminating experiences with examples from multiple institutions and strategies for adapting them for readers’ own campus contexts. Part Three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts. Cultivating Capstones is an essential resource for faculty who teach or direct disciplinary or interdisciplinary capstone experiences, as well as for faculty developers and administrators seeking ways to offer high-quality, high-impact learning experiences for diverse student populations.A Series on Engaged Learning and Teaching Book. Visit the books’ companion website, hosted by the Center for Engaged Learning, for book resources.Trade Review“Cultivating Capstones helps us rethink the culmination of the degree, not as the pinnacle of a cloistered baccalaureate experience, but instead invigorated by external connections on all sides. Increasingly our students situate us amid multiple, competing responsibilities. In turn, educators need the tools presented here to cultivate feedback and agency, partnerships across institutions and communities, civic engagement and scaffolded independent research. In case studies and interviews, the authors make a powerful case for synthesizing learning from the whole degree in ways that respect and leverage the broader ecosystem of our students’ complicated lives.”Ken O’Donnell, Vice Provost, California State University Dominguez Hills, and Editor-in-Chief of Experiential Learning and Teaching in Higher Education"We know from powerful research like the Gallup Purdue Index that completing a project that lasts a semester or more is transformational to not only students’ immediate college experience but also to their future selves. That said, simply calling something a “capstone” does not make it so. This volume fills an important gap at the nexus of research and practice on this high-impact educational practice, and should be required reading for all those interested in designing and delivering a truly vibrant and impactful capstone experience."Kate Drezek McConnell, Vice President, Curricular & Pedagogical Innovation and Executive Director, VALUE, American Association of Colleges & Universities“Whether you’re new to capstone experiences, a seasoned capstone course instructor, or somewhere in between, you’ll find in this book vivid and varied examples of capstone models and practical guidance for supporting faculty and staff, so that students can reap the benefits of this high-impact practice. Given that capstone experiences embody the integration and application of learning, and can serve as much-needed bridges from college to career, I recommend it to all higher education leaders committed to truly serving students and ensuring their long-term success.”Isis Artze-Vega, College Provost & Vice President, Academic Affairs, Valencia CollegeTable of ContentsSeries Foreword --Jessie L. Moore and Peter Felten Introduction. Capstone Experiences in Undergraduate Education --Jillian Kinzie, Caroline J. Ketcham, Anthony G. Weaver, and Jessie L. Moore Part 1. Understanding the Landscape of Capstone Experiences -- Anthony G. Weaver, Caroline J. Ketcham, and Jessie L. Moore 1. Frames, Definitions, and Drivers. A Multinational Study of Institutionally Required Undergraduate Capstones -- Janet Bean, Christina Beaudoin, Tania von der Heidt, David I. Lewis, and Carol Van Zile-Tamsen 2. Capstone Influences and Purposes --Russell Kirkscey, David I. Lewis, and Julie Vale 3. Institutional Considerations for Capstones on Campus. Perspectives Based on National Data on Senior Culminating Experiences --Dallin George Young, Tracy L. Skipper, and Rico R. Reed Part 2. Exploring Capstone Experience Models --Caroline J. Ketcham, Anthony G. Weaver, and Jessie L. Moore 4. Where There’s a Will, There’s a Way. Implementing a Capstone Experience for General Education --Carol Van Zile-Tamsen, Janet Bean, Christina Beaudoin, David I. Lewis, and Tania von der Heidt 5. Preparing Students for the Fourth Industrial Revolution --David I. Lewis, Janet Bean, Christina Beaudoin, Carol Van Zile-Tamsen, and Tania von der Heidt 6. How Two Australian Universities Achieved “Capstones for All”. A Change Management Perspective --Tania von der Heidt, Carol Van Zile-Tamsen, David I. Lewis, Janet Bean, and Christina Beaudoin 7. Adapting a Capstone. Projects and Portfolios across Four Courses and Three Institutions --Sandra Bell, Frederick T. Evers, Shannon Murray, and Margaret Anne Smith 8. Just a Few Minutes of Your Time. Using Qualitative Survey Data to Evaluate and Revise a Capstone Project at an Early College Network --Matthew Park, Paul Hansen, Guy Risko, and Joshua Walker 9. Students-as-Partners and Engaged Scholarship. Complementary Frameworks --Andrew J. Pearl, Joanna C. Rankin, Moriah McSharry McGrath, Sarah Dyer, and Trina Jorre de St Jorre 10. Designing Democratic Spaces. Public-Facing Civic Capstone Courses --Cindy Koenig Richards, Nicholas V. Longo, and Caryn McTighe Musil Part 3. Supporting Capstone Faculty and Staff --Jessie L. Moore, Caroline J. Ketcham, and Anthony G. Weaver 11. Understanding Faculty Needs in Capstone Experiences --Morgan Gresham, Caroline Boswell, Olivia S. Anderson, Matthew J. Laye, and Dawn Smith-Sherwood 12. The Development of Capstone Assignments Using a Faculty Community of Practice Model --Silvia Reyes, Nelson Nunez Rodriguez, and Sarah Brennan 13. Peer Reviewing to Support Quality Assurance of Capstone Experiences. A View from Australia --Michelle J. Eady and Simon B. Bedford 14. Positionality and Identity in Capstones. Renegotiating the Self Through Teaching and Learning --Moriah McSharry McGrath, Sarah Dyer, Joanna Rankin, and Trina Jorre de St. Jorre Conclusion. Committing to Equitable, High-Quality Capstone Experiences -- Caroline J. Ketcham, Jessie L. Moore, and Anthony G. Weaver Editors and Contributors Index

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Book SynopsisWhile preserving the elements that have made the previous two editions so successful—such as chapters on sleep, exercise, memory and mindset—this third edition introduces students to wholly new aspects of brain function and how they impact learning; and furthermore, addresses the challenges of learning online.By introducing new concepts, strategies, and applications related to learning and memory that are based on current findings in cognitive, social, and motivational psychology, this text offers a richer and more complete picture of how brain science illuminates how we learn. Students assigned this book will be equipped to design effective learning plans, employ new strategies, recognize learning traps, discover ways to work effectively in groups, improve recall, and realize better academic performance through test-taking and paper-writing strategies.This new edition also addresses the concerns of all students—particularly those unfamiliar with the college setting and its expectations and assumptions—and offers strategies for success. In keeping with the preceding editions, this book introduces students to concepts, techniques, strategies, tips, and ideas to help them be academically stronger students, advance faster in their studies, and demonstrate what they have learned more effectively—in short, how anyone can learn to be a better learner by learning how to learn in harmony with their brain.The book remains compact and student-friendly, offers examples of practice, and includes discussion questions at the end of each chapter.Trade Review"I have used prior editions of The New Science of Learning in my courses for several years with much success! The third edition offers funny and engaging stories from Todd’s college experiences that will draw students into the content. Every chapter is loaded with practical and detailed advice to students on applying the science of learning for college success. The mysteries of learning and memory are unlocked for students in a highly accessible and fun book!"Kathy Nabours, Associate Professor of Mathematics, Riverside City College"A must-read for our entering students…a distillation of the longstanding science on learning and the brain into easy-to-follow explanations and compelling real-life examples. This book encapsulates proven components of successful and enduring learning, offering numerous practical strategies that students can begin to use immediately. Kudos to the author for situating this latest edition in our current social landscape. I am constantly searching for tools to strengthen our students’ learning retention. This is a grand slam!"Angela P. Hegamin, Assistant Dean of Academic Support, College of Optometry, Western University of Health Sciences"An instant classic when first published in 2013, this updated third edition of The New Science of Learning should be required reading for every college student. It is an invaluable resource for educators searching for concrete, evidence-based ways to help students build academic skills, agency, and self-efficacy. It is a truly empowering book for students and instructors alike."Jessamyn Neuhaus, Director, SUNY Plattsburgh Center for Teaching Excellence, author of Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to be Effective Teachers"This book masterfully weaves together leading brain research and practical examples to show students ‘how to learn’. It addresses common pitfalls that students encounter in their learning journey, and provides a clear roadmap of research-based strategies that can enhance comprehension, long-term retention, and the overall learning experience (such as spaced practice, metacognitive strategies, and yes, sleep). This book is a must-read for students who want the tools to succeed in college and beyond!"Tolulope (Tolu) Noah, Instructional Learning Spaces Coordinator, California State University, Long Beach"Dr. Zakrajsek’s systematic, approachable, and humorous discussion of ‘the Research’ makes this book both accessible and meaningful for any learner in higher education – and faculty too! He provides condensed, clear theory as well as pathways of practice for improving our learning through thought and deed. Any reader will come away with specific applications which will in turn provide profound improvements to their learning. This is a must-read for every student, regardless of previous academic success!"Ian Wolf, Instructor of English, Vance-Granville Community CollegeTable of ContentsForeword Acknowledgements Introduction 1. Your Host 2. Where This Book Came From 3. The Structure of this Third Edition A Note to Students A Note To Faculty PART ONE: SET UP FOR SUCCESS Chapter 1 - Learning from Multiple Perspectives A. Perspective Taking B. Ubiquitous Struggles 1. First-Generation College Students 2. Recognizing Individuality 3. Disarming Microaggressions 4. Stereotype Threat 5. Implicit Bias 6. Summary of Biases C. From Uneasy to Understanding D. Equity, Equality, and Accommodations E. Engaged Learning Chapter 2 - Discovering Yourself as a Learner A. Self-Regulation 1. Establish a Habit of Success 2. Managing Emotions B. Self-Efficacy 1. Performance Outcomes 2. Vicarious Experiences 3. Verbal Persuasion 4. Physiological Feedback C. Imposter Syndrome D. Learned Optimism Chapter 3 - Developing Your Learning Strategy A. Set Goals 1. SMART Goals a. Specific b. Measurable c. Achievable d. Relevant e. Timely 2. Break Large Goals into Smaller Goals 3. Stretch Goals B. Manage Multiple Tasks 1. Build Your Schedule 2. Manage Your Schedule 3. To-Do Lists 4. Organization C. Effective Communication Patterns 1. Be an Active Listener 2. How to Address Faculty 3. Make Use of Office Hours 4. Emails to Faculty 5. Following Up 6. Making Requests D. Keep the Big Picture in Mind PART TWO: BUILD THE FOUNDATION Chapter 4 – Facilitating Your Learning A. Theories and Models of Learning 1. Classical Conditioning 2. Operant Conditioning 3. Social Learning Theory B. Cognitive Load 1. Intrinsic Load 2. Extraneous Load 3. Germane Load a. Automaticity b. Schema Activation C. Deep Learning 1. Attention 2. Value 3. Understanding 4. Anticipate Success D. Foster a Better Memory 1. Memory Processes a. Encoding b. Consolidation c. Retrieval E. Memory Enhancements 1. Elaboration 2. Repetition 3. Interleaving 4. Spaced Recall Chapter 5 - Exploring Social Influences A. Mindset 1. The Origins of Fixed Mindedness 2. Spotting a Fixed Mindset 3. Mindsets are Context Specific 4. Views the World Based on Mindset 5. Shift to Growth Mindset B. Metacognition 1. Understanding Metacognition 2. Metacognitive Regulation C. Attribution 1. Intrinsic vs. Extrinsic 2. A Bit of Order 3. Fundamental Attribution Error D. Egocentric bias Chapter 6 - Finding and Using Patterns A. Patterns Enhance Learning 1. Chunking 2. Schemas and Cognitive Load B. Pervasive Patterns 1. Similarity 2. Proximity 3. Continuity 4. Closure 5. Figure-Ground C. Patterns in Academic Life 1. Content 2. Reading a. Pattern for Reading a Textbook b. Patterns for Reading a Journal Article c. Pattern for Reading a Novel PART THREE: SUPPORT YOUR LEARNING Chapter 7 - Thriving in Higher Ed A. Individual and Group Study B. Effective Study Time C. Prepare for Class D. Memorize Bloom’s Taxonomy E. Staying Productive in a Less than Ideal Lecture F. Learn Every Day/Avoid Procrastination G. Solicit and Incorporate Feedback H. Cheating and Plagiarism 1. Cheating 2. Plagiarism I. Office of Student Success/Student Disability Services J. Know your Campus Resources Chapter 8 - Demonstrating Your Learning A. Participation B. Homework C. Extra Credit 1. Learning Value 2. Additional Considerations D. Writing Papers 1. Your Instructor and the Syllabus 2. The Writing Center 3. Reference Librarians 4. Writing Tips in this Book E. Giving Presentations F. Test Taking Strategies 1. Text Anxiety Versus Test Nervousness 2. Study Strategies Chapter 9 - Avoiding Learning Pitfalls A. Rereading and Hi-lighting B. Cramming for Exams C. Following Your Learning Styles D. Task Shifting E. Listening to Negativity F. Hanging in There Too Long PART FOUR: KEEP IT GOING Chapter 10 - Sleeping to Enhance Learning A. What Researchers Say About Sleep 1. Circadian Rhythms 2. Stages of Sleep 3. Sleep Patterns: Larks and Night Owls B. Sleep, Learning, and Memory 1. Importance of Sleep 2. Remembering What is Important 3. Power of Naps and Restful Breaks 4. Cramming Versus Resting C. Managing Your Sleep 1. Factors that Disrupt Sleep a. Alcohol Consumption b. Caffeine c. Diet d. Technology 2. Factors that Promote Sleep a. Bedroom Environment b. Bedtime Routine c. Physical Activity and Being Outside d. Insomnia 3. Long-Term Brain Health and Sleep Chapter 11 - Exercising to Enhance Learning A. Health Benefits of Physical Activity B. Basic Brain Structures and Processes 1. Prefrontal Cortex 2. Hippocampus 3. Brain-Derived Neurotrophic Factor 4. Neurons, Synapses, and Neurotransmitters C. Effects of Long-Term Exercise on Learning D. Effects of Short-Term Exercise on Learning E. Timing of Exercise and Learning F. Therapeutic Exercises 1. Walking 2. Low-Impact, Anaerobic Therapeutic Exercise Chapter 12 - Being an Effective Group Leader/Member A. Benefit of Group Work 1. Develop Soft Skills 2. Incorporate Diverse Perspectives 3. Complete Large or Complex Projects B. Inventory Your Strengths and Challenges C. Get to Know Group Members 1. Introductions and Icebreakers 2. Commitment to the Project 3. Competing Demands D. Clarify Intended Goals E. Facilitate Group Processes 1. How the Group Will Be Led 2. How Decisions Will Be Made 3. Brainstorm Ideas 4. Proceed with Work 5. Find Times to Meet 6. Group Updates and Check-Ins F. Set Ground Rules 1. What If Someone Doesn’t Do Their Work? 2. What If Someone Misses a Meeting? 3. Ensuring All Voices Are Heard 4. Address Group Conflicts G. Effective Meetings 1. Agenda 2. Start and End on Time 3. Assign Group Roles a. Note-Taker b. Monitor c. Moderator d. Counter-Pointer e. Supporter 4. Brief Group Member Well-Check 5. End Meeting with Next Steps 6. Cancel the Meeting if Possible H. Common Challenges 1. Hogs and Logs 2. Losing the Way 3. Rushing to Wrap 4. Drama Appendix A – Online Learning A. Synchronous Online Courses B. Asynchronous Online Courses C. Tips for Setting and Sticking to Your Schedule A message from Dr. Z

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Book SynopsisEnhancing Inclusive Instruction centers the voices of students of diverse backgrounds to explore how instructors can approach equitable, inclusive teaching.Grounded in student perspectives, this book is a powerful call to action for instructors to listen to the voices of their learners, take steps to measure the impact of their approaches, and meaningfully reflect on their efforts. The authors provide practical tools that instructors can use to obtain ongoing feedback on their inclusive teaching efforts, and supply guidance on difficult and emerging topics such as how instructors from diverse backgrounds can navigate inclusive teaching in academe, as well as the implications of generative artificial intelligence on equity and inclusion. Modeling the importance of continuous growth, Enhancing Inclusive Instruction provides the knowledge and skills to further any college instructorâs inclusive teaching journey.

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Book SynopsisThe diversity and Inclusion movement in corporations and higher education has mostly fallen short of its most authentic goals. This is because it relies upon the dominant worldview that created and creates the problems it attempts to address. Rediscovering and applying our original Indigenous worldview offers a remedy that can bring forth a deeper and broader respect for diversity, and a different way to understand and honor it. This book offers a transformative learning opportunity for preserving diverse environments at every level, one that may be a matter of human survival.Trade ReviewPraise for: The Red Road: Linking Diversity and Inclusion Initiatives to Indigenous Worldview""Four Arrows has combined his internationally respected scholarship on Indigenous worldview with experience based story-telling to help bring forth a more effective way to actualize authentic respect for diversity, especially as it relates to transformational curricula in higher education. Had humanity begun this project long ago, Nature would not have to be bringing us back into balance so radically now."" —Tom McCallum (White Standing Buffalo,Métis/Michif-speaking elder, Cree Sundance Lodge Keeper, and author.

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Book SynopsisConflict management is an overlooked area in leadership development. Mediation as an intervention method to use in conflict management can be productive for building leadership capacity and organizational development in higher education. Adults average five conflicts per day and people in titled leadership spend over two-thirds of their time engaged in managing conflict. This book offers conflict management strategies, models, and processes to support college and university personnel in recognizing and managing conflicts and how to build skill sets that can enhance effective communication and address issues strategically.

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Book SynopsisIn Race on Campus, Julie J. Park argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life.Based on her analysis of extensive research and data about contemporary students and campuses, Park counters these myths and explores their problematic origins. Among the major myths that she addresses are charges of pervasive self-segregation, arguments that affirmative action in college admissions has run its course and become counterproductive, related arguments that Asian Americans are poorly served by affirmative action policies, and suggestions that programs and policies meant to promote diversity have failed to address class-based disadvantages. In the course of responding to these myths, Park presents a far more positive and nuanced portrait of diversity and its place on American college campuses.At a time when diversity has become a central theme and goal of colleges and universities throughout the United States, Race on Campus offers a contemporary, research-based exploration of racial dynamics on today’s college campuses.Table of Contents Table of Contents Introduction ONE: Black Students and the Cafeteria—What’s the Big Fuss? TWO: Who’s Really Self-Segregating? THREE: Is Class-Based Affirmative Action the Answer? FOUR: Why Affirmative Action Is Good for Asian Americans FIVE: Why the SAT and SAT Prep Fall Short SIX: The Problem of the “Problem of Mismatch” SEVEN: How Then Should We Think? Notes Acknowledgments About the Author Index

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Book SynopsisThe perfect gift for the college-bound student! Based on the popular Mindfulness-Based College (MBC) program at Brown University, this book offers powerful skills to increase academic success and boost mental, physical, spiritual, and emotional health—now and for a lifetime.College is a time of transition. It’s a time for learning and preparing to make your own way in the world. But if you’re like many teens and young adults, the thought of leaving home and being on your own in a new place can also be intimidating—even overwhelming. That’s why you need a solid foundation to help you manage stress, stay focused, and maintain healthy habits—in body, mind, and spirit.Grounded in evidence-based mindfulness, The Mindful College Student will help you cultivate the cognitive and emotional skills you need to increase well-being and reach your highest aspirations. You’ll also learn positive coping strategies for dealing with stress, sadness, and anxiety—including diet, fitness, and sleep habits. Most importantly, you’ll discover three core self-regulation skills to help steer you toward the life you want: self-awareness, attention control, and emotion regulation.Get ready to take on the world with this fun and informative guide, filled with everything you need to face all of the challenges of college life—and beyond!

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Book SynopsisBrandeis University is the United States’ only Jewish-sponsored nonsectarian university, and while only being established after World War II, it has risen to become one of the most respected universities in the nation. The faculty and alumni of the university have made exceptional contributions to myriad disciplines, but they have played a surprising formidable role in American politics. Stephen J. Whitfield makes the case for the pertinence of Brandeis University in understanding the vicissitudes of American liberalism since the mid-twentieth century. Founded to serve as a refuge for qualified professors and students haunted by academic antisemitism, Brandeis University attracted those who generally envisioned the republic as worthy of betterment. Whether as liberals or as radicals, figures associated with the university typically adopted a critical stance toward American society and sometimes acted upon their reformist or militant beliefs. This volume is not an institutional history, but instead shows how one university, over the course of seven decades, employed and taught remarkable men and women who belong in our accounts of the evolution of American politics, especially on the left. In vivid prose, Whitfield invites readers to appreciate a singular case of the linkage of political influence with the fate of a particular university in modern America.Trade Review"Whitfield’s group portrait of a large number of men and women of the Left who taught and studied at Brandeis from its inception at the end of the 1940s to the present is as attentive to the personalities of his subjects as it is to their ideas. A gifted, prolific, and celebrated scholar of American and American Jewish history, Whitfield earned his PhD at Brandeis, taught there for 44 years.” * The Jewish Review of Books *"This fascinating book of vignettes of figures who have shaped our times will appeal to readers of a certain age — and to their perceptive heirs. A welcome reminder in the age of Trump of the best in America.” * The Jewish Chronicle *“. . . . This book is more than a history of one university and its outsized influence on politics and political theory in America. Learning on the Left is an indispensable political history of the Left and other sectors of American politics—in thought and in deeds—over the past 75 years.” * Studies in Contemporary Jewry *"There is no other book quite like Learning on the Left in the historiography of American higher education. Whitfield . . . . has provided a comprehensive, deeply researched, and readable history of the liberal and radical students and faculty who have had a relationship, albeit oftentimes tenuous, with Brandeis since its founding. The book reflects a lifetime of reading on American culture and politics. Of Whitfield’s nine books, this is undoubtedly his finest as well as his longest, and no one was more suited to have written it." * Society *"The distinguished historian Whitfield . . . . is eminently qualified to write a study of this unique institution and the 'considerable influence' its faculty and students have exercised in American politics." * Society for US Intellectual History *"It is a remarkable story and Whitfield tells it . . . . exceptionally well by linking it to a grander narrative and charting the evolution of postwar American liberalism." * Journal of American Studies *"[A] comprehensive, thoroughly researched and beautifully written volume. Whitfield has written a wonderful book and has a personal connection to the subject of his writing. He came to Brandeis as a graduate student in 1969, began teaching there in 1972 and taught at Brandeis for more than forty years. Whitfield writes with both a deep affection for his subject and yet, at the same time, with remarkable objectivity. He has a special fondness for the students he taught over the years, to whom he dedicates this book. Rich in its insights and analysis, Learning on the Left should be read and enjoyed by anyone interested in the history of Brandeis University or, more generally, of higher education and Jewish liberalism in America." * Modern Judaism *"Whitfield offers intellectual history on the highest level . . . . [He] has offered a fine work, as fascinating as it is first-rate." * The Historian *"Written by one of the nation’s most prolific, influential, and respected historians of postwar America, Learning on the Left capaciously and compellingly explores the role that people associated with Brandeis University played in shaping the nation’s Left in the three decades after the university’s founding in 1948. In the vast literature on the history of American higher education there is, quite simply, nothing like this." -- Daniel Horowitz, author of forthcoming Entertaining Entrepreneurs: Reality TV’s Shark Tank and the American Dream in Uncertain Times“Filled with fascinating stories, this book shows how the faculty and students of Brandeis University influenced and were influenced by liberal and radical politics. Herbert Marcuse, Anita Hill, Irving Howe, Abbie Hoffman, Martin Peretz, Michael Walzer, Pauli Murray and a host of other remarkable individuals flow in and out of Stephen J. Whitfield’s captivating pages. Learning on the Left explains how the official values of a university founded in 1948 to counteract antisemitism proved to be a fertile matrix for courageous truth-telling in countless domains, and a safe haven for political risk-taking.” -- David A. Hollinger, author of Science, Jews, and Secular Culture“From the moment of its founding, Brandeis University and the modern progressive tradition have been intertwined. In this wonderful book, Stephen Whitfield brings alive the students and scholars who helped to define the Left out of their experience at this premier institution of higher education.” -- Julian Zelizer, author of Burning Down the House: Newt Gingrich, the Fall of a Speaker and the Rise of the New Republican Party"Rarely has a book about a college or university been as riveting—or such fun to read. Learning on the Left eschews the typical brick-and-mortar approach to trace the extraordinary impact of Brandeis, not yet a century old, upon the political movements, progressive reforms, and intellectual ferment of what we call 'modern liberalism.' How did Brandeis recruit such remarkable talent to a small, Jewish, nonsectarian institution? And why have so many of its graduates gone on to high-level careers in government, journalism, and academia? No one can better confront these questions than Steve Whitfield—the world-class historian and prize-winning teacher who spent his post-graduate years and professional life on the Brandeis campus. The result is a brilliant, shrewd, sometimes quirky journey into the soul of a very special place." -- David M. Oshinsky, author of Polio: An American Story, winner of Pulitzer Prize for History.Table of Contents1. Introduction2. The Origins3. Early Atmospherics4. Champions of Human Rights5. Two Americanists6. Thinking about Justice7. Foreign-born Radicals8. Two Magazines9. The Sixties10. Champions of Civil Rights11. Racial Grievance: January 196912. Native-born Outlaws13. Spasms of Violence14. Thinking about Capitalism15. The Travail of Reform16. ConclusionAcknowledgmentsNotesIndex

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Book Synopsis"Warrior Women" makes visible the ongoing intergenerational narrative reverberations (Young, 2003; 2005) shaped through Canada's residential school era which denied the communal and cultural, economic, educational, human, familial, linguistic, and spiritual rights of Aboriginal people. Attending to these narrative reverberations foregrounded the continuing colonial barriers faced by six Aboriginal post secondary students as they composed their lives in a current era of increasing standardization in Canadian universities and schools. Yet, what also became visible were ways in which the Aboriginal teachers increasingly reclaimed or drew upon their ancestral ways of knowing and being.Table of ContentsTestimonials. Acknowledgements. Dedication. Foreword to Warrior Women. Not Tomorrow … Today. Introducing Ourselves: Storied Experiences Shaping the Stories We Live By. Co-Composing Relational Narrative Inquiry. Reclaiming and Maintaining Our Aboriginal Ancestry. Reclaiming Our Ancestral Knowledge and Ways: Aboriginal Teachers Honouring Children, Youth, Families, Elders, and Communities as Relational Decision Makers. Becoming “Real” Aboriginal Teachers: Counterstories as Shaping New Curriculum Making Possibilities. Being Included in and Balancing the Complexities of Becoming an Aboriginal Teacher. Sharing Our Forward Looking Stories. Learning to See the Little Girl in the Moon: An Afterword to Warrior Women. About the contributors. Warrior Women: Remaking Postsecondary Places through Relational Narrative Inquiry. Advances in Research on Teaching. Advances in Research on Teaching. Copyright page. Group Photo from Winnipeg Fall 2008. References.

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Book Synopsis This surveyof Pembroke College, Cambridgefeatures beautiful photography of its buildings and gardens, including architecture by Christopher Wren and the recently developedMill Lane site. With chapters written by 16 notable alumni, including Eric Idle and Stephen Halliday, it tells the story of Pembroke College, which was founded in 1347, and includesthe new redevelopment on Mill Lane, discussing its original uses and history, the process of acquisition and of securing planning consent, and the architectural and landscape thinking behind it. This major project enlarges the footprint of the College by a third and creates a dynamic new city quarter with publicly accessible gardens. This magnificently illustrated publication also turns its attention to the historic site of Pembroke, and walks the reader through the growth of the College across the centuries: from the fourteenth century, through the building of the Chapel by the young Christopher Wren, through the dramatic changes wrought by Waterhouse and up to the present day. It explores some of the historic buildings, rooms, paths, gardens and works of art. Alumniof Pembroke College such as Ray Dolby, John Sulston and Tim Brooke-Taylor are also remembered in this engaging book.

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Book SynopsisThinking of starting a postdoc? Want to know how to move on from a postdoc? Or simply want to make the best of your postdoc years? Being a postdoc is not a career ... but it can be the pivotal point in the making of one. This friendly, practical, and occasionally humorous guide to all things postdoc combines the three authors’ vast experience of postdoc careers and personal development.This is a guide to developing, advancing and furthering yourself and your career. In working through exercises, learning from the experience of others (including the trials and tribulations of the authors), and seeking out information, we hope you will consider what success means on your own terms. In its pages you will find advice on: Your postdoc is part of the journey towards a range of career destinations; from an industrial R&D specialist to politician, from lecturer to spin-out Chief Executive, and this book is designed to help you get there. Providing indispensable advice on UK-based postdocs for national and international students, it is perfect for those making exciting transitions (student to postdoc, postdoc to the wide world of careers beyond) or for those who simply want to take their postdoc up a gear.

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Book SynopsisThinking of starting a postdoc? Want to know how to move on from a postdoc? Or simply want to make the best of your postdoc years? Being a postdoc is not a career ... but it can be the pivotal point in the making of one. This friendly, practical, and occasionally humorous guide to all things postdoc combines the three authors’ vast experience of postdoc careers and personal development.This is a guide to developing, advancing and furthering yourself and your career. In working through exercises, learning from the experience of others (including the trials and tribulations of the authors), and seeking out information, we hope you will consider what success means on your own terms. In its pages you will find advice on: Your postdoc is part of the journey towards a range of career destinations; from an industrial R&D specialist to politician, from lecturer to spin-out Chief Executive, and this book is designed to help you get there. Providing indispensable advice on UK-based postdocs for national and international students, it is perfect for those making exciting transitions (student to postdoc, postdoc to the wide world of careers beyond) or for those who simply want to take their postdoc up a gear.

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Book SynopsisResearch in Social Problems and Public Policy (RSPPP) is a peer-reviewed series devoted to the sharpening and reshaping of scientific discourse involving the intersection of social problems and public policy. In particular, it is interested in the analysis of the potential failure of public institutions to fulfil their obligations to the broader society.Multidisciplinary in nature, Research in Social Problems and Public Policy presents important themes of: social/crime problems and their treatment; criminal justice; law and public policy; crime, deviance and social control; courts and diversion programs; therapeutic jurisprudence, restorative justice and alternative dispute resolution; law and society; substance use/abuse and treatment; health and society; and institutional interaction. The articles have a clear connection to the series’ main focus, lying at the confluence of social problems and public policy. This volume focuses on the democratization of higher education.Trade ReviewYoun presents readers with a collection of essays and articles investigating various paradoxes in the democratization of higher education. The six selections that make up the main body of the text are devoted to the intersection of student loans and social class, leveled aspirations among low-income university STEM students, predictors of low-SES student persistence from the first to second year of college, a cultural analysis of college pathways among rural and first-generation students, and other related subjects. The editor is a faculty member of Boston College in Massachusetts. -- Annotation ©2017 * (protoview.com) *Table of ContentsIntroduction - Ted I. K. Youn The Intersection Of Student Loans And Social Class: Exploring Borrowers' Journeys Into Debt And Repayment - Elissa Chin Lu Cooling Out And Leveled Aspirations Among Low-Income University Stem Students - Heather Haeger and Regina Deil-Amen Predictors Of Low-Ses Student Persistence From The First To Second Year Of College - Heather T. Rowan-Kenyon, Rebecca D. Blanchard, Brian D. Reed and Amy K. Swan Country roads take me …?: a cultural analysis of college pathways among rural, first-generation students - Sarah Elizabeth Beasley The Paradoxes Of Pathways From College Aspirations To Attendance - Karen D. Arnold and Katherine Lynk Wartman Mapping Institutional Legitimacy In Meeting Of Expanding Demand For Education - Elizabeth Storrs

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Book SynopsisThe University of Wales Trinity Saint David was originally founded in 1822 as St David’s College, Lampeter. It is now the oldest higher education collegiate institution in Wales, and in its two hundred years of history has been the recipient of many fascinating and rare manuscripts, early printed books, beautifully illustrated volumes, and rare publications from broadsheets to journals. These were largely received through the generous donations of many benefactors, including the institution’s founder Bishop Thomas Burgess of St Davids, with the collection housed today in the Roderic Bowen Library on the Lampeter campus. This fully illustrated volume contains a selection from the many thousands of works spanning more than seven hundred years, with short essays by scholars whose knowledge and appreciation of the works are unrivalled, revealing the riches of what was once known as ‘the greatest little library in Wales’.Table of ContentsContents Acknowledgements List of Contributors 1 Introduction: The Story of the College and its Library 2 The Royal Charter of 1828 3 Charles Robert Cockerell – Architect of St David’s College 4 David Cox’s drawing of St David’s College 5 Peter of Capua and Distinctiones theologicae 6 The Lampeter Bible 7 The Boddam Hours 8 Giovanni Boccaccio and Genealogia deorum gentilium 9 Jacobus a Voragine and The Golden Legend (Legenda auria) 10 The Schoffer Missal of 1499 11 The Hopyl ‘Sarum’ Missal of 1511 12 Conrad Gessner and Historia animalium 13 Abraham Ortelius and Theatrum orbis terrarum 14 Walter Ralegh and The History of the World 15 Gerhard Mercator and Atlas 16 Nehemiah Grew and The Anatomy of Plants 17 George Hickes the Non-Juror and Lampeter MS T512a 18 ‘Isaac Bickerstaff’ and Predictions for the Year 1708 19 The ‘Missing’ Issue of Daniel Defoe’s Review 20 Maria Sibylla Merian and Der Rupsen begin, voedzel, en wonderbaare verandering 21 Satire and Humour in Bowdler T269 22 William Chambers and Desseins des edifices, meubles, habits, machines, et ustenciles des chinois 23 A Log Book from HMS Elizabeth 1759–61 24 Thomas Pennant and The British Zoology 25 The Charts, Plans and Views of Alexander Dalrymple 26 Dutch Voyages into the Pacific 27 Sydney Parkinson and A journal of a voyage to the South Seas 28 Jean-Nicolas Jadelot and Cours complet d’anatomie 29 Robert Adam and Ruins of the Palace of the Emperor Diocletian 30 Arnaud Berquin’s L’ami de l’adolescence 31 John White and Journal of a Voyage to New South Wales 32 William Blake and the illustration of Edward Young’s The Complaint, and the Consolation 33 Robert John Thornton and A New Illustration of the Sexual System of Linnæus 34 William Alexander and The Costume of China 35 Hannah More and Cœlebs in Search of a Wife 36 John Smeaton and A Narrative of the Building and a Description of the Construction of the Edystone Lighthouse 37 Edward Pugh and Cambria depicta 38 John Ross and A voyage of discovery 39 John Frederick Lewis and Lewis’s Sketches and Drawings of the Alhambra 40 John C. Bourne and Drawings of the London and Birmingham Railway 41 John Richard Coke Smyth and Sketches in the Canadas 42 Epilogue: Special Collections and Archives in the Future Bibliography Index

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Book SynopsisThe higher education industry might seem like it’s booming, with over 200 million students in universities and colleges worldwide and funds flowing in like never before. But the truth is that these institutions have never been unhappier places to work. Corporate-style management, cost-cutting governments, mobilisations by angry students and strikes by a disgruntled workforce have taken their toll — in almost every country around the world. It’s no wonder that there is talk of ‘universities in crisis.’ But what should a ‘good university’ look like? In this inspiring new work, Raewyn Connell asks us to consider just that, challenging us to rethink the fundamentals of what universities do. Drawing on the examples offered by pioneering universities and educational reformers around the world, Connell outlines a practical vision for how our universities can become both more engaging and more productive places, driven by social good rather than profit, helping to build fairer societies.Trade ReviewIn The Good University Raewyn Connell provides a powerful and expansive critique of the current state of higher education. This lucid and important book makes clear that the global state of higher education is at a crossroads. * LSE Review of Books *A uniquely revealing global account of the actual work done by university workers, and a searing critique of the false promises made by current ideologies. A must read for those interested in progressive university reform. * D.W. Livingstone, author of The Education-Jobs Gap *Raewyn Connell’s case for the good university will resonate with the people who do the work to make good education and research happen, who care about the students and their colleagues and know their responsibility to the public who rightly expect so much of our universities. Her good university values the labour of all staff with decent, secure jobs. * Jeannie Rea, National Tertiary Education Union *One victim of Western modernity and corporate ambition is the university. Raewyn Connell convincingly demonstrates what many are sensing and others are ignoring: that knowledge for peace and joy is being overruled by competing knowledges of war and death. * Walter Mignolo, Duke University *Table of ContentsIntroduction 1. Making the Knowledge: Research Being a researcher The work of research The knowledge formation Research and truth 2. Learning and Teaching The work of learning The course being run The work of teaching 3. The Collective Intellectual: University Workers Intellectuals Operations workers Academic workers Sustainability crisis 4. The Global Economy of Knowledge Imperial science Making a world university system Making a worldwide workforce Multiple knowledge formations and Southern theory 5. Privilege Machines The dark side of the university Making advantage happen Breaching the walls Machine limits 6. The University Business The maelstrom What enterprise universities sell The managers Telling lies about universities Maelstrom reconsidered 7. Universities of Hope Histories of invention Contemporaries Struggle and joy: lessons of experience 8. The Good University The choice of futures Criteria for a good university... ...and a good university system Manifestos and visions Taking action

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Book SynopsisFeaturing conversations with more than thirty sociology majors on their career trajectories, responses from employers on why they hire sociology majors, and practical career advice, You’re Hired! Putting Your Sociology Major to Work offers readers a comprehensive account of the opportunities a sociology major provides. The book begins with the conversations, which convey real world examples of sociologists’ motivations for pursuing the discipline, their career paths, the joys and challenges of their choices, and their advice to current and future students of sociology. Their careers range from politics and technology to medical research and community activism; business and the arts to sports and the environment, all which demonstrate the breadth of career options available to sociology majors. Later chapters present feedback from employers on the skills sociologists offer to the workplace along with guidance on career entry and professional development. Those interviewed cover a broad spectrum of society and career progression; some are on the starting block of their careers while others look back from retirement on fulfilling and meaningful professional lives. They represent regional, gender, racial, and the social class reality of today’s world. Written in an accessible and upbeat style, You’re Hired! is an informative and inspiring read for current undergraduates, aspiring students, and parents alike.Trade ReviewUsing the stories of practicing sociologists, this book outlines career opportunities for those with sociology degrees. It contains vignettes that follow individuals through their career, from aspects that influenced their choice of major to their present position and future plans, as well as the rewards and realities of their work, challenges and frustrations, and sociological concepts and theories they use in their work, with some discussion of a typical workday or work week and strategies used to get their positions. They work in business; politics; culture and diversity; criminal and community justice; the arts; sports; medical research; animal welfare, animal rights, and animal studies; religion; technology; the environment; social services; social work; community organization, advocacy, and activism; and education. Additional sections describe sociologists in the public eye, employer reasons for hiring sociology majors, and finding a job. -- Annotation ©2017 * (protoview.com) *Table of ContentsPART I Sociologists in Business and Politics Sociologists in Culture and Diversity Sociologists in Criminal and Community Justice Sociologists in Arts and Sports Sociologists in Medical Research Sociologists in Animal Welfare, Animal Rights, and Animal Studies Sociologists in Religion Sociologists in Technology and the Environment Sociologists in Social Services Sociologists in Social Work Sociologists in Community Organization, Advocacy, and Activism Sociologists in Education PART II Snippets from the Field Sociologists in the Public Eye Employers Respond: Why Hire Sociology Majors PART III Introduction Self Assessment Research Options Explore Your Options Find Your Desired Job Professional Development Career Self-Reliance Work-Life Balance Conclusion RESOURCES Career Websites Internet Sites for Job Seekers Career and Green Job Websites

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Book SynopsisAccess education has been through many changes since its beginnings in the late 1960s. Recent shifts in the academic landscape including standardization, grading, and new tensions in higher education raise difficult questions for educators regarding the future of access education. This book critically examines various aspects of Access education from a historical perspective. It proposes that there are particular 'Access' values that are shared by practitioners that can be at odds with the needs of higher education. Wider questions concerning funding and accountability underpinned by neoliberalism have also had an impact on Access education. The authors, practitioners and researchers of Access education, gather their insights in this timely book, grounded in authentic experience. They explore the ways in which policies and procedures have been developed in light of these tensions. By drawing particular attention to the voices of Access practitioners and highlighting the current constraints around curriculum design this book will prove invaluable for leaders, administrators, researchers and practitioners in further and higher education.Trade ReviewThis book highlights the significance of Access to Higher Education courses as the non-traditional route into higher education. The authors provide us with a unique insight into the relationship between access students and their tutors, and the distinctive nature of this type of provision, whilst championing the importance of widening participation, inclusion and lifelong learning. -- Dr Iona Burnell, University of East London, UKBroadhead, Davies, and Hudson describe courses designed for those students who do not have the typical qualifications to enter higher education. Compulsory schooling, for many social, cultural, and practical reasons, does not facilitate academic success for a number of people, they say, so another means of learning is needed to provide such people with an opportunity to achieve their personal, educational goals. They cover access to higher education: from margin to mainstream, access to higher education: monitoring and standardization, learning on a bespoke access program, the trust between access to higher education students and their tutors: a practitioner research project, and accessing postgraduate education. -- Annotation ©2019 * (protoview.com) *Table of ContentsIntroduction; Samantha Broadhead Chapter 1: Access to HE, from margin to the mainstream; Samantha Broadhead Chapter 2: Access to HE, monitoring and standardisation; Samantha Broadhead and Rosemarie Davies Chapter 3: Learning on a bespoke Access programme; Anthony Hudson Chapter 4: The trust between Access to HE students and their tutors: A practitioner research project; Rosemarie Davies Chapter 5: Accessing Postgraduate Education; Samantha Broadhead Conclusions; Samantha Broadhead, Rosemarie Davies and Anthony Hudson

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Book SynopsisThis book details online academic collaborations between universities in Europe, the USA and Palestine. The chapters recount the challenges and successes of online collaborations which promote academic connections and conversations with the Gaza Strip, despite a continuing blockade imposed on Gaza since 2007, and forge relationships between individuals, institutions and cultures. The chapters examine, from different perspectives, what happens when languages and the internet facilitate encounters, and the fundamental importance this has as a form of defiance and of resistance to the physical confinement experienced by Palestinian academics, students and the general population of Gaza. They highlight the limitations of multilingual and intercultural encounters when they are deprived of the sensory proximity of face-to-face situations and what is lost in the translation of languages, practices and experiences from the ‘real’ to the ‘virtual’ world. This book is open access under a CC BY NC ND licence.Trade ReviewThis book documents and enacts a creative improvisation that challenges, resists and connects. Produced by powerful academic online collaborators, it opens a window into the cultural resilience that stubbornly co-created curious academic bridges in spite of the impassable borders. This book offers a rare and valuable opportunity to learn from and about resilient education and scholarly innovation in areas torn by war, like the Gaza Strip. It challenges us to rethink our remits of possibility. * Khawla Badwan, Manchester Metropolitan University, UK *The book opens a discussion on what it means to collaborate through the internet when one of the two partners is living in a situation of forced closure. The collected stories of collaboration are not only stories of resistance and resilience, but narratives of innovation and openness. They represent an immense source of inspiration for the whole Mediterranean community and beyond, and examples of equitable and sustainable international academic collaboration. * Marcello Scalisi, UNIMED - Mediterranean Universities Union *Table of ContentsPrologue: Collaborating Under Siege: A Whatsapp Tale Introduction: Alison Phipps, Giovanna Fassetta And Nazmi Al Masri: Can You ‘Here’ Me? Editors’ Reflections on Online Collaborations Between the Gaza Strip and the Global North Part 1. English as an Additional Language and Online Technologies Chapter 1. Bill Guariento: Engineers Operating Multilingually: Reflections on Four Years of Glasgow-Gaza Pre-Sessional English Telecollaboration Chapter 2. Sanaa Abou-Dagga: Islamic University of Gaza (IUG) Internationalization Endeavours at the Level of Postgraduate Programmes Chapter 3. Gary Motteram, Nazmi Al-Masri, Heba Hamouda, and Shaiffadzillah Omarali: Exploring Mobile Support for English Language Teachers in a Context of Conflict: Syrian Refugee Teachers in Jordan Part 2. Finding Motivation for Language Learning in a Situation of Forced Immobility Chapter 4. Abedrabu Abu Alyan: Motivational Strategies and Online Technologies: Are Palestinian EFL University Students in the Gaza Strip Empowered to be Bilingual? Chapter 5. Anna Rolinska, Bill Guariento, Ghadeer Abo Uda and Ongkarn Nakprada: ‘Really Talking’ to Gaza: From Active to Transformative Learning in Distributed Environments and Under Highly Pressured Conditions Part 3. Palestine and the Arabic Language Chapter 6. Giovanna Fassetta, Nazmi Al-Masri, Mariam Attia And Alison Phipps: Gaza Teaches Arabic Online: Opportunities, Challenges and Ways Forward Chapter 7. Maria Grazia Imperiale: (In)Articulability of Pain and Trauma: Idioms of Distress in the Gaza Strip Part 4. Making Connections Chapter 8. Ahmed S. Muhaisen: The Experience of The Islamic University of Gaza in Cross-Border Academic Collaboration: T-MEDA Project as a Case Study Chapter 9. Chantelle Warner and David Gramling: From the Kitchen to Gaza: Networked Places and the Collaborative Imagination Afterword: Alison Phipps: “I Am Here”: Savouring the ‘Selfie Moments’ List of Contributors (in Alphabetical Order)

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Book SynopsisAs a new model of growth and development comes into force, higher education institutions (HEI) worldwide have to adapt and respond to a constantly changing environment. Politics, economics, advances in technology and the resultant societal change create a number of opportunities and challenges that HEI’ administrators have to address on a daily basis. This volume offers practice-driven accounts of how HEI successfully embrace these challenges and opportunities. The experts and practitioners contributing to this volume reveal a complex reality of HEI today. The book links the debate on education to topical issues in politics, society and economy, including questions of technological progress, social responsibility, sustainability, well-being and, broadly understood, resilience. The authors emphasise the importance of the role of the university in supporting new models of growth by ensuring that the institutions strive towards inclusive education for all. Topics examined in this timely book include university social responsibility, emerging technologies in Higher Education and digital games-based learning and organizational innovation, in a range of international contexts. Given its practice-drive approach, this book will be invaluable for researchers, administrators and leaders in higher education management.Table of Contents1. Introduction: Emerging Technologies and Higher Education: Management and Administration in Focus; Anna Visvizi, Miltiadis D. Lytras and Akila Saritete 2. How Can Higher Education Institutions (HEI’s) Engender Enterprising Behaviour from within Under-represented Communities? Emma O’Brien and Thomas Cooney 3. From Content- to Competence-oriented Design of HE Curricula: Leadership in Times of Transition; Àngels Fitó-Bertran and Mª Jesús Martínez-Argüelles 4. University Social Responsibility from the Industrial Value Creation Program Perspective; Ying-Jiun Hsieh, Yenchun Jim Wu, Lan-Ying Huan and Chia-Fen Chang 5. Four Obstacles to Improving the Quality of University Education: The Case of Hungary; Peter Mihályi 6. A Happy Dean's Office: But Is There One? The Case of Polish HEIs; Katarzyna Górak-Sosnowska and Ewa Wiśniewska 7. Thriving in Higher Education: Creating the New Normal Through Resilience; Jennifer Moss Breen 8. Innovation in the Quality Life Cycle of Higher Education Institutions: The Case of Effat University; Haifa R. Jamal Al-lail and Eman A. A. Mohamed 9. Entrepreneurial University and Organizational Innovation: The Case of Arabian Gulf University, Bahrain Odeh Al-Jayyousi, Adel Al-Alawi, Soud Al-Mahamid and Afaf Bugawa 10. Challenges and Opportunities in the Digital Transformation of the Higher Education Institutions: The Case of Mexico; Miguel Torres-Ruiz and Marco Moreno-Ibarra 11. Transitioning to Digital Games-based Learning: The Case of Scottish Universities; Aishah Abdul Razak, Mohamad Izani Zainal Abidin and Thomas M. Connolly 12. Managing Student Engagement at HEI: The Case of CURPA; Marco Spruit and Patrick Joosten 13. By Means of Conclusion: ICT at the Service of Higher Education in a Transforming World; Anna Visvizi, Miltiadis D. Lytras and Akila Saritete

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Book SynopsisUniversity involvement within their communities and the promotion of engaged scholarship is essential for the success of the learning institution as well as for providing students with opportunities to interact with various leadership roles and hands-on interactions with the communities themselves. Community schools employ strategic partnerships to expand the boundaries of school improvements and to increase the direct benefits gained by the community.Emerging Perspectives on Community Schools and the Engaged University is an essential research publication that explores the importance of civic engagement in various school settings, but especially in higher education settings. Featuring a wide range of topics such as service learning, charter schools, and democracy, this book is ideal for community organizers, superintendents, directors, provosts, chancellors, education practitioners, academicians, administrators, researchers, and education policymakers.

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Book SynopsisIt is now held that writing influences and is influenced by the discipline where it occurs. The representations that writers employ to produce and comprehend texts are said to be sensitive to the specificities of their disciplinary discourse communities. This exposes writers to divergent disciplinary demands and expectations on what counts as good and appropriate writing in terms of generic structure, discourse features, and stylistic preferences, reflecting dissimilar practices. Because of such exigencies, academic writing seems at times to be very challenging, especially for novice scholars. Thus, any attempt to perceive the function of academic writing in higher education or to evaluate its quality should not discard the shaping force of the disciplines.Teaching Academic Writing as a Discipline-Specific Skill in Higher Education is a critical scholarly resource that examines the role of writing within academic circles and the disciplinary practices of writing in scholastic environments. The book will also explore the particular difficulties that confront writers in the disciplines as well as the endeavors of educational institutions to develop discipline-specific writing traditions among practicing and novice scholars. Featuring a range of topics such as blended learning, data interpretation, and knowledge construction, this book is essential for instructors, academicians, administrators, professors, researchers, and students.

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Book SynopsisDoctoral programs are an important feature of academia. They foster professional development among future researchers and academicians. Ensuring the quality of these programs and providing quality mentorship encourages success among program participants and provides a high quality of preparedness for the professional world.Teaching and Learning Perspectives on Doctoral Programs in Education: Emerging Research and Opportunities is a critical scholarly publication that examines the effectiveness of doctoral programs and strategies for successful academic advisement. The book explores doctoral programs from three perspectives: designing a doctoral program, teaching/mentoring within a doctoral program, and being a student in a doctoral program. Featuring a wide range of topics such as higher education, professional development, and course design, this book is ideal for instructional designers, academicians, academic advisers, administrators, researchers, education professionals, and doctoral students attempting to successfully navigate a doctoral program.

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Book SynopsisHigher education is undergoing radical changes with the arrival of emerging technology that can facilitate better teaching and learning experiences. However, with a lack of technical awareness, technophobia, and security and trust issues, there are several barriers to the uptake of emerging technologies. As a result, many of these new technologies have been overlooked or underutilized. In the information systems and higher education domains, there exists a need to explore underutilized technologies in higher education that can foster communication and learning. Fostering Communication and Learning With Underutilized Technologies in Higher Education is a critical reference source that provides contemporary theories in the area of technology-driven communication and learning in higher education. The book offers new knowledge about educational technologies and explores such themes as artificial intelligence, digital learning platforms, gamification tools, and interactive exhibits. The target audience includes researchers, academicians, practitioners, and students who are working or have a keen interest in information systems, learning technologies, and technology-led teaching and learning. Moreover, the book provides an understanding and support to higher education practitioners, faculty, educational board members, technology vendors and firms, and the Ministry of Education.

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Book SynopsisUsing data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion of other languages, epistemologies and constructions of culture in higher education, decentring and translanguaging practices are often relegated to the margins or suppressed in research and education because of the organisational structures of education institutions and prevailing language norms, policies and ideologies. The authors draw on research on pluri- and multilingualism within education studies, as well as post- and decolonial theoretical contributions to the research on the role of language in education and knowledge production, to provide evidence that decentring cannot happen until learners have been given the tools to identify which sorts of centring dynamics and conditions are salient to their learning and (trans)languaging.Trade ReviewWhile multilingual scholars are dazzled by the creativity in communication at local contexts of classroom and society, they overlook the larger epistemological shifts promised by translingualism. This book is timely in addressing the resistant knowledge embodied and enacted in language diversity through speech communities we don’t often hear in translingual scholarship. * Suresh Canagarajah, Pennsylvania State University, USA *By tightening the nexus between translanguaging and epistemological decentring, the authors here confront us with how knowledges and languages are legitimized and taught in higher education. Blending students’ classroom experiences and analyses of educational policies in many national contexts, the book provides a multiplicity of perspectives that makes evident how language and knowledge are being manipulated in the struggle for power between people with competing interests. * Ofelia García, The Graduate Center, City University of New York, USA *This book launches a challenge for us to decolonise language and culture through epistemological decentering as linguistic practice. It proves that neither northern nor southern epistemologies can remain irremediably apart or imprisoned in their geographical cages. Both travel with and around us, in-between us, ready to trigger immense intercultural wealth, which eventually re-establishes life sustainability, once we let them engage in listening and talking to each other. * Manuela Guilherme, Universidade de Coimbra, Portugal *Table of ContentsContributors Chapter 1. Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen and Karen Risager: Introduction: The Nexus of Translanguaging and Epistemological Decentring in Higher Education and Research Chapter 2. Heidi Bojsen: Translanguaging, Epistemological Decentring and Power: A Study of Students’ Perspectives and Learning Chapter 3. Marta Kirilova, Anne Holmen and Sanne Larsen: More Languages for More Students: Practice, Ideology and Management Chapter 4. Deborah Charlotte Darling and Fred Dervin: Glimpses Into the ‘Language Galaxy’ of International Universities: International Students’ Multilingual and Translanguaging Experiences and Strategies at a Top Finnish University Chapter 5. Petra Daryai-Hansen, Danièle Moore, Daniel Roy Pearce and Mayo Oyama: Fostering Students' Decentring and Multiperspectivity: A Cross-Discussion on Translanguaging as a Plurilingual Tool in Higher Education Chapter 6. Rutie Adler, Annamaria Bellezza, Claire Kramsch, Chika Shibahara and Lihua Zhang: Teaching the Conflicts in American Foreign Language Education Chapter 7. Heidi Bojsen, Joshua Sabih and Khalid Zekri: On Matrouzity: Translanguaging and Decentring Plurilingual Practices in Morocco Chapter 8. Louise Tranekjær: Foreign Language Learning ‘in the Wild’ and Epistemological Decentering Chapter 9. Karen Risager: Strategies of Decentring in Translingual Research: Reflections on a Research Project Chapter 10. Introduced by Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen and Karen Risager: Student Testimonies: Translanguaging and Epistemological Decentring from a Student Perspective Chapter 11. Abstracts of Chapters 2-9. A Courtesy for Selective Readers Index

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Book SynopsisMicroaggressions, complex identities, polarized belief systems, pandemic interruptions-- these are just a few of the things the modern classroom holds. What if we could work with what emerges in the moment instead of seeing it as an unplanned disruption? Teaching from the Emerging Now explores how we combine our intention with what naturally emerges to create inclusive, dynamic classrooms amid constant change. The Intentional Emergence model combines Case-in-Point and Adaptive Leadership with compassion and culturally responsive pedagogy to develop a new teaching and learning style. This approach takes the fear out of being surprised, provides concrete ways to both support and challenge students, and reimagines the classroom as a living leadership laboratory. Beyond bridging theory to practice, by rethinking the classroom from a place to impart knowledge to a shared space of co-creation, faculty, teachers, and trainers are better able to meet the increasingly diverse needs of learners.Table of ContentsChapter 1. Intentional Emergence as a Way of Teaching Chapter 2. Understand Your Intentions, Identities, and Triggers Chapter 3. Build a Container Chapter 4. Use TASCs Chapter 5. Give the Work Back Chapter 6. See the Moments Chapter 7. Notice Compassionately Chapter 8. Regulate the Heat Chapter 9. Offer Challenge with Support Chapter 10. See the Limitations; Dangers Chapter 11. Take the Next Steps

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Book SynopsisThe COVID-19 global pandemic triggered the need to reconceptualize provisions to run an agile university at all levels. New Student Literacies amid COVID-19 explores how institutions needed to defend teaching, learning, research and innovation, and implement transdisciplinary approaches to address such complexities together with wider knowledge sharing to unlock solutions. Delving into how universities resorted to intensive use of different technological platforms and resources to ensure that learning prevails, the chapters in this edited collection demonstrate how higher education institutions evaluated and assessed teaching methods and strove to uphold the concepts of inclusion, innovation, and cooperation of higher education. Including international case studies that highlight the issues related to the impact of the COVID-19 pandemic on higher education, the authors showcase how different countries tried to cope with the sudden shift of education to the online mode of teaching and learning, and tried to resolve challenges of online mode of education, largely around the issues of digital pedagogy.Trade ReviewThis book provides inspirational nuggets of educational innovation and resilience during the challenging times of the COVID Pandemic. Each chapter draws in perceptions and experiences of global educators and learners, creating a plethora of evidence to draw from and future-proof educational models to sustain the literacy of the younger generations. -- Amudha Poobalan, Senior Lecturer in Public Health, University of Aberdeen, UKTable of ContentsPART I: SOUTH ASIAN COUNTRIES Chapter 1. Introduction to New Student Literacies Amid Covid-19 Internaltional Case Studies; Enakshi Sengupta and Patrick Blessinger Chapter 2. Online Teaching, Learning and Assessment during Covid-19: A Case of a Management Faculty in Sri Lanka; A W J C Abeygunasekera Chapter 3. Preparedness of Students for Future Teaching and Learning in Higher Education: A Bangladesh Perspective; M. Mahruf C. Shohel, Md. Ashrafuzzaman, Atm Shafiul Alam, Arif Mahmud, Muhammad Shajjad Ahsan, and Md Tariqul Islam Chapter 4. The Impact of Online Education on The Learning Experiences of The Tertiary Students during The Covid 19 Pandemic: An Indian Case Study; Nandita Mishra Chapter 5. Uncertainty in an Uncertain Land - Battling of Covid 19 in Afghan Educational System; Enakshi Sengupta, Mohammed Gul Sahibbzada, Madina Ebrahimi, Nelab Haideri, and Elaha Yousufi PART II: MENA REGION, AFRICA & EUROPE Chapter 6. University Preparedness for Online Teaching and Learning Amid Covid-19 In Kenya; Stanislaus Agava, Sahaya G. Selvam and, Judith Pete Chapter 7. Transitioning from Physical Classroom to Distance Education during Covid-19 Crisis: A Lebanese Case study in Higher Education; Ahmad Samarji Chapter 8. Covid -19 Chronicles in Education: Overcoming Global Pandemic Challenges in Turkey by Empowering Educators to Become Digitally Literate; Ayşegül Liman Kaban and Sinan Aşçı Chapter 9. Self Directed Learning Competencies - A Key to Success in Online Learning: A Lithuanian Case Study; Rasa Poceviciene Chapter 10. Which Attitude Helped The Academics to Overcome The Difficulties of Online Education During Covid -19?; Veronika Végh, Klara Soltész-Várhelyi, and Henriette Pusztafalvi

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Book SynopsisWith the COVID-19 pandemic rapidly escalating higher education’s move online, this timely Handbook presents holistic conceptualisations of digital higher education which consider change at personal, pedagogic, and organisational levels. Key findings from digital education research and case studies of institutional practices consider the current and future roles of digital technologies in higher education.Examining the changing roles of learning and teaching in digital higher education, the Handbook critiques the current state of the field and considers the impact of digital technologies on the symbiotic relationship between research and practice, pointing to the importance of reflexive professional practice. Through conceptual frameworks and methodologies, chapters demonstrate that researching digital higher education needs to be pluralistic, longitudinal and developmental in order to be rigorous, credible and have impact. The Handbook concludes with a look to future directions of digital higher education, including the key principles of innovation, inclusivity, collaboration and engagement, and sustainability.This Handbook’s diverse critical approaches to digital change will be invaluable to researchers and students of education policy and organisational innovation. Dealing extensively with how strategic and policy decisions surrounding digital higher education are made, implemented and evaluated, it will also prove useful to institutional leaders and policy makers in higher education.Trade Review‘With contributions from current leaders in digital higher education, the Handbook combines a state-of-the-art review of the scholarly landscape with advice that can be adapted and applied by educators in different contexts. This is a timely and comprehensive addition to the literature and will support individuals and organisations in reviewing their post-pandemic practice.’ -- Helen O'Sullivan, University of Chester, UK‘This wide-ranging, critical and highly topical volume offers a rich set of international perspectives on cutting-edge research in digital higher education, challenging preconceived notions and conventional narratives about how these technologies act on and with individuals, academic institutions, and societies. It will be an important point of reference for the field as we gradually emerge from the pandemic and consider the complex role and potential of the digital in future society.’ -- Lesley Gourlay, University College London, UKTable of ContentsContents: Foreword: Why digital higher education matters xx Laura Czerniewicz List of abbreviations xxii 1 Introduction to the Handbook of Digital Higher Education 1 Rhona Sharpe, Sue Bennett and Tünde Varga-Atkins PART I LEARNING AND TEACHING IN DIGITAL HIGHER EDUCATION 2 Educational design and productive failure: the need for a culture of creative risk taking 14 Michael Henderson, Phillip Abramson, Matt Bangerter, Matt Chen, Ingrid D’Souza, Jamie Fulcher, Veronica Halupka, Josephine Hook, Craig Horton, Barbara Macfarlan, Rosie Mackay, Kristofer Nagy, Kirsten Schliephake, Jacqueline Trebilco and Thao Vu 3 A model for learning analytics to support personalization in higher education 26 Abelardo Pardo, Negin Mirriahi, Dragan Gašević and Shane Dawson 4 Learning design as an efficient educational development methodology: conceptualization, assessment, and practice 38 Mikkel Godsk 5 How digital is my curriculum? Embedding signature digital capabilities in engineering 51 Tünde Varga-Atkins 6 Computational thinking in higher education: a framework for mapping and developing learning activities 65 Nina Bonderup Dohn and Rikke Toft Nørgård 7 Future Skills as new currency for the world of tomorrow 84 Ulf-Daniel Ehlers 8 Enabling online learning: who are the educators? 99 Tina Papathoma, Allison Littlejohn and Rebecca Ferguson 9 Designing instructional support in online learning environments: insights from research on supporting self-regulated learning in MOOCs 111 Jacqueline Wong, Martine Baars, Björn B. de Koning and Fred Paas 10 International inclusive teaching and learning 123 Don Passey 11 Higher education instructors’ inclusive design practices during COVID-19: a Hong Kong perspective 135 Lucas Kohnke and Benjamin Luke Moorhouse PART II RESEARCHING DIGITAL HIGHER EDUCATION 12 From learning design to teacher design practice: researching how teachers design for technology integration 149 Sue Bennett, Shirley Agostinho, Lori Lockyer, Jennifer Jones, Amanda Gigliotti 13 Critical approaches in digital education research 161 Helen Beetham 14 Researching the impact of learning through COVID-19 and beyond: time for some critical and counterfactual thinking? 173 Stella Jones-Devitt and Liz Austen 15 Why don’t I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education 187 Kyungmee Lee 16 Multimodal research for studying collaborative learning in higher education 199 Sanna Järvelä, Muhterem Dindar, Marta Sobocinski and Andy Nguyen 17 Spherical 360-degree video recording and viewing in educational research: a case-study from India 211 Simon Cross, Freda Wolfenden, and Lina Adinolfi 18 How knowledge claims relating to academics’ digital literacies can be developed 224 Liz Bennett PART III MANAGING DIGITAL HIGHER EDUCATION 19 An institutional approach to embedding digital and information literacy into taught programmes 236 Rhona Sharpe 20 Understanding the learner perspective to inform institutional learning analytics strategy and practice 248 Linda Corrin, Paula G. de Barba and Abi Brooker 21 Making sense of learning data at scale 260 Bart Rienties and Christothea Herodotou 22 Students’ academic digital competencies in higher education: development of a cross-institutional model 271 Rikke Toft Nørgård 23 Digital teaching competence development in higher education: key elements for an institutional strategic approach 286 Linda Castañeda, Francesc M. Esteve-Mon and Ana Yara Postigo-Fuentes 24 Technology-based assessment and academic integrity: building capacity in academic staff 299 Ann M. Rogerson 25 Emergency professional development in higher education: lessons from the COVID-19 pandemic 310 Alejandro Armellini and Brenda Cecilia Padilla Rodriguez 26 An institutional approach to developing and implementing a strategy for digital education 324 Shirley Alexander 27 Fostering a culture of radical technological innovation within the boundaries of the educational system in higher education 339 Farshida Zafar and Fred Paas 28 The importance of diversity and digital leadership in education: a feminist perspective from higher education 351 Melissa Highton 29 Digital education: less change and more change than predicted 363 Shân Wareing Index

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Book SynopsisNot all research careers look the same. Not all academics spend their working lives in labs, or dark offices surrounded by dusty books. A research career can mean working in theatres or schools, influencing policy, working with the world’s leading brands and businesses, and much, much more. Showing the true diversity of scholarship, and the women leading the way, ResearcHER offers an A-Z of research and researchers from around the world, exploring who researchers are and what they really do, all whilst celebrating female scholarship. Each short chapter offers an insight into a real-life researcher, their background and journey into a research career, what they’re currently researching, their top tips for budding researchers, and fun facts and activities to explore yourself. ResearcHER smashes stereotypes to show you that research is not just conducted by men and women in lab coats or stuck in stuffy offices; researchers are women from all backgrounds, researchers come from diverse geographies, are disabled and able-bodied, are transgender, nonbinary, queer. Researchers look just like you, and you could be one too.Trade ReviewSo often - too often - women have been excluded from higher education. When women became students and academics, we are labelled 'teachers.' We completed the 'housework' of higher education, writing curriculum, designing assessment, and 'caring' for students and colleagues. So often - too often - women are invisible. Marginal. Marginalized. The warmup act. Never on the main stage. ResearcHER rewrites the story we have heard all our lives. This powerful book introduces not only a group of remarkable international women researchers, but reveals the power of their diversity. It remains inspiring to see how women - so often living and reading and thinking against the odds and against systems and structures that demean and undermine - can transform knowledge. -- Tara Brabazon, Professor of Cultural Studies (Flinders University), Professor of Higher Education (Massey University).Table of ContentsIntroduction - Women in Academia support Network – who even are we and what do we do? Chapter 1. Fatima A. Junaid Chapter 2. Jennifer A. Rudd Chapter 3. Jenny-Lee Thomassin Chapter 4. Maria Maclennan Chapter 5. Zarah Pattison Chapter 6. Bernadine Jones Chapter 7. Cinderella Temitope Ochu Chapter 8. Melissa Anne Beattie Chapter 9. Sarah Mohammad-Qureshi Chapter 10. Mandy Hughes Chapter 11. Jasmine Hazel Shadrack Chapter 12. Jennifer Leigh Chapter 13. Chioma Vivian Ngonadi Chapter 14. Jessica (Jess) Mannion Chapter 15. Liza Betts Chapter 16. Rhys Archer Chapter 17. Lyndsay Muir Chapter 18. Linda Baines Chapter 19. Sophia Cooke Chapter 20. Adele Pavlidis Chapter 21. Allison Upshaw Chapter 22. Helen Ross Chapter 23. Gemma Masson Chapter 24. Lauren Alex O’Hagan Chapter 25. Jessica Korte Chapter 26. Juliette Wilson-Thomas Chapter 27. Kate Massey-Chase Chapter 28. Jackie Carter

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisJourneys of Black Women in Academe provides lessons that are instructive to faculty and administrators across race and gender boundaries relative to the successes and challenges that African American women continue to experience in academia.

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Book SynopsisOffering educators strategies for navigating culturally diverse classrooms Global Classroom addresses the challenges, effective communication techniques, inclusive curricula, and real-world case studies in business and economics education.

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Book SynopsisOffering the first direct, evidence-based response on the challenges faced by students of colour in higher education assessments in the UK, this pioneering monograph channels discussions on race and education to create an essential practical resource for enacting real change on an everyday student level.

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Book SynopsisSocial movements and events such as the Black Lives Matter and Stop Asian Hate, the Supreme Court’s ruling against the legality of employment discrimination against the LGBT population, and the growing diversity of the workforce serve as impetus for more diverse and engaging work contexts. Racial diversity issues such as the paucity of educators of color in the field, workload disparity workload across teacher demographics, the handling of student discipline and employment discrimination need confronting to create more diverse and inclusive workspaces. The second of two volumes, Leadership in Turbulent Times draws upon cutting edge theories and evidence-based strategies by integrating conceptual and empirical work addressing educational leadership in these unprecedented and turbulent times, with a particular focus on cultivating diversity and inclusion in the higher education workplace. Moving theory and practice towards real change, Leadership in Turbulent Times is a timely contribution towards the goal of providing resources for promoting diversity and inclusion to leaders, educators, researchers and policymakers within the field of Education.Trade ReviewThis book updates critical perspectives on leadership, including the roles of evolving technology and of the pandemic in shaping new demands for postsecondary education. In challenging the entrenched view that access and excellence are incompatible, it offers essential guidance on how leaders can address current and future challenges in the field. -- Anne-Marie Núñez, Ph.D. Executive Director, Diana Natalicio Institute for Hispanic Student Success, Distinguished Centennial Professor, Educational Leadership and Foundations, The University of Texas at EL PasoLeadership in turbulent times uses empirical research, conceptual scholarship, and personal narratives to tell the complex stories of the ways individuals and institutions are cultivating diversity and inclusion in the higher education workplace. The authors examine the individual strategies and institutional actions that address the systemic challenges to integrating diversity and inclusion in higher education. The volume is a must-read for students, faculty, institutional leaders, and higher education policymakers to understand how we can intentionally transform higher education. -- Tamara Bertrand Jones, Ph.D. Associate Professor of Higher Education, Associate Director, Center for Postsecondary Success, Department of Educational Leadership and Policy Studies. Florida State UniversityTable of ContentsChapter 1. The Algorithm Arm Race: How Justice became a Business in Post-Covid Higher Education; Jessica Jennrich Chapter 2. Leading Transformational Change in Diversity, Equity, and Inclusion in Higher Education; Sequetta F. Sweet Chapter 3. Work Life Balance for Women in Higher Education; Kymia Jackson Chapter 4. Women of Color as Outsiders Within the Borders of Academic Leadership; Simone A. F. Gause Chapter 5. Education Workplace Inclusion Initiatives and Strategies to Cultivate Human Capacity Today; Wendy Maragh Taylor Chapter 6. The Table at Berkeley: An Ethnodrama Recounting the Experiences of Bisexual faculty and Staff Navigating the Workplace; Martha Kakooza and Sean Robinson Chapter 7. #BlackWomenAtWork: Lessons learned from Black women educators at Historically White Institutions; Christina Wright Fields and Gloria L. Howell Chapter 8. “What do I do now?” Transitions of a Foster Kid: A Personal Narrative; Chamika L. Ellis Chapter 9. Black Hair and Hair Texture: Cultivating Diversity and Inclusion for Black Women in Higher Education; Kernysha L. Rowe Chapter 10. Strange Fruit: The Collective Crushing of Black Women in Academe; Valerie J. Thompson and Crystal Coles Chapter 11. Equity vs. Excellence? How Institutional Definitions of "Talent” Can be Antithetical to Workplace Inclusion in Academia and What Can Be Done; Henry Tran and Spencer Platt

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Book SynopsisFoundation Years and Why They Matter presents a selection of case studies illustrating the diversity of foundation year provision and delivering a compelling narrative about what foundation years are, what they do, how they do it, and the impact they have.

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Book SynopsisWhat role can higher education play to foster and support sustainable cities and communities? Emerging amidst one of the most decisive moments in our planet's history, Higher Education and SDG11 is a powerful call to action for the development of multi-stakeholder collaborations to address the challenges of sustainable development in urban environments and communities.Conscious of the urgent need for the transformation of our urban systems at the scale outlined by the 2030 Sustainable Development Goals (SDGs), the chapters in this edited collection position universities as anchor institutions, reinforcers of the convening capacity to create, nurture, and scale-up research, transfer, and education capabilities. Showcasing practical cases from Europe, Africa, and the Americas, contributors promote new ways of participation, encouraging higher education institutions (HEIs) and their students to play an intermediary role within their local communities and co-create ways to help f

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Book SynopsisMentoring Within and Beyond Academia considers the role and value of mentoring within and beyond higher education contexts. Centred on five mentoring conversations around SDG-related topics such as quality education, gender equality, climate action and sustainable cities and communities, chapters showcase the link between professional academic development and its impact beyond campus walls. Beginning with an introduction that highlights the continued relevance of mentoring in a pandemic-transformed world, the authors offer several scenarios to facilitate impactful mentoring practice. The ‘flipping’ of roles places the academic in the shoes of the learner/mentee, allowing them to imagine the vulnerable positions from which learners engage. By making the mentoring process more transparent, Mentoring Within and Beyond Academia offers suggestions on how to support a fuller and more equitable organizational learning culture in universities, in line with universities’ ambition to respond to current, anticipated, and not-yet-known needs in society. Fitting within the diverse and multidisciplinary field of Higher Education Studies, this is also of interest to readers with an academic background in business/leadership and organizational learning as well as to broader, non-academic audiences.Table of ContentsIntroduction: The continued relevance of mentoring in academia; Lia Blaj-Ward Chapter 1. Adaptive mentoring for inclusive quality education: Meeting individuals in transition at their point of need; Bongi Bangeni, Carla Fourie, and June Pym Chapter 2. Cultivating sustainable mentoring relationships: Micro-credentials and the SDGs; Lia Blaj-Ward, Amrita Narang, and Jenny Garrett Chapter 3. Co-designing for inclusive heritage to explore wellbeing and resilient and inclusive communities: Choosing mentors and building relationships; Ana Souto, Penelope Siebert, and Alice Ullathorne Chapter 4. Mentoring in Sherwood Forest: Seeing the wood for the trees in a knowledge exchange project; Charlie Gregson and Steve Little Chapter 5. Climate mentoring and coaching to create impactful assessment of climate learning at university; Lia Blaj-Ward and Petra Molthan-Hill Conclusion: Sustainable mentoring in academia for and beyond the SDGs; Lia Blaj-Ward and Stuart Perrin

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Book SynopsisIn an ever-evolving educational landscape, traditional methods face unprecedented challenges. The Impact of ChatGPT on Higher Education takes you on a trailblazing journey into ChatGPT's transformative potential and the ethical considerations in higher education.

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