Higher education, tertiary education Books

Book SynopsisTrade Review"This volume beautifully illustrates IUPUI's many accomplishments in its first 50 years, from its beginnings rooted in extension programs and the IU School of Medicine at the turn of the 20th century through its evolution into one of one of the nation's premier urban research campuses. It also shines a spotlight on the people who made this innovative and engaged institution a reality in the thriving heart of Indianapolis."—Michael A. McRobbie, President of Indiana University"As an IUPUI alum, I take great personal pride in the stories on these pages. As the mayor of Indianapolis, I am profoundly grateful for the remarkable contributions that each of these incredible people have made to our city and our state through their continued commitment to community service and engagement."—Joe Hogsett, Indianapolis Mayor, IUPUI Alum"Faces and Places of IUPUI is a wonderful testament to the transformational and far-reaching impact that higher education has not only on students and faculty, but on our society as a whole. As a trustee of Indiana University, I deeply appreciate the vision and leadership of these featured Faces of IUPUI as well as so many others whose work is carrying this remarkable campus boldly into its second half century."—MaryEllen Bishop, Indiana University Trustee and chair of the IUPUI Board of Advisors"What an honor to be among this stellar group of Jaguars, representing the unique and dynamic culture of IUPUI. To witness and be part of the growth of this extraordinary campus is a privilege that I will never take for granted. As we move into our next half century, we will continue to foster diversity, inclusivity, and equity through bold and meaningful actions."—Etta Ward, Assistant Vice Chancellor for Research and Development and Face of IUPUITable of ContentsForeword / Nasser H. PaydarIntroduction / James T. Morris1. Affirming Our Past2. Celebrating Our Present3. Anticipating Our FutureEpilogue / Olivia PretoriusPhoto Captions and Credits

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Book SynopsisTrade ReviewMuch more than the title might suggest, [this is] a heart-warming account of a young boy and his parents [who were] determined that a son should have a college education, a classic and detailed account of his widening involvement with every aspect of higher education, and a stirring story of a wise administrator. [Wells'] life is an astonishing success story. . . . He was not just lucky, he was careful and courageous. * Journal of Higher Education *Being Lucky is as entertaining as it is informative. Wells' biographer, James H. Capshew, called it 'a manual of higher education management.'. . . Reading Wells' fascinating autobiography shows why it is no wonder that Indiana University is so proud of the great man and honors his accomplishments. * Louisville Courier Journal *Wells' humor, wit, and humanity pervade every chapter. * Indiana Magazine of History *An honest report by a most successful educator [and] a tribute to a great university and to a man with foresight who also had the courage to act on his convictions. * Fort Wayne Journal-Gazette *Table of ContentsTo begin . . . Preface to the Reprinting Why I Wrote Being Lucky and What Was Edited Out Preface to the Complete Edition (Gary Dunham) Preparation for the Presidency1. Growing Up in Jamestown and the County Seat 2. Widening Horizons 3. What It Was Really Like 4. Country Bank Failures 5. Reopening, Reconstruction, and Reform 6. Apprenticeship in Academic Administration [Addressing Freshman Business Students]7. The Fate of a Noncandidate The Presidency8. A Few Observations on Collegial Administration 9. How to Succeed Without Really Trying 10. Money, Money, But Never Enough [Vignette of J. Paul Getty]11. The Private Sector: Indiana University Foundation [They Made a Difference]12. Academic Freedom and Tenure [Addressing the A.A.U.P.] [An Interesting Sidelight]13. To Make Room for the Future 14. Student and Alumni Relationships [A Message from Santa Claus]15. Culture to the Crossroads 16. The University Looks Abroad [Vignette of the King of Thailand]17. Academic Ferment [The Lilly Influence]National and International Service18. A Trip and a New Awareness 19. A Glorious Experience in the Springtime of My Career 20. With Clay in Occupied Germany [Vignette of John Foster Dulles]21. One World or None [Vignette of Wendell Willkie]22. An Unusual Mission to the U.S.S.R. 23. Education and World Affairs [Vignette of Harold Macmillan]24. The Carnegie Foundation for the Advancement of Teaching 25. The American Council on Education and an Introduction to International Associations 26. The Educational Policies Commission 27. The Roots of PBS 28. Trying to Do One's Share 29. With My Hat on the Back of My Head [Vignette of King of Kings, Lion of Juda, Emperor of Ethiopia] [Vignette of the Shah of Iran]Beyond the Presidency30. The Summing Up 31. The University Chancellor 32. Epilogue Appendix A. Chronology B. Traditional Rite at Freshman Convocation C. Time on Wells D. Taking the Arts to the People E. Telegrams from General Lucius Clay F. Current Directors, Indiana University Foundation G. Indiana University 150th Birthday Fund Subscriptions H. Message to the University Community, November 1, 1968 I. Indiana University Technical-Assistance Projects J. Special Commissions and Committees K. "All's Wells That Ends Well" Index

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Book SynopsisTrade ReviewMuch more than the title might suggest, [this is] a heart-warming account of a young boy and his parents [who were] determined that a son should have a college education, a classic and detailed account of his widening involvement with every aspect of higher education, and a stirring story of a wise administrator. [Wells'] life is an astonishing success story. . . . He was not just lucky, he was careful and courageous. * Journal of Higher Education *Being Lucky is as entertaining as it is informative. Wells' biographer, James H. Capshew, called it 'a manual of higher education management.'. . . Reading Wells' fascinating autobiography shows why it is no wonder that Indiana University is so proud of the great man and honors his accomplishments. * Louisville Courier Journal *Wells' humor, wit, and humanity pervade every chapter. * Indiana Magazine of History *An honest report by a most successful educator [and] a tribute to a great university and to a man with foresight who also had the courage to act on his convictions. * Fort Wayne Journal-Gazette *Table of ContentsTo begin . . . Preface to the Reprinting Why I Wrote Being Lucky and What Was Edited Out Preface to the Complete Edition (Gary Dunham) Preparation for the Presidency1. Growing Up in Jamestown and the County Seat 2. Widening Horizons 3. What It Was Really Like 4. Country Bank Failures 5. Reopening, Reconstruction, and Reform 6. Apprenticeship in Academic Administration [Addressing Freshman Business Students]7. The Fate of a Noncandidate The Presidency8. A Few Observations on Collegial Administration 9. How to Succeed Without Really Trying 10. Money, Money, But Never Enough [Vignette of J. Paul Getty]11. The Private Sector: Indiana University Foundation [They Made a Difference]12. Academic Freedom and Tenure [Addressing the A.A.U.P.] [An Interesting Sidelight]13. To Make Room for the Future 14. Student and Alumni Relationships [A Message from Santa Claus]15. Culture to the Crossroads 16. The University Looks Abroad [Vignette of the King of Thailand]17. Academic Ferment [The Lilly Influence]National and International Service18. A Trip and a New Awareness 19. A Glorious Experience in the Springtime of My Career 20. With Clay in Occupied Germany [Vignette of John Foster Dulles]21. One World or None [Vignette of Wendell Willkie]22. An Unusual Mission to the U.S.S.R. 23. Education and World Affairs [Vignette of Harold Macmillan]24. The Carnegie Foundation for the Advancement of Teaching 25. The American Council on Education and an Introduction to International Associations 26. The Educational Policies Commission 27. The Roots of PBS 28. Trying to Do One's Share 29. With My Hat on the Back of My Head [Vignette of King of Kings, Lion of Juda, Emperor of Ethiopia] [Vignette of the Shah of Iran]Beyond the Presidency30. The Summing Up 31. The University Chancellor 32. Epilogue Appendix A. Chronology B. Traditional Rite at Freshman Convocation C. Time on Wells D. Taking the Arts to the People E. Telegrams from General Lucius Clay F. Current Directors, Indiana University Foundation G. Indiana University 150th Birthday Fund Subscriptions H. Message to the University Community, November 1, 1968 I. Indiana University Technical-Assistance Projects J. Special Commissions and Committees K. "All's Wells That Ends Well" Index

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Book SynopsisTrade Review"Andrea Walton's comprehensive anthology orchestrates the diverse perspectives and research skills of numerous scholars, each of whom has a close, distinctive affiliation with Indiana University. The impressive result is a procession of profiles ranging from pioneers to professors, alumni and associates, who now are appropriately recognized as part of a sesquicentennial celebration of women as central characters in the saga of Indiana University. The timing of this work is worth the wait as it provides critical analysis of the flourishing of women as full citizens in all areas of campus mission and life."—John R. Thelin, University of Kentucky, author of A History of American Higher Education"Women at Indiana University demonstrates how broad historical insights can be gained from the study of individual lives. Spanning a period of 150 years, this essay collection focuses on particular female students, faculty, administrators, and supporters who experienced the campus amid a rapidly changing world. The book is a 'must read' for historians of U. S. higher education."—Linda C. Morice, Southern Illinois University Edwardsville, author of Coordinate Colleges for American Women: A Convergence of Interest"Andrea Walton has collected an excellent array of essays on the history of women at Indiana University. Illuminating the importance of region and locale in the shaping of women's experiences, this volume speaks of women's lives as students, faculty, staff, and philanthropists across time and across differences of race, ethnicity, and social class. These accessible essays document the ways that women have shaped a major institution, and together they model a new vision of institutional histories."—Margaret Nash, University of California, Riverside"Women at Indiana University edited by Andrea Walton is an important and much-needed study of the history of women students, faculty, and administrators at a major mid-western University. This study includes insightful chapters on the earliest women students at Indiana University and includes chapters on African American women students and faculty, Latinas, Asian women throughout this 150-year history. This volume moves us away from the focus of women higher education of the east coast and provides greater insight into the education of women of diverse backgrounds in the heartland of the nation."—Linda M. Perkins, Claremont Graduate University"This collection focused on women's education at Indiana University is a compelling and valuable contribution to scholarship in women's educational history and biography. Authors explore the contours of women's experiences, challenges and triumphs at IU across a span of 150 years. Rich in contextual detail, chapters animate diverse students, faculty, staff, and supporters who pushed boundaries, provided resources, and fostered spaces to enable women's educational access and accomplishments with continuing resonance for IU today. Authors underscore the importance of locale to exploring educational history while also connecting to gendered patterns nationally, making the collection generative for a range of readers and purposes beyond its grounding context."—Lucy E. Bailey, Oklahoma State UniversityTable of ContentsAcknowledgmentsIntroductionPart One: Students1. From Whether and How to Co-Educate Women to Educating All Students Equitably at Indiana University, by Andrea Walton2. Makings of Morrison: The Legend and Legacy of Indiana University's First Female Student, by Tanner N. Terrell3. Pioneering Students of Color: Carrie Parker and Frances Marshall, by Dina Kellams4. Early Scientific Women of Indiana University and Their Impact, by Sarah J. Reynolds5. Resilient Beauty: Nancy Streets, 1959 Miss Indiana University, by Angel Cassandra Nathan6. "Little Steps of Courage Forward": How Asian American Women Leaders Fought for Culturally Supportive Spaces at Indiana University Bloomington, by Stephanie T.X. Nguyen7. The History of the First Latina Sorority at IU Established During an Era of Student Activism, by Ebelia Hernández and Merylou Rodriguez8. Learning Human Anatomy: Women and the Changing Student Body at the Indiana University School of Medicine, 1907-2007, by Angela Bowen Potter9. Moving On Together: Women Students during the Early Years of IUPUI, by Nancy Van Note Chism, Mary Giorgio, and Kathleen Surina GrovePart Two: Faculty, Administrative Staff, and Supporters10. "The Sharp Sword of the New Alliance": Edna Henry and The IU School of Social Work, by Katherine Badertscher11. Kate Hevner Mueller: Women's Influence and Marginalization at Indiana University, by Kelly C. Sartorius12. Martha E. Dawson: Forty Years of Leadership in Multicultural Education and Teaching for Understanding and Excellence, by Andrea Walton13. Elinor Ostrom: On Interdisciplinary Living, 1933-2012, by Sara Clark14. "We Changed Minds": A History of the Women's Studies Program at IUPUI, by Catherine A. Dobris, Rachel Jean Turner, and Lorée B. Wilcox15. Building the "Opera Factory": Elsie Irwin Sweeney's Philanthropic Leadership in Funding the Indiana University Music Arts Center, by Jacob Hardesty16. Making the Invisible Visible: Women and Philanthropy at Indiana University, by Laurie Burns McRobbie

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Book SynopsisTrade Review"Andrea Walton's comprehensive anthology orchestrates the diverse perspectives and research skills of numerous scholars, each of whom has a close, distinctive affiliation with Indiana University. The impressive result is a procession of profiles ranging from pioneers to professors, alumni and associates, who now are appropriately recognized as part of a sesquicentennial celebration of women as central characters in the saga of Indiana University. The timing of this work is worth the wait as it provides critical analysis of the flourishing of women as full citizens in all areas of campus mission and life."—John R. Thelin, University of Kentucky, author of A History of American Higher Education"Women at Indiana University demonstrates how broad historical insights can be gained from the study of individual lives. Spanning a period of 150 years, this essay collection focuses on particular female students, faculty, administrators, and supporters who experienced the campus amid a rapidly changing world. The book is a 'must read' for historians of U. S. higher education."—Linda C. Morice, Southern Illinois University Edwardsville, author of Coordinate Colleges for American Women: A Convergence of Interest"Andrea Walton has collected an excellent array of essays on the history of women at Indiana University. Illuminating the importance of region and locale in the shaping of women's experiences, this volume speaks of women's lives as students, faculty, staff, and philanthropists across time and across differences of race, ethnicity, and social class. These accessible essays document the ways that women have shaped a major institution, and together they model a new vision of institutional histories."—Margaret Nash, University of California, Riverside"Women at Indiana University edited by Andrea Walton is an important and much-needed study of the history of women students, faculty, and administrators at a major mid-western University. This study includes insightful chapters on the earliest women students at Indiana University and includes chapters on African American women students and faculty, Latinas, Asian women throughout this 150-year history. This volume moves us away from the focus of women higher education of the east coast and provides greater insight into the education of women of diverse backgrounds in the heartland of the nation."—Linda M. Perkins, Claremont Graduate University"This collection focused on women's education at Indiana University is a compelling and valuable contribution to scholarship in women's educational history and biography. Authors explore the contours of women's experiences, challenges and triumphs at IU across a span of 150 years. Rich in contextual detail, chapters animate diverse students, faculty, staff, and supporters who pushed boundaries, provided resources, and fostered spaces to enable women's educational access and accomplishments with continuing resonance for IU today. Authors underscore the importance of locale to exploring educational history while also connecting to gendered patterns nationally, making the collection generative for a range of readers and purposes beyond its grounding context."—Lucy E. Bailey, Oklahoma State UniversityTable of ContentsAcknowledgmentsIntroductionPart One: Students1. From Whether and How to Co-Educate Women to Educating All Students Equitably at Indiana University, by Andrea Walton2. Makings of Morrison: The Legend and Legacy of Indiana University's First Female Student, by Tanner N. Terrell3. Pioneering Students of Color: Carrie Parker and Frances Marshall, by Dina Kellams4. Early Scientific Women of Indiana University and Their Impact, by Sarah J. Reynolds5. Resilient Beauty: Nancy Streets, 1959 Miss Indiana University, by Angel Cassandra Nathan6. "Little Steps of Courage Forward": How Asian American Women Leaders Fought for Culturally Supportive Spaces at Indiana University Bloomington, by Stephanie T.X. Nguyen7. The History of the First Latina Sorority at IU Established During an Era of Student Activism, by Ebelia Hernández and Merylou Rodriguez8. Learning Human Anatomy: Women and the Changing Student Body at the Indiana University School of Medicine, 1907-2007, by Angela Bowen Potter9. Moving On Together: Women Students during the Early Years of IUPUI, by Nancy Van Note Chism, Mary Giorgio, and Kathleen Surina GrovePart Two: Faculty, Administrative Staff, and Supporters10. "The Sharp Sword of the New Alliance": Edna Henry and The IU School of Social Work, by Katherine Badertscher11. Kate Hevner Mueller: Women's Influence and Marginalization at Indiana University, by Kelly C. Sartorius12. Martha E. Dawson: Forty Years of Leadership in Multicultural Education and Teaching for Understanding and Excellence, by Andrea Walton13. Elinor Ostrom: On Interdisciplinary Living, 1933-2012, by Sara Clark14. "We Changed Minds": A History of the Women's Studies Program at IUPUI, by Catherine A. Dobris, Rachel Jean Turner, and Lorée B. Wilcox15. Building the "Opera Factory": Elsie Irwin Sweeney's Philanthropic Leadership in Funding the Indiana University Music Arts Center, by Jacob Hardesty16. Making the Invisible Visible: Women and Philanthropy at Indiana University, by Laurie Burns McRobbie

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Book SynopsisTrade Review"During the earliest (and bleakest) days of the COVID pandemic, Philipp Stelzel buoyed the spirits of academics on Twitter and beyond with witty cocktail recipes and the promise of future conviviality. His sly critiques of academic power structures were the briny olive in everyone's martini, that little boost that helped bad times go down easier. Enjoy this book – The Dear Committee Members of drinking — while gleefully ignoring the mounting avalanche in your inbox."—Monica Black, Professor of History, University of Tennessee, Knoxville"What The Faculty Lounge offers to our collective fields of inquiry is nothing short of groundbreaking. By laying bare the challenges of a career in higher education, Philipp Stelzel has created a space for everyone from the academy – faculty, staff, students, and administrators – to find comfort in poignant humor. But, what do I know? I'm a sitting college president and I've had three 'Presidential Platitudes' already. I'll be lucky to find the keys to the executive washroom at this point."—James Moore, President, West Virginia Wesleyan College"Philipp Stelzel's top-shelf recipes are the most delicious—and efficient—way to help your faculty lose their faculties. Featuring a wide range of both cocktails and mocktails, this book promises to turn every credit hour into a happy hour."—Lauren Stokes, Assistant Professor of History, Northwestern University"Clever and snarky, The Faculty Lounge serves up a collection of academically inspired cocktails that is sure to delight even the most curmudgeonly intellectual."—Brandon Cook, author of Cheers!: Around the World in 80 Toasts"Philipp Stelzel's The Faculty Lounge is a literal and figurative tonic. Who would have guessed that behind the mild-mannered professor (well, mild mannered with a pointed, deadly wit) lay a bartender and mixologist of such formidable skills? I strongly recommend that after any encounter with a "learning outcomes committee,"reader number 2," or a student asking if they "missed anything important," you take Philipp's book and put it to work for you, preferably repeatedly. You won't be sorry!"—Benjamin Hett - Hunter College and the Graduate Center"It's a fun read, and the "experimential learing" component of the book – you know, trying out the drinks – is a much-deserved recompense for those chairs that partake."—Chronicle of Higher EdTable of ContentsIntroduction1. For the Graduate Student2. For the Faculty Member3. For Teaching & Grading4. For the Conference Attendee5. For Researching & Writing6. For the Administrator7. Toast Your Favorite IntellectualEpilogueA Note on IngredientsToolsRecipes by Liquor & Cordial

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Book SynopsisSince 1993, the George Washington University history professor has travelled the globe with her one-woman play, "Revenge of the Women's Studies Professor," engaging audiences from New Zealand to New York in a frank conversation about the backlash against feminism and women's studies. This title presents scenes from the original play.Trade Review"Although generally buoyant and jovial in tone, Revenge of the Women's Studies Professor addresses serious problems, including sexism in academia, violence against women, and the unceasing backlash against feminism and women's studies in both the academic community and the population at large. Based on her own and her students' actual experiences, Dr. Morris's examination of such concerns is as revealing as it is insightful." —History News Network"Nowhere have I read the kind of front-line reporting that Bonnie J. Morris foregrounds in her book: the verbatim ongoing insults, challenges, and accusations. This kind of personal testimony puts a human face on the backlash, bringing history to life." —Carolyn Gage, playwright, performer, director, and activist"Bonnie Morris's book is a wise and witty read—eloquent, passionate, lucidly organized, and wide-ranging. The subject—women's studies and the vexing backlash against the field—is crucially important not only in the academy but for general audiences as well. Morris gives all the issues the intense attention they deserve." —Sandra M. Gilbert, co-author of The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination"Professor Morris's book, like her play (and indeed her career), seeks to educate as wide an audience as possible about the nature and value of women's studies while using humor to both expose and mitigate the sting of the backlash.... Based on her own and her students' actual experiences, Dr. Morris's examination of such concerns is as revealing as it is insightful." —H-Net Reviews, August 2009Table of ContentsContentsAcknowledgmentsIntroduction: So, What Do You Do for a Living?1. Scene One, 1973: My First Women's Studies Class2. Scene Two, 1983: You're Getting a Ph.D. in What?3. Scene Three, 1986: Exams and Evaluations4. Scene Four, 1987: Can I Talk to You in Private?5. Scene Five, 1989: Do We Have to Have So Much Women's History?6. Scene Six, 1990: Driving a U-Haul to Harvard7. Scene Seven, 1992: Fear of the Word Woman8. Scene Eight, 1993: Teaching Where Hell Freezes Over9. Scene Nine, 1993: Women Studies Goes Global10. Scene Ten, 1995: Educating President ClintonConclusion: Mainstreaming Women's Studies in AmericaBibliography

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Book SynopsisMakes literary thinking visibleTrade ReviewLiterary Learning offers valuable resources for the literature instructor. It is easily manageable as a theoretical tool when developing a literature class, and it has a number of classroom-ready resources. As an introduction to some of the most elemental ideas behind the teaching of literature, Literary Learning is commendable for referring to actual classroom practices as illustrations of these ideas. Certainly this book will benefit graduate students and faculty interested in examining their own teaching practices. . . . It is an engaging and accessible read that presents SoTL as an approachable and useful vein of inquiry that can change departmental dynamics, professional goals, and, ultimately, our literature students. * Teacher-Scholar *Linkon's book is an easy read and full of helpful and practical advice. It is a valuable resource for experienced as well as inexperienced teachers of literature and the English major in the tertiary sector. It has the potential to help readers think 'I could try that,' and to scaffold them through their own investigations into their teaching. * Teachers College Record *Table of ContentsPreface One: The Literary Mind Two: Making Literary Thinking Visible Three: Course Design for Literary Learning Four: Analyzing Students' Learning Bibliography Index

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Book SynopsisMakes literary thinking visibleTrade ReviewLiterary Learning offers valuable resources for the literature instructor. It is easily manageable as a theoretical tool when developing a literature class, and it has a number of classroom-ready resources. As an introduction to some of the most elemental ideas behind the teaching of literature, Literary Learning is commendable for referring to actual classroom practices as illustrations of these ideas. Certainly this book will benefit graduate students and faculty interested in examining their own teaching practices. . . . It is an engaging and accessible read that presents SoTL as an approachable and useful vein of inquiry that can change departmental dynamics, professional goals, and, ultimately, our literature students. * Teacher-Scholar *Linkon's book is an easy read and full of helpful and practical advice. It is a valuable resource for experienced as well as inexperienced teachers of literature and the English major in the tertiary sector. It has the potential to help readers think 'I could try that,' and to scaffold them through their own investigations into their teaching. * Teachers College Record *Table of ContentsPreface One: The Literary Mind Two: Making Literary Thinking Visible Three: Course Design for Literary Learning Four: Analyzing Students' Learning Bibliography Index

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Book SynopsisThis is a position paper, with contributions from a range of academics, on the question of how a Catholic university can preserve its character while avoiding both secularisation and insular sectarianism.

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Book SynopsisTells the compelling story of racial integration at the University of Notre Dame in the post-World War II era. In seventy-five essays, beginning with the first African-American tograduate from Notre Dame in 1947 to a member of the class of 2017, this book traces the trials, tribulations, and triumphs of the African-American experience at Notre Dame through seven decades.Trade Review“Black Domers is a remarkable read. Through the editors’ masterful balance of narrative depth and historical breadth, readers witness the trials, tribulations, brilliance, and resilience of black students at Notre Dame over the past seven decades. Reading this book left me emotional at times. Still, I remained inspired, with a resolute sense of pride in walking the campus where these trailblazers broke down barriers. Black Domers serves not only as a testament of how far we have come, but as a charge to continue the important work of ensuring that the experiences of every member of the Notre Dame family are consistent and reflect well on Our Lady.” —Eric Love, director of staff diversity and inclusion, University of Notre Dame“Some stories need to be lived in order to be told truthfully, truly and fully. But even an African-American student would be unable to tell the story of being black at Notre Dame because there is no single story, no singular experience, no one person who can speak for all who have come here from so many places, families, and personal histories. It would take a book to explain. And one with many voices. Now we have that book.” —Kerry McPhee Temple, editor, Notre Dame Magazine"Black Domers provides evidence that determined, hardworking, intellectually gifted, and average African-American students can succeed in academically demanding, predominantly white academic institutions committed to their success. The testimonies of these African-American graduates, 'the Black Domers' of Notre Dame, give witness to how they grew 'in wisdom, age, and grace' as they formed community, embraced redemptive suffering, and worked with other members of the Notre Dame community to create a diverse and inclusive community of activists whose scholarship and skills could contribute to the transformation of the world using the transformation of the university as a prototype." —Jamie T. Phelps, OP, instructor at St. Ambrose and St. Thomas the Apostle parishes, Chicago“In a series of 75 essays, beginning with the first African-American to graduate from Notre Dame in 1947 to a member of the class of 2017 who also served as student body president, the book traces the trials, tribulations and triumphs of the African-American experience at Notre Dame through seven decades.” —South Bend Tribune“I believe that there is tremendous value in capturing these narratives, not only in terms of the individual stories but also in terms of what they reflect when taken as a whole. This book makes an invaluable contribution to the history of Notre Dame as well as affirmative action, Catholic history, black Catholic history, and ethnic history in the age of civil rights.” —Ann Firth, chief of staff to the president, University of Notre Dame

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Book SynopsisThomas Blantz's monumental The University of Notre Dame: A History tells the story of the renowned Catholic university's growth and development from a primitive grade school and high school founded in 1842 by the Congregation of Holy Cross in the wilds of northern Indiana to the acclaimed undergraduate and research institution it became by the early twenty-first century. Its growth was not always smoothslowed at times by wars, financial challenges, fires, and illnesses. It is the story both of a successful institution and of the men and women who made it so: Father Edward Sorin, the twenty-eight-year-old French priest and visionary founder; Father William Corby, later two-term Notre Dame president, who gave absolution to the soldiers of the Irish Brigade at the Battle of Gettysburg; the hundreds of Holy Cross brothers, sisters, and priests whose faithful service in classrooms, student residence halls, and across campus kept the university progressing through difficult years; Trade Review"A great university deserves a great institutional history. This work fills the void. And, as a case study, it fleshes out some legacies of Catholic higher education as part of the development of American higher education writ large." —John Thelin, author of A History of American Higher Education"Thoroughly researched, comprehensive in coverage, discerning in judgments rendered, and eminently readable, Father Thomas Blantz's new history of Notre Dame does justice to the university's storied past." —Philip Gleason, author of Contending With Modernity"Master researcher Thomas Blantz offers new insights and information about Edward Sorin, Theodore Hesburgh, Knute Rockne, and other household names in the Notre Dame family, but his history also incorporates a host of unknown or underappreciated figures. Readers will enjoy learning about the men who helped Notre Dame thrive and succeed through the ages." —Kathleen Sprows Cummings, author of A Saint of Our Own“In The University of Notre Dame: A History, Father Thomas E. Blantz, CSC, spares his readers the long, theoretical introduction customary to academic history. Instead he launches with a theme-setting story. . . . Blantz has lived a significant portion . . . of the history he writes about.” —Notre Dame Magazine"In exacting detail, Blantz recounts over 21 chronologically organized chapters just how difficult Sorin's vision was to accomplish as he and his descendants battled disease, fire, poverty, prejudice and war. Combatting those challenges, the Revs. William Corby, John A. Zahm and James A. Burns, to name only three, gave the majority of their lives." —The Journal Gazette"Father Thomas Blantz has published what will surely be the standard reference work for the history of the University of Notre Dame in the foreseeable future. . . . alumni/ae and friends of Notre Dame will appreciate Blantz's efforts to capture so many salient events in the school's history and development that will recall for many their years as students." —Holy Cross History"Few people are better equipped to tell the story of how Sorin and Notre Dame beat the odds than Father Thomas Blantz, C.S.C. . . . In his newly published 600-page tome, The University of Notre Dame: A History, Blantz narrates the history of the University from the establishment of its founding religious order and the arrival of Father Sorin in Indiana to the inauguration of Father John I. Jenkins, C.S.C., as the University’s 17th president in 2005." —American Catholic Studies Newsletter"[This] book is especially important for describing the formal and informal means that embedded the university's development as a leader of American Catholicism in the ongoing life of the Congregation of Holy Cross. For historical purposes, the book offers readers at Notre Dame and far beyond a nonpareil account of the institution Father Blantz has served so long and so well." —American Catholic Studies

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Book SynopsisThis book was a labor of love, and I hope my readers can share my pleasure in, once again, telling the stories of a place dear to us all. Father Monk Malloy, from the introductionThis wonderful collection of humorous, poignant, and revealing stories and anecdotes offers special insight into the university that Father Malloy has served so faithfully. Monk's Notre Dame has a story to tell about nearly every aspect of life at Notre Dame. Father Malloy intersperses fresh insight on traditional campus events, such as new students moving into the residence halls and the annual bookstore basketball tournament, with lesser-known stories, such as the mysterious disappearance and dramatic reappearance of a statue of Father Edward Sorin at the helm of a motorboat on St. Mary's Lake.Father Malloy also presents charming vignettes about the people who have made Notre Dame the place it is. He offers a personal tribute to the legendary Reverend Theodore M. Hesburgh and iTrade Review"As someone has remarked, Notre Dame is a carried book. And as a result, it is of necessity a prime locus for storytelling. . . . The origin of this collection of stories and essays was my notion that I had a responsibility to share with others the many tales passed on to me. . . . This book was a labor of love, and I hope my readers can share my pleasure in, once again, telling the stories of a place dear to us all." —Father Edward Malloy, from the introduction"After more than forty years as student, professor, and top administrator at the University of Notre Dame, Fr. Edward 'Monk' Malloy reminisces about the institution he has served and loved. Anecdotes abound of idiosyncratic professors, residence hall pranks, Holy Week liturgies, peculiarities of campus buildings, athletic victories and defeats, and insights into the author's own personality through it all." —Rev. Thomas E. Blantz, C.S.C., author of The University of Notre Dame: A History“The stories and essays that compose Monk’s Notre Dame speak to the singularity of this university as a place full of rich traditions, strong faith, and authentic community. With warmth and humility, Fr. Malloy gives us the sort of insights that come only with a lifetime spent serving Our Lady’s university.” —Shannon Cullinan, executive vice president, University of Notre Dame“As a student, administrator, faculty member, priest-in-residence, and more, Fr. Malloy has seen our university from virtually every perspective. This book gives us all the opportunity to learn from and enjoy Notre Dame as seen through the eyes of my predecessor as president, fellow Holy Cross priest, and friend, Monk Malloy. I recommend it for anyone who loves Notre Dame or wants to better know this special place.” —Rev. John I. Jenkins, C.S.C., president, University of Notre Dame"Yet another remarkable work from a prolific writer, mentor, and educator, Monk's Notre Dame is a fast-paced, easy-to-digest, and expansive series of vignettes on all aspects of life at Notre Dame. Undoubtedly, this extraordinary book will become a must-read for the Notre Dame aficionado or casual fan." —Lou Nanni, vice president of university relations, University of Notre Dame"For those who know Notre Dame (and even those who don't!), Monk's Notre Dame is sure to delight. This heartwarming "narrative of the institution" is full of stories and anecdotes that bring to life the essence of Notre Dame told from the perspective of one of her most loyal sons. I will surely recommend it to all the alumni of Notre Dame." —Dolly Duffy, executive director, University of Notre Dame Alumni Association"Over the course of a half-century, few have had the opportunity to observe Notre Dame from as many perspectives (student, student-athlete, dorm staff, professor, administrator, university president) as Fr. Monk Malloy. In Monk’s Notre Dame, he shares a collection of colorful anecdotes, a historical glimpse of the people, places, and events defining the life of the university during his tenure. My unexpected delight was how many of his reflections unearthed long-forgotten personal recollections and reminded me of the unique nature of each Notre Dame experience." —Missy Conboy, senior deputy director of athletics, University of Notre Dame"With humility, humor, and keen insight, in Monk’s Notre Dame Fr. Malloy chronicles the people, places, sights, and sounds that make up this special place. In these pages, he emerges as Notre Dame’s master tour guide and bard." —Patricia A. O'Hara, professor emerita of law, University of Notre Dame

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Book SynopsisEngineering Education and Practice: Embracing a Catholic Vision is a collection of essays exploring how major themes of Catholic social teachingrespect for the environment, sustainability, technological design, and service to the poorall positively affect engineering curricula, students, and faculty. Many engineering programs at American universities focus solely on developing technological sophistication without promoting ethical and humanitarian priorities. The contributors to this collection argue, however, that undergraduate engineering education needs to be broadened beyond its current narrow restrictions. The authors of this unique collection, nearly all of whom are engineers themselves, show how some Christian universities in the United States have found creative ways of opening up their engineering curricula. They demonstrate how the professional education of engineers can be enriched not only by ethical and religious themes, which are typically isolated in humTrade Review"Engineering Education and Practice: Embracing a Catholic Vision provides an overview of what engineering education in a Catholic university can be at its very best and how this vision can be integrated across both the liberal arts and the professional dimension of engineering education. This volume speaks boldly of vocation and spirituality as a foundation for a Christian’s professional life in engineering. It is an excellent guide for exploring engineering education within a university that takes its faith traditions seriously." —Brother Raymond L. Fitz, S.M., University of Dayton“Engineering Education and Practice is a superb introduction to how engineering education and research should take place in Catholic or, more generally, in Christian universities. The diverse group of contributors—mostly engineers and theologians who have pursued both teaching and research careers at Catholic universities with engineering schools—offers an appealing combination of theoretical and practical essays. Their efforts are sure to play a role in the very rich discussion currently ongoing at every level of Christian higher education about how to retain what is distinctive about Christian higher education while making necessary reforms." —David Solomon, University of Notre Dame"Engineering and the Catholic tradition are synergistic, as this outstanding collection of essays aptly demonstrates. The editors address the very important issue, articulated by Blessed Pope John Paul II in Ex corde ecclesiae, of how engineering can satisfy its 'search for meaning' by ensuring that new technologies be used for the authentic good of persons and of human society as a whole. This should be required reading for all engineering faculty." —Peter Kilpatrick, University of Notre Dame“The collection of ten essays examines how sixteen Catholic colleges and universities that offer engineering degrees combine Catholic values with instruction. . . . These essays provide an in-depth analysis of the relationship of technology to the Catholic vision of a world based on social justice and love of God. The authors discuss ethical thinking from the time of Augustine, Aquinas, and Hugh of St. Victor (1120s) to relevant nineteenth and twentieth century encyclicals.” —Catholic Library World“This book’s added strength comes in case studies from a handful of colleges (not all of them Catholic) that teach engineering with a sense of vocation, faith and mission. Being Christian in itself adds nothing to an engineer’s work. But an engineer informed and inspired by faith, this book suggests, will approach work excellently.” —Initiatives“For new engineering educators or those with minimal exposure to theological approaches to engineering education, these essays provide an introduction to theological integration with the engineering/technology field. In addition, for someone who is unsure of how to implement Catholic and Christian ideas into engineering, examples are given that demonstrate how some institutions have pursued this vision.” —Journal of Education and Christian Belief“This is the first published book-length treatise to explore the connection of Christian faith from a Catholic perspective within the domain of engineering. . . . A fine start on a needed topic, this book will be helpful to Christian engineers and technologists, particularly for educators at faith-based institutions.” —Perspectives on Science and Christian Faith

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Book SynopsisIn a world where the value of a liberal arts education is no longer taken for granted, Mark William Roche lucidly and passionately argues for its essential importance. Drawing on more than thirty years of experience in higher education as a student, faculty member, and administrator, Roche deftly connects the broad theoretical perspective of educators to the practical needs and questions of students and their parents. Roche develops three overlapping arguments for a strong liberal arts education: first, the intrinsic value of learning for its own sake, including exploration of the profound questions that give meaning to life; second, the cultivation of intellectual virtues necessary for success beyond the academy; and third, the formative influence of the liberal arts on character and on the development of a sense of higher purpose and vocation. Together with his exploration of these three valuesintrinsic, practical, and idealisticRoche reflects on ways to integrate them, intTrade Review“A wise and inspiring meditation on the value of an education in the liberal arts, one that is informed by long experience, enriched by mature reflection, and not neglectful of commonsense practicalities. It beckons as a kindly light amid the encircling gloom of so much contemporary commentary on American higher education.” —Francis Oakley, President Emeritus, Williams College“In a resistant country in a resistant age, Mark Roche dares to make the case for education in the liberal arts in terms both broad and deep. He makes forcefully the obligatory case for the practical value of a liberal arts education as a preparation for whatever profession—a case that must continue to be made, especially in these times. But on the basis of wide reading and long experience as a scholar, teacher, and administrator in institutions large and small, he straightforwardly makes the case for the inherent value of study in the liberal arts and for the intimate relationship between that study and what life might actually be about. He foregrounds the truly big questions that are so often avoided in pursuit of the professional by both students and faculty. Unlike so many commentators, he is not a scold. He is a thoughtful advocate for an education in which young and old alike explore together what it means to be a human being and how one might be a better one.” —Don Michael Randel, President, The Andrew W. Mellon Foundation“I love this book. Mark Roche lays out a fascinating and accurate case for the liberal arts.” —Donald R. Keough, Former President of The Coca-Cola Company“With grace and passion, Mark Roche makes the compelling case—as timeless as the Greek poets and as timely as tomorrow’s headlines—for studying the liberal arts.” —Mark Shields, Columnist and Commentator, PBS NewsHour“Explaining the value of a liberal arts education to someone who does not have one can be difficult. First, one must explain what liberal arts education means and then explain its value. Roche does an admirable job of explaining both. . . . The book is clearly written, nicely crafted into four thematically organized chapters, well argued in a reasonable and balanced manner, and convincingly supported by a substantial body of research. It will prove valuable reading for anyone concerned with the state of the modern university and the future of the liberal arts.” —Choice“Writing with students, parents, faculty members, and administrators in mind, Roche argues for the importance of a liberal arts education and outlines its three important values: intrinsic, practical, and idealist. He shows how this education is valuable for learning for its own sake, cultivates intellectual virtues necessary for success beyond college, and has a formative influence on character and the development of a sense of higher purpose and vocation.” —Book News Inc.“Can a liberal arts education be defended in a time of economic decline? Mark William Roche thinks so and that’s what he explores in this book. . . . Roche includes personal reflections to illustrate and personalize his points on the enduring value of a liberal arts education.” —Catholic Library World“Why Choose the Liberal Arts? argues for the essential importance of a liberal arts education—beyond the practical value of a degree as the gateway to employment after graduation. . . . The Association of American Colleges and Universities recently named Roche . . . the winner of the 2012 Frederic W. Ness Book Award. . . . given to the book that best illuminates the goals and practices of a contemporary liberal education.” —ND Works“Roche has written a very thoughtful and fair apologia for the liberal arts that speaks to many contemporary challenges. Not only prospective students but current faculty can richly benefit from the author’s extensive administrative and teaching experience. The creative teaching methods he cites as examples throughout the book can serve as valuable models for teachers in almost any field.” —Anglican and Episcopal History“Mark William Roche contends in Why Choose the Liberal Arts? that holistic education, vibrant residential community, and ardent engagement with great questions are the enduring traits of liberal arts learning. . . . The liberal arts indeed have pragmatic benefits, more so now than ever. Roche taps into survey data to show that the very intellectual and practical virtues prized by liberal arts proponents are also esteemed by most employers. . . .” —Journal of Interdisciplinary Studies

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Book SynopsisThis history of the American University of Beirut presents a rich 150-year process of conflict, cooperation, and growth that has balanced the goals of American liberal education with the quest for Arab national identity and empowerment.Trade Review"In sum, The American University of Beirut is written from an innovative perspective and makes a persuasive argument. It will set the standard for research and writing about the history of the university for many years to come. Carefully crafted, this book is a page turner for those interested in the history of the Middle East as well as for historians of higher education more generally. Last but not least, this book serves the field by putting the Middle East on the map of emerging global history of the 1968 student protests, a much needed and well-timed intervention." - Aleksandra Majstorac-Kobiljski, Middle East JournalTable of Contents Acknowledgments Chapter 1. Administrators and Students: Agency and the Educational Process Chapter 2. The Unity of Truth: Classical and Liberal Educational Systems Chapter 3. Making Men: Religion, Education, and Character Building Chapter 4. Making Women: The Goals of Coeducation Chapter 5. Student Activism: The Struggle for Arab Nationalism Chapter 6. "Guerrilla U": The Contested Nature of Authority Chapter 7. Rebuilding AUB: Reaffirming Liberal Education Notes Bibliography Index

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Book SynopsisThis history of the American University of Beirut presents a rich 150-year process of conflict, cooperation, and growth that has balanced the goals of American liberal education with the quest for Arab national identity and empowerment.Trade Review"In sum, The American University of Beirut is written from an innovative perspective and makes a persuasive argument. It will set the standard for research and writing about the history of the university for many years to come. Carefully crafted, this book is a page turner for those interested in the history of the Middle East as well as for historians of higher education more generally. Last but not least, this book serves the field by putting the Middle East on the map of emerging global history of the 1968 student protests, a much needed and well-timed intervention." - Aleksandra Majstorac-Kobiljski, Middle East JournalTable of Contents Acknowledgments Chapter 1. Administrators and Students: Agency and the Educational Process Chapter 2. The Unity of Truth: Classical and Liberal Educational Systems Chapter 3. Making Men: Religion, Education, and Character Building Chapter 4. Making Women: The Goals of Coeducation Chapter 5. Student Activism: The Struggle for Arab Nationalism Chapter 6. "Guerrilla U": The Contested Nature of Authority Chapter 7. Rebuilding AUB: Reaffirming Liberal Education Notes Bibliography Index

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Book SynopsisThe Essential College Professor explores college professors' responsibilities in terms of teaching, scholarship, and service. Based on faculty development workshops, this guidebook provides short exercises and advice that may be immediately applied to daily responsibilities for quick results.Table of ContentsThe Author ix Introduction xi Part I: The College Professor’s Career 1. Applying for a Faculty Position 1 2. Interviewing for a Faculty Position 14 3. What Kind of Professor Are You? 28 4. Career Planning for College Professors 38 5. The Tenure and Promotion Process 47 6. Special Challenges for Junior Faculty 57 7. Special Challenges for Midcareer Faculty 67 8. Special Challenges for Senior Faculty 75 9. Taking the Next Step in Your Career 82 Part II: The College Professor as Teacher 10. Assessing Student Learning 87 11. Writing an Effective Course Syllabus 102 12. Developing Creative Course Materials 114 13. Teaching Small Classes 124 14. Teaching Large Classes 131 15. Teaching One-on-One 141 16. Teaching with Technology 148 17. Reducing Grade Anxiety 157 18. Promoting Student Engagement 166 19. Addressing Academic Misconduct 178 20. Maintaining Appropriate Faculty-Student Relations 186 21. Dealing with Student Problems and Problem Students 198 22. Taking the Next Step in Your Teaching 208 Part III: The College Professor as Scholar 23. Writing a Grant Proposal 220 24. Writing a Book Proposal 232 25. Overcoming Research Block 240 26. Balancing Scholarship with Other Duties 251 27. Seeking and Providing Peer Support for Scholarship 259 28. Alternative Forms of Scholarship 267 29. Taking the Next Step in Your Scholarship 278 Part IV: The College Professor as Citizen 30. Service Reconsidered 289 31. Creating an Effective Curriculum Vitae 299 32. Seeking Leadership Positions 314 33. Serving on Committees 324 34. Serving as an Academic Advisor 334 35. Serving as a Mentor 344 36. Handling Conflict with a Supervisor 355 37. Handling Conflict with Colleagues 365 38. The Faculty Member as Fundraiser 374 39. Exploring the Possibility of Administrative Work 382 40. Taking the Next Step in Your Service 397 Epilogue: A Checklist for the Essential College Professor 405

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Book SynopsisRecently, noticeable problematic issues based on identity-related challenges among college men have begun to receive national attention.Table of ContentsList of Tables and Figures xi Preface xv About the Editors xxi Advisory Borad xxiii 1 Beyond the Model Gender Majority Myth: Responding Equitably to the Developmental Needs and Challenges of College Men 1Shaun R. Harper and Frank Harris III Part One Identity Development and Gender Socialization 17 Introduction 17 2 Masculinity as Homophobia: Fear, Shame, and Silence in the Construction of Gender Identity 23Michael S. Kimmel 3 Gender-Role Conflict Scale: College Men’s Fear of Femininity 32James M. O’Neil, Barbara J. Helms, Robert K. Gable, Laurence David, and Lawrence S. Wrightsman 4 Voices of Gender Role Conflict: The Social Construction of College Men’s Identity 49Tracy L. Davis 5 Masculinities Go to Community College: Understanding Male Identity Socialization and Gender Role Conflict 66Frank Harris III and Shaun R. Harper 6 Masculinity Scripts, Presenting Concerns, and Help Seeking: Implications for Practice and Training 77James R. Mahalik, Glenn E. Good, and Matt Englar-Carlson Implications for Educational Practice 97 Part Two Sexualities and Sexual Orientations 101 Introduction 101 7 Which Way Out?: A Typology of Non-Heterosexual Male Collegiate Identities 105Patrick Dilley 8 African American Gay Men: Another Challenge for the Academy 136Jamie Washington and Vernon A. Wall 9 Making Men in Gay Fraternities: Resisting and Reproducing Multiple Dimensions of Hegemonic Masculinity 148King-To Yeung, Mindy Stombler, and Reneé Wharton 10 Construction of Male Sexuality and Gender Roles in Puerto Rican Heterosexual College Students 172David Pérez-Jiménez, Ineke Cunningham, Irma Serrano-Garcίa, and Blanca Ortiz-Torres 11 Pornography, Sexual Socialization, and Satisfaction Among Young Men 191Aleksandar Štulhofer, Vesna Buško, and Ivan Landripet Implications for Educational Practice 213 Part Three College Men Behaving Badly 217 Introduction 217 12 A Theoretical Model to Explain the Overrepresentation of College Men Among Campus Judicial Offenders: Implications for Campus Administrators 221Shaun R. Harper, Frank Harris III, and Kenechukwu (K. C.) Mmeje 13 Why College Men Drink: Alcohol, Adventure, and the Paradox of Masculinity 239Rocco L. Capraro 14 Whales Tales, Dog Piles, and Beer Goggles: An Ethnographic Case Study of Fraternity Life 258Robert A. Rhoads 15 Toward a Transformed Approach to Prevention: Breaking the Link between Masculinity and Violence 276Luoluo Hong Implications for Educational Practice 299 Part Four College Men’s Health and Wellness 303 Introduction 303 16 Constructions of Masculinity and their Influence on Men’s Well-Being: A Theory of Gender and Health 307Will H. Courtenay 17 Mags and Abs: Media Consumption and Bodily Concerns in Men 337Ida Jodette Hatoum and Deborah Belle 18 Effects of Alcohol, Expectancies, and Partner Type on Condom Use in College Males: Event-Level Analyses 355Joseph LaBrie, Mitch Earleywine, Jason Schiffman, Eric Pedersen, and Charles Marriot 19 Exploring the Health Behavior Disparities of Gay Men in the United States: Comparing Gay Male University Students to Their Heterosexual Peers 370Scott D. Rhodes, Thomas McCoy, Kenneth C. Hergenrather, Morrow R. Omli, and Robert H. DuRant Implications for Educational Practice 383 Part Five College Men of Color 387 Introduction 387 20 Factors Influencing the Ethnic Identity Development of Latino Fraternity Members at a Hispanic Serving Institution 391Juan R. Guardia and Nancy J. Evans 21 Exploring the Lives of Asian American Men: Racial Identity, Male Role Norms, Gender Role Conflict, and Prejudicial Attitudes 415William M. Liu 22 Peer Support for African American Male College Achievement: Beyond Internalized Racism and the Burden of “Acting White” 434Shaun R. Harper 23 Expressions of Spirituality Among African American College Males 457Michael K. Herndon Implications for Educational Practice 467 Part Six College Men and Sports 473 Introduction 473 24 Stigma Management Through Participation in Sport and Physical Activity: Experiences of Male College Students with Physical Disabilities 479Diane E. Taub, Elaine M. Blinde, and Kimberly R. Greer 25 Race, Interest Convergence, and Transfer Outcomes for Black Male Student-Athletes at Community Colleges 494Shaun R. Harper 26 Used Goods: Former African American College Student-Athletes’ Perceptions of Exploitation by Division I Universities 504Krystal K. Beamon 27 Social Justice and Men’s Interests: The Case of Title IX 523Michael A. Messner and Nancy M. Solomon 28 Reconstructing Masculinity in the Locker Room: The Mentors in Violence Prevention Project 541Jackson Katz Implications for Educational Practice 553 Name Index 557 Subject Index 569 Credits 583

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Book SynopsisEffective Learning in the Life Sciences is intended to help ensure that each student achieves his or her true potential by learning how to solve problems creatively in laboratory, field or other workplace setting. Each chapter describes state of the art approaches to learning and teaching and will include case studies, worked examples and a section that lists additional online and other resources. All of the chapters are written from the perspective both of students and academics and emphasize and embrace effective scientific method throughout. This title also draws on experience from a major project conducted by the Centre for Bioscience, with a wide range of collaborators, designed to identify and implement creative teaching in bioscience laboratories and field settings. With a strong emphasis on students thinking for themselves and actively learning about their chosen subject Effective Learning in the Life Sciences provides an invaluable guide to makiTrade Review"I highly recommend the essential and student potential developing book Effective Learning in the Life Sciences: How Students Can Achieve Their Full Potential, edited by David J. Adams, Ph.D., to any students, educators, bioscience practitioners, business leaders, or policy makers seeking a useful and accessible guide to learning, instructing, and understanding the wide array of concepts and issues within the fields of biology, bioscience, and the life sciences. This book is a must read for anyone involved with the biosciences in education, policy making, or a business environment." (Blog Business World, 9 December 2011) Table of ContentsChapter 1: Creativity (David J. Adams & Kevin Byron). Chapter 2: Problem solving: developing critical, evaluative and analytical thinking skills (Tina L. Overton). Chapter 3: In the Laboratory )Pauline Millican & David J. Adams). Chapter 4: Fieldwork (Julie Peacock, Julian R. Park & Alice Mauchline). Chapter 5: In vivo work (Dave Lewis). Chapter 6: Research projects (Martin Luck). Chapter 7: Maths and Stats for Biologists (Dawn Hawkins). Chapter 8: E-learning for biologists (Jo Badge, Jon Scott, Terry McAndrew). Chapter 9: Bioethics (Chris Willmott). Chapter 10: Assessment, Feedback and Review (Stephen Maw & Paul Orsmond). Chapter 11: Communication in the Biosciences (Maureen Dawson & Joanna Verran). Chapter 12: Bioenterprise (Lee J. Beniston, David J. Adams & Carol Wakeford).

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Book SynopsisMental health concerns are the most serious and prevalent healthproblems among students in higher education. Increasingly effectivepsychopharmacological and psychotherapeutic treatments havefacilitated matriculation for students with histories of anxiety,mood, personality, eating and substance abuse disorders.Trade Review"Mental Health Care in the College Community is a beautifully organized resource that is encyclopedic in its scope and detail. It offers administrators the why and how-to of creating state-of-the-art services that include crisis intervention, triage, psychotherapy, medication consultation, testing, referral, outreach, working with parents, and training psychiatry residents and psychology and social work interns. The authors are attuned to the specific needs of the college environment, among the most pressing of which is timeliness." (Psychiatric Services, American Psychiatric Association, August 2011) "What makes the volume cohesive is the prominence given to the application of the community mental health and public health models to mental health promotion and care on college campuses." (Journal of the American Academy of Child and Adolescent Psychiatry, March 2012) "Kay and Schwartz’s text breaks new ground in the attempt to assemble a comprehensive, yet compact resource for college mental health clinicians and health services administrators. I expect that we will hear further from this cohort of clinical innovators" (Journal of Clinical Psychiatry, December 2011) "This book should be on the shelf of every clinician and administrator working in or with a college or university health clinic. Clinicians and trainees in departments of psychiatry, social work, psychology, and nursing would be well advised to read this book from cover to cover" (Michelle Riba, Psychiatry: Interpersonal Biological Processes October 2011) "I would encourage any individual working at the college or university level that comes into contact with students to read Mental Health Care in the College Community" (Synergy, NASPA Newsletter, February 2011) "I read this text with the same mantra running through my mind: “This book IS good for me, despite my reaction to its psychiatric lens.” Indeed, this book is very, very good. There is a tremendous amount of information culled from a variety of sources (bear in mind that articles in this field are published in many different journals), and this information is seasoned well with the authors' clinical and administrative experiences ... offers a smorgasbord of pertinent, informed, and thoughtful chapters on working in the college setting." (Journal of College Student Psychotherapy, 2011) "Mental Health Care in the College Community provides an enormous amount of valuable information on a number of diverse topics pertaining to the campus setting. Working with parents, different model of care, suicide prevention, training programs, and working with special populations are just a few..." (American Journal of Psychiatry, 2011) "This thorough review and discussion of intervention studies could be helpful to student affairs departments (e.g., residential living, judicial affairs) in making decisions about which approach best fits their campus." (PsycCRITIQUES, November 2010) "... Mental Health Care in the College Community is an excellent overview of the key aspects of college mental health services provision. It will be of great help to administrators as they evaluate their existing mental health services or plan for their improvement and expansion." (MIWatch.org, 2010) "I would like to thank you and Dr. Schwartz for your excellent work on your book Mental Health Care in the College Community. I am a psychologist who has held leadership roles in community mental health centers and hospitals for 20 years.... Finding your book was a godsend in quickly bringing me up to speed on the issues.... I look forward to joining the ranks of college counseling directors and furthering the development of this important field." (Gary Dunn, 2011) "Mental Health Care in the College Community will be of interest to counselling centre clinicians and also to postgraduate students as they work to understand how students' mental health impacts the university community" (Early Interventions in Psychiatry, 2011) "For readers unfamiliar with mental health care at higher education institutions, the book is an effective guide to better understanding how counselling services are provided in these settings. The book may also serve as a textbook in graduate counseling and higher education courses that examine the delivery of counselling services at various colleges and universities" (Community College Review, November 2011)Table of ContentsPreface. List of Contributors. 1 The Rising Prominence of College and University Mental Health Issues (Jerald Kay). 1.1 Introduction. 1.2 How prevalent are emotional disturbances and mental disorders? 1.3 Study limitations. 1.4 A developmental approach to college mental health. 1.5 Ethical and legal issues. 1.6 Conclusion. 2 History of College Counseling and Mental Health Services and Role of the Community Mental Health Model (Paul Barreira and Malorie Snider). 2.1 Introduction. 2.2 Early development of college and university counseling centers and mental hygiene programs: pre-1945. 2.3 Professionalism and response to increase in student enrolment. 2.4 Formalization of roles and attention to developmental issues and prevention. 2.5 Community Mental Health Movement. 2.6 An example of the early application of community mental health at colleges and universities: Dana Farnsworth. 2.7 Potential modern applications of the CHMmodel to educational settings. 2.8 Conclusion. References. 3 The Reporting Structure and Relationship of Mental Health Services with Health Services (Gregory T. Eells and Victor Schwartz). 3.1 Introduction. 3.2 Review of literature. 3.3 Administrative integration issues. 3.4 Clinical issues. 3.5 Recommendations. 3.6 Conclusion. 4 Components of an Effective College Mental Health Service (Gregory T. Eells and Robert A. Rando). 4.1 Introduction. 4.2 Leadership philosophy and staff morale. 4.3 Administrative issues. 4.4 Clinical services. 4.5 Working with outside community mental health resources. 4.6 Conclusion. Appendix A: Triage form (Adapted from Cornell University). 5 Essential Services in College Counseling (Richard J. Eichler and Victor Schwartz). 5.1 Introduction. 5.2 Access to care. 5.3 Clinical consultation, treatment planning and referral. 5.4 Personal counseling and brief psychotherapy. 5.5 Medication services. 5.6 Referring students for consultation. 5.7 Group therapy in college mental health services. 5.7.1 Types of groups. 5.8 Psychological testing and assessment. 5.9 Community outreach. 5.10 Concluding remarks. Appendix A: The relationship between predictive validity and base rate. 6 The Counseling Center Team (Paul Grayson). 6.1 Introduction. 6.2 The team. 6.3 Challenges to morale and teamwork. 6.4 The director’s responses. 7 Legal and Ethical Issues in College Mental Health (Karen Bower and Victor Schwartz). 7.1 Introduction. 7.2 Conceptual framework. 7.3 Legal framework. 7.4 Application. 7.5 Conclusion. 8 Working with the Campus Community (Lorraine D. Siggins). 8.1 Introduction. 8.2 Some developmental considerations. 8.3 The evolution of the college mental health service mission. 8.4 The college mental health service and the university community. 8.5 Outreach educational and consultative services to students. 8.6 Relationship of college mental health service to the faculty, university administration and deans of student life. 8.7 Confidentiality. 8.8 Conclusion. 8.9 Appendix A: A model “at risk/student support program” in a small residential campus. 9 Crisis and Crisis Intervention on College Campuses (Morton M. Silverman and Rachel Lipson Glick). 9.1 What is a crisis? 9.2 Crisis intervention. 9.3 Common crises and suggested responses. 9.4 When does a crisis become a psychiatric emergency? 9.5 Disasters and other crises that affect multiple students. 9.6 Working with campus leadership to prevent crisis and improve mental health. 9.7 Conclusion. 10 Working with Parents and Families of Young Adults (Kristine A. Girard). 10.1 Introduction. 10.2 Young adult development. 10.3 Generational effects. 10.4 The baby boomers. 10.5 Generation X. 10.6 The millennial generation. 10.7 Privacy standards in higher education. 10.8 Influence of case law on privacy. 10.9 Privacy meets generational attitudes. 10.10 Privacy in the transition from secondary schools to higher education. 10.11 The risk management team. 10.12 Health insurance. 10.13 Family therapy in the university health service. 10.14 Required medical withdrawal. 10.15 Behavioral problems in the residential community. 10.16 Mental health prevention. 10.17 Crisis management. 10.18 Conclusion. 11 Psychiatry Residency Training in College Mental Health Services (Jerald Kay and Victor Schwartz). 11.1 Introduction. 11.2 Benefits to services. 11.3 Benefits to trainees. 11.4 Benefits to training programs. 11.5 Characteristics of a rotation. 11.6 Centrality of supervision. 11.7 Didactic curriculum. 11.8 Developmental psychopathology. 11.9 Psychopharmacology. 11.10 The resident's clinical theoretical framework. 11.11 Increasing visibility of social media. 11.12 Fellowships in CMH. 11.13 Conclusion. Appendix A: Helpful hints for supervisors. Appendix B: PGY IV (Post Graduate Year Four) psychiatric resident rotation, student mental health rotations, Wright State University, University of Dayton. 12 Psychology and Social Work Training in University Mental Health (David A. Davar). 12.1 Introduction. 12.2 Administrative matters. 12.3 Ethical and legal considerations. 12.4 Recruitment and selection of trainees. 12.5 Running a successful training program. 12.6 From theory to college counseling practice: CAPS orientation for new trainees. 12.7 From theory to college counseling practice. 12.8 Experiential learning: trainee epistemology. 12.9 Organization of training. 12.10 Teaching the intake interview in the college setting. 12.11 Nurturing competency, addressing deficiency. 12.12 Recognizing and addressing deficiencies. 12.13 Social work and psychology therapists-in-training. 12.14 Conclusion. Appendix A: Sample syllabus for counseling center trainees. 13 Special Populations (Beverly J. Fauman and Marta J. Hopkinson). 13.1 Introduction. 13.2 Athletes. 13.3 International students. 13.4 Returning students. 13.5 Students with chronic illnesses. 13.6 Graduate students. 13.7 Transfer students. 13.8 Lesbian, gay, bisexual, transgendered and questioning students. 13.9 Veterans. 13.10 Victims of sexual assault. 13.11 Conclusion. 14 Using A Public Health Approach to Address Student Mental Health (Laurie Davidson and Joanna H. Locke). 14.1 Introduction. 14.2 A public health approach to campus mental health. 14.3 Building momentum and infrastructure. 14.4 Thinking and planning strategically. 14.5 Strategies for promoting mental health and preventing suicide among college students. 14.6 Conclusion. 15 Magnitude and Prevention of College Alcohol and Drug Misuse: US College Students Aged 18-24 (Ralph W. Hingson and Aaron M. White). 15.1 Introduction. 15.2 Methods: calculating changes in alcohol-related mortality. 15.3 Study results. 15.4 Discussion: estimates of the magnitude of college drinking problems. 15.5 Implications. 15.6 Interventions to reduce college drinking. 15.7 Conclusions. 16 Conducting Research in College and University Counseling Centers (Chris Brownson). 16.1 Introduction. 16.2 Types of research in university and college counseling centers. 16.3 Practical aspects of conducting research in counseling centers. 16.4 Future directions and conclusion. 17 International Perspectives: College Mental Health in the United Kingdom (Mark Phippen). 17.1 Introduction. 17.2 Setting the scene. 17.3 Support systems in UK universities - Student Services. 17.4 Student mental health - a growing issue. 17.5 The experience of international students in the United Kingdom. 17.6 Conclusion - where does this leave university counselling? References. Index.

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Book SynopsisIn this concise, highly practical book, Christian Hansen draws on his years of research on time management for department chairs. He shows department chairs how to set priorities, create a time budget and log, harness technology to assist in time management, and make self-care a priority.Table of ContentsThe Author ix Acknowledgments xi 1 It’s About Time: The Highly Effective Department Chair 1 The Need for Balance 3 You Are Already Doing a Great Job 3 Personal Time Versus Department Time 5 Differences in the Department Chair Role 6 Organization of This Book 7 Part One: Working with Limited Resources 9 2 Getting to the Point: Managing Your Priorities 11 Managing Your Master To-Do List 12 First Things First 13 Scheduling Your Priorities 17 What If There Is an Emergency? 18 Maintaining the P/PC Balance 19 Questions to Consider and Practical Tips 20 3 The Art of Enough: Managing Your Resources 22 Scarcity Versus Abundance Mentality 24 How Much Is Your Time Worth? 28 Questions to Consider and Practical Tips 28 4 Knowing Where You Stand: Analyzing Your Use of Time 30 Where Have All the Hours Gone? 31 Budgeting Your Time 41 Preparing for the Week Ahead 47 Questions to Consider and Practical Tips 48 5 Keeping It All Straight: Getting and Staying Organized 50 Signs of Disorganization 50 Organizing Your Office 52 Organizing Your Department Filing System 55 Organizing Your Computer 58 Organizing Your E-Mail 62 Organizing Your Calendar 64 Overcoming Procrastination 65 Questions to Consider and Practical Tips 66 Part Two: Working with People 69 6 You Can’t Do It All: Delegating 71 Delegating and Referring Decisions 72 Delegating Tasks to Faculty 74 Delegation from Faculty to Chair 75 Delegating Tasks to Staff 78 Delegating Acting Chair Responsibilities 80 Questions to Consider and Practical Tips 83 7 Taking Charge: Making Meetings Work 84 The Cost of Meetings 85 When to Call a Meeting 86 Agendas 86 Running a Meeting 89 Questions to Consider and Practical Tips 91 8 The Artful Leader: Working with Faculty and Students 95 Hiring Faculty 96 Contents vii Empowering Faculty 98 Dealing with Faculty Conflicts 100 Working with Students 103 Counseling Current and Prospective Majors and Minors 104 Helping Students with Enrollment Issues 104 Advising Students with Instructor or Course Issues 106 Dealing with Students Charged with Misconduct or Violations of Academic Integrity 107 Taking Care of Your Own Students 108 Questions to Consider and Practical Tips 109 9 Managing Up and Out: Administration and External Relations 111 Working with the Dean 111 Working with Other Administrators 114 Working with Accreditation Agencies 115 Working with Local Schools and Businesses 117 Questions to Consider and Practical Tips 118 10 A Fine Balance: Managing Work-Life Balance 120 Taking Time Management Home with You 123 Winning the Time Lottery 125 Managing Your Stress 126 Claiming Your Reward for a Job Well Done 127 Questions to Consider and Practical Tips 128 References 131 Index 135

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Book SynopsisFacilitating a Collegial Department in Higher Education Written for department chairs and deans, this well-researched resource offers a practical reference for how to create and sustain a more civil and harmonious departmental culture. Filled with useful information, including relevant case law, the book gives readers what they need to know to enhance the climate, culture, and collegiality in an academic department, as well as the university. Praise for Facilitating a Collegial Department in Higher Education Bob Cipriano has provided a book that addresses department civility? a critical, ongoing problem in higher education. The book is rich in examples, best practices, and strategies for dealing with individuals as well as ways to build collegial departments. Not only is the book packed with information, the author also has an engaging writing style and wit. ?DANIEL W. WHEELER, higher education consultant; professor emeritus and formeTable of ContentsForeword by Jeffrey L. Buller vii Introduction 1 1. Collegiality and Civility in Higher Education 5 2. Respectful Codes and Hiring for Collegiality 33 3. Strategies for Promoting Collegiality 53 4. Managing Conflict Within the Department 73 5. University-Wide Responsibilities in Promoting a Collegial Campus 99 6. Structural Realignment, Budgetary Support, and Cyberbullying 117Ellen R. Beatty 7. Case Law Regarding Collegiality in Higher Education 153 Conclusion 177 Appendix: A Four-Year Study of Department Chairs 181 References 189 Acknowledgments 195 The Author 197 Index 199

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Book SynopsisChange has dramatically confronted higher education in the last decade, challenging it to its very roots. Colleges and universities have been rocked by a volatile economy, changing demographic trends, weakening public opinion, lagging state and federal support, and other forces. Leaders from the most highly respected institutions in the country have examined the important issues facing higher education today and this book offers their insights on restructuring administrative operations, new revenue opportunities, debt management, capital renewal, endowment management, and more.Table of ContentsPartial table of contents: Searching for Solid Ground (S. Rush). THE CHALLENGES OF INSTITUTIONAL CHANGE. Governing and Administering Change (M. McCoy). Leading Transition (J. Fry). FUNDING THE ENTERPRISE. Revenue Opportunities for the Public Institution (W. Ihrig &J. Sullivan). Strategies for Optimizing Revenues in the Tuition-DependentInstitution (N. Smith). MANAGING INSTITUTIONAL CAPITAL. Endowment Management in a Global Economy (W. Massy). Managing Debt in the Changing Financial Markets (P.Hennigan). Developing, Not Controlling, Human Resources (J. Fuersich &R. Norman). THE TREND TOWARD GREATER ACCOUNTABILITY. Transformation of Education in the United Kingdom (Q. Thompson,et al.). Assessing Outcomes: The SPRE Initiative (W. Reed). The Question of Tax Exemption (K. Ferriter & J.Buehler). EPILOGUE. Creating a Vision for the Future (G. Keller).

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Book SynopsisIntends to teach ESL students about language learning and classroom expectations. This book provides advice, experiences, suggestions, strategies, and learning theories. It also presents learning strategies and language learning theories.

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Book SynopsisThe aim of this guide is to clarify the process and offer advice. Getting Published in Academic Journals is written for graduate students and newly graduated PhDs who want to publish their research in peer-reviewed academic journals.

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Book SynopsisDrawing on oral histories from archives as well as new interviews with living participants, Conquering Heroines chronicles a pivotal period in the histories of the University of Michigan and the women's movement.Trade ReviewThis is an excellent case study of a nation-wide problem."—Senior Women Web, Jo Freeman, Feminist Scholar and author of We Will Be Heard

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Book SynopsisThe ability to give a successful presentation in an academic setting is critical to success both on and off campus. Making Academic Presentations describes the five moves, or parts, of a typical presentation and provides examples of language that can be used to successfully accomplish these moves.Table of Contents Introduction 1. What is a Presentation? Audience Purpose 2. Presentation Moves Move 1: Starting the Presentation (the Introduction) Move 2: Flowing Through the Presentation (the Body) Move 3: Using Visual Aids Move 4: Concluding the Presentation (the Conclusion) Move 5: Managing the Q & A 3. Other Considerations Overcoming Nervousness Non-Verbal Communication Pronunciation and Paralinguistics 4. Presentation Projects Appendix 1: Rubrics and Evaluation Forms and Ideas Extra Reading

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Book SynopsisTraces the rise of the great American universities through their formative years, 1862-1920, and examines their impact on the evolution of American society and government. A political history, this work describes the role of universities and their leadership in shaping American politics and public policy.

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Book SynopsisWhen most people think of wikis, the first - and often the only - thing that comes to mind is Wikipedia. This collection of essays challenges this common misconception, providing an array of perspectives on the many pressing theoretical and practical issues that wikis raise.Trade ReviewWiki Writing will quickly become the standard resource for using wikis in the classroom. - Jim Kalmbach, Illinois State University

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Book SynopsisIs there a need to remodel constructivism to be more politically attuned? Piki Ish-Shalom calls for an activist academy that engages society and the polity to prevent the watering down of democracy, while helping to create a space for criticism.Trade ReviewThis book, from a well-respected scholar, provides new and important insights on the responsibilities and tensions of IR academics in relation to the policy world."" - Anthony Lang, University of St. Andrews

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Book SynopsisIncludes essays that offer an insider's perspective on three decades at a major American university during a time of political turmoil. This title focuses on a range of the issues that dominated virtually all institutions of higher learning during the second half of the twentieth century.Trade Review"Lucid, enduring. [Smelser] is also a wicked satirist." Harvard Magazine

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Book SynopsisThe Black Revolution on Campus is the definitive account of an extraordinary but forgotten chapter of the black freedom struggle. In the late 1960s and early 1970s, Black students organized hundreds of protests that sparked a period of crackdown, negotiation, and reform that profoundly transformed college life. At stake was the very mission of higher education. Black students demanded that public universities serve their communities; that private universities rethink the mission of elite education; and that black colleges embrace self-determination and resist the threat of integration. Most crucially, black students demanded a role in the definition of scholarly knowledge. Martha Biondi masterfully combines impressive research with a wealth of interviews from participants to tell the story of how students turned the slogan black power into a social movement. Vividly demonstrating the critical linkage between the student movement and changes in university culture, Biondi illustrates how victories in establishing Black Studies ultimately produced important intellectual innovations that have had a lasting impact on academic research and university curricula over the past 40 years. This book makes a major contribution to the current debate on Ethnic Studies, access to higher education, and opportunity for all.Trade Review“Thoroughly researched, beautifully written, and a fascinating piece of history . . . an exceptional piece of scholarship, and a book greatly worth reading.” * Washington Spectator *“Biondi’s work offers a fresh perspective on the student protest era, acknowledging the major and overlooked contributions of Black students.” * Booklist *“Biondi’s book is a very powerful chronicle of the struggle and strategizing that moved seemingly immovable institutions toward change.” * Souls *"Enriches our understanding of the vital, if often undervalued and understudied, role of black students in linking campus radicalism to broader struggles for racial and economic justice and in calling public attention to issues of diversity in higher education. . . . The Black Revolution on Campus is a valuable addition to our understanding of the modern black freedom movement, student activism, and the institutionalization of black studies as an agent of change in higher education." * Academe *"The most comprehensive account of black studies founding generations. . . . [A] nuanced telling of the creation of black studies programs." * Journal of American History *"Deep and interesting. . . . Provides a sweeping view of the birth of Black studies. . . . Biondi succeeds in creating a first-rate book that should be considered necessary reading for those interested in student activism and in stiutional change, current debates on ethnic studies, and black intellectual history." * American Historical Review *"The Black Revolution on Campus does contribute to our understanding of 1960s black student activism and the rise of Black Studies, and deserves close examination." * Journal of African American History *Table of ContentsList of Illustrations Introduction: The Black Revolution on Campus 1. "Moving toward Blackness": The Rise of Black Power on Campus 2. "A Revolution Is Beginning": The Strike at San Francisco State 3. "A Turbulent Era of Transition": Black Students and a New Chicago 4. "Brooklyn College Belongs to Us": The Transformation of Higher Education in New York City 5. Toward a Black University: Radicalism, Repression, and Reform at Historically Black Colleges 6. The Counterrevolution on Campus: Why Was Black Studies So Controversial? 7. The Black Revolution Off-Campus 8. What Happened to Black Studies? Conclusion: Reflections on the Movement and Its Legacy Notes Selected Bibliography Acknowledgments Photo Credits Index

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Book SynopsisIn the post World War II period, student movements rebelled against the archaic university. This book shows how the university, particularly the public university, is moving away from "the people," in all their diversity. As more resources are put towards STEM education, humanities and interdisciplinary programs are being cut and shuttered.Trade Review“We Demand is not an easy book to read, but it conveys how shallow most concerns about free speech on campus tend to be." * New York Review of Books *"A deeply engaging and challenging read." * History of Education *Table of ContentsOverview Introduction 1. The Usable Past of Kent State and Jackson State 2. The Powell Memorandum and the Comeback of the Economic Machinery 3. Student Movements and Post–World War II Minority Communities 4. Neoliberalism and the Demeaning of Student Movements Conclusion Acknowledgments Notes Glossary Key Figures Selected Bibliography

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Book SynopsisLearning from Each Other includes 20 original chapters written by well-known experts in the field of teaching and learning. Conceived for both new and experienced faculty at community colleges, four-year institutions, and research-intensive universities, the volume also addresses the interests of faculty and graduate students in programs designed to prepare future faculty and campus individuals responsible for faculty professional development. With the aim of cultivating engagement amongst students and deepening their understanding of the content, topics covered in this edited volume include:employing the science of learning in a social science contextunderstanding the effects of a flipped classroom on student successpedagogical techniques to create a community of inquiry in online learning environmentsthe risks and rewards of co-teachingreaching and teaching non-traditional studentsfacilitating learning and leadership in student team projectsconnecting students with the community through researchissues of assessment, including backward design, developing and using rubrics, and defining and implementing the scholarship of teaching and learning ThroughLearningfromEachOther,all faculty who care about their teaching, but especiallyfaculty in the social sciences, can successfully employ curricular innovations, classroom techniques, and advances in assessment to create betterlearningenvironments for their students. Trade Review"Learning from Each Other provides an overview of both the latest research and resources and tips for improving time-honored teaching strategies and incorporating cutting-edge, innovative teaching techniques. The variety of topics ensures that even the most experienced faculty member or faculty developer will find something of use. . . . Readers will find that while the authors all teach in the United States, the broad focus makes the techniques and issues addressed applicable to a global audience." * International Journal for Academic Development *Table of ContentsAcknowledgments Foreword by Michael Reder Introduction Michele Lee Kozimor-King and Jeffrey Chin Part I. Curricular Innovations 1. The Science of Learning in a Social Science Context Melinda Messineo 2. Pedagogical Techniques for Creating a Community of Inquiry in Online Learning Environments Andrea N. Hunt 3. Co-Teaching: Risks and Rewards Renee Monson and Kristy Kenyon 4. A Collaborative Aff air: Connecting Students with the Community through Research Michele Lee Kozimor-King and Barbara Prince 5. Strategies and Resources for Internationalizing the Curriculum Christine K. Oakley 6. Flipping Out: Understanding the Effects of a General Education Flipped Classroom on Student Success Craig Douglas Albert, Stacie K. Pettit, and Christopher Terry 7. Reaching and Teaching “Nontraditional” Students in Community Colleges and Beyond Sara Parker 8. Addressing Learner Variability on Campus through Universal Design for Learning Shannon Haley-Mize Part II. Classroom Techniques 9. Without Apology: Reclaiming the Lecture Diane L. Pike 10. Scribes in the Classroom: Effectively Using PowerPoint to Enhance the Classroom Experience Monica R. Sylvia and Brenda J. Kirby 11. Discussion in the Social Science Classroom Jay R. Howard 12. Facilitating Learning and Leadership in Student Team Projects Dennis O’Connor 13. Courting Controversy and Allowing for Awkward: Strategies for Teaching Difficult Topics Mari Plikuhn 14. Becoming a Culturally Inclusive Educator Dena R. Samuels 15. The Value of Games and Simulations in the Social Sciences Amanda M. Rosen 16. Putting the Student at the Center: Contemplative Practices as Classroom Pedagogy Tracey Wenger Sadd Part III. Out-of-class Situations 17. Student Reading Compliance and Learning in the Social Sciences Jay R. Howard 18. Cultivating Engagement and Deepening Understanding While Leaving the Textbook Behind Robin G. Isserles Part IV. Assessment 19. (Re-)Creating Your Course: Backward Design and Assessment Melinda Messineo 20. “Am I Grading Consistently and Effectively?”: Developing and Using Rubrics Shirley A. Jackson 21. Defining and Implementing the Scholarship of Teaching and Learning Jeffrey Chin Contributors Index

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Book Synopsis* Provides assessment of current scope and nature of history in Higher Education* Addresses topical subject from wide, international perspectives* Offers practical advice as well as theoretical discussion of issues* Includes articles on race, gender, distance learning and multi--media use. .Table of ContentsAcknowledgements. 1. Introduction: Alan Booth (University of Nottingham) and Paul Hyland (Bath College of Higher Education). Part I: Curriculum Issue:. 2. Planning a History Curriculum: Alex Cowan (University of Northumbria). 3. Race in a World of Overlapping Diasporas: the History Curriculum: Earl Lewis and Jeanne Theoharis (University of Michigan). 4. Gender in the Curriculum: Cathy Lubelska (University of Central Lancashire). 5. Teaching History Theory: A Radical Introduction: Keith Jenkins (Chichester Institute of Higher Education). Part II: Reviewing Traditional Methods:. 6. Teaching and Learning in Lectures: Peter N. Stearns (Carnegie Mellon University). 7. Seminars for Active Learning: George Preston (Bath College of Higher Education). 8. Measuring and Improving the Quality of Teaching: Paul Hyland (Bath College of Higher Education). Part III: Teaching with Multi-Media:. 9. Computer-Assisted Teaching and Learning: Donald A. Spaeth (University of Glasgow). 10. Structured Distance Teaching: Arthur Marwick (Open University). 11. Teaching and Learning through the Visual Media: John Ramsden (Queen Mary and Westfield College). Part IV:Linking History with Society:. 12. History and the Community: Michael Winstanley (University of Lancaster). 13. Learning from Experience: Field Trips and Work Placements: Christine Hallas (University of Leeds). 14. History, the Curriculum and Graduate Employment: Peter J. Beck (Kingston University). Part V: Assessment and Quality:. 15. Changing Assessment to Improve Learning: Alan Booth (University of Nottingham). 16. Assessing Group Work: Alan Booth (University of Nottingham). 17. Assessing the Quality of Education in History Departments: George Brown (University of Nottingham).

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Book SynopsisThis volume brings together a selection of articles published over the fifty year life of the Universities/Higher Education Quarterly which provides a critical overview of the development of university and non--university higher education over the post--War period and of the policy debates which occurred at various points.Trade Review"Provides useful background information which will help fuel vigorous, well-informed and open-minded debate on the future of higher education into the 21st century" New Scientist Table of ContentsPreface. The Creation of the British University System: Michael Shattock (University of Warwick). Part I: There is no University 'System' in Britain: . 1. The Universities and the Government: Ernest Simon. 2. A Historical Document: Statement by the Committee of Vice-Chancellors and Principals 1946: Editorial. 3. Student Numbers 1911 to 1971: Ernest Simon. 4. University Admissions: Report of an Inquiry: R. K. Kelsall. 5. British Universities and Intellectual Life: A. H. Halsey. 6. The Growth of Higher Education: S. Zuckerman. 7. Too Few Academic Eggs: B. V. Bowden. 8. Observations on the American University: Edward Shils. Part II: Robbins and After: . 9. First Reactions to the Robbins Report: Charles Morris. 10. The Academic Hierarchy: Robbins, Appendix Three: A. H. Halsey. 11. A Question of Size and Shape: Martin Trow. 12. Review of the Uses of the University : Charles Morris. 13. Notes on New Univerisities: British and American: David Riesman. 14. Dualism in Higher Education: Peter Venables. 15. The Education of Ministers of State: Alec Merrison. Part III: The Assertion of State Control: . 16. University Financing 1979-86: Peter Moore. 17. Academic Standards and Mass Higher Education: Martin Trow. 18. Policy on Higher Education and Research: Peter Swinnerton-Dyer. 19. Elegant and Democratic Values: Will the New English Universities Gel: Christopher Price. 20. Reflections on the British Government and Higher Education: Richard Bird. 21. The White Paper - Higher Education: A New Framework: Editorial.

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Book SynopsisCollege education is one of the most important investments a family will make, but the process can be a headache for students and their parents. In a unique approach, economist and teacher Getz walks readers through the opportunities, risks, and rewards of heading off to college, breaking down confusing admissions and financial options.Trade ReviewThis is one of the most sensible guides to the college admissions process ever written, with a grasp of the money issues that no previous guide has had. Parents who worry about the rising price tag of college, who wonder what they are getting for their dollar, who want to know if College X is a better buy than College Y, will find Getz's well-supported arguments and data wonderfully revealing. But beware: he proves that for some of these good questions, there are no good answers, unless you are clairvoyant and can predict exactly what your child will be doing ten years after securing that expensive degree. -- Jay Mathews, author of Harvard Schmarvard: Getting Beyond the Ivy League to the College That Is Best for YouTable of ContentsPreface 1. Introduction: The High Cost of Higher Education 2. Financial Returns: Does College Pay Off? 3. Career Opportunities: The Choices that Matter 4. College Rank: The Pitfalls of Prestige 5. The Learning Environment: What Your Money Really Buys 6. Sticker Shock: Will You Pay Too Much? 7. Payment Options: Something for Every Income 8. The Admission Game: Strategies for Success 9. The Choice: Comparing Offers Tables Notes Further Reading Index

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Book SynopsisAs Amy Gajda shows in this witty yet troubling book, litigation is now common on campus, and perhaps even more commonly feared. This book explores the origins and causes of the litigation trend, its implications for academic freedom, and what lawyers, judges, and academics themselves can do to limit the potential damage.Trade ReviewRun, do not walk, to get this book--a great read on a wonderful topic. Amy Gajda is a terrific writer, generous but with real critical bite. For all her irreverent and funny style, her case that academic decisions are increasingly out of academic hands is persuasive and provocative. -- Michael Olivas, author of The Law and Higher EducationNo other book tells us so much about the range of legal disputes facing the academy, and certainly not in such an engaging style, with lots of stories about real cases. Looking at disputes in such disparate areas as defamation, intellectual property, civil rights, and contract, Gajda makes a compelling argument that professors, students, and the courts have lost their traditional deference to academic judgment and principles of academic freedom. It's a valuable and fascinating history of the increasingly litigious academic climate we see today. -- Corynne McSherry, author of Who Owns Academic Work?[A] terrific new book. -- Stanley Fish * New York Times online *Gajda considers how the more general litigation revolution has affected academia, with students and professors turning increasingly to the courts to resolve issues over grades, claims made in research and scholarship, teacher evaluations, etc...[A] lively, readable book. -- D. Yalof * Choice *Table of Contents* An Introduction * A World Apart: A Short History of the Rise of Academic Deference * Battles Over Bias: Anti-Discrimination Law on Campus * Free Speech Free-for-All: The First Amendment on Campus * Prerogative and Profit: Battles over Intellectual Property * Privacy in Peril: Peer Review Meets Judicial Review * War of the Words: The Rise of Academic Defamation * Of Injuries and Insults: Tort Law on Campus * Promises, Promises: Contracts on Campus * Looking Forward

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Book SynopsisSATs, ACTs, GPAs. Everyone knows that these scores can't tell a college everything that's important about an applicant. But what else should admissions officers look for, and how can they know it when they see it? This title offers a practical approach to college admissions testing.Trade ReviewDrawing on his own research in the laboratory and in the admissions office, the distinguished psychologist and educator Robert Sternberg has broadened our vision of how college admissions can be carried out and outlined the resulting benefits for our society. -- Howard Gardner[Sternberg's] book convincingly indicts the SAT and ACT exams. A single test lasting a few hours, he writes, "ends up having a weight equal" to the product of "years of effort and dedication" in high school. -- David A. Kaplan * Fortune *

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