Higher education, tertiary education Books

Book SynopsisWe are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. The Handbook of Research on Innovative Digital Practices and Globalization in Higher Education explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this major reference work is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

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Book SynopsisHigher education is characterized by ubiquitous digital technologies and e-learning that are inevitably influencing the development of core competencies and professional skills requirements. There is a need to focus on the synergy between responsive curriculum implementation and e-learning delivery in the context of effective pedagogical practices and optimal integration of digital technologies. Similarly, we need to reexamine higher education practices towards innovative pedagogies and effective e-learning design. The Handbook of Research on Competence-Based Curriculum and E-Learning in Higher Education brings together researchers in the field of education and professionals who design and deliver online learning in higher education to share paradigms, perspectives, insights, contextualized experiences, challenges, and best practices. Covering topics such as mobile learning activities, student interaction promotion, and social media technologies, this major reference work is a comprehensive resource for instructional designers, faculty, administrators and educators of higher education, students in teaching programs, IT managers, librarians, researchers, and academicians.

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Book SynopsisHigher education is characterized by ubiquitous digital technologies and e-learning that are inevitably influencing the development of core competencies and professional skills requirements. There is a need to focus on the synergy between responsive curriculum implementation and e-learning delivery in the context of effective pedagogical practices and optimal integration of digital technologies. Similarly, we need to reexamine higher education practices towards innovative pedagogies and effective e-learning design.Competence-Based Curriculum and E-Learning in Higher Education brings together researchers in the field of education and professionals who design and deliver online learning in higher education to share paradigms, perspectives, insights, contextualized experiences, challenges, and best practices. Covering topics such as mobile learning activities, student interaction promotion, and social media technologies, this major reference work is a comprehensive resource for instructional designers, faculty, administrators and educators of higher education, students in teaching programs, IT managers, librarians, researchers, and academicians.

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Book SynopsisThe evolution of student activism in sub-Saharan Africa is crucial to understanding the process of democratic struggle and change in Africa. Focusing on the recent period of 'democratic transitions' in the 1990s, Leo Zeilig discusses the widespread involvement of student activism in democratic struggles across contemporary Africa and focuses on two case studies, Senegal and Zimbabwe. He provides an historical examination of the student-intelligentsia on the continent that played a crucial role in the independence struggles across much of Africa, leading and organising nationalist movements and outlines the development of grass-root activism. Zeilig demonstrates how students shape and are shaped by national processes of political change and popular protest and reveals both the continuities and transformations in student activism in an era of austerity, crisis and poverty.Table of ContentsTABLE OF CONTENTS Introduction Chapter 1: Politics, students and protest Chapter 2: Student activism, structural adjustment and the ‘democratic transition’ Chapter 3: Researching students Chapter 4: Reform, revolt and student activism in Zimbabwe Chapter 5: Political Change and student resistance in Senegal Chapter 6: The meaning of student protest in the democratic transition Conclusion: The return of the student-intelligentsia

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Book SynopsisThe field of Digital Humanities is becoming more exciting as the number of low-cost or free mobile and desktop applications flood the market allowing users to accomplish tasks that only a few years ago were either not possible or required complicated coding or high-end computing power. The range of these applications provides access to digital communications, advanced visualization, data storage and retrieval at unprecedented levels. Digital Humanists are incorporating these tools as part of our teaching, research, and creative expression. This research volume approaches the topic from a perspective that will be attractive to those just beginning, through the step by step guides to set up and use of a variety of tools with accompanying objectives, and to those who are more advanced, through more challenging applications and their use for teaching and research. Furthermore this text will be of interest to administrators or those sceptical about the Digital Humanities, as the essays will highlight studies and research by experts in the field while maintaining the particular perspective on literary studies and Digital Africana Studies. This volume includes an introduction to the Digital Humanities and chapters on The Social Web, Communications, Visualization and Collaboration.Table of ContentsIntroduction to digital humanities. The social web. Communicating with the world. Visualizing the world and engaging the field. Archiving and sharing our research. Digital Humanities: Current Perspective, Practices, and Research. Cutting-Edge Technologies in Higher Education. Digital Humanities: Current Perspective, Practices, and Research. Copyright page. Introduction to the Digital Humanities. Conclusion. References. Index. Dedication.

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Book SynopsisCase Studies in Equity, Diversity and Inclusion in Higher Education: An Internal Perspective is designed to serve as a resource and guide for students studying leadership, higher education, student affairs, and/or ethnic studies. The goal is to connect equity, diversity, inclusion and social justice theories to practice and allow students to actively engage through grappling with diverse issues within a variety of institutional contexts. This collection of cases includes both hypothetical situations and cases highlighting real experiences, programs, and events, Cases illustrate faculty, staff, and students with intersected identities navigating the challenges of the structural inequities inherent in higher education institutions. Using the cases in the classroom or in campus-based training will facilitate the application of theory to practice in small group discussions. Each case also has a written application prompt to allow for deeper research, examination and reflection about the intersections of race, ethnicity gender, class, sexual orientation, immigration status, and position power dynamics created as increasingly diverse groups of students, faculty and staff enter and try to succeed in the academy.Table of Contents About the AuthorsForward Chapter 1 Instructional Scenarios Supporting the Needs of Undocumented Students at U.S. Institutions of Higher EducationJennifer Alanis and Patty Witkowsky Tiffany: A Case of Intersection of Disability and Disciplinary ProcessLisa Matye Edwards From Borderlands to Top Tier Research Universities: Fostering Community Cultural Wealth inSTEM Doctoral ProgramsAnnalisa Ugarte Dire Straits of a Community College: The Modern Scylla and CharybdisAri Rosner-Salazar Intimate Partner Violence in College at the Intersection of Gender and Sexual OrientationElena Sandoval-Lucero and Lynda S. Sandoval K v Bruce, So Much IntersectionalityJody Donovan and Carla Stein Mistrust Among Friends: PlagiarismElizabeth Ndika and Patrice Green Community College Leaders' Positional PowerIgnacio Hern á ndez, Marie Harris, and Juan Bedolla Student Identity Development Theory Use in Assessing White and Black Students Attending a Predominantly White InstitutionKeith Wilder Cinco de Mayo: Celebration of Culture or Stress Management Strategy?Elena Sandoval-Lucero and Quill Phillips Chapter 2 Experiential Scenarios Who Deserves Fairness? Using Restorative Justice to Address Racism, Sexism, and Supremacy in Colleges and UniversitiesCharla Agnoletti The R Factor: Considering the Salience of Race in the Experiences of African American College StudentsBridgette Coble Service Learning and Indigenous Ways of Knowing: The University of Colorado's INVST Program and the Black Mesa Water CoalitionSabrina Carolina Sideris Navigating the Perils of Emotional Labor: A Chicana Faculty perspective at a Predominately White Institution (PWI)Johanna B. Maes Redefining Who Is An Honors StudentMartha Enciso Institutions of Higher Education: Evaluation and Assessment Black Male FacultyEverett Singleton Comadre Wisdom: Nurturing Culturally Responsive Mentoring Relationships at Predominantly White Institutions (PWIs)Brianna Mestas Dialogue as a Tool for Difficult ConversationsAshmi Desai and Karen Ramirez AfterwardIndex

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Book SynopsisThe intertwined stories of the great English 'Varsity' universities have many colourful aspects in common, yet each also boasts elements of true distinctiveness. So while the histories of Oxford and Cambridge are both characterised by seething town and gown rivalries, doctrinal conflicts and heretical outbursts, shifts of political and religious allegiance and gripping stories of individual heroism and defiance, they are also narratives of difference and distinctiveness. G.R. Evans explores the remarkable and unique contribution that Cambridge University has made to society and culture, both in Britain and right across the globe, and will subsequently publish her history of Oxford University to complete a major new history of the two universities. Ranging across 800 years of vivid history, packed with incident, Evans here explores great thinkers such as John Duns Scotus - the 13th century Franciscan Friar who gave his name his name to 'dunces' - and celebrates the extraordinary molecular breakthroughs of Watson and Crick in the 20th century. Moving from the radical new thinking of the Cambridge Platonists and the brilliant scientific discoveries of Isaac Newton to the discovery of the Double Helix and the notorious 'Garden House Hotel Riot' of 1970, the book is published to co-incide with the 800th anniversary of the University's foundation in 1209. The first short history of its kind, it will be a lasting and treasured resource for all Cambridge alumni/ae.Table of ContentsPreface Acknowledgements 1. Cambridge in living memory: the last hundred years i. Where is the University? ii. Running their own show iii. Shall we let women in? iv. Meeting national needs: putting Cambridge in the spotlight v. The First World War and the spectre of state inspection again vi. Between the Wars vii. World War II and a new world for Cambridge viii Student revolution and eccentric dons: the swinging sixties ix. The Colleges and the University rethink their relationship x. Could Cambridge remain in a world of its own? xi. Cambridge discovers ‘administration’ xii. Cambridge’s academics lose their security xiii. A business-facing Cambridge? xiv. Intellectual property rights and academic freedoms xv. The capsize of CAPSA xv. So where are we now? 2. How it all began i. Europe invents universities ii. How it all began in Cambridge iii. Student life: the beginning of colleges iii. What was it like to study for a degree in medieval Cambridge? iv. The Dunce and the dunces: Cambridge as a backwater 3. Cambridge and the Tudor Revolution i. Margaret Beaumont and John Fisher turn Cambridge’s fortunes round ii. The world as Cambridge’s oyster iii. Cambridge joins the ‘Renaissance’ iv. Erasmus, Luther and a ‘Reformation’ Cambridge iv. The Cambridge translators v. Visitations: the bid for state control of Cambridge vi. Edward VI and Cambridge vii. Queen Mary and the martyrs viii. Queen Elizabeth, Cambridge and protestant nationhood 4. Seventeenth and eighteenth century Cambridge: puritans and scientists i. James I and Cambridge ii. Hybrid vigour iii. The Cambridge Platonists and the redrawing of the boundaries of theology iv. Cambridge adjusts the relationship between God and nature v. Isaac Newton: a Cambridge character in close-up vi. Cambridge ‘networking’ on the international scene vii. Puritan rigour, Civil War and Restoration viii. John Milton and new trends in Cambridge language study ix. From logic to experimental science x. Enlightenment or marking time? 5. The nineteenth century transformation i. Students have fun ii. The early nineteenth century call for reform iii. Scientific research becomes an academic activity with industrial outreach iv. Forming the academic sciences and making them intellectually respectable v. The ‘learned societies’ adjust their standards vi. 'Call him a scientist' vii. Must science exclude theology? viii. Professorships and the emergence of academic specialization ix. Teaching: should new ‘useful ‘ subjects replace the classics? x. Cambridge reconsiders its duty to society: the long legacy of Prince Albert’s Chancellorship xi. Applying science: Cambridge and the industrial uses of university research xii. Widening access xiii. Entrances and exits xiv. Cambridge graduates: good men, good citizens xv. Enter the Cambridge University Reporter Conclusion Glossary Abbreviations Bibliography

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