Higher education, tertiary education Books
Stanford University Press Questions and Admissions Reflections on 100 000
Book SynopsisThe former Dean of Undergraduate Admissions at Stanford University provides an inside glimpse into the process of choosing a freshman class. Topics include affirmative action policies, standardized tests, alumni parents, donors, recruiting for varsity sports, and more.Trade Review"Written as an act of personal catharsis, Fetter's reflections on her seven years as Stanford's dean of undergraduate admissions is as engrossing as it is informative. . . . The book warrants an audience far wider than admissions professionals and higher education specialists. It has much to say to anyone concerned with equity and excellence in our universities." -- ChoiceTable of Contents1. Admissions from the university's founding. 2. Decisions: selecting the freshman class. 3. Can selectivity be justified? 4. Special talents, special considerations. 5. Affirmative action. 6. The role of varsity athletics. 7. Ethical dilemmas. 8. The changing scene.
£77.35
Stanford University Press The Decline of Privilege
Book SynopsisThis book studies Oxford University''s transformationand the political hazards for academics that ensuedwhen, after World War II, it changed from a private liberal-arts club with aristocratic pretensions into a state university heavily committed to the natural sciences, and with a middle-class constituency and a meritocratic ethos.Despite these changes, the author shows that Oxford has not been able to elude its long-standing Brideshead Revisited reputation. This antiquated image became a source of difficulties when the Labour Party in the 1960''s sought to expand educational opportunities to promote the cause of social justice. In the 1980''s the University again came under attack, this time for its supposedly anti-industrial ethos, as Margaret Thatcher''s Conservative Party attempted to reverse Britain''s economic decline.The largely unrecognized process of internal change at Oxford is shown to have been driven by two distinct dynamics: its scientists took advTrade Review"Soares writes a lively narrative full of interesting sketches of individuals and events. He navigates the arcane relationships between the Oxford colleges and the University with great clarity. And he deftly handles the ironies of the "Oxford Myth" and its obfuscation of the realities of modern Oxford." -- History of Education Quarterly"Once there was an ancient foundation, a seat of privilege and powerful connections. Then, quickly, quietly, working from within, it modernized itself. But old myths clung like ivy, failing to reflect the meritocratic make-over, and exposing it in due course to attacks from the Left and Right—attacks to which it was all the more vulnerable for the loss of its old Establishment friends and new dependence on the public purse. This is the tale told by Joseph Soares in The Decline of Privilege: The Modernization of Oxford University, and he tells it enormously well, with a wealth of carefully researched detail, a sharp sense of paradox, and a nice balance between intellectual framework and the living zest of incident and personality." -- Oxford TodayTable of ContentsIntroduction: the Oxford myth Part I. The Transformation of Oxford: 1. Academic autonomy and money matters: Oxford goes public 2. The making of Oxford as a middle-class institution: admissions controversies 3. Oxford moves into the natural sciences 4. St. Catherine's College: renewal of the collegiate tradition Part II. Oxford Embattled: 5. Labour politics and the high tide of internal reform: academia challenged 6. Thatcher politics: academia dethroned Conclusion 7. Dilemmas of academic authority Notes References Index.
£26.99
Stanford University Press The California Idea and American Higher Education
Book SynopsisPresents a comprehensive history of California's pioneering efforts to create a high-quality system of public higher education. This work traces the social, political, and economic forces that established and funded a uniquely tiered, and geographically dispersed network of public campuses in California.Trade Review"This book offers persuasive and in many ways unprecedented history of the policy debates that gave California one of the most comprehensive and influential public university systems in the world. . . . Douglass's important work offers a basis for considering both the remarkable strengths of Progressive university building and the antidemocratic elements that, contrary to conventional wisdom, may be the source of its increasing weakness today."—American Literature"Douglass has made a long-needed contribution. Those who study and work in higher education will profit from readitng this carefully constructed history."—Journal of the West"California exceptionalism is a very real thing, but its essence has always been elusive. Not so in the case of John Douglass' treatment of California higher education. He has captured brilliantly the economic, political, and social roots of that remarkable system. His work will help us all."—Neil Smelser, Director, Center for Advanced Study in the Behavioral Sciences, Stanford, California"For those interested in the University of California, in higher education throughout the state, and—above all—for anyone concerned about life in this country's higher education systems, John Douglass' book is a must read. He brings history, thoughtful perspective, and marvelous creative intelligence to a very tricky set of issues, and we will be leaning upon his insights for many years."—Barry Munitz, President, The J. Paul Getty Trust, and former Chancellor of the California State University system"John Douglass has succeeded in one of the most difficult of scholarly challenges—presenting a large and complex topic with remarkable clarity, insight, and narrative skill. is fascinating history and a significant contribution to our understanding of the people and the forces that created California's renowned system of higher education."—Richard C. Atkinson, President of the University of California"No one has previously written a history of higher education in California comparable to this volume. Specifically, no one has ever written the history of public higher education in terms of its policy development . . . the scholarship is impeccable. Since higher education in California is such a vast multi-billion dollar operation, this book should prove eminently useful. . . . There is great drama in Douglass' telling of this crucial public policy and political story."—Kevin Starr, State Librarian of California, Professor in the School of Urban and Regional Planning at the University of Southern California, and author of the series"[This book is] important for understanding events in California and the history of American Higher Education."—Clark Kerr, President Emeritus, University of California and former Chairman, Carnegie Commission on Higher Education
£22.49
Stanford University Press Academic Freedom at the Dawn of a New Century
Book SynopsisThis is a provocative examination of the current state of academic freedom in the United States and around the world.Trade Review“This outstanding book will be invaluable to anyone interested in the issue of academic freedom. Gerstmann and Streb have assembled some of the leading scholars and advocates in the field, and they confront the issue in balanced, thoughtful, and interesting ways.”—Nadine Strossen, President, American Civil Liberties Union, and Professor, New York Law School“The essays in this book examine the notion of academic freedom in a nuanced and controversial manner. Given the controversies over academic freedom since 9/11, this volume will receive attention from both academics and interested lay readers.”—Philip A. Klinkner, Hamilton CollegeTable of ContentsTable of Contents Acknowledgments Preface: David M. Rabban Part I: Introduction Chapter 1--The Reemergence of the Academic Freedom Debate Matthew J. Streb Chapter 2--Three Conceptions of Academic Freedom Timothy C. Shiell Part II: Academic Freedom and American Universities. Chapter 3--Academic Freedom in the post-September 11 Era: An Old Game With New Rules Robert M. O'Neil Chapter 4--Political Mobilization and Resistance to Censorship Donald A. Downs Chapter 5--Censoring Science: Lessons From the Past for the Post-9/11 Era M. Susan Lindee Part III: Academic Freedom in Global Perspective. Chapter 6--Academic Freedom in the Middle East, Africa, and Asia: Looking Toward the NEAR Future John Akker Chapter 7--Academic Freedom in Western Europe: Right or Privilege? Antonio Brown Chapter 8--Formal Freedoms, Informal Violence: Academic Freedom and Human Rights in Latin America Enrique Desmond Arias Part IV: Conclusions, Reflections, and Remarks on Academic Freedom. Chapter 9--Two Theories of Self-Censorship Paul M. Sniderman Chapter 10-- The Century Ahead: A Brief Survey of Potential Threats to Freedom of Speech, Thought, and Inquiry at American Universities Evan Gerstmann References Contributors Index
£19.79
Stanford University Press Public Universities and Regional Growth
Book SynopsisPublic Universities and Regional Growth uses nuanced case studies from throughout the UC system to examine the complex, bi-directional technology transfers between university researchers and regional firms.Trade Review"In sum, the pattern of university–industry interaction depicted in these case studies underscores the diverse and complex channels through which research flows between the two, with the university research community frequently benefiting from key innovations and research funding provided by geographic clusters of local industry . . . Collectively, these chapters caution against relying on static causal theories and explanations of the pattern of university–industry interaction and underline the importance of temporal sequencing and geographic specificity for the way individual campuses in the UC system contributed to the development of regional economic clusters across the state. In so doing, they provide an evolutionary geographic perspective on processes of economic development that is frequently absent from studies of university–industry relations."—David Wolfe, Economic Georgraphy"Through a series of scholarly studies, Kenney and Mowery present an introspective and in-depth study detailing the unique, symbiotic relationship between research and innovation on the California campuses and regional entrepreneurs and global industries. From agricultural developments to wireless technologies, this volume traces the evolutionary dynamism that characterizes the success of the California system in creating and encouraging a unique academic environment—one in which the potential for innovation, both statewide and global, has become an intrinsic part of the campuses' research culture. Each of the book's brief chapters examines one of the system's campuses, detailing comprehensively the historical development and contemporary impact of their transformation into institutions of applied research and powerful technological innovators. For academic researchers and business leaders, this distinctive study is not only an important review of one of America's leading public university systems, but also an excellent example of the ways in which unaffiliated institutions can enhance the value of research initiatives and create their own academic-industry partnerships . . . Highly recommended."—S. R. Kahn, CHOICE"There are many myths about the role modern research universities play in industrial innovation. This is the most detailed and informative study on this subject to date. It illuminates the complex reality at work and is a must-read for anyone interested in this topic."—Richard R. Nelson, Director, Columbia Earth Institute Program on Science, Technology, and Global Development"Very few scholars understand the commercial application of university science as well as Martin Kenney and David Mowery; they were among the first to analyze how critical technology transfer is for economic growth. To have these leaders of the field team up to edit a sterling collection of studies of university-industry relations in the University of California system is not only an intellectual treat, it is also a valuable service for those who want to manage the process more effectively."—Walter W. Powell, Stanford UniversityTable of ContentsPublic Universities and Regional Growth: Insights from the University of CaliforniaAuthor(s): Edited by Martin Kenney and David C. Mowery book abstractThis volume examines the evolution of university–industry relationships in research and innovation at six campuses of the University of California system, ranging from viticulture to computer science. This collection of studies enriches our understanding of the dynamics of university–industry relationships and regional economic development. Each chapter contains a historical analysis of the evolution of academic and industrial research, innovation, and regional development in specific research fields. The chapters provide a richer characterization of the bidirectional flow of individuals, ideas, and resources between industrial and academic research and innovation than appears in empirical analyses that rely on patenting, article citations, and licensing. The book's discussion of university–industry interactions at a leading public U.S. research university system adds to the literature on such private U.S. universities as Stanford and MIT and illustrates the heterogeneous relationships that have evolved at different UC campuses. The coverage of research fields is broader than recent historical studies, many of which have concentrated primarily on biotechnology or the life sciences generally. 1Introduction chapter abstractThis volume examines the evolution of university–industry relationships in research and innovation at six campuses of the University of California system, ranging from viticulture to computer science. This collection of studies enriches our understanding of the dynamics of university–industry relationships and regional economic development in several ways. First, each chapter relies on historical analysis of the evolution of academic and industrial research, innovation, and regional development in specific fields of research. This provides a richer characterization of the interactive relationship between industrial and academic research and innovation than appears in many empirical analyses that focus mainly on patenting, article citations, and licensing. Second, the coverage of research fields is broader than recent historical studies, many of which have concentrated primarily on biotechnology or the life sciences generally. The cases illustrate the bidirectional nature of much technology transfer. 2Semiconductor Innovation and Entrepreneurship at Three University of California Campuses chapter abstractUC Berkeley, UCLA, and UC Santa Barbara developed close relations with California-based semiconductor corporations. The solid state electronics program at UC Berkeley grew in close contact with semiconductor firms in Silicon Valley and contributed new and often successful start-ups, as well as a considerable amount of technology, know-how, and engineering talent to this high-tech cluster. Engineers working on semiconductors at UCLA drew on the resources offered by large defense corporations located in Southern California and established a major fabless firm, Broadcom, specializing in broadband microchips. Finally, the compound semiconductor specialists at UC Santa Barbara benefited from the presence of Hughes in the area. They later established innovative start-ups focusing on lasers and light-emitting diodes in their region and in Silicon Valley. 3The University of California and the Evolution of the Biotechnology Industry in San Diego and the San Francisco Bay Area chapter abstractBiotechnology has emerged as a leading high–technology industry within the state of California. The origins and growth of biotechnology in California are strongly tied to the University of California (UC). This chapter examines the early history of biotechnology in the San Francisco and San Diego regions, exploring commercialization processes linking UC San Francisco and UC San Diego to an early company in each cluster, Genentech and Hybritech, respectively. The chapter argues that different patterns of university–industry relationships that emerged within these early firms affected the development of their respective biotechnology clusters, creating important differences in each region in both the dominant corporate strategies of biotechnology firms and the orientation of ties linking universities and firms. 4Electrical Engineering and Computer Science at UC Berkeley and in the Silicon Valley: Modes of Regional Engagement chapter abstractThis chapter uses a historical perspective to examine the relationships that the EE&CS program at UC Berkeley developed with firms in the region. The chapter demonstrates the complex and bidirectional interaction between UCB and regional firms. We demonstrate that people and ideas moved from industry to the university and vice versa. Industry researchers contributed to UCB in a variety of capacities including as instructors, professors, and graduate students took sabbaticals at firms, and students accepted positions in firms. Intellectual property circulated in both directions as industry researchers contributed ideas, software, and equipment to university projects and university researchers assisted firms. UC researchers were integral in forming a number of regional firms that commercialized their research results. There was little evidence that the formal channels of technology transfer such as patenting and licensing were significant in the interaction between university researchers and local firms. 5Serendipity and Symbiosis: UC San Diego and the Local Wireless Industry chapter abstractMilitary contracts for advanced communications research fueled early wireless company development in the San Diego region. A serendipitous but crucial role was played by a young associate professor recently arrived at UCSD from MIT. Irwin Jacobs cofounded the consulting company Linkabit, which grew rapidly and seeded a regional wireless cluster after it was acquired. It also was the source of the core team that developed Qualcomm, one of the world's largest and most successful communications firms. This chapter documents the critical roles played by University Extension and the Division of Engineering in developing the advanced engineering skills needed by the regional wireless industry that relied on the newly developed CDMA technology. It also documents how a wide range of collaborative basic and applied research centers have developed over time between UCSD and the robust wireless cluster in the San Diego region. 6University in a Garage: Instrumentation and Innovation in and around UC Santa Barbara chapter abstractSanta Barbara hosts several clusters of small high-tech firms, including in materials, software, environmental technologies, and nanotechnology instrumentation. This chapter traces the roots of the instrumentation cluster back to the financial and cultural crises afflicting many American research universities, including UCSB, in the 1970s. To maintain its graduate program, the UCSB Physics Department created a master's of scientific instrumentation degree, which brought in paying students who built experimental tools for faculty members. These master's students also provided personnel and expertise for a series of start-up companies founded by Virgil Elings and other faculty members associated with the master's program. Elings's most successful start-up, Digital Instruments, dominated the market in scanning probe microscopes, an important tool for nanoscience. Digital's merger with an East Coast company in 1999 then led many employees to form their own start-ups, giving rise to Santa Barbara's nanoinstrumentation cluster. 7"We Are Both Hosts": Napa Valley, UC Davis, and the Search for Quality chapter abstractScientists at UC Davis and Napa Valley winemakers have enjoyed a wide range of beneficial reciprocal interactions from the late 1940s through the present. This chapter examines four strands of the relationship: viticultural and enological research conducted in Napa by UC scientists that yielded improved practices; the importance of Davis's undergraduate and graduate instruction in providing trained winemakers and viticulturists; UC Cooperative Extension viticultural farm advisors, who helped transfer improved technology and practices, whether developed at Davis or elsewhere; and the continuing education offered to California winemakers by UC Davis Extension, which allowed them to upgrade their skills. The early and continued adoption of UC-based research and practice by UC-trained enologists and viticulturists, when combined with the Napa Valley's natural environment, has made Napa the best-known (and highest-priced) wine producing area in the United States and stimulated a regional economy based on grape and wine production.
£105.40
Stanford University Press Public Universities and Regional Growth
Book SynopsisPublic Universities and Regional Growth uses nuanced case studies from throughout the UC system to examine the complex, bi-directional technology transfers between university researchers and regional firms.Trade Review"In sum, the pattern of university–industry interaction depicted in these case studies underscores the diverse and complex channels through which research flows between the two, with the university research community frequently benefiting from key innovations and research funding provided by geographic clusters of local industry . . . Collectively, these chapters caution against relying on static causal theories and explanations of the pattern of university–industry interaction and underline the importance of temporal sequencing and geographic specificity for the way individual campuses in the UC system contributed to the development of regional economic clusters across the state. In so doing, they provide an evolutionary geographic perspective on processes of economic development that is frequently absent from studies of university–industry relations."—David Wolfe, Economic Georgraphy"Through a series of scholarly studies, Kenney and Mowery present an introspective and in-depth study detailing the unique, symbiotic relationship between research and innovation on the California campuses and regional entrepreneurs and global industries. From agricultural developments to wireless technologies, this volume traces the evolutionary dynamism that characterizes the success of the California system in creating and encouraging a unique academic environment—one in which the potential for innovation, both statewide and global, has become an intrinsic part of the campuses' research culture. Each of the book's brief chapters examines one of the system's campuses, detailing comprehensively the historical development and contemporary impact of their transformation into institutions of applied research and powerful technological innovators. For academic researchers and business leaders, this distinctive study is not only an important review of one of America's leading public university systems, but also an excellent example of the ways in which unaffiliated institutions can enhance the value of research initiatives and create their own academic-industry partnerships . . . Highly recommended."—S. R. Kahn, CHOICE"There are many myths about the role modern research universities play in industrial innovation. This is the most detailed and informative study on this subject to date. It illuminates the complex reality at work and is a must-read for anyone interested in this topic."—Richard R. Nelson, Director, Columbia Earth Institute Program on Science, Technology, and Global Development"Very few scholars understand the commercial application of university science as well as Martin Kenney and David Mowery; they were among the first to analyze how critical technology transfer is for economic growth. To have these leaders of the field team up to edit a sterling collection of studies of university-industry relations in the University of California system is not only an intellectual treat, it is also a valuable service for those who want to manage the process more effectively."—Walter W. Powell, Stanford UniversityTable of ContentsPublic Universities and Regional Growth: Insights from the University of CaliforniaAuthor(s): Edited by Martin Kenney and David C. Mowery book abstractThis volume examines the evolution of university–industry relationships in research and innovation at six campuses of the University of California system, ranging from viticulture to computer science. This collection of studies enriches our understanding of the dynamics of university–industry relationships and regional economic development. Each chapter contains a historical analysis of the evolution of academic and industrial research, innovation, and regional development in specific research fields. The chapters provide a richer characterization of the bidirectional flow of individuals, ideas, and resources between industrial and academic research and innovation than appears in empirical analyses that rely on patenting, article citations, and licensing. The book's discussion of university–industry interactions at a leading public U.S. research university system adds to the literature on such private U.S. universities as Stanford and MIT and illustrates the heterogeneous relationships that have evolved at different UC campuses. The coverage of research fields is broader than recent historical studies, many of which have concentrated primarily on biotechnology or the life sciences generally. 1Introduction chapter abstractThis volume examines the evolution of university–industry relationships in research and innovation at six campuses of the University of California system, ranging from viticulture to computer science. This collection of studies enriches our understanding of the dynamics of university–industry relationships and regional economic development in several ways. First, each chapter relies on historical analysis of the evolution of academic and industrial research, innovation, and regional development in specific fields of research. This provides a richer characterization of the interactive relationship between industrial and academic research and innovation than appears in many empirical analyses that focus mainly on patenting, article citations, and licensing. Second, the coverage of research fields is broader than recent historical studies, many of which have concentrated primarily on biotechnology or the life sciences generally. The cases illustrate the bidirectional nature of much technology transfer. 2Semiconductor Innovation and Entrepreneurship at Three University of California Campuses chapter abstractUC Berkeley, UCLA, and UC Santa Barbara developed close relations with California-based semiconductor corporations. The solid state electronics program at UC Berkeley grew in close contact with semiconductor firms in Silicon Valley and contributed new and often successful start-ups, as well as a considerable amount of technology, know-how, and engineering talent to this high-tech cluster. Engineers working on semiconductors at UCLA drew on the resources offered by large defense corporations located in Southern California and established a major fabless firm, Broadcom, specializing in broadband microchips. Finally, the compound semiconductor specialists at UC Santa Barbara benefited from the presence of Hughes in the area. They later established innovative start-ups focusing on lasers and light-emitting diodes in their region and in Silicon Valley. 3The University of California and the Evolution of the Biotechnology Industry in San Diego and the San Francisco Bay Area chapter abstractBiotechnology has emerged as a leading high–technology industry within the state of California. The origins and growth of biotechnology in California are strongly tied to the University of California (UC). This chapter examines the early history of biotechnology in the San Francisco and San Diego regions, exploring commercialization processes linking UC San Francisco and UC San Diego to an early company in each cluster, Genentech and Hybritech, respectively. The chapter argues that different patterns of university–industry relationships that emerged within these early firms affected the development of their respective biotechnology clusters, creating important differences in each region in both the dominant corporate strategies of biotechnology firms and the orientation of ties linking universities and firms. 4Electrical Engineering and Computer Science at UC Berkeley and in the Silicon Valley: Modes of Regional Engagement chapter abstractThis chapter uses a historical perspective to examine the relationships that the EE&CS program at UC Berkeley developed with firms in the region. The chapter demonstrates the complex and bidirectional interaction between UCB and regional firms. We demonstrate that people and ideas moved from industry to the university and vice versa. Industry researchers contributed to UCB in a variety of capacities including as instructors, professors, and graduate students took sabbaticals at firms, and students accepted positions in firms. Intellectual property circulated in both directions as industry researchers contributed ideas, software, and equipment to university projects and university researchers assisted firms. UC researchers were integral in forming a number of regional firms that commercialized their research results. There was little evidence that the formal channels of technology transfer such as patenting and licensing were significant in the interaction between university researchers and local firms. 5Serendipity and Symbiosis: UC San Diego and the Local Wireless Industry chapter abstractMilitary contracts for advanced communications research fueled early wireless company development in the San Diego region. A serendipitous but crucial role was played by a young associate professor recently arrived at UCSD from MIT. Irwin Jacobs cofounded the consulting company Linkabit, which grew rapidly and seeded a regional wireless cluster after it was acquired. It also was the source of the core team that developed Qualcomm, one of the world's largest and most successful communications firms. This chapter documents the critical roles played by University Extension and the Division of Engineering in developing the advanced engineering skills needed by the regional wireless industry that relied on the newly developed CDMA technology. It also documents how a wide range of collaborative basic and applied research centers have developed over time between UCSD and the robust wireless cluster in the San Diego region. 6University in a Garage: Instrumentation and Innovation in and around UC Santa Barbara chapter abstractSanta Barbara hosts several clusters of small high-tech firms, including in materials, software, environmental technologies, and nanotechnology instrumentation. This chapter traces the roots of the instrumentation cluster back to the financial and cultural crises afflicting many American research universities, including UCSB, in the 1970s. To maintain its graduate program, the UCSB Physics Department created a master's of scientific instrumentation degree, which brought in paying students who built experimental tools for faculty members. These master's students also provided personnel and expertise for a series of start-up companies founded by Virgil Elings and other faculty members associated with the master's program. Elings's most successful start-up, Digital Instruments, dominated the market in scanning probe microscopes, an important tool for nanoscience. Digital's merger with an East Coast company in 1999 then led many employees to form their own start-ups, giving rise to Santa Barbara's nanoinstrumentation cluster. 7"We Are Both Hosts": Napa Valley, UC Davis, and the Search for Quality chapter abstractScientists at UC Davis and Napa Valley winemakers have enjoyed a wide range of beneficial reciprocal interactions from the late 1940s through the present. This chapter examines four strands of the relationship: viticultural and enological research conducted in Napa by UC scientists that yielded improved practices; the importance of Davis's undergraduate and graduate instruction in providing trained winemakers and viticulturists; UC Cooperative Extension viticultural farm advisors, who helped transfer improved technology and practices, whether developed at Davis or elsewhere; and the continuing education offered to California winemakers by UC Davis Extension, which allowed them to upgrade their skills. The early and continued adoption of UC-based research and practice by UC-trained enologists and viticulturists, when combined with the Napa Valley's natural environment, has made Napa the best-known (and highest-priced) wine producing area in the United States and stimulated a regional economy based on grape and wine production.
£26.99
Stanford University Press Remaking College
Book SynopsisTrade Review"By adopting an ecological viewpoint, the authors' analyses go beyond higher-education institutions themselves to illustrate how evolving economic, political, demographic and technological changes in the society that surrounds those institutions have forced changes in the meaning of college education . . . I found the authors' arguments persuasively supported with reasoning and evidence. I believe the book can serve as an important stimulant of thought for people who are concerned with the development of post-secondary education in any modern-day nation."—Murray Thomas, International Review of Education"Remaking College is an impressive edited volume that should adorn the selves of every serious sociologist of education. Editors Michael Kirst and Mitchell Stevens have compiled a series of insightful chapters, authored by leading sociologists of education and organizations that will provide a state-of-the-art understanding of how the ecology of American higher education has evolved in recent decades."—Roger Pizarro Milian, Canadian Journal of Sociology"This volume encourages researchers to challenge conventional approaches to classifying and understanding our nation's higher education institutions and the students who attend them, so as to better understand the role and contributions of higher education into the future."—Laura W. Perna, Educational Researcher"This collection of essays is the result of the 2013 annual meeting of the American Educational Research Association, designed to reconceptualize higher education within a context that is changing drastically . . . The essays are well written and offer alternative visions of what college can be. The arguments offered are worth considering, and this book should be read by anyone who aspires to lead colleges and universities . . . Recommended."—D. E. Williams, Walden University, CHOICE"[A]nyone interested in U.S. higher education can learn much from this book . . . For the prospective student coming from outside the United States, Remaking College gives a richer, fuller, and more complex sense of the landscape of American higher education . . . It also provides a fuller understanding of the space college occupies in adult lives, as one factor in a web of interdependencies."—Carol Christ, University World News"As the CEO of a 'broad access' institution, I am heartened that this volume and its authors recognize both the challenges and policy questions brought by the new exciting array of higher education options, as well as the critical importance of these colleges and universities to a diverse set of students."—Linda M. Thor, Chancellor, Foothill–De Anza Community College District"Kirst and Stevens provide a critical focus on broad-access higher education, whose performance is absolutely crucial if the U.S. is to meet its educational goals in the coming decades."—Michael Bastedo, Associate Professor and Director, Center for the Study of Higher and Postsecondary Education, University of MichiganTable of ContentsContents and AbstractsIntroduction chapter abstract 1Higher Education in America: Multiple Field Perspectives chapter abstractHigher education is a complex organization field in which many actors besides colleges and universities support and constrain each other. The field perspective provides historical, structural, and cultural context to recent developments in higher education such as the rise of digital learning, increasing costs, and concerns over learning and completion. The chapter focuses on three distinct field models of higher education as (1) an institutional field; (2) an arena of strategic action; (3) a demand-generated outcome. 2DIY U: Higher Education Goes Hybrid chapter abstractThe chapter specifies five ways in which digitally mediated instruction helps fulfill the traditional mission of broad-access schools and the needs of a wide variety of learners. Online learning (1) enables students to learn when and where it is most convenient for them; (2) lowers costs; (3) creates new pathways through college; (4) enables greater personalization and customization of learning; (5) facilitates new connections among students, instructors, and employers. 3Boom. Regulate. Cleanse. Repeat: For-Profit Colleges' Slow But Inevitable Drive toward Acceptability chapter abstractThe chapter chronicles the expansion of the for-profit college sector in recent decades and the cycles of federal regulation and sector expansion that have characterized this growth. The authors suggest a cycle in which rising enrollments are followed by regulatory action spurred by concerns over perceived exploitation of students and government funds. Regulatory crackdown results in a reduced enrollment until entrepreneurial providers find new ways to grow, creating the cycle. 4The Classification of Organizational Forms: Theory and Application to the Field of Higher Education chapter abstractThis chapter critiques current classification schemes in higher education, which tend to privilege four-year colleges and universities with liberal-arts curricula. The authors demonstrate a new strategy for delineating organizational categories in higher education using probabilistic topic models and readily available data on students and schools in the United States. This strategy better reveals the wide diversity of forms in this organizational field. 5The New Landscape of Early Adulthood: Implications for Broad-Access Higher Education chapter abstractThis chapter describes fundamental changes in early adulthood in recent decades and discusses their implications for higher education. Contemporary young adulthood is defined by the need to manage uncertainty, and the need for interdependence with (rather than independence from) others. Under such conditions, strengthening the transition to adulthood requires strengthening pathways into and through higher education, especially broad-access schools. 6The "Traditional" College Student: A Smaller and Smaller Minority and Its Implications for Diversity and Access Institutions chapter abstractThis chapter illustrates how the majority of students attending college in the US do not match conventional images of "ideal" or "traditional" college students. Most US college students are older, more often employed, and less likely to live on campus than popular conceptions imply. Clinging to inaccurate notions college students creates a marginalized majority and has important implications for how we think key policy issues such as college persistence. This chapter calls for a broader conception of diversity in college so that it recognizes the wide variation in life circumstances that characterizes the college-going population. 7Measuring College Performance chapter abstractThis chapter specifies the normative and technical aspects of assessment in higher education. Deciding what to measure is a political decision informed by prevailing cultural values and particular understandings of the purposes of higher education. The authors also consider the technical strengths and limitations of various accountability metrics available to policymakers today. The analysis has important implications broad-access colleges because the choice of certain outcomes and measurement strategies privileges some types of schools while disadvantaging others. 8Explaining Policy Change in K-12 and Higher Education chapter abstractThis chapter describes the characteristics of US education politics that have variably driven the development of policy for K-12 and higher education, paying particular attention to how the politics of each sector have been shaped by public opinion. The authors offer accounts from multiple theoretical perspectives on how policy is developed in each sector, and leverage the comparison to describe what changes in public opinion might need to occur if higher education is to undergo substantial reorganization. 9Understanding Human Resources in Broad-Access Higher Education chapter abstractThis chapter uses extant research and descriptive data to identify important research agendas for understanding human capital in broad-access schools. The authors consider the recruitment, assignment, development and retention of instructors; the role of managers in these processes; and how the roles of managers differ between K-12 and higher education. 10Improving Collegiate Outcomes at Broad-Access Institutions: Lessons for Research and Practice chapter abstractThis chapter outlines how colleges can utilize data to identify and evaluate promising practices to improve college completion. The authors focus on using readily available institutional data as the basis for tractable research that might routinely inform better organizational decision-making. The chapter theme is illustrated through an example using data from the California State University system. 11A Research Framework for US Higher Education chapter abstractThe chapter offers a matrix for organizing existing research and deriving questions for future scholarship.
£81.90
Stanford University Press How to Be Sort of Happy in Law School
Book SynopsisTrade Review"This is the ONE book you should read before starting law school—and then re-read every semester. Make sure your parents and your significant other read it, too. Be prepared to laugh, and perhaps to cry. Kathryne Young has seen and done, or at least heard, it all. Learn to love law school and life from her." -- Nora Demleitner * Washington & Lee University *"Calm, wise, funny, compassionate, creative, enlightened...law students??? Okay, so perhaps these aren't the first words that most lawyers would use to describe themselves at law school, but this eloquent and absorbing book puts such virtues within reach, even for the most harried lawyer-to-be. I'm using it as a guide to a sort-of-happier life, myself, and I'm not even a law student!" -- Ruth Ozeki * bestselling author of A Tale for the Time Being *"How to Be Sort of Happy in Law School comes at a most important time in legal education and will be of immeasurable benefit to law students. Kathryne Young's insights—many borne out of her own experience, alongside the experience of many attorneys—offer an honest and rare glimpse into the challenges of law school. Young provides readers with a useful and hopeful path to more fully experience the excitement and realize the opportunities found in law school and the practice of law." -- Scott L. Rogers * University of Miami *"As the saying goes, happiness is a function of expectations. If that's the case, How To Be Sort of Happy in Law School is an important correction to many harmful myths concerning law school success, opening up new ways for students to think about their legal educations and careers. With wit that is only outdone by its wisdom, this book should be included in every law student's admission packet for years to come." -- Osagie K. Obasogie, University of California, Berkeley * Joint Medical Program and School of Public Health *"How to Be Sort of Happy in Law School is a remarkably wise book. A lawyer-turned-sociologist, Katie Young combines a critical perspective on the law school experience with concrete steps law students can take to survive, and even thrive. Her readers will come away from the book reassured that they are not alone, and inspired to tackle the challenges in front of them with courage, common sense, and even a good laugh every now and then." -- Pamela S. Karlan * Stanford Law School *"Where was Kathryne Young when I was trying to decide whether to go to law school? When I was trying to decide whether to drop out? When I was outlining torts, sobbing, in the library? And when I was freaking out about jobs? Never mind. She's here now. I'm so glad that generations of law students, lawyers, and legal academics, and the folks who love them will have her patient, generous, and deeply wise voice in their heads as they launch into a life in the law. Or decide not to, which is also allowed. A big-hearted look at what can be a cold-hearted time. A must-read for the young lawyers in your orbit." -- Dahlia Lithwick * Slate *"Young's book is a great resource for law students that I plan on recommending to current or potential law students. I also found the book to contain some excellent practical advice that can help us be happier judges, lawyers, and law professors." -- Tessa L. Dysart * Journal of the Association of Legal Writing Directors *"[Young's] fundamentally humanistic view should also inspire law teachers to make student empowerment and personal development to a central aspect of their work." -- Bernhard Bergmans * Yearbook of Legal Education 2018/19 *"Young does an excellent job preparing the reader to navigate the unique emotional challenges law school presents. The coverage of this topic is unmatched in any other law school advice book." -- Paul Caron * TaxProf Blog *Table of ContentsContents and AbstractsIntroduction: Why I Wrote This Book chapter abstractWhy would someone who didn't always like being a law student write How to Be Sort of Happy in Law School? In the introduction, Young explains her motivations for writing the book, describing how working toward her JD and PhD concurrently gave her a new perspective on law school and detailing the design and data sources underpinning the book's mixed-methods study. 1You Are Not Alone chapter abstractLaw students find themselves dissatisfied for a whole host of reasons, including debt, occupational uncertainty, a high-pressure workload, mental health challenges, difficult peers, or a sense that the student's former self is slipping away. This chapter details the myriad reasons students tend to feel unhappy or out of place in law school, using data from dozens of law students to illustrate the breadth of forms the sense of nonbelonging takes. At the same time, law students are good at pretending that everything is fine, which makes people feel even more individually isolated. But although law school is supposed to be hard, and although some angst doubtlessly comes with the territory, law school need not wreak havoc on students' well-being. 2You Are Good Enough to Be Here chapter abstractThe first section of this chapter addresses how impostor syndrome—the persistent sense that you are not really good enough to be where you are—constantly plagues law students. This chapter describes the social and psychological dynamics of impostor syndrome, detailing the thought patterns that characterize it and ten practical strategies for combating it. Using data from current law students, Young explains why law school is often so difficult for people who come in with a track record of academic excellence and how law students can shift their outlook away from thinking in terms of what they "should" do. Lastly, this chapter argues that law students take a needlessly Sisyphean approach, overvaluing self-reliance in realms where it would be to their advantage to enlist others' help. While many alumni Young surveyed wished they had asked for more help in law school, no alumni wished they had sought less help. 3Why Are You Here? chapter abstractThis chapter first asks law students to perform a critical, honest assessment of their own reasons for going to law school. It lists many common reasons people choose law school and provides an exercise to help readers identify their own. The chapter then asks students to perform a similar assessment of the passions that brought them to law school. Young argues that law students need to understand the bulk of their training as that of technicians, not inventors, and to reconcile this training with the goals they hope to achieve. Finally, this chapter connects the research literature on subjective well-being (SWB) to the social psychological notion of flow and explains why law school is not a flow-optimizing social setting. It explains that flow and SWB will be critical concepts in the remainder of the book and offers ways that law students might begin engaging with both concepts. 4Understanding the Storm chapter abstractLife course research suggests that people's 20s can be a particularly challenging time, and Young uses data from current law students to describe the ways in which law school amplifies and exacerbates life challenges in a way that increases anxiety and depression. Courses' emphasis on detailed interpretations, precedent, and incremental change can frustrate students who hoped that law school would equip them to effect sweeping reform. Young urges law students to use this frustration to stay in touch with their own sensibilities rather than interpret it as a sign that they do not belong in law school. This chapter then details the differences between law school and other postgraduate education, offering several strategies for law students who crave more intellectual engagement. Finally, this chapter reminds the reader that a JD can be a means to many different ends—only one of which is legal practice. 5Should You Drop Out? chapter abstractYoung's research suggests that one in three law school alumni considered dropping out at some point during law school. Even though it's not widely discussed, the possibility is on many law students' minds. This chapter offers good and bad reasons both for staying in law school and for dropping out, emphasizing that staying and leaving are both choices. It leads wavering students through the decision process and uses data from law school alums to advise current students. Next, the chapter addresses the financial aspects of dropping out, including the sunk-cost problem and debt-repayment timelines. Young then shares stories from law school dropouts she interviewed, pointing out that as long as they stay true to their passions and interests, both dropouts and non-dropouts report being happy many years later. The chapter ends with nuts-and-bolts advice for law students who are seriously considering dropping out. 6Don't Just Follow the Crowd chapter abstractCreating a life you truly love is harder than simply striving for the most prestigious accomplishments, because it requires introspection and self-knowledge. This chapter helps students recognize when their choices are motivated primarily by risk aversion and suggests that students should think carefully about taking advantage of opportunities such as law review membership or on-campus interviews simply because they confer prestige. The chapter's final section, "Take a Stand," argues that although law students are willing to argue hypothetical positions, they are often reluctant to take actual positions on important issues. Young argues against this capitulation to risk aversion, quoting Professor Pamela S. Karlan that "Sitting on the fence is not practice for standing up." 7Identity Matters chapter abstractDrawing on data from current law students, Young details the social processes and patterns within law school, as described by law students who embody minority and intersectional identities of many different types. Specific sections of this chapter are devoted to the identities law students described as most relevant to their law school experiences, including gender and sex(ism); race, racism, and racial identity; social class and cultural capital; sexual orientation and gender nonconformity; political beliefs. The chapter emphasizes the importance of understanding the challenges and strengths presented by one's own identity, as well as the importance of receptivity to other people's identities in law school and the open discussion of all identities in law school more generally. 8A Law School State of Mind chapter abstractLaw school is an extremely difficult setting in which to keep one's perspective. Finals, interviews, and other rites of passage are subjectively experienced as make-or-break moments, which raise student stress and lower tolerance for ambiguity. This chapter draws on several different literatures to help law students develop a more balanced outlook. Young teaches law students how to capitalize on psychological research about fixed and growth mindsets, explaining how cultivating a growth mindset will help them not just in law school, but in legal practice as well. Additionally, the chapter describes the key principles of mindfulness: the practice of systematically paying attention to what's going on in one's own mind. It explains that there are many methods of practicing mindfulness, ranging from meditation to cognitive behavioral therapy. Young shares six mindfulness exercises that she developed for law students with the help of a Buddhist priest. 9The Art of Alleviating Stress chapter abstractOne of the survey questions Young asked current law students was, "Describe the time in the past week you've felt the happiest." This chapter shares some of their answers, drawing both on these students' experience and sociological and psychological research to detail several strategies for time management and stress alleviation. These include "wasting" part of your summer, exposing yourself to poetry or art, and avoiding "stealth time vacuums." The chapter ends with special advice for creative law students who have lost touch with their creative selves in law school—a pattern documented in the literature and one Young finds can be particularly harmful to law students' well-being. 10Finances and Physicalities chapter abstractThis chapter is an extremely nuts-and-bolts guide to some of the most practical parts of law school life. It begins with finances, outlining fundamental guidelines for spending and saving money while accumulating debt, living on law school loans, and trying to cobble together a reasonably comfortable life. The chapter then turns to various physicalities. Using data from her study of current law students, as well as previous research from multiple disciplines, Young identifies common obstacles to law student happiness and suggests ways—often counterintuitive ones—that law students might adjust their lives and schedules to improve their well-being. The key areas discussed are physical exercise, sleep, eating habits, living arrangements, and choosing the most effective study spaces. 11Mental Well-Being chapter abstractThis chapter, co-authored by law school mental health expert Dr. Katherine M. Bender, sets out a compelling case that law student mental health is in serious crisis. Depression, anxiety, alcohol abuse, self-harm, and prescription drug use are all serious problems among law students and among practicing lawyers. Young and Bender draw on recent psychological and sociological research to discuss symptoms and causes of these and other common mental health challenges for law students, destigmatizing and demystifying the challenges as well as the process of getting help. How does a law student know if his or her symptoms rise to the level of a problem? How can he or she recognize symptoms in other people? Where can law students seek help? 12Peers chapter abstractThis first chapter of "Part IV: Managing Relationships" discusses the reasons that many students find law school to be a site of extreme social stress. In an atmosphere pervaded by insecurity and uncertainty, law students can whip one another into a frenzy over almost anything. Peer-induced stress is hard to avoid, and this chapter equips law students to minimize it. Young offers strategies for finding people with whom you truly connect in law school, even if the social scene is snobby, cliquish, or overwhelming. Additionally, the chapter explains several important ways that law students can avoid contributing to the pressure-cooker atmosphere themselves: disengaging from the law school scene when necessary, being a good citizen, and most importantly, committing microinclusions—the opposite of microaggressions—to increase others' sense of belonging. 13Professors and Law School Administrators chapter abstractThe days of Professor Kingsfield are over—sort of—but law professors continue to play an outsized role in law student life. This chapter relates some bests and worsts of professorial behavior and provides strategic advice for dealing with the latter. It explains how and why to cultivate a good working relationship with at least a few favorite professors (without being a suck-up), and gives advice for getting the most out of office hours, even in classes with intimidating professors. Finally, the chapter demystifies the often-opaque role of law school administrators, explaining what kinds of help they can offer to students. 14Relationships (Mostly) Outside of Law School chapter abstractLaw school can be an extremely insular experience, which can complicate law students' relationships with people outside of law school. But while no one who hasn't been through law school can fully "get" it, there are some best practices for maintaining relationships with friends and loved ones from within the law school bubble. This chapter draws on data from current law students' experiences to suggest best practices. How do you manage family drama while you're trying to prepare for finals? How do you break it to your best college buddy that you're missing his Vegas birthday blowout for a Moot Court competition? And how can you maintain a successful romantic relationship with a partner who doesn't understand why you're so stressed out all the time? 15Choosing Courses chapter abstractLaw students are told a great many things about what courses they should take during law school—but how much of this is true? Should all law students take a clinic? Are bar courses really that important? Do employers care what classes are on a student's transcript? This chapter helps students think carefully about their curricular choices, offering reasons to take (or avoid) particular classes. Additionally, Young uses data from surveys of law school alumni to pinpoint the skills they use most frequently in practice and which they wish they had developed in law school. The chapter advises law students how to tailor their course schedule to develop a skill set that will serve them well in the future, including specific courses outside the law school. 16Surviving (Thriving?) in Class chapter abstractThis chapter describes how to get the most out of the classroom experience in law school. Young argues that cold calling is usually poor pedagogy, but it is something law students must learn to navigate. Law students' anxiety about cold calling can generally be managed with a few small changes and reframing exercises, freeing students to spend their psychological energy in class actually learning the material. The chapter also draws on educational and psychological research about specific in-class strategies for focusing, paying attention, and remembering information. Is it better to handwrite or take notes on a laptop? What do you do if your attention constantly wanders? Is it okay to give up on a course you dislike? This chapter tackles these questions and others that are crucial to law student learning. 17Reading and Outlining chapter abstractWhen it comes to law school performance, reading and outlining is a law student's bread and butter—yet these skills are decidedly not part of the law school curriculum. This chapter helps law students figure out how to go about their daily work in a way that maximizes their retention of information while making efficient use of their time. Topics include how to cope when you haven't finished the reading, why outlining is usually beneficial, how to do it efficiently, and the oft-debated role of commercial outlines and hornbooks in law student learning. This chapter ends with a thorough treatment of study groups: why they are not always necessary, why they can be a good idea, the breadth of ways study groups can be used, and how to assemble an effective study group, plan meetings, and maximize each member's contributions. 18Exams and Grades chapter abstractYoung's data show that, of all of law school's conventions, many law students find the grading structure the most taxing: a long semester of work, followed by a single test at the end that determines a student's entire grade. While this may be poor pedagogy—Young argues that it exacerbates the structural advantages and disadvantages students bring to law school—it is a structure with which modern law students are, for now, stuck. This chapter helps them learn to excel within an imperfect system. Drawing on an extended example from Professor Orin Kerr, this chapter walks students through the practicalities of drafting a thorough, responsive, and high-scoring exam answer and explains how students can craft their study time and exam time to maximize their chances of an impressive performance. Finally, this chapter puts grades into a larger perspective: What do they really mean for students' lives and careers? 19Designing Your Post–Law School Life chapter abstractThe final chapter of this book will help law students think more broadly about their careers and lives after law school. In an unconventional discussion of the everyday realities of life and legal practice, Young challenges law students to think flexibly, creatively, mindfully, and introspectively in figuring out what they want their lives to look like after law school. The chapter draws heavily on the sociological literature about lawyers' subjective well-being and points out surprising patterns—for example, the counterintuitive trajectory through which a high law school GPA can lead to a dissatisfying legal career and the factors that are (and are not) reliable empirical predictors of lawyers' happiness. Young acknowledges that every path involves sacrifice but urges law students to reflect carefully on what makes them happy; she stresses that students need to begin carving a path that prioritizes these aspects of life over prestige and conventionality. Conclusion: Becoming Yourself chapter abstractIn the throes of law school, students forget that they have agency in creating their experiences and that there is no ideal way to "do" law school. Young concludes by reminding readers to use law school to shape them into the lawyers and people they want to be.
£16.14
University of Oklahoma Press The University of Oklahoma
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John Wiley & Sons Moral Education in America Schools and the
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John Wiley & Sons The Culturally Inclusive Educator Preparing for
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John Wiley & Sons A Guide to Teaching Art at the College Level
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Teachers' College Press Culturally Responsive Reading Teaching
Book SynopsisHelp students to explore the intertextuality of literature and to think more deeply and compassionately about the world. This book shows high school teachers and college instructors how to foreground a work’s cultural context, recognising that every culture has its own narrative tradition of oral and written classics that inform its literature.Table of Contents Contents (Tentative) Foreword Acknowledgments Preface: "Why Are We Reading This?" The Tar Baby Incident The LIST Paradigm: A Guided Approach to Teaching Literature Creating the LIST Paradigm Introduction: "Culturally Responsive Reading: What It Is and Why It Matters" "Moving Out Beyond Yourself": Coping With Culture Shock Defining "American Literature": Reading Western "Classics" Exploring Postcolonial Literature: Telling Our Own Stories Achieving Agency: Rejecting "The White Criterion" Misreading Multicultural Texts Challenging Censorship PART I: The LIST Paradigm: A Guide to Culturally Responsive Reading 1. Culture in the Classroom: Introducing the LIST Paradigm Teaching at the Academy Exploring Cultural Myths Exploring Definitions of "Culture" Teaching Values Introducing the LIST Paradigm Literary Analysis Literary Criticism List Paradigm Exercises Teaching Through the Lens of Culture 2. Telling Our Stories: Exploring the Power of Narrative Defining "Story" Bibliotherapy Mindful Reading Types of Stories 3. Readers, Reading, and the Reading Process Why We Read What We Read How We Read 4. "Interrogating the Text": Asking Significant Questions Conflicting Views on Reading Literature Engaging Questions From Other Disciplines Who Is "Qualified" to Speak? Questions for Writers Questions for Students Exploring "Subversive" Texts PART II: Exploring the LIST Paradigm: Four "Keys to Culture" Chapter 5: Language: "How Does the Author Contextualize Linguistic Signs and Symbols?" Language as Resistance Language in Postcolonial Studies Reading Ousamne Sembène's Niiwam Language Creation: Code-Switching and Code-Meshing Language Validation: Standard English and Vernacular Language Use: "The Transforming Power of Language" Significant Questions—General Significant Questions—Music 6. Identity: "Who Are These People and What Do They Want?" Identity Politics (Race, Racism, and Colorism) Literary Archetypes Cultural Stereotypes Significant Questions 7. Space: "How Do Characters Negotiate the Text's Physical, Psychological, and Cultural Landscapes?" Physical Space Domestic Space ("Home") Racialized Space Counterspaces (Third Space Theory) Psychological Space The Subaltern Cultural Landscapes: The Slave Ships Narrative Space Significant Questions 8. Time: "How Does an Author Manipulate Time" Exploring Time in Contemporary Fiction Cultural Perceptions of Time Historiography Historicity Time in A Lesson Before Dying Significant Questions PART III: Exploring the LIST Paradigm: Unlocking the Text 9. Cultural Contexts for The Brief Wondrous Life of Oscar Wao Reading Oscar Wao Language in Oscar Wao History: The Parsley Massacre Major Influences Author Background 10. Exploring the LIST Paradigm© : Reading The Brief Wondrous Life of Oscar Wao Introducing the Novel Narrative Structure Language: "How Does the Author Contextualize Linguistic Signs and Symbols?" Identity: "Who Are These People and What Do They Want" Space: "How Do Characters Negotiate the Text's Physical, Psychological, and Cultural Landscapes?" Time: "How Does the Author Manipulate Time?" Coda Appendix A.1: Exploring the LIST Paradigm: A Reader's Guide Appendix A.2: LIST Worksheet Appendix B: Defining Elements of Morrison's Fiction Appendix C: Notes on Narrative Structure Appendix D: Suggestions for Pairing Texts References Index About the Author
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Teachers' College Press Transforming Online Teaching in Higher Education
Book SynopsisDrawing on their years of experience leading transformative online classrooms in higher education, the authors present an approach for teaching online that is both engaging and effective. This practical book provides an overview of essential approaches, bolstered by examples from various instructors who are teaching online courses.Table of Contents Contents (Tentative) Introduction Setting the StageOverview of ChaptersOur Theoretical FrameworkAppreciative InquiryWho Wrote This Book? Chapter 1. Engagement Distinguishing Between Participation and EngagementDescribing the Engaged Online ClassroomCreating Engaged Classroom ExperiencesEncouraging and Supporting EngagementAssessing Online Engagement Chapter 2. Inquiry Inquiry Transcends Asking QuestionsCentering the Online Classroom in InquiryInquiry in the Course DesignStudents as Inquirers Chapter 3. Equity Elements of the Equitable ClassroomDescribing the Equitable ClassroomDesigning an Equitable ClassroomDefining and Creating Equity Online: Ideas to Consider Chapter 4. Presence Presence in Student-Centered Online CoursesDesigning for PresenceRedefining Teacher PresenceInviting Student Presence Chapter 5. Communities and Networks Online Classroom CommunitiesGetting to Know the StudentsCreating Opportunities for Community InteractionGoing Beyond the Boundaries of the Physical ClassroomCommunities of Teachers Chapter 6. Time and Space Redefining Time and SpaceUsing Synchronous and Asynchronous Time as Class TimePrioritizing Responsiveness and FeedbackFlexible Spaces and Multiple Voices in the ClassroomThe Internet as Community Space Chapter 7. Conclusions: Shifting Your Mindset and Sifting Through Your Residue Chapter Highlights from Our Evolving PedagogyA Way Forward for Developing Your Online PracticeLingering Issues and the Possibilities of Teaching and Learning Online References Index About the Author
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John Wiley & Sons Transforming Online Teaching in Higher Education
Book SynopsisDrawing on their years of experience leading transformative online classrooms in higher education, the authors present an approach for teaching online that is both engaging and effective. This practical book provides an overview of essential approaches, bolstered by examples from various instructors who are teaching online courses.Table of Contents Contents (Tentative) Introduction Setting the StageOverview of ChaptersOur Theoretical FrameworkAppreciative InquiryWho Wrote This Book? Chapter 1. Engagement Distinguishing Between Participation and EngagementDescribing the Engaged Online ClassroomCreating Engaged Classroom ExperiencesEncouraging and Supporting EngagementAssessing Online Engagement Chapter 2. Inquiry Inquiry Transcends Asking QuestionsCentering the Online Classroom in InquiryInquiry in the Course DesignStudents as Inquirers Chapter 3. Equity Elements of the Equitable ClassroomDescribing the Equitable ClassroomDesigning an Equitable ClassroomDefining and Creating Equity Online: Ideas to Consider Chapter 4. Presence Presence in Student-Centered Online CoursesDesigning for PresenceRedefining Teacher PresenceInviting Student Presence Chapter 5. Communities and Networks Online Classroom CommunitiesGetting to Know the StudentsCreating Opportunities for Community InteractionGoing Beyond the Boundaries of the Physical ClassroomCommunities of Teachers Chapter 6. Time and Space Redefining Time and SpaceUsing Synchronous and Asynchronous Time as Class TimePrioritizing Responsiveness and FeedbackFlexible Spaces and Multiple Voices in the ClassroomThe Internet as Community Space Chapter 7. Conclusions: Shifting Your Mindset and Sifting Through Your Residue Chapter Highlights from Our Evolving PedagogyA Way Forward for Developing Your Online PracticeLingering Issues and the Possibilities of Teaching and Learning Online References Index About the Author
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Teachers' College Press Writing Instruction for Success in College and in
Book SynopsisDescribes an innovative, evidence-based method for preparing students for the demands of college writing called Supporting Strategic Writers (SSW). The goal of SSW is to help students become independent learners who understand the value of strategies and can apply them flexibly in future courses and the workplace.Table of Contents Contents (Tentative) Foreword Preface Development of the Supporting Strategic Writers Program Organization of Our Book ConclusionPart I. Introduction to Supporting Strategic Writers 1. Addressing Challenges in Postsecondary Education: The Genesis of SSW and Research Findings Developmental WritingCollege ExpectationsSupporting Strategic Writers ProjectResearch on Supporting Strategic WritersConclusion 2. Core Instructional Components of Supporting Strategic Writers Core Principles of Strategy InstructionWriting StrategiesMetacognition and MotivationPedagogical MethodsConclusionPart II. SSW Writing Strategies 3. Planning and Drafting for Argumentative Writing Without Sources Collaborative PracticeGuided PracticeConclusion 4. Evaluating and Revising for Argumentative Writing Without Sources Strategies for Evaluation and RevisionIntroduction to a New GenrePreparation for Peer ReviewPeer Review and RevisionReflectionConclusion 5. Challenges of Writing Using Sources; Summary-Response SSW Strategies for Writing Using SourcesInstruction Following the Strategy for Teaching StrategiesConnecting Summary-Response to Writing Essays With SourcesConclusion6. Integrating Ideas From Sources in an Essay Sequence of AssignmentsIntroduction to Writing Using SourcesIntegrate Ideas From Sources With Your Own IdeasPlan Your EssayDraft the EssayFurther AssignmentsSelecting SourcesConclusion Part III A Look to the Future 7. Addressing Challenges in Implementation and Problem-Solving Challenges With the Use of Cognitive StrategiesInstitutional Organizational StructuresEnd of Semester ReflectionConclusion 8. Extending the Strategies to Other Genres and Other Courses Adapting Strategies to Genres Across CoursesExamples of Applying the SSW Strategies in Other CoursesConcluding Thoughts References Index About the Authors
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John Wiley & Sons Writing Instruction for Success in College and in
Book SynopsisDescribes an innovative, evidence-based method for preparing students for the demands of college writing called Supporting Strategic Writers (SSW). The goal of SSW is to help students become independent learners who understand the value of strategies and can apply them flexibly in future courses and the workplace.Table of Contents Contents (Tentative) Foreword Preface Development of the Supporting Strategic Writers Program Organization of Our Book ConclusionPart I. Introduction to Supporting Strategic Writers 1. Addressing Challenges in Postsecondary Education: The Genesis of SSW and Research Findings Developmental WritingCollege ExpectationsSupporting Strategic Writers ProjectResearch on Supporting Strategic WritersConclusion 2. Core Instructional Components of Supporting Strategic Writers Core Principles of Strategy InstructionWriting StrategiesMetacognition and MotivationPedagogical MethodsConclusionPart II. SSW Writing Strategies 3. Planning and Drafting for Argumentative Writing Without Sources Collaborative PracticeGuided PracticeConclusion 4. Evaluating and Revising for Argumentative Writing Without Sources Strategies for Evaluation and RevisionIntroduction to a New GenrePreparation for Peer ReviewPeer Review and RevisionReflectionConclusion 5. Challenges of Writing Using Sources; Summary-Response SSW Strategies for Writing Using SourcesInstruction Following the Strategy for Teaching StrategiesConnecting Summary-Response to Writing Essays With SourcesConclusion6. Integrating Ideas From Sources in an Essay Sequence of AssignmentsIntroduction to Writing Using SourcesIntegrate Ideas From Sources With Your Own IdeasPlan Your EssayDraft the EssayFurther AssignmentsSelecting SourcesConclusion Part III A Look to the Future 7. Addressing Challenges in Implementation and Problem-Solving Challenges With the Use of Cognitive StrategiesInstitutional Organizational StructuresEnd of Semester ReflectionConclusion 8. Extending the Strategies to Other Genres and Other Courses Adapting Strategies to Genres Across CoursesExamples of Applying the SSW Strategies in Other CoursesConcluding Thoughts References Index About the Authors
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Teachers College Press Culturally Sustaining Pedagogies in Higher Education
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MP-SIL Southern Illinois Uni Multiliteracies for a Digital Age
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University of Pennsylvania Press Ms. Mentors Impeccable Advice for Women in
Book SynopsisIn question-and-answer form, Ms. Mentor advises academic women about issues they daren't discuss openly, such as: How does one really clamber onto the tenure track when the job market is so nasty, brutish, and small? Is there such a thing as the perfectly marketable dissertation topic? How does a meek young woman become a tiger of an authority figure in the classroom-and get stupendous teaching evaluations? How does one cope with sexual harassment, grandiosity, and bizarre behavior from entrenched colleagues?Ms. Mentor's readers will find answers to the secret queries they were afraid to ask anyone else. They'll discover what it really takes to get tenure; what to wear to academic occasions; when to snicker, when to hide, what to eat, and when to sue. They'll find out how to get firmly planted in the rich red earth of tenure. They'll learn why lunch is the most important meal of the day.Trade Review"Never has there been such a forthright collection of wisdom and wit." * St. Louis Post-Dispatch *"Toth . . . is the first and foremost agony aunt of American feminist academics. . . . Her very funny and pithy book deals with graduate school, the job hunt, the conference scene, the first year on the job, the 'perils and pleasures' of teaching, 'slouching towards tenure,' and 'muddles and puzzles,' including what to wear to an interview, which discipline has the sexiest men, collegiality, sexual harassment, networking, social faux pas, and why bozos get tenure. A staunch feminist, Ms Mentor knows how to smile and deliver a witty retort instead of a lecture on sexism. Undazzled by the trappings of academic success, she regularly reminds her correspondents that they can find happy and successful careers elsewhere. But she has also come to terms with the realities of working in a profession. . . . Ms Mentor is a more liberating and energizing voice than the subdued, self-questioning wisdom of the autobiographical." * Elaine Showalter, Times Literary Supplement *"A genuine contribution to understanding how the professions of academe function (or don't) and how to negotiate successfully a career path in research and teaching." * Annette Kolodny, University of Arizona *"Everyone who's ever been in academe knows that it's a jungle out there, not a grove; Toth's book is a machete sharp enough to hack a path through the undergrowth." * New Orleans Times-Picayune *Table of ContentsPreface Acknowledgments Graduate School: The Rite of Passage The Job Hunt The Conference Scence First Year on the Job The Perils and Pleasures of Teaching When Cultures Collide Muddles and Puzzles Slouching Toward Tenure Post-Tenure Emerita: The Golden Years Final Words Bibliography: Women in Academia and Other Readings Sampled by Ms. Mentor Index
£17.99
University of Pennsylvania Press The University and Urban Revival
Book SynopsisIn the last quarter of the twentieth century, urban colleges and universities found themselves enveloped by the poverty, crime, and physical decline that afflicted American cities. Some institutions turned inward, trying to insulate themselves rather than address the problems in their own backyards. Others attempted to develop better community relations, though changes were hard to sustain.Spurred by an unprecedented crime wave in 1996, University of Pennsylvania President Judith Rodin knew that the time for urgent action had arrived, and she set a new course of proactive community engagement for her university. Her dedication to the revitalization of West Philadelphia was guided by her role not only as president but also as a woman and a mother with a deep affection for her hometown.The goal was to build capacity back into a severely distressed inner-city neighborhood—educational capacity, retail capacity, quality-of-life capacity, and especially economic capacityTrade Review"The incredible change that the University of Pennsylvania experienced under Judith Rodin's tenure mirrored that of the city of Philadelphia's. As Penn transformed the face of West Philadelphia and helped the city meets its educational and economic challenges, the city itself became more livable and a better place. President Rodin's reach not only transformed a great university but helped in the revival of one of American's oldest and proudest cities." * Edward G. Rendell, Governor, Commonwealth of Pennsylvania and former Mayor, City of Philadelphia *"Rodin's daring launch of the West Philadelphia Initiatives helped reclaim and transform Penn's neighborhood. Here she illuminates both the ugliness and the nobility of these hard-fought campaigns, exploring the grievances and ultimately shedding light on the glory of collaborating on issues of paramount importance to citizens: their houses, businesses, and the places and spaces where they come together." * John Sexton, President, New York University *"At a time when many urban academic institutions raised fences and erected buildings with forbidding walls to protect their staff and students from encroaching crime, the University of Pennsylvania and President Judith Rodin questioned how this approach would benefit the institution in the long run. Rodin's account of the university's ground-breaking initiatives to embrace and reinvigorate the surrounding neighborhood shows how anchor institutions must operate in the 21st century if they are to remain competitive." * Marc H. Morial, President and CEO, National Urban League and former Mayor, City of New Orleans *"The University and Urban Revival tells how one university developed state-of-the-art urban revitalization practices by applying the very theories it teaches. Penn's West Philadelphia Initiatives have remade University City into a thriving, economically and ethnically diverse urban center. Rodin offers lessons for all anchor institutions interested in fostering neighborhood-level change." * Dr. Edward J. Blakely, Executive Director, Office of Recovery Management, City of New Orleans *
£31.50
University of Pennsylvania Press Free Speech on Campus
Book SynopsisFrom the University of California, Berkeley, to Middlebury College, institutions of higher learning increasingly find themselves on the front lines of cultural and political battles over free speech. Repeatedly, students, faculty, administrators, and politically polarizing invited guests square off against one another, assuming contrary positions on the limits of thought and expression, respect for differences, the boundaries of toleration, and protection from harm. In Free Speech on Campus, political philosopher Sigal Ben-Porath examines the current state of the arguments, using real-world examples to explore the contexts in which conflicts erupt, as well as to assess the place of identity politics and concern with safety and dignity within them. She offers a useful framework for thinking about free-speech controversies both inside and outside the college classroom, shifting the focus away from disputes about legality and harm and toward democracy and inclusion. Ben-Porath provides Trade ReviewFree Speech on Campus makes a valuable contribution to a debate that has often been marred by confusion. In the campus context, Ben-Porath's argument that we may protect students from dignitary harm, but not from intellectual challenge, helps us to think clearly about the importance of not censoring speech on the basis of its intellectual content. Student activists, professors, and university administrators can all learn from reading this book. * Peter Singer, Princeton University *What norms should govern free expression in the university? In this fine book, Ben-Porath dispels misconceptions about what is at stake in current controversies, and sets her answer in the broader context of the changing role of the university in a democratic society. Rich in examples and analysis, as well as in practical suggestions, her arguments are fair minded and important. * Debra Satz, Stanford University *Ben-Porath has joined the debate about campus speech with a strong and persuasive argument. She is especially good when she explains, very quietly, why civility is sometimes necessary and sometimes not. * Michael Walzer, Institute for Advanced Study *In Free Speech on Campus, Ben-Porath persuasively shows how her ideal of inclusive freedom can protect academic freedom while also supporting the equal participation of vulnerable groups in academic life. Her book is a must-read for everyone interested in debates over controversial speech on campus. * Elizabeth Anderson, University of Michigan, Ann Arbor *Ben-Porath's Free Speech on Campus firmly sets aside the sensationalism and venom we often see in off-campus discussion of university speech, in favor of a careful defense of 'inclusive freedom.' Her argument persausively emphasizes the fundamental compatibility between universities' commitments both to open inquiry and to open participation in the community of inquiry. This is not splitting the difference, but a principled argument that inclusion doesn't require censorship, and academic freedom is a value that can be open to all on America's diversifying campuses. A wise and valuable book. * Jacob T. Levy, McGill University *Table of ContentsPreface Chapter 1. The State of the Debate Chapter 2. Inclusive Freedom Chapter 3. Identity and Free Speech on the Quad Chapter 4. Putting Civility in Its Place: Free Speech in the Classroom Conclusion and Practical Guidelines Acknowledgments
£15.19
University of Pennsylvania Press Human Rights Education Forging an Academic
Book SynopsisTrade Review"Saritas Cargas makes a convincing case for an academic discipline in human rights that can and should be adapted to local contexts, contemporary issues, and the needs of faculty and students. Her call for the adoption of critical pedagogy has the potential to impact significantly how human rights is taught in the United States." * William Paul Simmons, University of Arizona *
£52.70
The Catholic University of America Press A Reason Open to God On Universities Education
Book SynopsisWith clarity and wisdom, Pope Benedict XVI sets out his vision for Catholic higher education in this first and only collection of his major addresses on the topic. The pope’s most important statements on the nature of the university and its cultural and educative tasks are brought together in this volume.
£19.96
The Catholic University of America Press The Jesuits and Italian Universities 15481773
Book SynopsisBetween 1548 and 1773 the Jesuits made sixteen attempts, from Turin in the north to Messina in Sicily, to found new universities or to become professors in existing universities. Paul Grendler tells a new story based on years of research. Anyone interested in the volatile mix of universities, religion, and politics will find this book fascinating and instructive.Trade Review“The fruit of impressive research in Italian archives and of an extensive reading of international scholarship on the topic. Grendler has written a book which deals with this crucial topic for the history of education, for the history of culture in early modern Italy, and for the history of the Society of Jesus.” —Emanuele Colombo, DePaul University
£27.96
The Catholic University of America Press Spirituality in Architectural Education Twelve
Book SynopsisAddresses a variety of philosophical, disciplinary, pedagogic, and practical questions. Grounded on the Walton Critic Program at the Catholic University of America School of Architecture and Planning, this book offers reflections on the role that ‘big questions’ and spiritual sensibility ought to play in the architectural academy today.
£19.96
MW - Rutgers University Press The Making of Chicanao Studies In the Trenches
Book SynopsisTraces the philosophy and historical development of the field of Chicana/o studies from precursor movements to the Civil Rights era to today, focusing its lens on the political machinations in higher education that sought to destroy the discipline.Trade Review"No one knows trench warfare better than Rodolfo Acuña. And no one is better at describing it. An absorbing tale." -- Richard Delgado * Seattle University *"Pioneering Chicana/o studies activist Acuña has produced a rousing defense of Chicana/o studies past, present, and future. He argues persuasively that a main mission of Chicana/o studies has been, and must continue to be, to improve the educational and life opportunities of Chicanas and Chicanos. As anti-immigrant and, specifically, anti-Mexican fervor continues unabated nationwide, his urgent tone hardly seems unjustified. Recommended." * Choice *"The Making of Chicana/o Studies is the first major history of Chicano studies written by a founder of the field. Acuña has done a good job." * Journal of American History *"No one knows trench warfare better than Rodolfo Acuña. And no one is better at describing it. An absorbing tale." -- Richard Delgado * Seattle University *"Pioneering Chicana/o studies activist Acuña has produced a rousing defense of Chicana/o studies past, present, and future. He argues persuasively that a main mission of Chicana/o studies has been, and must continue to be, to improve the educational and life opportunities of Chicanas and Chicanos. As anti-immigrant and, specifically, anti-Mexican fervor continues unabated nationwide, his urgent tone hardly seems unjustified. Recommended." * Choice *"The Making of Chicana/o Studies is the first major history of Chicano studies written by a founder of the field. Acuña has done a good job." * Journal of American History *Table of ContentsPrefaceAcknowledgmentsList of AbbreviationsIntroduction1. Becoming Chicana/o Studies2. The Sixties and the Bean Count3. From Student Power to Chicano Studies4. In the Trenches of Academe5. The Building of Chicano Studies6. Growing a Program7. The Mainstreaming of Chicano Studies8. Getting It Right9. Resisting MainstreamingEpilogueNotesAppendix: Academic Programs in Chicana/o Studies and Related AreasIndex
£29.70
Rutgers University Press Raised at Rutgers A Presidents Story Rivergate
Book SynopsisTrade Review"Raised at Rutgers: A President’s Story captures in a single volume the experiences of a lifetime. An engaging and intelligent story of one person’s journey through the halls of the academy, it is profoundly personal, yet it resonates with lessons for all of us who have accepted the wonderful vocation of higher education." -- John Sexton * President, New York University *"Dick McCormick has written an uncommonly candid memoir of his career at Rutgers—beginning as a faculty child and ascending to the presidency. He left Rutgers a better place and that legacy will endure." -- Mary Sue Coleman * President Emeritus, University of Michigan *"Through the unique lens of a president who literally grew up with his beloved university, Raised at Rutgers combines a historian’s keen observations of events and context with a big-picture understanding of, and passion for, the mission of public higher education. Educational leaders and policy-makers can learn a great deal from this remarkably candid, insightful, and unflinching portrait of challenges and decisions that helped shape one of America’s great universities." -- Jonathan R. Alger * President, James Madison University *Table of ContentsPreface and Acknowledgments1 Six Scenes from a University Presidency2 Coming of Age at Rutgers3 A Difficult First Year as Rutgers President4 The Academic Heart of the Matter5 Intercollegiate Athletics6 Rutgers and New Jersey7 Getting a Medical School, Concluding a Presidency8 Reflections on Leading Rutgers
£29.70
MW - Rutgers University Press Transforming the Academy Faculty Perspectives on Diversity and Pedagogy
a huge range and FREE tracked UK delivery on ALL orders.
£26.99
MW - Rutgers University Press Transforming the Academy Faculty Perspectives on Diversity and Pedagogy
a huge range and FREE tracked UK delivery on ALL orders.
£105.40
MW - Rutgers University Press A New Deal for the Humanities Liberal Arts and the Future of Public Higher Education The American Campus
a huge range and FREE tracked UK delivery on ALL orders.
£27.90
John Wiley & Sons Developing Faculty in Liberal Arts Colleges
Book SynopsisAnalyses the career stage challenges these faculty members must overcome, such as a lack of preparation for teaching, limited access to resources and mentors, and changing expectations for excellence in teaching, research, and service to become academic leaders in their discipline and at these distinctive institutions.Trade Review"The greatest challenge to liberal arts colleges is the depreciation of their most precious asset—the faculty's passion, dedication, and commitment to educate students to be citizens in a democratic society. Developing Faculty in Liberal Arts Colleges provides a frank, comprehensive diagnosis of how colleges and universities can better align social capital and institutional mission with the human infrastructure needs of a changing professoriate." -- Eugene M. Tobin * Senior Program Officer, Andrew W. Mellon Foundation and former president of Hamilton College *“The authors have written a thoroughly researched and thoughtful account of the career development of faculty members in liberal arts colleges. Its broad field of vision offers a wealth of suggestions for enhancing faculty professional satisfaction and personal well-being throughout the academic career. There is no question in my mind that this book will become the go-to source for understanding the distinctive nature of faculty life in small colleges.” -- Mary Deane Sorcinelli * Senior Fellow, Institute for Teaching Excellence & Faculty Development, UMass Amherst *"A singularly impressive work of seminal and research-based scholarship." * Midwest Book Review *"This book analyzes the career stage challenges many faculty members must overcome, such as a lack of preparation for teaching, limited access to resources and mentors, and changing expectations for excellence in teaching, research, and service, to become academic leaders. Drawing on research conducted at the 13 institutions of the Great Lakes Colleges Association, the authors propose an Alignment Framework for Faculty Development in Liberal Arts Colleges to show how these colleges provide their faculties with the support to succeed." * Council of Independent Colleges newsletter *"The book offers insights into the faculty experience for tenured/tenure track faculty as well as contingent faculty in LACs. Further, the career stage lens sheds light on the experiences, needs, and challenges faced by faculty across all stages of the professoriate." * The Beacon *"The greatest challenge to liberal arts colleges is the depreciation of their most precious asset—the faculty's passion, dedication, and commitment to educate students to be citizens in a democratic society. Developing Faculty in Liberal Arts Colleges provides a frank, comprehensive diagnosis of how colleges and universities can better align social capital and institutional mission with the human infrastructure needs of a changing professoriate." -- Eugene M. Tobin * Senior Program Officer, Andrew W. Mellon Foundation and former president of Hamilton College *“The authors have written a thoroughly researched and thoughtful account of the career development of faculty members in liberal arts colleges. Its broad field of vision offers a wealth of suggestions for enhancing faculty professional satisfaction and personal well-being throughout the academic career. There is no question in my mind that this book will become the go-to source for understanding the distinctive nature of faculty life in small colleges.” -- Mary Deane Sorcinelli * Senior Fellow, Institute for Teaching Excellence & Faculty Development, UMass Amherst *"A singularly impressive work of seminal and research-based scholarship." * Midwest Book Review *"This book analyzes the career stage challenges many faculty members must overcome, such as a lack of preparation for teaching, limited access to resources and mentors, and changing expectations for excellence in teaching, research, and service, to become academic leaders. Drawing on research conducted at the 13 institutions of the Great Lakes Colleges Association, the authors propose an Alignment Framework for Faculty Development in Liberal Arts Colleges to show how these colleges provide their faculties with the support to succeed." * Council of Independent Colleges newsletter *"The book offers insights into the faculty experience for tenured/tenure track faculty as well as contingent faculty in LACs. Further, the career stage lens sheds light on the experiences, needs, and challenges faced by faculty across all stages of the professoriate." * The Beacon *Table of ContentsCONTENTS Foreword Life at a Small Liberal Arts College by Michael Reder Note on the Text Introduction Developing Faculty Members in Liberal Arts Colleges: Aligning Individual Needs with Organizational Goals PART ONE Contexts of Academic Work in Liberal Arts Colleges: Inside Institutions and Departments 1 Institutional Structures, Support, and Evaluation 2 Academic Departments PART TWO Understanding Faculty Members: What They Do and What They Need 3 A Holistic View of Faculty Work Lives in Liberal Arts Colleges 4 Aligning Faculty Needs with Institutional Priorities viii Contents PART THREE Aligning Resources: Supporting Faculty Members and Academic Work 5 Mentoring and Key Relationships 6 Trends and Exemplars PART FOUR At the Intersection: A Space for Innovation and Competitive Advantage 7 The Alignment Framework for Faculty Development in Liberal Arts Colleges Acknowledgments Appendix A Appendix B Appendix C References Index
£32.40
MW - Rutgers University Press From Single to Serious Relationships Gender and
Book SynopsisMalone shines a light on friendship, dating, and sexuality, in both the ideals and the practical experiences of heterosexual students at U. S. evangelical colleges. She examines the struggles they have in balancing their gendered presentations of self, the expectations of their religious campus community, and their desire to find meaningful romantic relationships. Trade Review"Sometimes insider information makes all the difference. Dana Malone does not disappoint in this carefully analytic description of the relationship culture on evangelical Protestant campuses. Malone painstakingly describes the dating—and sometimes mating—rituals that characterize this American subculture. It is, as she says, about navigating 'a minefield of contradictory messages,' rules, norms, and codes. Conventional ideas of masculinity and femininity are certainly not dead. The book reminds me of the ways in which American youth aren't just polarized politically, but culturally around the oldest of institutions—marriage—and the most primal of practices, sex." -- Mark Regnerus * author of Cheap Sex: The Transformation of Men, Marriage, and Monogamy *"Christian college and university administrators, staff, faculty, and student leaders will all benefit from considering the results of Malone’s study." * Christianity Today *From “Hello” to Down the Aisle: Christian College Students Share Their Stories of Finding Lasting Love by Jenell Paris Christianity Today review * Black Christian News *"Selected New Books on Higher Education: How to Ease the Way for Transgender and First-Generation Students" by Ruth Hammond mention * Chronicle of Higher Education *"New Books Network - New Books in Gender Studies" interview with Dr. Dana Malone https://newbooksnetwork.com/dana-m-malone-from-single-to-serious-relationships-gender-and-sexuality-on-american-evangelical-campuses-rutgers-up-2018/ * New Books Network - New Books in Gender Studies *Table of ContentsForeword ix 1 Introduction 1 2 Campus Life and the Evangelical University 21 3 From Single to Serious: How It Happens 46 4 Fitting a Mold: Femininity, Masculinity, and Being Religious 89 5 Sexuality on Campus: Delicate Tensions 129 6 Conclusion 169 Appendix A. College Students and Relationships: The Backstory 183 Appendix B. Methodology 194 Acknowledgments 201 Notes 205 References 223 Index 231
£27.90
Rutgers University Press From Single to Serious Relationships Gender and
Book SynopsisMalone shines a light on friendship, dating, and sexuality, in both the ideals and the practical experiences of heterosexual students at U. S. evangelical colleges. She examines the struggles they have in balancing their gendered presentations of self, the expectations of their religious campus community, and their desire to find meaningful romantic relationships. Trade Review"Sometimes insider information makes all the difference. Dana Malone does not disappoint in this carefully analytic description of the relationship culture on evangelical Protestant campuses. Malone painstakingly describes the dating—and sometimes mating—rituals that characterize this American subculture. It is, as she says, about navigating 'a minefield of contradictory messages,' rules, norms, and codes. Conventional ideas of masculinity and femininity are certainly not dead. The book reminds me of the ways in which American youth aren't just polarized politically, but culturally around the oldest of institutions—marriage—and the most primal of practices, sex." -- Mark Regnerus * author of Cheap Sex: The Transformation of Men, Marriage, and Monogamy *"Christian college and university administrators, staff, faculty, and student leaders will all benefit from considering the results of Malone’s study." * Christianity Today *From “Hello” to Down the Aisle: Christian College Students Share Their Stories of Finding Lasting Love by Jenell Paris Christianity Today review * Black Christian News *"Selected New Books on Higher Education: How to Ease the Way for Transgender and First-Generation Students" by Ruth Hammond mention * Chronicle of Higher Education *"New Books Network - New Books in Gender Studies" interview with Dr. Dana Malone https://newbooksnetwork.com/dana-m-malone-from-single-to-serious-relationships-gender-and-sexuality-on-american-evangelical-campuses-rutgers-up-2018/ * New Books Network - New Books in Gender Studies *Table of ContentsForeword ix 1 Introduction 1 2 Campus Life and the Evangelical University 21 3 From Single to Serious: How It Happens 46 4 Fitting a Mold: Femininity, Masculinity, and Being Religious 89 5 Sexuality on Campus: Delicate Tensions 129 6 Conclusion 169 Appendix A. College Students and Relationships: The Backstory 183 Appendix B. Methodology 194 Acknowledgments 201 Notes 205 References 223 Index 231
£105.40
Rutgers University Press Divergent Paths to College Race Class and
Book SynopsisMegan M. Holland examines how high schools structure different pathways that lead to very different college destinations based on race and class. She finds that racial and class inequalities are reproduced through unequal access to key sources of information, even among students in the same school and even in schools with well-established college-going cultures. Trade Review"In lively, clear, and well-written prose, Holland compellingly argues that students at two high performing, ethnoracially diverse high schools receive varied access to college information. Divergent Paths to College adds a much needed look at the institutional dynamics that affect the cumulative decisions that high schoolers make about whether, where, and when to apply to college." -- Lisa M. Nunn * author of Defining Student Success: The Role of School and Culture *"Applying to college? Know what road to travel" interview with Megan Holland * WBFO interview *"Research outlines inequalities in high school students’ college searches" by Charles Anzalone mention of Divergent Paths to College * UBNow *"Holland takes us inside two different American high schools to offer a deeply nuanced look at how the focus of scholars and policymakers on individual choice has limited our understanding of how young people negotiate their transitions to higher education. She very skillfully elicits from students the ways that larger social structures and processes work to the benefit of some students while holding others back. The study is well-designed, Holland’s interpretations of her data even-handed and persuasive, and Divergent Paths to College is highly and refreshingly readable." -- David Bills * author of The Sociology of Education and Work *"Helping disadvantaged students navigate the college selection process" mention of Divergent Paths to College * News Ticker *"Holland presents a nuanced description of the divergent paths to college that high schools craft for different students. Instead of token efforts, this book provides an insightful analysis of ways to create real college opportunity for students." -- James Rosenbaum * co-author of Bridging the Gaps: College Pathways to Career Success *"How Social Capital Affects College Choice," by Peter Monaghan * Chronicle of Higher Education *Table of ContentsContents List of Tables 1 College Dreams and College Outcomes 2 Everyone Goes to College 3 Racial Context, Tracking and Peers 4 When Brokering Fails: Guidance Holes and Broken Trust 5 Opportunities or Opportunistic: Marketing in Higher Education 6 Decisions, Decisions, Decisions 7 Consequences for the Application Process, College Destinations, and Beyond Methodological Appendix Acknowledgements Notes Bibliography Index
£26.99
Rutgers University Press Divergent Paths to College Race Class and
Book SynopsisMegan M. Holland examines how high schools structure different pathways that lead to very different college destinations based on race and class. She finds that racial and class inequalities are reproduced through unequal access to key sources of information, even among students in the same school and even in schools with well-established college-going cultures. Trade Review"In lively, clear, and well-written prose, Holland compellingly argues that students at two high performing, ethnoracially diverse high schools receive varied access to college information. Divergent Paths to College adds a much needed look at the institutional dynamics that affect the cumulative decisions that high schoolers make about whether, where, and when to apply to college." -- Lisa M. Nunn * author of Defining Student Success: The Role of School and Culture *"Applying to college? Know what road to travel" interview with Megan Holland * WBFO interview *"Research outlines inequalities in high school students’ college searches" by Charles Anzalone mention of Divergent Paths to College * UBNow *"Holland takes us inside two different American high schools to offer a deeply nuanced look at how the focus of scholars and policymakers on individual choice has limited our understanding of how young people negotiate their transitions to higher education. She very skillfully elicits from students the ways that larger social structures and processes work to the benefit of some students while holding others back. The study is well-designed, Holland’s interpretations of her data even-handed and persuasive, and Divergent Paths to College is highly and refreshingly readable." -- David Bills * author of The Sociology of Education and Work *"Helping disadvantaged students navigate the college selection process" mention of Divergent Paths to College * News Ticker *"Holland presents a nuanced description of the divergent paths to college that high schools craft for different students. Instead of token efforts, this book provides an insightful analysis of ways to create real college opportunity for students." -- James Rosenbaum * co-author of Bridging the Gaps: College Pathways to Career Success *"How Social Capital Affects College Choice," by Peter Monaghan * Chronicle of Higher Education *Table of ContentsContents List of Tables 1 College Dreams and College Outcomes 2 Everyone Goes to College 3 Racial Context, Tracking and Peers 4 When Brokering Fails: Guidance Holes and Broken Trust 5 Opportunities or Opportunistic: Marketing in Higher Education 6 Decisions, Decisions, Decisions 7 Consequences for the Application Process, College Destinations, and Beyond Methodological Appendix Acknowledgements Notes Bibliography Index
£105.40
Rutgers University Press Outside the Limelight Basketball in the Ivy
Book SynopsisOutside the Limelight pulls back the curtain on Ivy League basketball. At a time when college sports have become a multimillion dollar industry, Kathy Orton reminds us of why some young men chase hoop dreams—not for an NBA contract, but for the love of the game. Trade Review"Orton, a Washington Post sports writer, makes a game effort of illuminating the inside game of a sport that has been remarkably monotonous in its outcome." * Bloomberg News *"Not many people are aware of the drama of Ivy League basketball. Outside the Limelight is a wonderful tribute to one of the most undervalued conferences in college basketball. I know. I've got the tuition bills." -- Tony Kornheiser * Washington Post and ESPN *"Growing up, I was very impressed with Bill Bradley, Jim McMillian and Heyward Dotson. They fueled my interest in going to an Ivy League school. I hoped we as a team could duplicate the success they had at their schools. Kathy Orton introduces college basketball fans to the Ivy League beyond the well-known names and tells the story of the joys and sorrows of a season." -- James Brown * Harvard '73 and CBS Sports/Showtime studio host *"In my book, there's no such thing as an Ivy League player. There is such a thing as a basketball player who happens to play in the Ivy League. As Outside the Limelight reveals, when they come out of the locker room and step across the white line, they are basketball players. Period." -- Pete Carril * former Princeton coach and Naismith Memorial Basketball Hall of Fame member *"As someone who played in the Ivy League, and always wanted to write about it, Kathy Orton has beaten me to it. And good for her, for she's written a wonderful book that captures both the league's idiosyncrasies and its uniqueness. It's all here, the coaches trying to win in a league without athletic scholarships, the players grappling with their own basketball dreams, and the bus rides, too. In many ways the Ivy League is the last real amateur league in college basketball, a page out of a simpler basketball time, and Orton captures it all. I wish I had written it." -- Bill Reynolds * Brown '68 and Providence Journal sports columnist *"Journalist Orton followed Ivy League men's basketball during the 2005-06 season, as Penn and Princeton battled for the top spot and Harvard, Cornell, Yale, Brown, Dartmouth, and Columbia struggled to achieve winning records. This charming book recalls a time when colleges played basketball solely for the love of the sport. Highly recommended." * Choice *"Orton has honored [these players] with her thoughtful account." * Town Topics *"Orton provide[s] a fresh look at the non-scholarship, true student athletes in the game." * The Saratogian *Table of ContentsForeword Preface 1 Origins of a League Part I Great Expectations 2 A Mom-and-Pop Store 3 Great Scott 4 Multicultural Quakers 5 Getting Under Way 6 Roll Crimson Pride 7 Backdoor Cuts 8 A Tradition Tarnished 9 Bright Lights, Big Stages Part II The Heart of the Season 10 Harvardization 11 Conference Calls 12 We Interrupt This Season . . . 13 The Road Is the Thing 14 Everyone Onto the Court 15 Brothers in Arms 16 A Rivalry Like No Other 17 Topsy-Turvy Weekend 18 Dreams Deferred 19 And the Winner Is . . . Part III Tournament Hoopiness 20 The Wait of Expectations Epilogue
£22.49
Rutgers University Press Reformed American Dreams Welfare Mothers Higher
Book SynopsisReformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Trade Review"Sheila Katz's study of single women with children on CalWORKS in the San Francisco bay area should be read by those who have stereotyped low-income women in need of assistance, who we often gratuitously denigrate. Katz's interviews demonstrate these women are willing to work and—against all odds (and sometimes the bureaucracy)—seek to advance their fortunes and those of their children by seeking higher education. It is an important, empathic, empowering story." -- Robert Hauhart * author of Seeking the American Dream *"The American Dream is betrayed by policies that promotes college for some but not all. In this must-read, Sheila Katz reveals this harsh reality in painstaking detail and, as a scholar-activist, demands that we do something about it.” -- Sara Goldrick-Rab * Founding Director of the Hope Center for College, Community, and Justice *"Katz chronicles the inspiring 'survival narratives' and grassroots activism of mothers receiving public assistance as they negotiate the many barriers to achieving the American Dream. They offer powerful lessons for remaking it from a materialist and individualist vision to one that nurtures community-building and well-being for all." -- Nancy Naples * Author of Grassroots Warriors: Activist Mothering, Community Work, and the War on Poverty *"Recommended." * Choice *Selected New Books on Higher Education compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666?key=137mX8P5kNfptPQAJSOgWMNQT5_Zvkgu5NT2iXPiz_vwC1tQHEYfJH7qLUkMonygb0NxU1VfZFRIQU1qYk85Q1lTS0xaLUtnQkloUUZuZTUzOUdjdDlzYkhmRQ * Chronicle of Higher Education *"Well written and well organized and is an approachable read for undergraduate or graduate students in public policy, sociology, poverty, and/or women’s studies. Importantly, the policy recommendations she presents in her book are based on the analysis of the experiences and lives of the single mothers themselves. The American Dream can have meaning beyond economic mobility to include living a fulfilling life through education and time spent with family and community." * Gender & Society *"Katz has illuminated the significance of higher education and the safety net, both of which require progressive reform least they collapse under the weight of a greater depression. We could do worse than learn from student mothers on welfare." * Cercles *"This book demonstrates that mothers on welfare in higher education are pursuing the American Dream, and if policymakers truly want to get these mothers off public assistance, they need to facilitate access to higher education, so they can experience upward mobility into family-supporting jobs." * Work and Occupations *Table of ContentsContents Acknowledgments List of Abbreviations and Acronyms Preface 1 Reforming the American Dream 2 Pathways onto Welfare and into College 3 Reformed Grassroots Activism 4 Survival through College 5 My Education Means Everything to Me 6 Hope and Fear during the Great Recession 7 Graduating into the Great Recession 8 An American Dream for All Afterword Appendices Notes Bibliography Index
£25.19
Rutgers University Press Reformed American Dreams Welfare Mothers Higher
Book SynopsisReformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Trade Review"Sheila Katz's study of single women with children on CalWORKS in the San Francisco bay area should be read by those who have stereotyped low-income women in need of assistance, who we often gratuitously denigrate. Katz's interviews demonstrate these women are willing to work and—against all odds (and sometimes the bureaucracy)—seek to advance their fortunes and those of their children by seeking higher education. It is an important, empathic, empowering story." -- Robert Hauhart * author of Seeking the American Dream *"The American Dream is betrayed by policies that promotes college for some but not all. In this must-read, Sheila Katz reveals this harsh reality in painstaking detail and, as a scholar-activist, demands that we do something about it.” -- Sara Goldrick-Rab * Founding Director of the Hope Center for College, Community, and Justice *"Katz chronicles the inspiring 'survival narratives' and grassroots activism of mothers receiving public assistance as they negotiate the many barriers to achieving the American Dream. They offer powerful lessons for remaking it from a materialist and individualist vision to one that nurtures community-building and well-being for all." -- Nancy Naples * Author of Grassroots Warriors: Activist Mothering, Community Work, and the War on Poverty *"Recommended." * Choice *Selected New Books on Higher Education compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666?key=137mX8P5kNfptPQAJSOgWMNQT5_Zvkgu5NT2iXPiz_vwC1tQHEYfJH7qLUkMonygb0NxU1VfZFRIQU1qYk85Q1lTS0xaLUtnQkloUUZuZTUzOUdjdDlzYkhmRQ * Chronicle of Higher Education *"Well written and well organized and is an approachable read for undergraduate or graduate students in public policy, sociology, poverty, and/or women’s studies. Importantly, the policy recommendations she presents in her book are based on the analysis of the experiences and lives of the single mothers themselves. The American Dream can have meaning beyond economic mobility to include living a fulfilling life through education and time spent with family and community." * Gender & Society *"Katz has illuminated the significance of higher education and the safety net, both of which require progressive reform least they collapse under the weight of a greater depression. We could do worse than learn from student mothers on welfare." * Cercles *"This book demonstrates that mothers on welfare in higher education are pursuing the American Dream, and if policymakers truly want to get these mothers off public assistance, they need to facilitate access to higher education, so they can experience upward mobility into family-supporting jobs." * Work and Occupations *Table of ContentsContents Acknowledgments List of Abbreviations and Acronyms Preface 1 Reforming the American Dream 2 Pathways onto Welfare and into College 3 Reformed Grassroots Activism 4 Survival through College 5 My Education Means Everything to Me 6 Hope and Fear during the Great Recession 7 Graduating into the Great Recession 8 An American Dream for All Afterword Appendices Notes Bibliography Index
£72.25
MW - Rutgers University Press Empowering Men of Color on Campus Building Student Community in Higher Education
a huge range and FREE tracked UK delivery on ALL orders.
£999.99
Rutgers University Press Learning to Be Latino How Colleges Shape
Book SynopsisIn Learning to be Latino, Reyes paints a vivid picture of Latino student life, outlining students’ interactions with one another, with non-Latino peers, and with faculty, administrators, and the outside community. Reyes identifies the normative institutional arrangements that shape the social relationships relevant to Latino students’ lives on these campuses. Trade Review“Reyes artfully weaves the personal narratives of her subjects into an engaging and clear argument about the role of institutional contexts and organizations for shaping student perspectives and actions.” -- Irenee Beattie * University of California at Merced *"In Learning to be Latino, Daisy Reyes contributes to the exciting 'campus turn' in higher education research. Going deep into the texture of three universities, Reyes shows how institutional context influences Latino students’ understandings of their lives and politics, and their broader interpretations of the world." -- Amy Binder * University of California San Diego *"‘Learning to Be Latino’ QA with Daisy Verduzco Reyes," by Emma Whitford * Chronicle of Higher Education *"Selected New Books in Higher Education" * Chronicle of Higher Education *"A ‘Hidden Curriculum’ for Latino Students," feature by Peter Monaghan * Chronicle of Higher Education *"With an engaging writing style, this well-researched book has a lot to offer a general audience and is a great addition to courses on the Latino experience, race and higher education, and political socialization." * AAUP.org *"Learning to Be Latino serves as an example of how we can learn about institutions of higher education and a sociology of higher education in general by way of Latino students, although, to be sure, many findings are distinct to Latino students. Through Learning to Be Latino, Reyes questions taken-for-granted ideas and concepts in the sociology of race and higher education such as student groups, the critical consciousness of racially marginalized groups, and even college itself." * American Journal of Sociology *Table of ContentsPreface ix1 Higher Education and Latino Students 1PART ONEUniversity Institutional Contexts2 The Communal Bubble at Liberal Arts College 153 Conflict at Research University 354 Coexisting at Regional Public University 61PART TWOStudent Interactions and Meaning-Making5 Who We Are: (Pan)ethnic Identity and Boundary Formation 816 What We Do: Defining and Performing Latino Politics 1137 Where We Are Going: Ideas about Racial Inequality and Mobility 1378 How Higher Education Teaches Disparate Lessons to Latinos 157Methodological Appendix: Studying Student Organizations in Multiple Institutions 169 Acknowledgments 177Notes 181References 185About the Author 189Index
£25.19
Rutgers University Press Learning to Be Latino
Book SynopsisIn Learning to be Latino, Reyes paints a vivid picture of Latino student life, outlining students' interactions with one another, with non-Latino peers, and with faculty, administrators, and the outside community. Reyes identifies the normative institutional arrangements that shape the social relationships relevant to Latino students' lives on these campuses.Trade Review“Reyes artfully weaves the personal narratives of her subjects into an engaging and clear argument about the role of institutional contexts and organizations for shaping student perspectives and actions.” -- Irenee Beattie * University of California at Merced *"In Learning to be Latino, Daisy Reyes contributes to the exciting 'campus turn' in higher education research. Going deep into the texture of three universities, Reyes shows how institutional context influences Latino students’ understandings of their lives and politics, and their broader interpretations of the world." -- Amy Binder * University of California San Diego *"‘Learning to Be Latino’ QA with Daisy Verduzco Reyes," by Emma Whitford * Chronicle of Higher Education *"Selected New Books in Higher Education" * Chronicle of Higher Education *"A ‘Hidden Curriculum’ for Latino Students," feature by Peter Monaghan * Chronicle of Higher Education *"With an engaging writing style, this well-researched book has a lot to offer a general audience and is a great addition to courses on the Latino experience, race and higher education, and political socialization." * AAUP.org *"Learning to Be Latino serves as an example of how we can learn about institutions of higher education and a sociology of higher education in general by way of Latino students, although, to be sure, many findings are distinct to Latino students. Through Learning to Be Latino, Reyes questions taken-for-granted ideas and concepts in the sociology of race and higher education such as student groups, the critical consciousness of racially marginalized groups, and even college itself." * American Journal of Sociology *Table of ContentsPreface ix1 Higher Education and Latino Students 1PART ONEUniversity Institutional Contexts2 The Communal Bubble at Liberal Arts College 153 Conflict at Research University 354 Coexisting at Regional Public University 61PART TWOStudent Interactions and Meaning-Making5 Who We Are: (Pan)ethnic Identity and Boundary Formation 816 What We Do: Defining and Performing Latino Politics 1137 Where We Are Going: Ideas about Racial Inequality and Mobility 1378 How Higher Education Teaches Disparate Lessons to Latinos 157Methodological Appendix: Studying Student Organizations in Multiple Institutions 169 Acknowledgments 177Notes 181References 185About the Author 189Index
£105.40
Rutgers University Press White Guys on Campus Racism White Immunity and
Book SynopsisWhite Guys on Campus is a critical examination of the role of race in higher education, centering Whiteness, in an effort to unveil the frequently unconscious habits of racism among white male students. It details many of the contours of contemporary, systemic racism, while continually engaging the possibility of White students to engage in anti-racism.Trade Review"White Guys on Campus examines narratives of White males in order to reveal 'ecologies of Whiteness' that permit (and even empower) racism to persist. With sound scholarship and well-supported claims, this book is a unique and important contribution to the field." -- Susan Iverson * coeditor of Reconstructing Policy Analysis in Higher Education: Feminist Poststructural Perspectives *"There are and always have been lots of white guys on college campuses. This timely, important book helps us more deeply understand their racial identities, socialization, and attitudes. Cabrera masterfully complicates whiteness, illuminates white supremacy, and proposes ways to help white college men become less racist." -- Shaun R. Harper * Clifford and Betty Allen Professor, University of Southern California Rossier School of Education *"What Do ‘White Guys’ Think About Race? This Professor Is Trying to Find Out" by Chris Quintana interview with Nolan C. Cabrera * Chronicle of Higher Education *"From racial jokes to affirmative action, Nolan L. Cabrera analyzes the persistent white mindset that obscures systemic racism on our college campuses. Read this book if you want a truthful and evidence-based explanation about the effects of racist discourse." -- Zeus Leonardo * author of Race Frameworks: A Multidimensional Theory of Racism and Education *“Cultivating Public Scholarship and a Radical Ethic of Love as Faculty of Color" interview with Nolan L. Cabrera * Resilient Campus *"In this era of educational resegregation, Nolan Cabrera’s White Guys on Campus examines how whiteness blocks paths toward truth, justice, and reconciliation. A timely, provocative, even hopeful book.” -- Jeff Chang * author of We Gon’ Be Alright: Notes on Race & Resegregation *"An Asian American woman’s tweets ignite a debate: Is it okay to make fun of white people online?" by Eli Rosenberg and Erin B. Logan * Washington Post *"Selected New Books on Higher Education," compiled by Ruth Hammond * Chronicle of Higher Education *"Nolan Cabrera: HEOC Alumnus Studies Race on College Campuses," by Mackie Lorkis * Ampersand *"Reinforcing Racism: Color-Blind Curricula in Higher Education by Dr. Nolan Cabrera" * Equity Alliance Blog *"Emerging Scholars 2019: An Interdisciplinary Scholar" * Diverse Issues in Higher Education *"Arizona Faculty Members Want Charges Against Border-Patrol Protesters Dropped," by Katherine Mangan * Chronicle of Higher Education *"A Life-Changing Course" podcast interview with Nolan L. Cabrera on Scholars Strategy Network * A Life-Changing Course podcast *Mention of White Guys on Campus in"Steller column: At UA forum, panelists feel campus activists' pain," by Tim Steller * Tucson.com *"It’s all Part of the Plan," by Nolan L. Cabrera * Contexts *"Debating Free Speech - The Buzz" interview with Nolan C. Cabrera * Arizona Public Media "The Buzz" *Latinx Intelligentsia podcast interview with Nolan L. Cabrera https://www.stitcher.com/podcast/httpswwwstichercompodcastlatinxintelligentsia/latinx-intelligentsia * Latinx Intelligentsia *"Episode 57 - Affirmative Action, the Model Minority Myth Right-Wing Divide-and-Conquer" interview with Nolan L. Cabrera https://www.podomatic.com/podcasts/speakoutwithtimwise/episodes/2019-10-14T09_33_59-07_00 * Speak Out with Tim Wise *BAR Book Forum: Interview with Nolan Cabrera https://www.blackagendareport.com/bar-book-forum-nolan-cabreras-white-guys-campus * Black Agenda Report *"Overall, Cabrera’s book offers an important contribution to the literature. He blends existing terminology and scholarship...and masterfully weaves the why of racial attitudes of White men on campus; as the what—many of the narratives, ideals, and beliefs shared by participants—may be familiar to individuals who are seasoned in racial justice work or research in higher education or student affairs. Through concise and accessible writing with quotations from and references to Frederick Douglass, Hari Kondabolu, W. E. B. Du Bois, Geto Boys, and James Baldwin interspersed throughout, Cabrera is successful in his attempt to render the racial justice discourse more complete." * Journal of College Student Development *"Cabrera unpacks decades of critical whiteness studies and provides encyclopedic coverage of how white supremacy has mutated and morphed." * Education Review *"One of the main takeaways of White Guys on Campus is that white people need to be facilitating their own racial development and pushing their friends, families, and peers to do the same." * Education Review *Table of ContentsContents Introduction 1 The unbearable Whiteness of being: White male racial immunity in higher education 2 “Race just doesn’t matter that much”: White insulation, Occam’s Racial Razor, and willful racial ignorance 3 “The only discrimination left is that against White men”: The campus racial politics of “reverse racism” 4 “Why can’t Stevie Wonder read? Because he’s Black”: Whiteness and the social performance of racist joking 5 “I almost lost my spot to a less qualified minority”: Imagined v. Real affirmative action 6 “They’d never allow a White Student Union”: The Racial Politics of Campus Space and Racial Arrested Development 7 “Because it’s the right thing to do”: Racial awakening and (some) allyship development 8 Conclusion: White guys on campus, What is to be done? Appendix A Appendix B Acknowledgments References Index
£26.99
MW - Rutgers University Press White Guys on Campus Racism White Immunity and
Book SynopsisWhite Guys on Campus is a critical examination of the role of race in higher education, centering Whiteness, in an effort to unveil the frequently unconscious habits of racism among white male students. It details many of the contours of contemporary, systemic racism, while continually engaging the possibility of White students to engage in anti-racism.Trade Review"White Guys on Campus examines narratives of White males in order to reveal 'ecologies of Whiteness' that permit (and even empower) racism to persist. With sound scholarship and well-supported claims, this book is a unique and important contribution to the field." -- Susan Iverson * coeditor of Reconstructing Policy Analysis in Higher Education: Feminist Poststructural Perspectives *"There are and always have been lots of white guys on college campuses. This timely, important book helps us more deeply understand their racial identities, socialization, and attitudes. Cabrera masterfully complicates whiteness, illuminates white supremacy, and proposes ways to help white college men become less racist." -- Shaun R. Harper * Clifford and Betty Allen Professor, University of Southern California Rossier School of Education *"What Do ‘White Guys’ Think About Race? This Professor Is Trying to Find Out" by Chris Quintana interview with Nolan C. Cabrera * Chronicle of Higher Education *"From racial jokes to affirmative action, Nolan L. Cabrera analyzes the persistent white mindset that obscures systemic racism on our college campuses. Read this book if you want a truthful and evidence-based explanation about the effects of racist discourse." -- Zeus Leonardo * author of Race Frameworks: A Multidimensional Theory of Racism and Education *“Cultivating Public Scholarship and a Radical Ethic of Love as Faculty of Color" interview with Nolan L. Cabrera * Resilient Campus *"In this era of educational resegregation, Nolan Cabrera’s White Guys on Campus examines how whiteness blocks paths toward truth, justice, and reconciliation. A timely, provocative, even hopeful book.” -- Jeff Chang * author of We Gon’ Be Alright: Notes on Race & Resegregation *"An Asian American woman’s tweets ignite a debate: Is it okay to make fun of white people online?" by Eli Rosenberg and Erin B. Logan * Washington Post *"Selected New Books on Higher Education," compiled by Ruth Hammond * Chronicle of Higher Education *"Nolan Cabrera: HEOC Alumnus Studies Race on College Campuses," by Mackie Lorkis * Ampersand *"Reinforcing Racism: Color-Blind Curricula in Higher Education by Dr. Nolan Cabrera" * Equity Alliance Blog *"Emerging Scholars 2019: An Interdisciplinary Scholar" * Diverse Issues in Higher Education *"Arizona Faculty Members Want Charges Against Border-Patrol Protesters Dropped," by Katherine Mangan * Chronicle of Higher Education *"A Life-Changing Course" podcast interview with Nolan L. Cabrera on Scholars Strategy Network * A Life-Changing Course podcast *Mention of White Guys on Campus in"Steller column: At UA forum, panelists feel campus activists' pain," by Tim Steller * Tucson.com *"It’s all Part of the Plan," by Nolan L. Cabrera * Contexts *"Debating Free Speech - The Buzz" interview with Nolan C. Cabrera * Arizona Public Media "The Buzz" *Latinx Intelligentsia podcast interview with Nolan L. Cabrera https://www.stitcher.com/podcast/httpswwwstichercompodcastlatinxintelligentsia/latinx-intelligentsia * Latinx Intelligentsia *"Episode 57 - Affirmative Action, the Model Minority Myth Right-Wing Divide-and-Conquer" interview with Nolan L. Cabrera https://www.podomatic.com/podcasts/speakoutwithtimwise/episodes/2019-10-14T09_33_59-07_00 * Speak Out with Tim Wise *BAR Book Forum: Interview with Nolan Cabrera https://www.blackagendareport.com/bar-book-forum-nolan-cabreras-white-guys-campus * Black Agenda Report *"Overall, Cabrera’s book offers an important contribution to the literature. He blends existing terminology and scholarship...and masterfully weaves the why of racial attitudes of White men on campus; as the what—many of the narratives, ideals, and beliefs shared by participants—may be familiar to individuals who are seasoned in racial justice work or research in higher education or student affairs. Through concise and accessible writing with quotations from and references to Frederick Douglass, Hari Kondabolu, W. E. B. Du Bois, Geto Boys, and James Baldwin interspersed throughout, Cabrera is successful in his attempt to render the racial justice discourse more complete." * Journal of College Student Development *"Cabrera unpacks decades of critical whiteness studies and provides encyclopedic coverage of how white supremacy has mutated and morphed." * Education Review *"One of the main takeaways of White Guys on Campus is that white people need to be facilitating their own racial development and pushing their friends, families, and peers to do the same." * Education Review *Table of ContentsContents Introduction 1 The unbearable Whiteness of being: White male racial immunity in higher education 2 “Race just doesn’t matter that much”: White insulation, Occam’s Racial Razor, and willful racial ignorance 3 “The only discrimination left is that against White men”: The campus racial politics of “reverse racism” 4 “Why can’t Stevie Wonder read? Because he’s Black”: Whiteness and the social performance of racist joking 5 “I almost lost my spot to a less qualified minority”: Imagined v. Real affirmative action 6 “They’d never allow a White Student Union”: The Racial Politics of Campus Space and Racial Arrested Development 7 “Because it’s the right thing to do”: Racial awakening and (some) allyship development 8 Conclusion: White guys on campus, What is to be done? Appendix A Appendix B Acknowledgments References Index
£105.40
Rutgers University Press Schooling Democracy and the Quest for Wisdom
Book SynopsisA tremendous amount of energy has been expended by organizations to coordinate “partner schools” for teacher education. Bullough and Rosenberg examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators. Trade Review"Bullough and Rosenberg’s new book is a passionate plea for society to reclaim the moral purpose of public schools and universities. By advocating for robust school-university partnerships, they give us hope and remind us that to care is human. Their book is a timely, must-read for those who care about the future of our democratic society." -- Rebecca West Burns * University of South Florida *"Selected New Books on Higher Education," compiled by Ruth Hammond * Chronicle of Higher Education *"Schooling, Democracy, and the Quest for Wisdom resets the focus of school reform, re-centers the purpose of partnership, and reassesses the very basis of education itself. Enough cannot be said about Bullough and Rosenberg's impressive intellectual range and their artful and engaging writing." -- Bernard J. Badiali * coauthor of Teacher Leader *"Bullough and Rosenberg’s new book is a passionate plea for society to reclaim the moral purpose of public schools and universities. By advocating for robust school-university partnerships, they give us hope and remind us that to care is human. Their book is a timely, must-read for those who care about the future of our democratic society." -- Rebecca West Burns * University of South Florida *"Selected New Books on Higher Education," compiled by Ruth Hammond * Chronicle of Higher Education *"Schooling, Democracy, and the Quest for Wisdom resets the focus of school reform, re-centers the purpose of partnership, and reassesses the very basis of education itself. Enough cannot be said about Bullough and Rosenberg's impressive intellectual range and their artful and engaging writing." -- Bernard J. Badiali * coauthor of Teacher Leader *Table of ContentsIntroduction: Being Human 1 The Architecture of Partnership 2 Associates and Associating I: Our Story 3 Commons and the Manner of Hospitality 4 From Conversation to Dialogue 5 Talking and Listening: Dialogic Democracy and Education 6 Gifts Access to the Human Conversation Through Pedagogical Nurturing 7 Associates and Associating II: A Case Study Conclusion: Stewardship and Moral Posture Appendix: Moral Dimensions, Commitments and Postulates Bibliography Index
£105.40
Wayne State University Press Detroits Wayne State University Law School
a huge range and FREE tracked UK delivery on ALL orders.
£31.96
Wayne State University Press Dear Department Chair
Book SynopsisPractical and candid, this book offers actionable steps to help Black women leaders create meaningful success. The reflections and recommendations of the contributors forge a critical and transformative analysis of race, gender, and higher education leadership.Trade ReviewExemplifying a key maxim in Black women’s survival and achievement, ‘lifting as we climb,’ this collection demonstrates to sister-scholar administrators and their non-Black colleagues that collaboration, commiseration, and celebration are strategic tools, meaningful service, and sources of strength for Black women leaders in higher education today. These thought-provoking essays are essential reading for all who seek to create academic excellence that is both inclusive and humane." - Bonnie Thornton Dill, University of Maryland"While there are many books about academic administrators, this unique and inspirational volume is the very first to center the perspectives and experiences of Black women leaders in academia. Desperately needed and long overdue, it is full of sage advice and concrete strategies for success, encouraging self-reflection, wellness, and humility; and emphasizing sisterhood, peer mentorship, and collaboration. It should be required reading for all academic leaders!" - Yolanda Covington-Ward, professor and Chair, W. E. B. Du Bois Department of Afro-American Studies, University of Massachusetts Amherst"Indeed, this important collection gives voice to a truth known to some but ignored by too many: If you look closely, Black women leaders are either present or in the process of being made. A must read for upper administrators, mentors, allies, and leaders in the making." - Tara T. Green, PhD, Chair and CLASS Distinguished Professor of African American Studies, University of Houston"Dear Department Chair is a welcomed collection that builds on the tradition of ‘lifting as we climb.’ Kudos to the editors who took it upon themselves to offer a readable collection about leadership in the academy. Colleagues, both women and men, of all hues will learn something from this work. I wish that it had been available when I became chair!" - Joye Bowman, Senior Associate Dean, College of Humanities and Fine Arts, University of Massachusetts Amherst
£19.99
