Higher education, tertiary education Books

Book SynopsisDiverse contributors offer an inside look at promising school-university partnerships across the country and discuss the principles and benefits of such programs in promoting educational innovation.Trade Review"Partner Schools is an optimistic book, packed full of rich examples of good things that can happen when universities and schools become full and equal partners in educational renewal. Written by educators experienced in and committed to collaboration--and drawing on work underway in diverse settings across the United States--each chapter presents useful suggestions for building and extending partnership programs." ----Robert V. Bullough, Jr., professor of educational studies, University of UtahTable of ContentsForeword 1. Introduction: Understanding School-UniversityPartnerships(Russell T. Osguthorpe, R. Carl Harris, Sharon Black,Beverly R. Cutler, Melanie Fox Harris) Part One: The Goals of Partner Schools 2. Improving Student Learning(Walter H. Kimball, Susan Swap,Patricia A. LaRosa, Thomas Howick) 3. Strengthening Teacher Education(Michael L. Barnhart, Donna J.Cole, Stevenson T. Hansell, Bonnie K. Mathies, William E. Smith,Sharon Black) 4. Promoting Professional Development(Robert A. Pines, Lourdes Z.Mitchel, Nicholas Michelli) 5. Supporting Collaborative Inquiry(Francis P. Hunkins, Donna L.Wiseman, Richard C. Williams) Part Two: Developing and Implementing Partnerships 6. Launching and Sustaining a Partner School(R. Carl Harris,Melanie Fox Harris) 7. Initiating District-Wide Change(Monica M. Beglau, Kolene F.Granger) 8. Promoting Statewide Collaboration(Barbara Gottesman, PatriciaGraham, Carol Nogy) 9. Building Links with Families and Communities(Hal Lawson, RandyFlora, Sally Lloyd, Katherine Briar, James Ziegler, JanKettlewell) 10. Evaluating Partner Schools(Richard W. Clark) 11. Conclusion: The Promise of Partner Schools(Russell T.Osguthorpe, R. Carl Harris, Sharon Black, Melanie Fox Harris)

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Book SynopsisOwing to a fall in the numbers of US students proceeding on to further education at degree-level, businesses and schools have begun to offer job preparation and training courses at high school level. This process is charted along with practical insights for educators and employers.Table of Contents1. Introduction: Preparing Students for the Future 2. Planning and Developing School-to-Work Programs 3. Targeting, Recruiting, and Selecting Students 4. How School-to-Work Programs Make a Difference 5. Expanding the Involvement of Local Employers 6. Overcoming Implementation Challenges 7. Conclusion: RecommAndations for Policy and Practice

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Book SynopsisAn excellent book for faculty who regard teaching as more than a set of techniques. Menges and Weimer focus on connecting teaching with student learning, and they help faculty develop a systematic inquiry into teaching strategies, as well as showing them how to better utilize students assessment in the classroom. ?Larry Braskamp, dean of the College of Education, University of Illinois, ChicagoTrade Review"This book will be particularly useful to graduate students preparing for teaching careers in higher education, to anyone seeking examples of writing that explicitly links research and practice, and to faculty development leaders interested in offering useful reading to busy colleagues committed to improving their teaching practice." (Ann E. Austin, associate professor, Program in Higher, Adult, and Lifelong Education at Michigan State University, J. Staff, Program, & Organization Development)Table of Contents1. Using Scholarship to Improve Practice(Maryellen Weimer). Part One: Students and Learning. 2. Teaching and Today's College Students(M. Lee Upcraft). 3. Making the Transition to College(Patrick T. Terenzini, Laura I. Randoan, Susan B. Millar, M. Lee Upcraft, Patricia Gregg, Romero Jalomo, Kevin W. Allison). 4. Student Motivation from a Teaching Perspective(Raymond P. Perry, Verena H. Menec, C. Ward Struthers). 5. Collaborative Learning: Creating Knowledge with Students(Roberta S. Matthews). 6. Assessing Student Involvement in Learning(Robert Froh, Mark Hawkes). Part Two: Teachers and Teaching. 7. Teaching Today's Students Requires a New Role for Faculty(Susan B. Millar). 8. Research on Learning: A Means to Enhance Instruction(Marilla D. Svinivki, Anastasia S. Hagen, Debra K. Meyer). 9. Planning and Developing Effective Courses(George L. Geis). 10. Assignments That Promote and Integrate Learning(Joe Lowman). 11. Feedback That Enhances Teaching and Learning(Robert J. Menges, William C. Rando). Part Three: Issues and Contexts: Higher Education Today. 12. What College Teachers Need to Know(Sarah M. Dinham). 13. Instructor Vitality: Some Provocative Implications of Theory and Research on Human Motivation(Charles James Walker, Jennifer Woods Quinn). 14. Diversity in Academe: Cultural Strategies for Change(William G. Tierney, Estala M. Bensimon). 15. Improving Programs Through Assessing Student Outcomes(Trudy Banta).

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Book SynopsisThis book''s contribution will be a very big one--and not just in size...there is no compAndium of examples like it. As such, it''s invaluable. It will be very useful to those who plan and carry out assessment on campuses. ?Thomas A. Angelo, director, AAHE Assessment Forum Brings together in one volume the best current knowledge of what assessment methods work best and how their principles should be incorporated into all effective assessment efforts?whether at institutional, program, or department levels. Drawing from 165 actual cases?and reporting 86 of them in their entirety?the authors illustrate methods and techniques of assessment covering a wide range of objectives in diverse types of institutions.Trade Review"This book's contribution will be a very big one--and not just in size...There is no compendium of examples like it. As such, it's invaluable. It will be very useful to those who plan and carry out assessment on campuses." --Thomas A. Angelo, director, AAHE Assessment ForumTable of ContentsIDENTIFYING PRINCIPLES OF GOOD PRACTICE IN ASSESSMENT. Assessment: It Starts with What Matters Most. An Imaginative Consideration of Learning. The Road to Success Is Paved with Goals. It's Not Only Where They End Up, But How They Get There. Assessment Doesn't Just Happen, It Evolves. Involvement in Assessment: A Collaborative Endeavor. Making Data Meaningful. The Important Part Is What You Do With It. The Train Is Leaving the Station. Perhaps There Are Ten? EXAMPLES OF EFFECTIVE ASSESSMENT PRACTICES. Assessing Student Achievement in the Major. Assessing Student Achievement in General Education. Assessing Student Development and Progress. Assessment at the Classroom Level. Faculty Development to Promote Assessment. Developing a Campus-Wide Approach to the Assessment. Has Assessment Made a Difference? Resources: A. Carnegie Classification Code Definitions B. List of Contributors.

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Book SynopsisThis detailed guide outlines a strategic planning approach uniquelysuited to the academic environment and proven effective in numerousinstitutions around the country. The authors address the complexnature of stakeholders and conflicting purposes in an academicsetting. Their approach leads to?rather than starts from?theinstitutional mission statement, and includes realistic methods ofnegotiating the political barriers that often obstruct thedevelopment of a strategic plan and its implementation. This informative book is particularly effective when used with thecompanion workbook Working Toward Strategic Change.Trade Review"This book is the best guide to strategic planning I have read. Itraises provocative questions about institutional governance,direction setting, and survival in an ear of unprecedented changeand it details the questions to ask, the data sets to consider, andthe pitfalls to avoid. . . . A `must read' for any campus prior todeveloping its own strategic planning process." --James B.Appleberry, president, American Association of State Colleges andUniversities (AASCU) "Rowley, Lujan, and Dolence transforms a top-down strategicplanning process commonly used in business into a participatorymodel appropriate for colleges and universities. A well researchedmodel for strategic planning that is grounded in the real world."--Laurence W. Mazzeno, president, Urusuline College "Strategic Change in Colleges and Universities provides not only aconceptual framework, but also the methodology for helping anycollege or university adapt to shifting conditions, improve itscompetitive advantage, and position the institution for a betterfuture." --Steve Jonas, vice president for administration, SinclairCommunity College "This book brings rare insight to the issues, promises, andpitfalls of strategic planning in colleges and universities today.The use of case studies and the rich experience of the authorsilluminate the critical dimensions. I highly recommAnd reading itbefore kicking off your next strategic planning process."--Philomena Mantella, vice president for enrollment management andstudent life, Pace UniversityTable of ContentsForeword by George Keller. Part One: The Principles. 1. Higher Education--A System Under Fire. 2. Why the Academy Needs Strategic Planning. 3. Creating a Unique Model of Strategic Planning for HigherEducation. 4. Planning to Fit the Institution's Environments. 5. Negotiating Campus Politics. Part Two: The Practices. 6. Concepts and Principles Underlying the Planning Process. 7. The Planning Process in Practice. 8. The People and Time Involved. 9. The Role and Functions of Committees. 10. Educating Participants and Stakeholders About the Plan. 11.Essential Areas I: Enrollment Management and ProgramPlanning. 12. Essential Areas II: Resources, Technology, and SupportSystems. Part Three: Acting on the Plan. 13. Implementing the Plan. 14. Adjusting the Plan to Institutional Needs. 15. Moving from Strategic Planning to Strategic Management.

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Book SynopsisFrom the author of Four Critical Years--a book the Journal of Higher Education called the most cited work in higher education literature--What Matters in College? presents the definitive study of how students change and develop in college and how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students'' college experiences.Trade Review"An essential addition for the library of any college administrator, faculty member, or student affairs professional. It cuts through many of the myths in higher education with data-driven observations and conclusions. It is one of the best of its kind on the market. If you are invloved in the higher education enterprise, it is a must."Table of ContentsIntroduction to the Paperback Edition xi Preface xix The Author xxix 1 Studying College Impact 1 2 Environmental Variables 32 3 Assessing Environmental Effects: A Prototypical Example 83 4 Personality and Self-Concept 105 5 Attitudes, Value, and Beliefs 141 6 Patterns of Behavior 165 7 Academic and Cognitive Development 186 8 Career Development 245 9 Satisfaction with the College Environment 273 10 Summary of Environmental Effects 312 11 Effects of Involvement 365 12 Implications for Educational Theory and Practice 396 Resource A: Multiple Correlations at Selected Steps 438 Resource B: Longitudinal Changes in the Weighted and Unweighted Samples 442 References 447 Index 457

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Book SynopsisAn outstanding roster of higher education scholars and practitioners come together to offer latest expertise on strategic and operational planning with emphasis on the importance of contextual planning?that is planning based in the unique circumstances and environment of each individual institution--as the only planning approach that will yield successful results. The contributors include: Paul T. Brinkman, Ellen Earle Chaffee, Burton R. Clark, David William Cohen, Eric L. Dey, David D. Dill, Elaine El-Khawas, Rhonda Martin Epper, Peter T. Ewell, Ira Fink, Dorothy E. Finnegan, Fred J. Galloway, Harvey A. Goldstein, William H. Graves, Patricia J. Gumport, Raymond M. Haas, Terry W. Hartle, Robert G. Henshaw, Richard B. Heydinger, Sylvia Hurtado, Sarah Williams Jacobson, Dennis P. Jones, George Keller, R. Sam Larson, Bruce A. Loessin, Michael I. Luger, Theodore J. Marchese, Lisa A. Mets, James R. Mingle, Anthony W. Morgan, James L. Morrison, Anna Neumann, John L. Oberlin, AnnTable of ContentsForeword Part One: Redefining the External Context for Postsecondary Education 1. Understanding the Competitive Environment of the Postsecondary Knowledge Industry(Marvin W. Peterson, David D. Dill) 2. Federal Guidance for a Changing National AgAnda(Terry W. Hartle, Fred J. Galloway) 3. State Coordination and Planning in an Age of Entrepreneurship(James R. Mingle, Rhonda Martin Epper) 4. The Role of Intermediary Organizations(Elaine El-Khawas) 5. Effects of Competition on Diverse Institutional Contexts(David D. Dill) 6. Principles for Redesigning Institutions(Richard B. Heydinger) Part Two: Redirecting Institutions Through Contextual Planning 7. Using Contextual Planning to Transform Institutions(Marvin W. Peterson) 8. Examining What Works in Strategic Planning(Geroge Keller) 9. Focusing Institutional Mission to Provide Coherence and Integration(David D. Dill) 10. Enhancing the Leadership Factor in Planning (Anna E. Neumann, R. Sam Larson) 11. Analyzing Environments and Developing Scenarios for Uncertain Times(James L. Morrison, Ian Wilson) 12. Creating and Changing Institutional Cultures(Ellen Earle Chaffee, Sarah Williams Jacobson) 13. Organizing the Elements of Planning(Raymond M. Haas) Part Three: Reorganizing Management Support for Planning 14. Expanding Information and Decision-Support Systems (Dennis P. Jones) 15. Changing Fiscal Strategies for Planning(Paul T. Brinkman, Anthony W. Morgan) 16. Linking Fund Raising and Development with Planning (Bruce A. Loessin) 17. Adapting Facilities for New Technologies and Learners(Ira Fink) 18. Planning Change Through Program Review( Lisa A. Mets) 19. Strengthening Assessment for Academic Quality Improvement (Peter T. Ewell) 20. Using Policy Analysis for Strategic Choices (Frans van Vught) Part Four: Renewing Institutions and Planning for Academic Challenges 21. Achieving the Goals of Multiculturalism and Diversity(Sylvia Hurtado, Eric L. Dey) 22. Infusing Information Technology into the Academic Process (William H. Graves, Robert G. Henshaw, John L. Oberlin, Anne S. Parker) 23. Restructuring the Academic Environment (Patricia J. Gumport, Brian Pusser) 24. Transforming Faculty Roles(Dorothy E. Finnegan) 25. Sustaining Quality Enhancement in Academic and Managerial Life (Theodore J. Marchese) 26. Assisting Economic and Business Development(Harvey A. Goldstein, Michael I. Luger) 27. Understanding the Globalization of Scholarship(David William Cohen)

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Book SynopsisSince its original publication in 1970, this landmark book byWilliam Perry has remained the cornerstone of much of the studentdevelopment research that followed. Using research conducted withHarvard undergraduates over a fifteen-year period, Perry derived anAnduring framework for characterizing student development--a schemeso accurate that it still informs and advances investigations intostudent development across gAnders and cultures. Drawing from firsthand accounts, Perry traces a path from students''adolescence into adulthood. His nine-stage model describes thesteps that move students from a simplistic, categorical view ofknowledge to a more complex, contextual view of the world and ofthemselves. Throughout this journey of cognitive development, Perryreveals that the most significant changes occur in forms in whichpeople perceive their world rather than in the particulars of theirattitudes and concerns. He shows ultimately that the nature ofintellectual development is such Trade Review"William G. Perry, Jr. is unique in his influence on those individuals who teach, study, and work with America's college and university students. His work--and by that I mean his entire career and the manner in which he lived it--has influenced generations of faculty members, administrators, and those who themselves have created theories of college student development and instruction." (L. Lee Knefelkamp, Professor of Higher Education, Teachers College, Columbia University)Table of ContentsIntroduction and Resume. Context of Students' Reports. The Students' Experience. Concepts of the Scheme. The Development Scheme. Critique.

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Book SynopsisThis title examines the impact management fads have had on higher education organizations and discusses how institutions adopt these new approaches, who champions them on campus, and what consequences they bring.Trade Review"Vintage Birnbaum--crisp and ironic, with a contrarian touch. Management fads in higher education will never be the same. Birnbaum's penetrating analysis reveals in the clearest possible terms why fads die an early death."(Burton R. Clark, Allan M. Cartter Professor Emeritus of Higher Education and Sociology, University of California, Los Angeles) "College and university leaders will welcome Bob Birnbaum's new book, Management Fads in Higher Education, largely because the environment for learning is changing so swiftly. It has become increasingly difficult to separate passing fads from best-practice imperatives. Birnbaum's analysis will be helpful to those who must strain to discern the distinction."(Stanley O. Ikenberry, president, American Council on Education) "This study will provide chapter and verse for university mid-rank administrators and their faculty colleagues who have to absorb and react to the latest Bright Idea imposed on the system by business-oriented members of the board or state legislature. In showing how such fads have come and gone in the past forty years, Birnbaum also indicates that change has to take the university culture into account: its politics, its working consensus, and--most of all--its values."(Mary Burgan, general secretary, American Association of University Professors) "Anyone in higher education leadership should read this critical and amusing book. It goes much further than the dull descriptions of management techniques for universities and colleges. It is fair, convincing, and well documented."(Frans van Vught, Rector Magnificus, University of Twente, The Netherlands)Table of ContentsDEVELOPING ACADEMIC MANAGEMENT FADS. Seeking the Grail: The Never-Ending Quest. We're From the Government and We're Here to Help Planning Programming Budgeting System (PPBS): More Bang for the Buck Management by Objectives (MBO): The Illusion of Empowerment Zero Base Budgeting (ZBB): Denying History. Survival in a Changing Environment Strategic Planning: The Grand Name Without the Grand Thing Benchmarking: Why Not the Best? Higher Education as a Commodity Total Quality Management/Continuous Quality Improvement (TQM/CQI): Every Day, in Every Way, Getting Better and Better Business Process Reengineering (BPR): Starting from Scratch. UNDERSTANDING ACADEMIC MANAGEMENT FADS. The Life Cycle of Academic Management Fads. Organizations and Fads. Managers and Fads. WORKING WITH ACADEMIC MANAGEMENT FADS. The Legacy of Fads. Managing Fads.

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Book SynopsisSponsored by American College Personnel Association and NationalAssociation of Student Personnel Administrators Good Practice in Student Affairs expands on key practice standardsoutlined in a joint document sponsored by the American CollegePersonnel Association and the National Association of StudentPersonnel Administrators: The Principles of Good Practice forStudent Affairs. Based on the findings of the joint study group,this volume identifies the best practices in student affairs,presents research used to define the practices, and gives examplesof how to these principles in the field. This essential guide toeffective practice is for student affairs professionals on alltypes of campuses. Authors include leading scholars and experienced practitioners inthe fields of higher education and student affairs. They draw fromthe most current thinking and research to show how readers cantranslate principles for good practice into programs and servicesthat support curricular obTrade Review"A substantive follow-up and explanation of the Principles for GoodPractice project that provides thoughtful and practical directionto student learning, supported by relevant research and experience.I believe this book will become a standard reference for studentaffairs professionals, both old and new." (Arthur Sandeen, vicepresident for student affairs, University of Florida) "A well-written, timely book that is very much needed by theprofession. Its strength is connecting the practical application ofthe Principles for Good Practice project cosponsored by the ACPAand NASPA to student affairs work. Practitioners will find it veryhelpful in restructuring roles and programs to create powerfullearning communities. Well done!" (Dudley B. Woodard, Jr.,professor of higher education, University of Arizona) "A useful guide for any practitioner trying to understand how toput the Principles for Good Practice into action on their campus."(Margaret J. Barr, vice president, student affairs, NorthwesternUniversity)Table of ContentsIdentifying the Principles That Guide Student Affairs Practice (G.Blimling & E. Whitt). Engaging Students in Active Learning (M. Magolda). Helping Students Develop Coherent Values and Ethical Standards (J.Dalton). Setting the Bar High to Promote Student Learning (G. Kuh). Using Systematic Inquiry to Improve Performance (E. Pascarella& E. Whitt). Using Resources to Achieve Institutional Missions and Goals (L.Reisser & L. Roper). Forging Educational Partnerships That Advance Student Learning (C.Schroeder). Creating Inclusive Communities, Johnetta Cross Brazzell (L.Reisser). Using Principles to Improve Practice (G. Blimling & E. Whitt).

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Book SynopsisA comprehensive reference about how college students learn - or why they don't - and how instructors can help them transform their education for the better.Trade Review"The authors pull off an impressive double. They synthesize an enormous amount of relevant research on learning and development while also making clear the connections this research has for practice. Written in a helpful and accessible style, and full of case studies, applications, instruments, and vignettes of practice, the book will be an invaluable resource for college teachers at any level." (Stephen Brookfield, Distinguished Professor, University of St. Thomas) "Effectively integrating the perspectives of a director of a university learning assistance center and a scholar in the area of developmental education, Silverman and Casazza have written an important book. It should be read by anyone concerned with the academic success of the increasingly diverse population of undergraduates in colleges and universities." (Ernest Pascarella, Petersen Professor of Higher Education, University of Iowa) "This book is unique in its excellent coverage of learning and developmental theory and research and how it applies to practice. Recommended for college teachers in all disciplines who wish to improve their pedagogical skills and enhance student learning." (Nancy J. Evans, associate professor, Educational Leadership and Policy Studies and coordinator, Higher Education Program, Iowa State University)Table of ContentsUNDERSTANDING LEARNING AND DEVELOPMENT. Today's Learners. Theories of Personal Development and Learning. Theories Related to Cognitive Development and Learning. A Framework for Effective Practice. APPLYING RESEARCH TO TEACHING. Self and Identity. Motivation. Interaction with the Environment. Ways of Knowing. Learning Styles and Preferences. Self-Regulation and Goal Setting. NEW TEACHING PERSPECTIVES. Critical Reflection on Practice. Educator as Innovator, Researcher, and Change Agent.

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Book SynopsisA required read for every university administrator grappling withthe complexities of technology and education. Bates has combined animpressive depth of experience and practice to produce anauthoritative and well-reasoned approach.--Bruce Pennycook,vice-principal, Information Systems and Technology, McGillUniversity Digital technologies are revolutionizing the practices of teachingand learning at colleges and universities all around the world.This book will be helpful for all those who are planning andmanaging such organizational and technological change on theircampuses.--Timothy W. Luke, executive director, Institute forDistance and Distributed Learning, Virginia Tech Implementing new technology at a college or university requiresmore than simply buying new computers and establishing a Web site.The successful use of technology for teaching and learning alsodemands major changes in teaching and organizational culture. InManaging Technological Change, Tony Bates -- a wTrade Review"This timely book will certainly become a required read for everyuniversity administrator grappling with the complexities oftechnology and education. Tony Bates has combined an impressivedepth of experience and practice to produce an authoritative andwell-reasoned approach. Bravo." (Bruce Pennycook, vice-principal,Information Systems and Technology, McGill University) "Digital technologies are revolutionizing the practices of teachingand learning at colleges and universities all around the world.This book will be helpful for all those who are planning andmanaging such organizational and technological change on theircampuses." (Timothy W. Luke, executive director, Institute forDistance and Distributed Learning, Virginia Tech) "I found myself nodding frequently while reading this book. Many'early adopters' will identify with the arguments presented andwill appreciate the extAnded discussion. Bates shares insights thatcould save much frustration in dealing with both the technology andthe impact of technology on academia." (James B. Patton, associateprofessor and Haskell Power Engineering Professor, Electrical andComputer Engineering, University of Maine) "This book is a must read for anyone in higher education who dealswith technology, teaching, administration, or some combination ofthese elements. [Managing Technological Change] hits a number ofnails right on their heads. It holds true to its intendedaudiences: administrators, academic department heads, and faculty.The messages for each are important and timely. Not only is thebook well written, but it is also comprehensive in nature. Itcovers topics of vital concern for all who are involved intechnology-enhanced or technology-based learning. In summary, thisbook is founded on principles. It speaks to the relevant issues. Itoffers numerous examples. It is well constructed and written. Hatsoff to Tony Bates." (Byron Burnham, International Review ofResearch in Open and Distance Learning: 1, 2)Table of ContentsConfronting the Technology Challenge in Universities andColleges. Leadership, Vision, and Planning in a Post-FordistOrganization. Planning and Managing Courses and Programs. Technology Infrastructure and Student Access. Supporting Faculty. Calculating the Costs of Teaching with Technology. Funding Strategies, Collaboration, and Competition. Organizing for the Management of Educational Technologies. Research and Evaluation. Avoiding the Faustian Contract and Meeting the TechnologyChallenge.

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Book SynopsisSponsored by the Conflict Resolution Education Network Far and away the most comprehensive guide available.... Warterspresents a wide range of possible program structures and providesthe information that organizers and participants need to select thebestoption. --James B. Boskey (1942-1999), former editor and publisher, TheAlternative Newsletter, and former professor of law, Seton HallLaw School, New Jersey Professionally written, logically organized, and delivered in apersonal style that is appealing to the reader.... A thoughtfulbalance of theory with pragmatic suggestions for developing andintegrating a mediation program on campus. --Roger Witherspoon, vice president, Student Development, John JayCollege of Criminal Justice Warters not only conveys the need for mediation on campus, butthe importance of relating mediation to existing mechanisms such asstudent judicial affairs and other grievance processes. --Gene Zdziarski, developer of Student Trade Review"Far and away the most comprehensive guide available to collegesand universities, or indeed at any public institution with anactive staff and an involved client base. Warters presents a widerange of possible program structures and provides the informationthat organizers and participants need to select the best option."(James B. Boskey (1942-1999), former editor and publisher, TheAlternative Newsletter, and former professor of law, Seton Hall LawSchool, New Jersey) "Professionally written, logically organized, and delivered in apersonal style that is appealing to the reader.... I have found thetext to be truly 'user-friendly' with a thoughtful balance oftheory with pragmatic suggestions for developing and integrating amediation program on campus." (Roger Witherspoon, vice president,Student Development, John Jay College of Criminal Justice) "Warters not only conveys the need for mediation on campus, but theimportance of relating mediation to existing mechanisms such asstudent judicial affairs and other grievance processes." (GeneZdziarski, developer of Student Conflict Resolution Services andassociate director of Student Life, Texas A&M University, andformer board member of the Association for Student JudicialAffairs) "Every academic administrator will find dozens of specific ideasthat will bring relief from the constant challenges of conflict.This book helps show where the conflicts come from--and howmediation and conflict resolution training can support aconflict-competent organization." (Mary Rowe, Ombudsperson,Massachusetts Institute of Technology)Table of ContentsThe Growing Need for Conflict Resolution Strategies in HigherEducation. Why Mediation Makes Sense for Academic Organizations. First Steps in Building a Program. Identifying and Training Mediators. Publicizing the Program and Creating Referral Systems. Operating and Maintaining the Program. Implementing Strategies for Evaluation and Feedback. Expanding Conflict Management Options Beyond the MediationTable. Resources, Forms, and Documents. Appendix A. Statements of Purpose for Conflict ResolutionPrograms. Appendix B. Goals and Objectives Planning Document. Appendix C. Job Descriptons for Program Personnel. Appendix D. Traineed Nomination Form. Appendix E. Volunteer Mediator Application Form. Appendix F. Mediator Performance Evaluation Sheet. Appendix G. Role Play Practice Guidelines. Appendix H. Scripts for Role Play Practice. Appendix I. Annotated List of Specialized Resources for CampusMediation Training. Appendix J. Resolution Agreement for a Rental Dispute. Appendix K. Workshop Outline for Introductory MediationTraining. Appendix L. A Mediation Referral Guide for ResidentialAssistants. Appendix M. Case Referral Follow-up Form. Appendix N. "Agreement to Mediate" Forms. Appendix O. Information Sheet for Parties Preparing forMediation. Appendix P. Procedural Summary of the Case ManagementProcess. Appendix Q. Blank Mediation Agreement Form. Appendix R. Post-Mediation Report Form. Appendix S. Standards of Practice for Campus Mediators. Appendix T. Mediation Follow-up Form.

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Book SynopsisA guide, aimed at faculty and administrators who utilize case studies to analyze, assess, and respond to the complex and difficult issues facing higher education leaders.Table of ContentsPreface vii Introduction: Teaching and Learning with Case Studies xi 1. Overview: Using Cases in Higher Education 1 2. Case Studies as Teaching Tools 13 3. Essential Elements of Effective Case Teaching 23 4. Post-Discussion Learning 49 Annotated Bibliography 55 Appendix: Kansas State University Case 61 Index 91

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Book SynopsisA Publication of the Harvard Institutes for Higher Education Teaching Notes to Casebook I: Faculty Employment Policies is thecompanion to Casebook I: Faculty Employment Policies, whichpresents six cases developed by the Project on Faculty Appointmentsat Harvard Graduate School of Education. These teaching notesprovide detailed suggestions and strategies for leading aneffective classroom or workshop discussion about each of CasebookI''s six case studies, all of which explore and analyze efforts tobring about institutional change.Table of ContentsPreface. 1. Blessed Trinity College. 2. Georgia State University. Case Update. 3. Kansas State University. 4. Olivet College. 5. University of Central Arkansas. 6. University of Minnesota. Case Update 1. Case Update 2.

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Book SynopsisWith contributions from a stellar panel of student services experts, Student Academic Services is a comprehensive resource that addresses the intricacies of today''s academy and provides a hands-on guide to the expanded and complex functions of today''s student academic services. This helpful book offers an in-depth examination of the most effective models, current practices, and trends in student services. The authors explore highly integrated student academic services practices from various campuses that reflect a holistic, interdependent approach to assessing and addressing the needs of students, and they offer a selection of effective management tools for assessment, evaluation, and continuous improvement. Student Academic Services includes a wealth of information on a wide variety of topics such as Advances in information technology to make services available A model for a comprehensive, integrated career services unit A systematic and strTable of ContentsPreface. The Authors. PART ONE: Taking a Strategic Approach to Student Development. 1. Stimulating and Supporting Student Learning (Roger B. Winston, Jr.). 2. Student Academic Services: Models, Current Practices, and Trends (Darlene Burnett, Diana Oblinger). 3. The Interrelationship of Student Academic Services (John H. Schuh). PART TWO: Profiles of Student Academic Services. 4. Enrollment Management and Conceptual Underpinnings (Jim Black). 5. The Assessment of Readiness for Student Learning in College (Gary W. Peterson, James P. Sampson, Jr., Janet G. Lenz). 6. New Student Orientation in the Twenty-First Century: Individualized, Dynamic, and Diverse (Bonita C. Jacobs). 7. Course Planning and Registration (Louise Lonabocker, J. James Wager). 8. Career Interventions: Facilitating Strategic Academic and Career Planning (Robert C. Reardon, Jill A. Lumsden). 9. Supporting Student Planning (Virginia N. Gordon, Gary L. Kramer). 10. Applying Quality Educational Principles to Academic Advising (Elizabeth G. Creamer, Don G. Creamer, Kimberly S. Brown). 11. The Essential Academic Record (W. W. (Tim) Washburn, Gene F. Priday). 12. Student Financial Services (Rita R. Owens, Bernard A. Pekala). PART THREE: New Directions for Practice. 13. Comprehensive Academic Support for Students During the First Year of College (Joseph B. Cuseo). 14. Responding to Students' Needs (Carmy Carranza, Steven C. Ender). 15. Student Diversity and Academic Services: Balancing the Needs of All Students (Vasti Torres). 16. Putting Academic Services On-Line (Sally M. Johnstone, Patricia A. Shea). 17. Promoting and Sustaining Change (Earl H. Potter III). 18. Student-Centered Academic Services (George D. Kuh, Anthony M. English, Sara E. Hinkle). 19. Developing Providers (Diane Foucar-Szocki, Rick Larson, Randy Mitchell). 20. Leading Student Academic Services in the Twenty-First Century (Gary L. Kramer). Name Index. Subject Index.

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Book SynopsisServes as a guide on how to incorporate a powerful form of scholarship into academic settings. This book presents a model of Community-Based Research (CBR) that engages community members with students and faculty in the course of their academic work.Table of ContentsFigures and Exhibits. Foreword. Preface. About the Authors. 1. Origins and Principles of Community-Based Research. 2. Why Do Community-Based Research? Benefits and Principles of Successful Partnerships. 3. Community Partnership Practices. 4. Methodological Principles of Community-Based Research. 5. Research Practices in Community-Based Research. 6. Community-Based Research as a Teaching Strategy. 7. Teaching Community-Based Research: The Challenges. 8. Organizing for Community-Based Research: Principles and Models of Campus-Based Administrative Structures. 9. Managing Community-Based Research: Practical Matters. 10. A Look to the Future. References. Index.

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Book SynopsisExamines why so many students are entering college unprepared for college level work and often unable to complete a degree.Table of ContentsAcknowledgments. 1. Bridging the Great Divide: How the K–12 and Postsecondary Split Hurts Students, and What Can Be Done About It (Michael W. Kirst, Kathy Reeves Bracco). 2. Working Toward K–16 Coherence in California (Anthony Lising Antonio, Samuel H. Bersola). 3. K–16 Turmoil in Texas (Andrea Venezia). 4. Roadblocks to Effective K–16 Reform in Illinois (Betty Merchant). 5. Oregon’s K–16 Reforms: A Blueprint for Change? (Andrea Conklin Bueschel, Andrea Venezia). 6. Georgia’s P–16 Reforms and the Promise of a Seamless System (Caroline Sotello Viernes Turner, Lisa M. Jones, James C. Hearn). 7. K–16 Reform in Maryland: The First Steps (Heinrich Mintrop, Toby H. Milton, Frank A. Schmidtlein, Ann Merck MacLellan). 8. The Missing Link: The Role of Community Colleges in the Transition Between High School and College (Andrea Conklin Bueschel). 9. What Have We Learned, and Where Do We Go Next? (Michael W. Kirst, Andrea Venezia, Anthony Lising Antonio). Appendix A: Research Design and Methodology. Appendix B: RAND Data. The Authors. Index.

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Book SynopsisAfter more than fifteen years of teaching, Rebekah Nathan, a professor of anthropology at a large state university, realized that she no longer understood the behavior and attitudes of her students. Fewer and fewer participated in class discussion...Trade ReviewProfessors often complain about their students, and Rebekah Nathan used to grumble with the best of them. During lunches with colleagues, the anthropology professor would lament the intellectual malaise she saw among her pupils: how they refused to participate in class discussions, rarely read assigned texts, and seldom came to her during office hours.... So the cultural anthropologist decided to step outside the classroom and do some fieldwork. In the fall of 2002 Ms. Nathan enrolled as a full-time undergraduate student at the large public university where she teaches.... Ms. Nathan learned that being a student in the 21st century is tougher than she had imagined. After two semesters of scrambling from class to class, juggling assignments, and cramming for examinations, she had more compassion for time-crunched students, many of whom worked part-time jobs to help pay for their education. -- 'Getting Schooled in Student Life' * The Chronicle of Higher Education *Table of Contents1. Welcome to "AnyU"2. Life in the Dorms3. Community and Diversity4. As Others See Us5. Academically Speaking...6. The Art of College Management7. Lessons from My Year as a FreshmanAfterword: Ethics and Ethnography Notes References Index

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Book SynopsisAre colleges and universities in a period of unprecedented disruption? Is a bachelor's degree still worth the investment? Are the humanities coming to an end? What, exactly, is higher education good for?In For the Common Good, Charles Dorn challenges the rhetoric of America’s so-called crisis in higher education by investigating two centuries...Trade ReviewIn teasing out the emergence of different social ethoses within higher education over time, Dorn has produced a book that offers insightful analysis on the past and important perspective to the present. * History of Education Quarterly *Charles Dorn has written an excellent historical overview of American higher education that diverges from other histories of the institution in several advantageous ways. Dorn's book is a gift to us. It is a model for combining analytical breadth and complexity and of using the particular to illuminate the general. It is now the best single-volume history of American higher education available. * Journal of American History *For the Common Good makes a strong contribution to the scholarship on American higher education through its close analysis of how the concept of civic-mindedness has continued to play out at so many different types of institutions in many different times and places. For the Common Good will make you think about both the historic and present role of higher education in the United States, and that is high praise. * New England Quarterly *Table of ContentsThe Early National Period1. "Literary Institutions Are Founded and Endowed for the Common Good" The Liberal Professions in New England2. “The Good Order and the Harmony of the Whole Community” Public Higher Learning in the South3. “To Promote More Effectually the Grand Interests of Society” Catholic Higher Education in the Mid-Atlantic The Antebellum and Civil War Eras4. “To Spread Throughout the Land, an Army of Practical Men” Agriculture and Mechanics in the Midwest5. “The Instruction Necessary to the Practical Duties of the Profession” Teacher Education in the West Reconstruction through the Second World War6. “To Qualify Its Students for Personal Success” The Rise of the University in the West7. “This Is to Be Our Profession—To Serve the World” Women's Higher Education in New England8. “The Burden of His Ambition Is to Achieve a Distinguished Career” African American Higher Education in the Mid-Atlantic The Cold War through the Twenty-First Century9. “A Wedding Ceremony between Industry and the University” The Urban University in the Southeast10. “To Meet the Training and Retraining Needs of Established Business” Community Colleges in the Northeast and SouthwestEpilogue

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Book SynopsisWhile 9/11 and its aftermath created a traumatic turning point for most of the writers in this book, it is telling that none of their essays begin with that moment. These young people were living, probing, and shifting their Muslim identities long before 9/11.... I''ve heard it said that the second generation never asks the first about its story, but nearly all the essays in this book include long, intimate portrayals of Muslim family life, often going back generations. These young Muslims are constantly negotiating the differences between families for whom faith and culture were matters of honor and North America''s youth culture, with its emphasis on questioning, exploring, and inventing one's own destiny.from the Introduction by Eboo PatelIn Growing Up Muslim, Andrew Garrod and Robert Kilkenny present fourteen personal essays by college students of the Muslim faith who are themselves immigrants or are the children of immigrants to the United States. In their essays, the stTrade Review"Growing Up Muslim is a candid portrayal that goes beyond abstract cliches of the 'good' educated and secular Muslims versus the undereducated, `bad’ religious believers. The stories offer insight into the challenges Muslims face as well as the comfort they derive from their religion. Muslims and non-Muslims alike will benefit greatly from this work." -- Geneive Abdo, author of Mecca and Main Street"I thoroughly enjoyed reading Growing Up Muslim. The essays are well written, deeply reflective, and complementary to each other. Their consistency of quality, subject matter, and flow allows the reader to easily observe the salient variations across each person, resulting in a highly humanistic collection of portraits of young adult Muslims living, some only for a time, in North America." -- Louise Cainkar, Marquette University, author of Homeland Insecurity: The Arab American and Muslim American Experience after 9/11"In this beautifully edited collection, veteran scholars of youth autobiography Andrew Garrod and Robert Kilkenny empower young American Muslims to narrate their own lives in the midst of the cacophonous discourse surrounding Islam in America today. They introduce readers to the diverse experiences and religious understandings of immigrant Muslims and invite us to look at American multiculturalism anew through their struggles, hopes, and accomplishments." -- Kambiz GhaneaBassiri, Reed College, author of A History of Islam in AmericaTable of ContentsIntroduction Eboo Patel PART I. STRUGGLES WITH DIVERSITY 1. Far from Getting Lost Zahra Ahmed 2. A World More Complex Than I Thought Ala' Alrababa’h 3. My Expanding World Asyah Saif 4. The Novice’s Story Abdul Moustafa PART II. STRUGGLES WITH ISLAMOPHOBIA 5. A Muslim Citizen of the Democratic West Aly Rahim 6. Living Like a Kite Shakir Quraishi PART III. STRUGGLES WITH SEXUALITY AND RELATIONSHIPS 7. The Burden Abdel Jamali 8. My Permanent Home Sabeen Hassanali PART IV. STRUGGLES WITH PIETY 9. On the Outside Arif Khan 10. Being Muslim at Dartmouth Adam W. 11. Shadowlands Sarah Chaudhry 12. The Headscarf Sara L. PART V. STRUGGLES WITH FAMILY 13. A Child of Experience Tafaoul Abdelmagid 14. A Debt to Those Who Know Us Nasir Nasser About the Editors and Author of the Introduction

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Book SynopsisHoward Gillette Jr. draws on more than one hundred interviews with representative members of the Yale class of ’64 to examine how they were challenged by the issues that would define the 1960s.Trade Review"Class Divide is an elegantly crafted account of the effect sixties-era cultural and political rebellion had on a very select group of Americans: the Yale class of 1964. Howard Gillette Jr.'s ability to put the lives of his classmates into sharply drawn historical contexts is quite remarkable. Gillette's subjects went on to do spectacular things and many became nationally known figures, which makes this tale particularly significant as a work of both historical scholarship and cultural criticism." -- David Farber, Temple University, author of Everybody Ought to Be Rich: The Life and Times of John J. Raskob, Capitalist"Class Divide says a lot about America before and after the watershed of the 1960s. Howard Gillette Jr. has transformed the personal stories of Yale's class of '64 into a political and cultural narrative about American society in transition. This insider's collective biography illuminates in a compelling way a key juncture in U.S. history." -- Joseph Soares, Wake Forest University, author of The Power of Privilege: Yale and America’s Elite Colleges"Drawing on the stories and reflections of his classmates in the Yale class of '64, Howard Gillette Jr. weaves a compelling portrait of these privileged and idealistic young men as they confronted a world in the midst of upheaval. Gillette's keen historical insights illuminate the complexities of the 1960s and show how the deep divisions of those years continue to shape our nation today." -- Elaine Tyler May, author of America and the Pill: A History of Promise, Peril, and Liberation"In this engaging and insightful portrait of the Yale class of '64, Howard Gillette Jr. adds to our growing awareness of just how revolutionary the sixties were." -- Andrew Hartman, author of A War for the Soul of America: A History of the Culture WarsTable of ContentsIntroduction: What a Hinge Generation Can Tell Us1. Bright College Years, 1960–19642. Into the "Long Sixties," 1964–19743. Civil Rights4. War and Peace5. The Greening of '646. God and Man7. Sex and Marriage8. Culture Wars and the UniversityConclusion: After a Long Journey, a Lasting DivideNotes Acknowledgments Index

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Book SynopsisAbout half of the undergraduate and roughly 40 percent of graduate degree recipients in science and engineering are women. As increasing numbers of these women pursue research careers in science, many who choose to have children discover the unique difficulties of balancing a professional life in these highly competitive (and often male-dominated) fields with the demands of motherhood. Although this issue directly affects the career advancement of women scientists, it is rarely discussed as a professional concern, leaving individuals to face the dilemma on their own. To address this obvious but unacknowledged crisisthe elephant in the laboratory, according to one scientistEmily Monosson, an independent toxicologist, has brought together 34 women scientists from overlapping generations and several fields of researchincluding physics, chemistry, geography, paleontology, and ecology, among othersto share their experiences. From women who began their careers in the 1970s andTrade ReviewEmily Monosson has edited a very interesting book. She has collected essays written by 34 female scientists on how they managed to combine being a scientist with being a mother. It is regrettable that the subject of this book has continued to be relevant despite many decades of struggle by scientists to find a balance between work and family. The problem remains unsolved. -- Alice L. Givan * Industrial and Labor Relations Review *In these heartrending essays, women who are well-trained and well-situated in science detail the compromises they have made in order to raise children and be scientists.... The women who succeed—and there are many in this volume—are those whose partners take an equal share of the responsibility for raising a family and making the household function. * American Scientist *Women trying to squeeze a career and family duties into one 24-hour day will gain much affirmation from this collection of essays. The writers, who all balance science careers and motherhood, provide a fascinating insight into a world too often kept hidden. For those without children it should come with a health warning: the juggling and compromises these women have learned to live with may add up to a sobering reality check for those who still think they can have it all. For some it may prove a powerful contraceptive. * New Scientist *Table of ContentsIntroductionSection I. 1970sBalancing Family and Career Demands with 20/20 Hindsight by Aviva BrecherExtreme Motherhood: You Can't Get There from Here by Joan S. BaizerCareers versus Child Care in Academia by Deborah RossIdentities: Looking Back over Forty Years as a Social Scientist, Woman, and Mother by Marilyn Wilkey MerrittCosts and Rewards of Success in Academia, or Bouncing into the Rubber Ceiling by Marla S. McIntoshOne Set of Choices as a Mom and Scientist by Suzanne EpsteinSection II. 1980sThree Sides of the Balance by Anne DouglassThe Accidental Astronomer by Stefi BaumAt Home with Toxicology: A Career Evolves by Emily MonossonGeological Consulting and Kids: An Unpredictable Balancing Act? by Debra HannemanCareer Scientists and the Shared Academic Position by Carol B. de WetSection III. 1990sLess Pay, a Little Less Work by Heidi NewbergReflections of a Female Scientist with Outside Interests by Christine SeroogyPart-Time at a National Laboratory: A Split Life by Rebecca A. EfroymsonThe Eternal Quest for Balance: A Career in Five Acts, No Intermission by Theresa M. WizemannReflections on Motherhood and Science by Teresa Capone CookThe Benefits of Four-Dumbbell Support by Catherine O'RiordanExtraordinary Commitments of Time and Energy by Deborah HarrisFinding My Way Back to the Bench: An Unexpectedly Satisfying Destination by A. Pia AbolaMothering Primates by Devin ReeseFinding the Right Balance, Personal and Professional, as a Mother in Science by Gayle Barbin ZydlewskiWhat? I Don't Need a PhD to Potty-Train My Children? by Nanette J. PazdernikVariety, Challenge, and Flexibility: The Benefits of Straying from the Narrow Path by Marguerite ToscanoThe Balancing Act by Kim M. FowlerJuggling through Life’s Transitions by Cal Baier-AndersonHaving It All, Just Not All at the Same Time by Andrea L. KalfoglouSection IV. 2000sExploring Less-Traveled Paths by Deborah DuffyStanding Up by Gina D. Wesley-HuntBecause of Our Mom, a True Rocket Scientist by Elizabeth Douglass and Katherine DouglassOn Being What You Love by Rachel ObbardParsimony Is What We Are Taught, Not What We Live by Sofia Katerina Refetoff ZahedRole Models: Out with the Old and In with the New by Marie RemikerPursuing Science and Motherhood by Kimberly D’AnnaConclusion Contributors

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Book SynopsisA provision of the Morrill Land Grant Act of 1862 allowed Cornell University to acquire 500,000 acres of valuable timberland in northern Wisconsin. Although most land grant universities immediately sold the federal tracts that had been allocated to them, Cornell held the land to allow it to appreciate. While the university was guarding its rights as a trustee of this estate, dealing with the supervisors and tax collectors of several counties, and negotiating with lumbermen, it did not escape criticism for its role as an absentee landlord. As Paul Wallace Gates details in The Wisconsin Pine Lands of Cornell University, the university's perseverance paid offthe eventual sale of surface rights to the land yielded a five-million-dollar endowment and is regarded as one of the most successful episodes of land speculation in U.S. history.Trade ReviewThe Wisconsin Pine Lands of Cornell University—with its careful and imaginative scholarship—is particularly valuable because it offers insights into broader themes at the grassroots of political and economic life. Gates made perceptive use of manuscripts and local newspapers. * Economic History Review *An excellent monograph... thorough... a valuable type-study of the timber frontier in the Great Lakes region during the generation following the Civil War. * Mississippi Valley Historical Review *As land and agricultural historians know, this is the account of the manner by which the land scrip assigned to New York under the Morrill Act was located by Ezra Cornell on the pine lands of the public domain in Wisconsin. By careful management and negotiations on the part of the university there was produced a substantial endowment for Cornell. It also produced the type of situation that was bound to occur when one state owned a half million acres within the boundaries of another that were also valuable properties to which local interests, private and public, aspired. * Agricultural History *Clearly written. It will be of permanent value for the history of the public lands, the land-grant college, and the lumber industry. * American Historical Review *Makes a valuable contribution to Wisconsin history, to the history of our public domain, and to land economics. * Wisconsin Magazine of History *Table of ContentsPreface Preface to the Second Edition1. Land Policy and the Agricultural-College Act 2. The States Dispose of Their Land Scrip 3. Ezra Cornell Founds a University 4. Hazards of Land Speculation in Wisconsin 5. Cornell Acquires Wisconsin Pine Lands 6. The Pine-Land Ring 7. The Chippewa Lumber Industry 8. Tax Warfare 9. Cornell against the Railroad Lobby 10. Sales of Pine Land ConclusionBibliography Index

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Book SynopsisTrade ReviewA chilling, instructive, literate, compelling discussion of the staggering problems facing U.S. higher education and the management strategies required to cope with them. Washington Post George Keller's best seller allows us to understand how techniques of strategic management can help deal with future uncertainties and shows how a number of campuses have faced hard times creatively. Higher Education In a poll of 117 college presidents across the nation who were asked what books helped them with their jobs... the book most frequently cited was Academic Strategy. New York Times

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Book Synopsis'Trade ReviewA much needed, comprehensive survey of pre-university schooling in Renaissance Italy. Historian Grendler is to be congratulated for bridging the chasm between social and intellectual history. This book does both expertly. Renaissance Quarterly

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Book SynopsisBased on interviews with administrative teams on 15 campuses, this book examines teamwork, considering how and why people on leadership teams think and act as they do, how they learn and communicate, and how they bring their hopes and values into play in the conduct of administrative work.Trade ReviewAny president, team leader, or team builder can glean a sizable amount of wisdom from Redesigning Collegiate Leadership... The authors provide experiential knowledge on how to build and evaluate a 'real,' complex team. -- Toni Murdock Alliance Reading this work becomes a personal as well as intellectual journey of reflecting on who we are and what we might wish to become as collaborative leaders and team builders. An important journey for any administrator in American higher education today. NASPA JournalTable of ContentsAcknowledgementsIntroductionChapter 1. Leadership by Teams: The Need, the Promise, and the RealityChapter 2. A Different Way to Think about Leadership Teams: Teams as CulturesChapter 3. What Teams Can Do: How Leaders Use-and Neglect to USe-Their TeamsChapter 4. Making Teams Work: The Art of Thinking TogetherChapter 5. Searching for a Good TeamChapter 6. The Relational and Interpretive Work of Team BuildingChapter 7. Reconstructing Collegiate Leadership as a Collective PracticeChapter 8. toward the Creation of Teams Tha Lead, Act, and Think TogetherAppendix A: Sample Interview ProtocolAppendix B: Cognitive and Functional Complexity of Sample TeamsReferencesIndex

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Book SynopsisDrawing examples and making recommendations based on their own experience as academic administrators and faculty members, distinguished scholars address the drastically changed climate in which research universities and other institutions of higher education now function.Trade ReviewThe book's key themes are managerial problems, internal politics, student-related issues and the perennial question of funding and resources. -- Tony Becher London Times This volume contains 19 papers on the current status of the research university particularly in light of diminished federal research support and of the opportunities and perils of the larger, international, educational stage. Resources in EducationTable of ContentsContributors: Harvey Brooks, Jonathan R. Cole, Stephen R. Graubard, Adrienne Jamieson, Donald Kennedy, Nannerl O. Keohane, Seymour Martin Lipset, Walter E. Massey, Steven Muller, Rodney W. Nichols, Nelson W. Polsby, Kenneth Prewitt, Frank H.T. Rhodes, William C. Richardson, Robert M. Rosenzweig, John R. Searle, Eugene B. Skolnikoff, Neil J. Smelser, Stephen M. Stigler, Francis X. Sutton

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Book SynopsisAs a result, their fine education and superb reputations as scholars and critics may in some cased actually subvert their ability to understand knowledge as a social construct, learinng as an adult social process, and teaching as a role of leadership among adults.Trade ReviewCollaborative Learning is an important book. One of my longstanding complaints has been that most of the theories so widely quoted by scholars today have not been examined in light of their pedagogical implications. Bruffee has done that; we all need to do that. -- Pat Belanoff Journal of Higher Education

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Book SynopsisThe authors conclude with important recommendations for improving academic support, exploring various financial options, providing early encouragement-in other words, for recognizing the factors that influence students' decisions, and knowing when to pay attention to them.Table of ContentsList of FiguresAcknowledgementsIntroductionPart I: The Predisposition Toward Going to CollegeChapter 1. Emerging College AspirationsChapter 2. Influences on College AspirationsPart II: Searching for College OpportunitiesChapter 3. Looking AheadChapter 4. Factors in the Search ProcessPart III: Making ChoicesChapter 5. Following Plans, Changing PlansChapter 6. The Complexities of the Senior YearPart IV: Dreams Realized, Unrealized, or DeferredChapter 7. The Realization of PlansChapter 8. What Happened to Our Students?ConclusionAppendixReferencesIndex

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Book SynopsisGoodpaster.Trade ReviewThroughout history every great nation has kept in its treasure-chest an academy for advanced learning and military training. Steven Ambrose's history leaves the reader with a greater understanding of the relationship between our treasure, West Point, and the society it supports. Parameters There have been many other histories of West Point, but this is the best... From this excellent book every American will find interest and take pride in this truly national institution that has played so great a part in the building of the country. Historical Time The title of this first-rate account of the United States Military Academy is drawn from the Academy's motto... [Ambrose] follows the long gray line through history, skillfully re-creating the administrations of West Point's outstanding superintendents (Sylvanus Thayer and Douglas MacArthur), telling some amusing anecdotes about cadets 'who simply refused to conform to the West Point mold' (James McNeill Whistler and Edgar Allan Poe). New York Times Book Review The conception of West Point, as Ambrose makes clear in his short history of the Military Academy, was immaculately Jeffersonian. It was a school to train engineers-that most liberal, nonaristocratic, and socially useful branch of the military service-not in order to create a corps d'elite but to provide the reservoir of military expertise which was needed if the militia ideal were to become a practical reality... Ambrose has told this story clearly and well; he is at his best in tying it to the larger context of American politics, social attitudes, and higher education. Journal of American History A welcome addition to the growing literature on military education. Ambrose covers the whole history of West Point, from the first feeble beginnings under President Jefferson down to the present. He has carefully examined both the published and unpublished sources and has rounded out the basic data with numerous interviews. Journal of Higher EducationTable of ContentsForewordIntroductionChapter 1. The BeginningChapter 2. The FoundlingChapter 3. Alden PartridgeChapter 4. Sylvanus ThayerChapter 5. Thayer's Curriculum and FacultyChapter 6. The Jacksonians and the AcademyChapter 7. The Golden Age, 1840–1860Chapter 8. Cadet LifeChapter 9. Civil WarChapter 10. StagnationChapter 11. Hazing and the Negro CadetsChapter 12. From Cuba To FranceChapter 13. Douglas MacArthur Chapter 14. Implementing The MacArthur Reforms Chapter 15. FootballChapter 16. The Modern AcademyAfterwordBibliographyIndexIllustrations

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Book SynopsisNamed one of the Ten Best Books about New York City by the New York TimesTrade ReviewEases quietly into a ferociously angry subject... Diane Ravitch affirms her faith in the American dream despite a detailed narrative which suggests, if anything, that education in New York has fairly consistently failed those who needed it most... Meticulously detailed and strains for fairness and impartiality. -- George Levine New York Times This volume fills an enormous gap in the city's educational history... Scholars are not likely to demolish her principal theme-that the city's educational history reflects its demographic, political, and social history. -- Frederick Shaw Annals of the American Academy of Political and Social Science Ravitch asks us to recognize that the public schools cannot solve all the problems of society, and asks us to reconsider catchwords of the moment by reminding us that they echo the slogans of past failures. An excellent work. New Yorker A detailed, absorbing history of the New York City public schools within the context of politics. Choice Ravitch's writing is clear, crisp, unadorned, and forceful. The cast of characters and their achievements are neatly and economically sketched, and the pages enlivened with provocative asides... The public will find The Great School Wars a relevant and informative overview of a critical period, while scholars will be encouraged to look anew at New York's educational history. -- Sol Cohen Teachers College Record One of the most absorbing, penetrating, and important works of American history to appear in recent years. The Great School Wars, for scope, richness of detail, and intellectual coherence, is an unusual book. -- Jack Chatfield National Review

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Book SynopsisSamels, Peter Stace, Jon Strolle.Trade ReviewA very good book, perhaps the best of... similar books of the past decade... First Among Equals is excellent at exposing a persistent and growing dilemma for chief academic officers. These officers are usually selected-after careful scrutiny and many interviews-because of their record of scholarship, good teaching, and devotion to the life of the mind. Once in office, however, they quickly find they must submerge their delight in intellectual matters to deal with a mountain of paperwork and e-mail messages, campus controversies, personnel fights, investments in technology, multicultural issues, and financial overruns... The book is therefore quite right in advocating that academic leaders should muster their courage and make 'choices that demonstrate educational leadership and managerial vision.'... Valuable because of its emphasis on the emerging and enlarging role of the academic vice president. -- Frank Borkowski Planning for Higher Education Addresses changes in the role of the chief academic officer and today's best practices in faculty leadership, strategic planning, curriculum development, technology use in the classroom, and governance... A practical resource for deans, presidents, trustees, and chief academic officers. Council for Independent Colleges NewsletterTable of ContentsContents: Preface I THE ACADEMIC MISSION 1 First among Equals: The Current Roles of the Chief Academic Officer James Martin James E. Samels 2 Faculty Relations and Professional Development: Best Practices for the Chief Academic Officer Roy A. Austensen 3 Leveraging Resources to Enhance Quality: Curriculum Development and Educational Technologies James R. Coffman 4 Academic Governance: The Art of HerdingCats Mark G. Edelstein II THE LEADERSHIP TEAM 5 Shaping the Leadership Team: The President, Governing Board, and Chief Academic Officer Alice Bourke Hayes 6 Creating Common Ground: Student Development, Academic Affairs, and Institutional Diversity Paula Hooper Mayhew 7 Enrollment Management Michael A. Baer Peter A. Stace 8 Financial Management and Budget Planning: A Primer for Chief Academic Officers Michael C. Gallagher III THE EXTENDED COMMUNITY 9 Managing a Cross-Cultural Experience: Grants and Contracts Jon M. Strolle, Ruth Larimer 10 External Relations and Institutional Advancement: Building Bridges, Seeking Friends Georgia E. Lesh-Laurie 11 College Legal Counsel and the Chief Academic Officer: Changing Times, Changing Law, and Changing Challenges James E. Samels, James Martin 12 Conclusion: The Disappearing Chief Academic Officer James Martin, James E. Samels Notes Bibliography Contributors Index

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Book SynopsisZekan.Trade ReviewThis book is the first study of mergers of growth, rather than bankruptcy-related purposes, in American and British higher education. Massachusetts Association for Women in Education A must-buy... for trustees, CEO's, CAO's and state system staff exploring how to merge two institutions of higher education. Choice Practical and theoretical advice on the academic, financial, administrative, legal, personnel, and student aspects of college mergers... An action plan for those involved in planning and implementing such mergers. Resources in EducationTable of ContentsContents: Foreword, by Franklin Patterson Preface I LEADERSHIPStrategic Initiatives and Governance Structures 1Achieving Academic Excellence through Strategic Mergers: A New Approach James Martin and James E. Samels 2 Higher Education Mergers, Consolidations, Consortia, and Affiliations: A Typology of Models and Basic Legal Structures James E. Samels 3 The Role of Trustees and Governing Boards in College and University Mergers John F. Welsh 4 Presidential Leadership and the Mutual-Growth Concept Bryan E. Carlson 5 An Academic Action Plan for Faculty Involvement, Curriculum Revision, and Professional Development James Martin II OPERATIONS Financial Planning and External Considerations 6 Strategic Planning for Growth Mergers Andre Mayer 7 The Implications of a Public Institutional Merger Donald L. Zekan 8 The Business Aspects of College and University Mergers: A Plan for Merger Financing and Resource Sharing James E. Samels and Donald L. Zekan 9 Merger Licensure and Accreditation James E. Samels III CONSTITUENTS Campus Relations and Quality Service 10 Merging Diverse Student Cultures Sheila Murphy 11 Consolidating Library Collections and Learning-Resource Technologies Patricia Sacks 12 Mergers, Institutional Advancement, and Alumni Relationships Victor F. Scalise, Jr. 13 An International Perspective: Recent Growth Mergers in British Higher Education Paul Temple and Celia Whitchurch 14 Conclusion: The Mutual-Growth Process - Myths and Realities James Martin and James E. Samels Appendix: Principal College and University Mergers Notes Bibliography Contributors Index

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Book SynopsisLike other great moments in human experience, it has given rise to a flowering of art, literature, and science, and to the challenging of previously accepted authorities of text and tradition.Trade ReviewBoxer is well-qualified to write this first comprehensive intellectual history of women's studies. A complex and thoughtful volume accompanied by an enticing bibliography; both should be required reading for graduate students and faculty in many fields. -- Lynn D. Gordon History of Education Quarterly Boxer offers an enlightening examination of the political, social, intellectual, and cultural debates that initiated and informed the institutionalization of women's studies scholarship and programs in American higher education. -- Mary Ann Dzuback Journal of American History This book is enormously valuable as a history of the first twenty-five years of women's studies within the larger context of higher education in the United States. The research is strong, the analysis clear and forceful. -- Mari Jo Buhle American Historical Review Marilyn Boxer brings her vast experience as a founding feminist scholar, women's studies chair, and university provost to her definitive rendering of the history of women's studies within the larger context of late-twentieth-century U.S. higher education. -- Patrice McDermott Signs 2003Table of ContentsContents: Foreword by Catharine R. Stimpson Preface Acknowledgments Introduction Speaking of Women's Studies one Feminist Advocacy, Scholarly Inquiry, and the Experience of Women two Constituting a New Field of Knowledge three Challenging the Traditional Curriculum four Changing the Classroom five Embracing Diversity six The Quest for Theory seven "Knowledge for What?" eight Critics Inside and Outside the Academy nine The "Feminist Enlightenment" and the University Notes Bibliography Index

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Book SynopsisThe authors use what they have learned as a springboard for speculating on the future of faculty work.Trade ReviewThis book draws together empirical evidence on college and university faculty at work; develops and tests a theoretical framework of faculty motivation to engage in different teaching, research, and service activities; and suggests how administrative practices can be improved so that faculty work lives are enriched and institutions become more productive organizations. Resources in Education The insight into how faculty and administrators view faculty work makes a major contribution to an understanding of both groups and will help each other more fully understand what the other does. The authors describe in fascinating detail how individual and institutional factors interact to foster different types of environment. Choice

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Book SynopsisCarefully weighing various models and strategies, Competing Conceptions of Academic Governance provides new ways of understanding and addressing the changes that are transforming higher education.Trade ReviewThe broad perspectives on university governance put forward in this book, relevant to all who are 'negotiating the perfect storm,' make it worthwhile reading. -- Harry deBoer Review of Higher Education This book arrives at an important moment in the evolution of university governance... The research and scholarship in this volume provide a detailed depiction of the challenges faced by governing boards and postsecondary leaders. -- Brian Pusser Journal of Higher EducationTable of ContentsPreface: Why Governance? Why Now?Introduction: A Perfect Storm: Turbulence in Higher EducationChapter 1. Going Global: Governance Implications of Cross-Border Traffic in Higher EducationChapter 2. The Paradox of Scope: A Challenge to the Governance of Higher EducationChapter 3. Faculty Involvement in System-wide GovernanceChapter 4. The Ambiguous Future of Public Higher Education SystemsChapter 5. Governing the Twenty-first-Century University: A View from the BridgeChapter 6. A Growing Quaintness: Traditional Governance in the Markedly New Realm of U.S. Higher EducationChapter 7. University Governance and Academic FreedomChapter 8. Improving Academic Governance: Utilizing a Cultural Framework to Improve Organizational PerformanceList of Contributors Index

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Book SynopsisEach case study includes a discussion of the nature and influence of both indigenous and European educational traditions; a detailed analysis of development patterns; and a close examination of such contemporary issues as population growth and access, cost, the role of private higher education, the research system, autonomy, and accountability.Trade Review"The quality and currency of this volume ensures it an important niche in the contemporary literature on comparative higher education." - William Cummings, George Washington University"

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Book SynopsisEngaging and accessible, Life on the Tenure Track will delight and enlighten faculty, graduate students, and administrators alike.Trade ReviewLang is a wonderfully engaging writer... he's obviously deeply committed to the craft of teaching and the craft of writing. -- Dr. Erica Dreifus Adjunct Advocate 2005 Faculty at all levels will recognize their own experiences somewhere in this short, perceptive, and ultimately entertaining account of academic life. -- Rebecca Manley Academic Matters 2006 Lang demonstrates that there are many largely universal survival struggles and self-doubts which are shared in common by most of us embarking on a new career in the academy. -- Alan E. Bayer Journal of Higher Education 2006 Offers a lively report on how it looks and feels to shoot the academic rapids today. -- Mary Taylor Huber Change 2007 I would not be surprised if [ Life on the Tenure Track] became one of the texts distributed by teaching and learning centers to new assistant professors at orientation workshops. It would serve them well. -- Patricia Donahue College English 2007 An interesting and accessible narrative. -- Mark Hulsether Teaching Theology and Religion 2007Table of ContentsPrefaceAcknowledgmentsPrologue: Before (and After) the BeginningAugust: BeginningSeptember: TeachingOctober: WritingNovember: ServingDecember: GradingJanuary (and a Bit of February): HiringFebruary: LivingMarch: RelatingApril: Figuring It Out, Parts One & TwoMay: HousecleaningJune: Settling In (Or Just Settling?)July: AffirmingEpilogue: August Redux, Beginning AgainResources for First-Year Faculty: A Brief Annotated Selection

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Book SynopsisZimpher, University of Wisconsin, Milwaukee.Trade ReviewA comprehensive and exhaustive treatment of the transition process and period, well supplemented by insights into more established presidencies. -- Kevin Drumm Community College Week 2005 Essays detailing the finer points of presidential change, from the role of the board to the use of an executive search firm to the changing role of the presidential spouse. -- Jennifer Patterson Lorenzetti University Business 2004 No one to my knowledge has brought the thinking on presidential transitions together in a scholarly work that equals this volume... This insiders' view is enlightening, useful, and well worth the time and energy required to digest the many observations and suggestions. -- George B. Vaughan Journal of Higher Education 2006Table of ContentsForewordPrefacePart I: ContextChapter 1. A New Model of Transition ManagementChapter 2. Presidents Who Leave, Presidents Who Stay: A Conversation with Vartan GregorianChapter 3. Pressures on Presidents and Why They Should LeaveChapter 4. Passing the Baton: Leadership Transitions and the Tenure of PresidentsPart II: ActionChapter 5. The Role of the Board in Presidential TransitionChapter 6. A Proactive Model for Presidential TransitionChapter 7. When Presidents Leave Suddenly: From Crisis to ContinuityChapter 8. Presidential Turnover and the Institutional Community: Restarting and Moving ForwardPart III: Key IssuesChapter 9. When Colleges Should, and Should Not, Use Executive Search FirmsChapter 10. The Interim President: An Effective Transitional LeaderChapter 11. Leaks Kill: Communication and Presidential TransitionChapter 12. Weathering the Storm: Institutional Advancement during a Presidential TransitionChapter 13. Shaky Ground in Troubled Times: The Legal Framework of Presidential TransitionsChapter 14. Partners in Transition: The President's Spouse as Overlooked Power BaseChapter 15. Knowing the End of the Beginning: A Conceptual Approach to Presidential TransitionNotesBibliographyList of ContributorsIndex

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Book SynopsisThe authors suggest that, rather than continuing their standoff, the two sectors could mutually benefit from examining each other's culture, practices, and outcomes.Trade ReviewThis book seeks to shed light on a rapidly changing industry. Future Survey 2008 A welcome addition to the often polemical writing about for-profits that has become particularly heated... New Players, Different Game should be added to the library of all interested in current trends in high education. Administrators and faculty members will especially benefit from the clear, balanced presentation of a wealth of information about for-profits. -- Gary A. Berg Journal of Higher Education 2009Table of ContentsAcknowledgmentsIntroduction: For-Profit Postsecondary Education: Lumpers or Splitters?1. The Innovators: New Services, New Sector2. New Forces in an Old Industry3. Growth of the For-Profits4. Finance and Governance5. Faculty Roles6. Defining Success at the For-Profits: Students, Programs, and Employers7. Students and Other Priorities8. Clashes of Cultures, Sectors, and PurposesConclusion: Growth, Demand, and Purpose in Postsecondary EducationReferencesIndex

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Book SynopsisOld Main is an essential book for anyone who shares Schuman's conviction that small colleges occupy a central place in American higher education.Trade ReviewThis is not a conventional study of small colleges... In the tradition of a true liberal arts scholar, he invites thoughtful dialogue, challenges academic tradition, and persuades readers to explore alternatives. Hancock Record 2005 Interesting reading. The extensive information Schuman provides gives us a picture of contemporary American small colleges. -- Peter A. Lamal Journal of Higher Education 2006 Researchers, faculty, and administrators interested in small colleges will find suggestions for further research and discussion about the many challenges that small colleges face today. -- Lois Calian Trautvetter Review of Higher Education 2006 An important book for small-college people... Paints a rich picture of the exceptional things small colleges can do. -- Charles Blaich Academe 2006 Schuman is an ardent proponent of small colleges, and his devotion and passion are apparent in every chapter of this work. The work is also brilliantly written and thoroughly convincing. After reading this work, the reader will possess a new found appreciation for these institutions of higher education and an understanding of their vital role. -- Matthew Church Education Review 2006Table of Contents1. Introduction: A Lawyer from Plummer2. Go West, Young Man: Graduation at Centenary College, 19003. Colleges of Character: Old Main . . . in Maine4. People at Small Colleges: Basketball, Rock and Roll, and a Quaker College5. Colleges of Community: Less than Positive6. The Integrated Campus: Yav7. Blurring the Boundaries: A Conversation8. Small College Futures: OlyaEpilogue: Small Is Different: A Guide for the PerplexedAppendix A: Interview QuestionsAppendix B: Twelve CollegesNotesInterview

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Book SynopsisCarefully weighing various models and strategies, Competing Conceptions of Academic Governance provides new ways of understanding and addressing the changes that are transforming higher education.Trade ReviewThe broad perspectives on university governance put forward in this book, relevant to all who are 'negotiating the perfect storm,' make it worthwhile reading. -- Harry deBoer Review of Higher Education This book arrives at an important moment in the evolution of university governance... The research and scholarship in this volume provide a detailed depiction of the challenges faced by governing boards and postsecondary leaders. -- Brian Pusser Journal of Higher EducationTable of ContentsPreface: Why Governance? Why Now?Introduction: A Perfect Storm: Turbulence in Higher EducationChapter 1. Going Global: Governance Implications of Cross-Border Traffic in Higher EducationChapter 2. The Paradox of Scope: A Challenge to the Governance of Higher EducationChapter 3. Faculty Involvement in System-wide GovernanceChapter 4. The Ambiguous Future of Public Higher Education SystemsChapter 5. Governing the Twenty-first-Century University: A View from the BridgeChapter 6. A Growing Quaintness: Traditional Governance in the Markedly New Realm of U.S. Higher EducationChapter 7. University Governance and Academic FreedomChapter 8. Improving Academic Governance: Utilizing a Cultural Framework to Improve Organizational PerformanceList of Contributors Index

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Book SynopsisThose seriously interested in the emergence of mass higher education, and the debates surrounding it, will appreciate finding many of Trow's groundbreaking works-including three articles never before published-in a single volume.Trade ReviewHighly instructive. -- Darko Strajn International Review of EducationTable of ContentsIntroductionPart I: Emergence of an Enduring ThemeChapter 1. The Second Transformation of American Secondary EducationChapter 2. Problems in the Transition from Elite to Mass Higher EducationChapter 3. Elite Higher Education: An Endangered Species?Part II: Causes and Consequences of America's AdvantageChapter 4. Federalism in American Higher EducationChapter 5. Class, Race, and Higher Education in AmericaPart III: Britain as a Contrasting CaseChapter 6. Academic Standards and Mass Higher EducationChapter 7. Managerialism and the Academic Profession: The Case of EnglandPart IV: The Private Lives of American UniversitiesChapter 8. The Campus as a Context for Learning: Notes on Education and ArchitectureChapter 9. The American Academic Department as a Context for LearningChapter 10. Guests without Hosts: Notes on the Institute for Advanced StudyChapter 11. New Directions for the Center for Studies in Higher Education: The 1977–78 Annual ReportPart V: Governance and Reform of the American UniversityChapter 12. Leadership and Organization: The Case of Biology at BerkeleyChapter 13. Comparative Reflections on Leadership in Higher EducationChapter 14. Governance in the University of California: The Transformation of Politics into AdministrationChapter 15. California after Racial PreferencesPart VI: The Completion of the TransformationChapter 16. From Mass Higher Education to Universal Access: The American AdvantageChapter 17. Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since World War IIContributorsAbout the Author Index

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Book SynopsisAnecdotes and interviews with other government relations officers illustrate the challenges they face on and off campus.Table of ContentsPrefaceAcknowledgmentsIntroduction: The Rise of Government Relations OfficesYou Can Run, but You Can't Hide: University Presidents2. You, You Can Hide: University Faculty3. Enmesh: Local Governments4. Ensare: State Governments5. Enslave: The Federal Government6. No Such Thing as a Free Lunch: Lobbyist Today7. Free Lunches: The Higher Education Associations8. Community Colleges, Private Universities, and Signs of the Apocalypse9. Economic Development: The Crux of Politics10. Interviews with Higher Education GovernmentRelations Professionals11. Have a Nice Life: The Government Relations Officer's CareerBibliographyIndex

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

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

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