Higher education, tertiary education Books

Book SynopsisCollege life is considered as a meaningful journey. Students acquire a fundamental understanding of their new opportunities, working with many good role models. Thematically organised, this book brings various perspectives by focusing on the importance of psychological context -- examining how colleges, universities and their social environments, and ways in which college students become who they are, how they grow, and how they reach the full potential. The authors integrate empirical research throughout the book to present a meaningful story of both psychological and educational research and its applications to college students' daily lives. Teaching pedagogy, student-centered learning, and lives in context enrich our insights and bring exploration of the ways in which college means us as a part of the lifespan. Both of our authors' professional and personal experiences enable us to provide realistic examples of how to apply necessary skills we describe in the book. It will also yield pertinent information about the college experience, and review the issues that apply to a campus setting. It is our attempt to help remedy the problem of why college students have difficult times as a major concern, although college faculty and staff do their very best to keep schools and classrooms safe, organised, positive, and productive. We hope this book will provide necessary tools for many current and future college faculty and staff and that those individuals who desire to belong our academic life.Table of ContentsPreface; The Impact of Motivation to Change, Parenting, and Delayed Gratification on College Adjustment; Working Together to Understand and Mitigate the Effects of the Sophomore Slump: Implications of a Phenomenological Study; The Ambient Power of the College Campus: Spatiality and the Emerging Majority Experience; Love and Sex on Campus; Substance Use among Diverse Groups of College Students; Increasing Student Interaction: Creating a College Book Club; Overparenting of College Students; Parents and Their College Students: Influences on Well-Being; Internalization of Motivation and Persistence in College Students; Personality, Gender, Self-Efficacy, Procrastination, and Goal Setting: Their Effect on College Students Memory Assessment; Comparing Self-Reported Emotional Intelligence, Self-Efficacy, and Personality Traits in College Students Career Decision-Making: A Pilot Study; College Students Struggle with Spelling Difficult Words; Work Hard, Play Hard: College Students Myths and Misconceptions Surrounding Achievement; The Effects of Animal Assisted Activities on College Students during Final Exam Period; Deconstructing Risk Factors Impacting College Student Mental Health; Resiliency and Guidelines to Supporting Mental Health in the College Student Population; The Impact of Loss Characteristics on Grief Effects in Bereaved College Students; About the Editor and Contributors; Index.

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Book SynopsisAt the present stage of development of the higher education system, psychological support of students' professional development is relevant and necessary. It will improve the quality of their training as future specialists. There is a need for a holistic approach to providing psychological support for all participants in the educational process of the University: students, their parents and teachers. There are few scientific publications on modern psychological service in education. First of all, because this topic is more likely applied than theoretical or methodological. However, this book discloses the issues and problems of the theory and methodology of psychological service in educational institutions. The authors of the monograph relied on the model of analysis of mental development proposed by N. Semago and M. Semago, thanks to which it becomes possible to analyze the key moments of changes (transformations) of mental development systematically, distinguishing between "natural" (phenomenological level of research) and "higher" mental formations (causal level). Psychological development of the students' personality in higher schools in the educational environment (E. Ponomareva, O. Rudakova), organization of the university psychological service (L. Bura, Y. Zalevskaya), successful adaptation of high school students as a necessary condition for their acmeological development (L. Bura). In addition, the results of empirical studies on career orientations, (S. Kucherenko, T. Pavluk), attention features (E. Brunner) and value orientations of Internet addicted students (I. Sultanova, O. Shutova) are presented. The chapter about B. Hellinger's systemic constellation as a method of research for an aesthetic object by V. Vynohradov and E. Brunner stands out somewhat separately. A valuable contribution to the practice of organizing a modern psychological service of a higher educational institution with psychological specialties was made by the chapter "Advanced psychodiagnostics of first-year students as a factor in the effectiveness of teaching at a university" (M. Latysheva, E. Brunner). Autors suggests using the technology of deep psychological diagnostics in working with first-year students to carry out a comprehensive assessment of personal characteristics and the actual mental state of each of them. The author recommends using these results to develop a program of individual educational route of the student, and, if necessary, to determine the ways of the most effective corrective work at the initial stage of professionalization. Also the basic components of psychological counseling as one of the important areas of work of practical psychologists are analyzed. The review of theoretical sources on the problem of psychological education in the system of psychological support of students in institutions of higher education is presented. It is concluded that psychological education can be effectively implemented only by being integrated into the general system of the educational process at the University. The importance of psychological correction for students of the specialty "Practical psychology" is emphasized, since it is important to identify their personal problems with the presence of tendencies to psychological death, a sense of inferiority and a tendency to psychological damage. The personal problem is not recognized by the subject, so it is quite difficult to solve it. This is possible with the qualified help of a psychologist who helps to detect the personal problem in its deep psychological essence and transfer it from the implicit level to the explicit one. The subject, as a rule, is aware only of the consequences of having a personal problem (anxiety, tension, increased aggression, etc.), but not its causes. This leads to the fact that many students of the faculty of psychology subconsciously seek rather psychological help, than acquiring professional knowledge and skills in the field. Such people are recommended to undergo psychological correction in full, which optimizes their personal potential. Psychological education is aimed primarily at the formation of the psychological culture of society in general and students in particular. In addition, psychological counseling (I. Erina), psychological education in the system of psychological support of students (G. Grigoryev) and group variant of deep-correction work in the author's version of T. Yatsenko's psychodynamic approach (O. Usatenko, M. Maik) in the system of higher education of Humanities are disclosed in detail. The process of student adaptation in higher education is a process aimed at achieving a dynamic balance between the student and the educational environment. In this process, the student can not only adapt and achieve sustainability, but also be able to unlock their potential and make positive changes in the environment. As a result of an empirical study conducted by S. Kucherenko among students of the Academy of Pedagogy and Humanities, the features of students' career attitudes are clarified. In particular, there was found a low level of orientation to the stability of the place of residence with a high orientation to the stability of the place of work, i.e. a high orientation to building a career in the chosen direction without a desire to work in this region. The algorithm proposed in the study allows to design an individual strategy in the field of career attitudes and expectations of specialists in various fields of training. According to I. Sultanova, a significant part of students with Internet addiction tend to live in the present or yesterday, they have a predominant dissatisfaction with their life in the present and past. Students without Internet addiction are characterized by the presence of certain life orientations, purposefulness, orientation to the present and future. It is also revealed that both groups of students are characterized by fatalism, the belief that a person's life is not subject to conscious control. Thus, the psychological service in education is a practical tool that adapts scientific psychological knowledge to the immediate needs of employees in the field of education and at the same time allows you to solve urgent problems in this area.Table of ContentsPreface; Acmeological Development of a Student at a University: Organization of the University Psychological Service; Acmeological Development of a Student at a University: Psychological and Acmeological Development of the Students Personality in Higher Schools in the Educational Environment; Psychological and Acmeological Development of the Students Personality in Higher Schools in the Educational Environment; Research of the University Psychological Service: Career Anchors of Undergraduates and Students in the Masters Programme in Major in the Conditions of the Higher Education; Research of the University Psychological Service: Peculiarities of Attention Parameters and Their Dynamics in 17-23-Year-Old Female Students; Research of the University Psychological Service: B. Hellingers Systemic Constellation as a Method of Research for an Aesthetic Object in the Process of Studying Art History; Research of the University Psychological Service: Valuable and Semantic Orientations of Students with Internet Addiction; Directions of the University Psychological Service Work: In-Depth Psychological Diagnostics of the 1st Year Students as a Factor of Learning Efficiency in Higher Education; Directions of the University Psychological Service Work: Psychological Counseling as the Basis of Applied Psychologists Activity; Directions of the University Psychological Service Work: Educational Activities in the System of Psychological Support of Higher Education; Directions of the University Psychological Service Work: Possibilities of University Students Deep Psychological Correction; Index.

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Book SynopsisThe outbreak of the COVID-19 pandemic has generated much uncertainty around the HE landscape. Global lockdown measures led to university campuses closing and moving to an online mode for teaching and learning. Scholars have reported that the physical closure of HE institutions has been detrimental to student learning worldwide, whilst others have advocated the possible opportunities that may arise from reshaping HE through technologies. The disruption caused to education by the pandemic has had a significant impact on the learning experience for students; self-directed study time has increased, levels of stress and anxiety experienced by students has increased, and the lack of face-to-face interaction with lecturers and other students has led to feelings of isolation. Educators have reported that due to the immediate urgency of the lockdown there was little time to plan in advance for online delivery and assessment. From a financial perspective, the effects of the pandemic led to a loss for UK universities of £790 million during 2020, which is forecast to increase to a loss of £2.6bn during 2021. Enrolment numbers have declined, and the recruitment of international students, who make up a high number of the market sector, has been severely impacted. It is clear that HE institutions as a whole are facing significant challenges in these uncertain times. This edited collection addresses the need to examine the far-reaching impacts of the COVID-19 pandemic upon teaching and learning in higher education, examining the challenges and opportunities associated with the impact of the COVID-19 pandemic and outlining current perspectives, practices and innovations which will contribute to an understanding of the current situation for higher education institutions. Research and best practices on adapting to online modes of delivery and the implications of this are reported upon. The need for this edited collection is to share best practices with educators during this time of uncertainty.Table of ContentsPreface; Enabling Transition to Online Teaching during COVID-19 through a Peer-Supported Collaborative Environment; Towards a Digital Pedagogy of Inclusive Active Distance Learning; Staying Connected: Minimizing Isolation and Building Learning Communities via Chatbot Technology; Designing and Delivering Online Education: One Size Does Not Fit All; The Effect of Mitigation Strategies on University Students Mental Health and Wellbeing: A Review of Preliminary Studies; Wellbeing in the Time of COVID; Examination of the Future for Lectures and Seminars for Students In Business Modules, in the 21st Century; How has COVID-19 Shifted How We Support, Recognise and Measure Student Engagement?; The impact of COVID-19 on Student Engagement and Experience; Summing Up the Impact of COVID-19 on Student Experience and Expectations.

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Book SynopsisManagement and leadership have become increasingly important issues in academic context and in educational organisations. This is reflected in the growing branch of literature dealing with the topic. Many books, papers and studies on academic leadership treat academic institutions as rather homogenous entities. Although it is commonly accepted that there is no one best way to lead -- good leadership depends on context and on culture -- little attention has been paid to academic leadership in the contexts of different disciplinary or departmental cultures. The book focuses on four distinct disciplines (history, sociology, biology and physics). The material is based on 56 in-depth, semi-structured interviews with scholars in eight departments representing these disciplines. Leadership histories and cultures of the academic departments form the basis of the case studies analysed in this study. The case studies demonstrate how diverse value-orientations and perspectives inherent in the cultures of the disciplines and specialisms, and local cultural processes in the departments, together direct and affect academic leadership. Academic leaders may affect these processes, but a strong local culture may considerably frame the expectations connected to leadership. The book highlights how leadership practices and preferences concerning leadership can vary considerably in different disciplinary, departmental and historical contexts. Leaders and managers in universities and other educational organisations will benefit from the resulting insight and understanding of cultural and social dynamics in the units and departments they are leading.

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Book SynopsisDuring the past decade there has been a notable growth of interest in the enhancement of instruction in post-secondary institutions in many countries. Although teaching has always been one of the three fundamental components of the work of the professorate in universities and colleges (together with research and service), its relative importance has dramatically increased in recent years (Boyer, 1990). Evidence of this growth has been shown on three fronts: (a) by a proliferation of new books, journals, and articles published on various aspects of the teaching/learning process in higher education; (b) by an expansion in the number of national and international professional associations and conferences related to the teaching enterprise; and (c) by the establishment in many post-secondary institutions of special offices or centres devoted to the enhancement of the teaching function, particularly at the undergraduate level. Yet, the three often-asked and debated questions related to this whole subject still arise: what is effective teaching? how can it be measured and/or assessed? and can individuals acquire and/or enhance these skills, and if so, how? The major goal of this book is to provide readers with fresh and practical insights about excellent teaching at the college level, and to present particular examples of it.

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Book SynopsisHigher education is a complex package of issues which never seems to leave the limelight. The primary wedge issues are tuition cost, access, accountability, financial aid, government funding, sports and their place within higher education, academic results, societal gains as a whole in terms of international competition, and continuing education. This new book examines current issues with special attention to the Higher Education Act and its reauthorisation and the aspects of higher education related to it.

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Book SynopsisHigher education is a complex package of issues which never seems to leave the limelight. The primary wedge issues are tuition cost, access, accountability, financial aid, government funding, sports and their place within higher education, academic results, societal gains as a whole in terms of international competition, and continuing education. This book examines current leading edge issues from around the world which will play a role in this crucial sector of human endeavour including family educational rights, student loans, tax credits and international studies.

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Book SynopsisIn most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy. It follows that there are enormous stakes involved for a particular country even though the payoff of serious reforms may take decades and thus be counterproductive to the political forces responsible for designing and implementing such reforms since their horizons tend to be very short. This new book tackles important issues in dynamic field.

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Book SynopsisThis book offers a unique view on the quality audit programme that the European University Association has been offering to its members for more than a decade. The authors are all closely involved in the operation of the programme, thus being able to present a critical view of the advantages of the methodology of supportive peer review addressing both theoretical concepts and study cases in a language that is simultaneously appropriate for researchers and for practitioners.

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Book SynopsisTechnology affects nowadays practically most activities in our life. The new digital technologies have permeated economy markets, politics, our workplaces, the ways we communicate with each other, our home activities, as well as operation of all levels of education from kindergarten to doctoral studies. The impact of the new technologies has changed the speed of production and distribution of knowledge, as evidenced by the increased publications of scientific papers and the number of patent applications The new technologies challenge higher education institutions world-wide to redefine their student constituencies, their partners and competitors and to redesign their research infrastructures and teaching practices. The digital technologies have also generated many conflicting claims and predictions as to the present, and mainly future, effects that Internet and World Wide Web might have on higher education environments. Some futurists tell us that the information and communication technologies have already produced an era of a ''digital tsunami'' and are driving the restructuring of academe by forcing educators to realign and redesign their academic work dramatically, while many others contend that the use of technology has remained, and will remain, on the margins of the academic activities and is unlikely to change in any fundamental way the dominant campus cultures. On one hand, the emergence of the new technologies has broadened access to many new student clienteles and in such a way contributed greatly to social equity in higher education, and on the other hand, the continuous development of advanced and complex technological infrastructures widens the digital divide between developed and developing countries, and between rich and poor. Most academics have adopted eagerly the many technological capabilities provided by the Internet in their research activities, and at the same time, many professors still feel reluctant to incorporate the technologies in their teaching. The digital technologies gave rise to many new providers of higher education and increased the competition in the academic global market, and at the same time we witness a growing trend of collaborations and convergence of academic practices enhanced by the new media. The World Wide Web encouraged ''digital piracy'' and led to the enactment of stringent copyright and other intellectual property laws, while concurrently has enhanced an open source movement that advocates the opening up of academic work and research to the public.

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Book SynopsisThis book describes the aetiology, prevalence and frequency of anxiety disorders among college students. An overview of stress among students in developing countries is given, and how it may affect the emergence of certain diseases, such as cancer and diabetes. The effects of disclosure of past stressful events in students is also examined as well as the variables that point to the emotional processing of certain events. This book reviews the coping, mental health status, and current life regret in college women who differ in their lifetime pregnancy status. In addition, the association between gender differences and proneness to depression among college students is examined, including the risk factors (such as anxiety) in the development of depression. Furthermore, the factors that lie behind students'' motivated behaviour and academic goals are addressed. Finally, the current alcohol and tobacco use in pharmacy studies is reviewed as well as the ways in which to prevent further alcohol and drug abuse among these students.

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Book SynopsisThis powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. Grounded in research and theory (including educational psychology, scholarship of teaching and learning, intergroup dialogue, and social justice theory), this book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive. Each chapter focuses on palpable ideas and adaptive strategies to use right away when teaching. The first chapter consider professors’ intersecting personal and social identities and their expectations for themselves and their students. Chapter 2 considers students’ backgrounds, including class, race, disability, and gender, and focuses on what students bring to the classroom, exploring their basic psychological needs of autonomy, competence, and belonging; their approaches to learning; and their self-doubts and uncertainties. Chapter 3 draws on universally-designed learning in combination with educational design rooted in social justice and multiculturalism to describe ways to design spaces in which students flourish academically. Two chapters focus on classroom dynamics. Chapter 4 primarily focuses on preparation for having difficult conversations in the classroom, considering how instructors can create a shared understanding between themselves and their students. Chapter 5 focuses on in-the-moment strategies to both create and manage discomfort about sensitive and controversial topics while supporting students of various social identities (such as gender, race, disability). In the closing chapter, the author integrates all the elements in the preceding chapters, and also presents more general college-wide programs to help faculty develop and improve their teaching.Trade ReviewFrom the Foreword:“Promoting Inclusive Classroom Dynamics in Higher Education provides a pathway for faculty to help students develop agency, achieve higher levels of learning and reflection, and have a sense of belonging.”Tia Brown McNair, Vice President for Diversity, Equity, and Student Success and Executive DirectorTRHT Campus Centers at the Association of American Colleges and Universities“Presenting research, strategies, and lived experiences in engaging and accessible ways, Kathryn C. Oleson invites us to reflect on ourselves as facilitators of learning, to recognize the necessity not just the benefits of more equitable and inclusive classrooms, and to dedicate ourselves to transforming our thinking and our practices. She provides an impressively wide range of conceptual frameworks, concrete approaches, and helpful examples that can guide the necessarily ongoing work of promoting inclusive classroom dynamics.”Alison Cook-Sather, Professor of Education and Director, Peace, Conflict and Social Justice concentration and Director, Teaching and Learning Institute, and co-author of Promoting Equity and Justice through Pedagogical Partnership (Stylus, forthcoming)Bryn Mawr and Haverford Colleges“This book offers essential, evidence-based strategies for faculty and students to foster transparent learning and teaching conditions, including the sense of belonging and the collaborative, intentional support for equitable learning that is so essential to students’ persistence and success in college.”Mary-Ann Winkelmes, executive director of the Center for Teaching and Learning; and co-editor, Transparent Design in Higher Education Teaching and LeadershipBrandeis University“Every new and seasoned faculty member who reads this book will make more intentional decisions in how they bring themselves into their classes and organize small group engagement. Faculty developers will rely on this book as an essential resource for the how and why of inclusive group dynamics in higher education.”Becky Wai-Ling Packard, Professor of Psychology and Education; author of Successful STEM Mentoring Initiatives for Underrepresented StudentsMount Holyoke CollegeTable of ContentsForeword—Tia Brown McNair Acknowledgments Preface 1. Instructors 2. Students 3. Context and Content 4. Class Dynamics I 5. Class Dynamics II—Robert R. Murphy and Kathryn C. Oleson 6. Conclusion. Bringing It All Together References About the Authors Index

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Book SynopsisThis book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally.

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Book SynopsisIn these essays, 24 of our most celebrated professors of philosophy address the problem of how to teach philosophy today: how to make philosophy interesting and relevant; how to bring classic texts to life; how to serve all students; and how to align philosophy with more "practical" pursuits. Selected and introduced by three leaders in the world of philosophical education, the insights contained in this inspiring collection illuminate the challenges and possibilities of teaching the academy’s oldest discipline.Trade Review"Every philosopher who is a teacher (and even those who are not) ought to own or at least read a copy of this book. The joys and sorrows, obstacles and over-comings, as expressed in the 24 stories are, I wager, experiences that all teachers have had and will continue to experience. To hear such stories expressed by others is a breath of fresh air." —Jason Costanzo, Missouri Western State University, in Philosophy in Review"This fabulous collection features two dozen thought-provoking, instructive, and inspiring essays about the vocation and aims of teaching philosophy, written by a diverse group of award-winning professors. Philosophy instructors do well to reflect often on their pedagogy; this volume provides access to the reflections of successful colleagues. Anyone who teaches philosophy will benefit from reading this marvelous book." —Robert B. Talisse, W. Alton Jones Professor of Philosophy, Vanderbilt University"These varied essays insightfully portray the struggles and occasional triumphs of teaching philosophy, from the large lecture hall to the seminar room, and offer a wealth of strategies, techniques, and practices that promise to enhance philosophy teaching at all levels. By turns inspiring, humbling, depressing, instructive, engaging, insightful, honest, deeply personal, and moving, every philosophy teacher will find something of value here." —Harvey Siegel, University of Miami"You will meet in these essays smart, experienced, reflective, and funny teachers. You will encounter a variety of creative perspectives on what people do in the classroom, covering everything from the 60,000 feet view about what the goals of a teacher are, to the micro quotidian ideas about assignments. There are accounts of great successes (and many an assignment you will want to try out for yourself), and a few rueful tales of (spectacular!) failures and how they shaped the next day, or week, or course. "One wonderful and distinctive thing about the volume is the deep mark of the personal on most of these pieces. These teachers struggle and stumble! They are sometimes filled with anxiety! But the love of what they do, and the constant careful attention to what works and what does not work propels them, and us, forward." —Katheryn Doran, Hamilton College"As a teacher for over two decades, I found Philosophers in the Classroom utterly absorbing, enlivening the teaching of philosophy by the insightful, inspiring, and entirely feasible practices employed by these master teachers." —Sally Scholz, Villanova UniversityTable of ContentsContents: Preface, by Steven M. Cahn Introduction, by Alexandra Bradner and Andrew Mills I. Teaching Philosophy: A Prologue 1. “What is Philosophy? What is Education?,” by Seung-Kee Lee 2. “Free to Think,” by Andrea Tschemplik II. Teaching the Students 3. “Competing Visions,” by Maureen Eckert 4. “Learning to Teach,” by David Concepción 5. “Meeting Students Where They Are,” Paul Hurley 6. “Introducing Philosophy in a Large Classroom,” by Marie-Eve Morin 7. “Teaching Value Theory to the Disenfranchised,” by James Rocha 8. “Imagine Yourself in the Bird: Teaching Philosophy at the United States Military Academy,” by Courtney Morris III. Teaching the Course 9. “Critical Thinking and Empowerment,” by Mark Piper 10. “Getting It Right: Forty Years of Intro to Philosophy,” by Stephen Daniel 11. “On Teaching ‘Happiness and the Meaning of Life,” by Christine Vitrano 12. “Learning not to Teach,” by Paul Woodruff 13. “Moments of Grace,” by Anthony Weston IV. Teaching Beyond the Course 14. “Of Games and Confrontations,” by David C.K. Curry 15. “Is the Unexamined Life Worth Living?,” by David Palmer 16. “Teaching for Our Good,” by Bob Fischer 17. “A Slow Apprenticeship with the Real,” by John Whitmire 18. “Teaching Ethics, Happiness, & The Good Life: An Upbuilding Discourse in the Spirits of Søren Kierkegaard and John Dewey,” by Alex Stehn V. Teaching the Teacher 19. “Teaching Philosophy to First Generation Students,” by Bertha Manninen 20. “Critical Thinking Can Save Your Life,” by Betsy Jelinek 21. “This is Teaching,” by Jane Drexler 22. “Teaching as a Humanism,” by Russell Marcus 23. “When Our Students Die,” by Nick Smith 24. “A Teaching Life,” by Martin Benjamin

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Book SynopsisIn these essays, 24 of our most celebrated professors of philosophy address the problem of how to teach philosophy today: how to make philosophy interesting and relevant; how to bring classic texts to life; how to serve all students; and how to align philosophy with more "practical" pursuits. Selected and introduced by three leaders in the world of philosophical education, the insights contained in this inspiring collection illuminate the challenges and possibilities of teaching the academy’s oldest discipline.Table of ContentsContents: Preface, by Steven M. Cahn Introduction, by Alexandra Bradner and Andrew Mills I. Teaching Philosophy: A Prologue 1. “What is Philosophy? What is Education?,” by Seung-Kee Lee 2. “Free to Think,” by Andrea Tschemplik II. Teaching the Students 3. “Competing Visions,” by Maureen Eckert 4. “Learning to Teach,” by David Concepción 5. “Meeting Students Where They Are,” Paul Hurley 6. “Introducing Philosophy in a Large Classroom,” by Marie-Eve Morin 7. “Teaching Value Theory to the Disenfranchised,” by James Rocha 8. “Imagine Yourself in the Bird: Teaching Philosophy at the United States Military Academy,” by Courtney Morris III. Teaching the Course 9. “Critical Thinking and Empowerment,” by Mark Piper 10. “Getting It Right: Forty Years of Intro to Philosophy,” by Stephen Daniel 11. “On Teaching ‘Happiness and the Meaning of Life,” by Christine Vitrano 12. “Learning not to Teach,” by Paul Woodruff 13. “Moments of Grace,” by Anthony Weston IV. Teaching Beyond the Course 14. “Of Games and Confrontations,” by David C.K. Curry 15. “Is the Unexamined Life Worth Living?,” by David Palmer 16. “Teaching for Our Good,” by Bob Fischer 17. “A Slow Apprenticeship with the Real,” by John Whitmire 18. “Teaching Ethics, Happiness, & The Good Life: An Upbuilding Discourse in the Spirits of Søren Kierkegaard and John Dewey,” by Alex Stehn V. Teaching the Teacher 19. “Teaching Philosophy to First Generation Students,” by Bertha Manninen 20. “Critical Thinking Can Save Your Life,” by Betsy Jelinek 21. “This is Teaching,” by Jane Drexler 22. “Teaching as a Humanism,” by Russell Marcus 23. “When Our Students Die,” by Nick Smith 24. “A Teaching Life,” by Martin Benjamin

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Book SynopsisHigher education is a critical mechanism for socio-economic advancement among aspiring individuals and an important driver of economic mobility in our society. Moreover, a well-educated workforce is vital to our nation''s future economic growth. American companies and businesses require a highly skilled workforce to meet the demands of today''s increasingly competitive global economy. Higher education is provided through a complex public-private market, with many different individuals and institutions participating. While post-secondary education has become increasingly important, there have also been growing concerns about the cost and affordability of higher education. This book discusses the current state of higher education and the basic characteristics of the market for higher education. The impact of higher education on individual earnings and economic mobility is analysed as is the cost and access to higher education, including the difference between posted and net tuition. Also considered is the financial aid system and other federal policies related to higher education.

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Book SynopsisEach school day, our nation''s schools are entrusted to provide a safe and healthy learning environment for approximately 55 million elementary and secondary school students. Lessons learned from school emergencies highlight the importance of preparing school officials and first responders to implement emergency operations plans. By having plans in place to keep students and staff safe, schools play a key role in taking preventative and protective measures to stop an emergency from occurring or reduce the impact of an incident. Although schools are not traditional response organisations, when a school-based emergency occurs, school personnel respond immediately. They provide first aid, notify response partners, and provide instructions before first responders arrive. They also work with their community partners (ie: governmental organisations that have a responsibility in the school emergency operations plan to provide a cohesive, co-ordinated response). Community partners include first responders (law enforcement officers, fire officials, and emergency medical services personnel) as well as public and mental health entities. Families and communities expect schools to keep their children and youths safe from threats (human-caused emergencies such as crime and violence) and hazards (natural disasters, disease outbreaks, and accidents). In collaboration with their local government and community partners, schools can take steps to plan for these potential emergencies through the creation of a school Emergency Operations Plan (school EOP). This book examines development guides for public schools and institutes of higher learning in emergency operations planning which address a range of threats and hazards.

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Book SynopsisInnovation is a key driver of economic growth in the United States. The Department of Commerce agencies and bureaus are focused on nurturing innovation, developing advanced manufacturing in the United States, and increasing exports to the world. Innovation is a priority for the U.S. Department of Commerce because it helps American industry, universities, and research institutes to develop the next generation of technologies and increase the number of high-growth American start-ups. This book shows how colleges and universities nation-wide are supporting innovation and entrepreneurship in order to strengthen regional economies, create jobs and keep America competitive. The book highlights efforts in five key areas: promoting student innovation and entrepreneurship; encouraging faculty innovation and entrepreneurship; actively supporting university technology transfer; facilitating university-industry collaboration; and engaging in regional and local economic development efforts.

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Book SynopsisThis book builds on the tradition of concern for university innovation that has characterised higher education throughout the world. It recognises the university needs for continuous development of students and faculty. It involves recommendations applicable to classroom teaching, thus providing a bridge between research and practice. It helps readers meet some university challenges and build effective universities for present times. For all those reasons, we believe that this book is right. The need for renewed focus on innovation in higher education stems from several sources. First, some social and educational agencies are expressing dissatisfaction with the performance of the general higher education system. Although we do not agree with the criticism, many universities around the world assume their responsibility for launching research projects, and programs for promoting quality in teaching and learning within their faculty and community. Second, the world in which universities operate is changing noticeably. Colleges and universities are experiencing basic changes in student admission and placement. In the nearest future the student body will be over 25 years of age. Students will need methodologies to access learning materials and participate in online actions and communications over the Internet at their own convenience. The third reason for a special attention on university innovations comprises market competition in society. Students are annually evaluating the value of any university degree based upon their perceptions on quality in flexible teaching, resources and new educational technologies, campus and classroom learning environments, services and fees. Students are demanding more than a piece of paper as a premium placed on a college degree. They envisage universities must provide the major guide and best way for finding jobs and career progress. Fourth, colleges and universities are encouraging the development of long-distance education and massive open online courses. Government agencies foster competition among institutions, in order to provide powerful mental tools to help students to master tough subjects. Besides, private higher education institutions are emerging and competing for students with those of the public sector. Finally, some books outline improvement processes needed by faculty members to undertake curriculum and teaching innovations. However, very few claim to describe the teaching competencies needed by university faculty who work in higher education classroom settings. Furthermore, universities offering innovation programs and courses use those competencies to identify learning change and teacher and student progress toward curriculum development.

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Book SynopsisHistorically, accreditation in higher education developed as a part of the evolution of the American higher education system, at a time when it was becoming problematic that no single point of control or central body existed to set educational standards. In the late 19th century, there was no consensus on the content of the educational programs offered by postsecondary educational institutions or the distinctions between educational offerings at secondary and postsecondary institutions. Because the boundaries were unclear, the first voluntary association of postsecondary institutions was formed in 1895 to define the difference between high school and college and to develop some guidelines and procedures for peer review as a condition for membership. Over time, a number of regional associations formed whose membership was contingent on accreditation. The associations established separate accrediting bodies or commissions that were responsible for developing standards and passing on the institutional qualifications for membership. By the early 1970s, all but a small percentage of the degree-granting institutions of higher education were either accredited or applicants for accreditation. The United States does not have a centralized authority exercising singular national control over postsecondary educational institutions. The states assume varying degrees of control over education, but in general, institutions of higher education (IHEs) are permitted to operate with considerable independence and autonomy. Consequently, the character and quality of IHEs'' programs can vary widely. The role of accreditation in higher education, therefore, is to help ensure a level of acceptable quality across the wide array of programs and institutions in higher education. This book discusses the background, issues and considerations of accreditation of higher education.

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Book SynopsisThis book deals with the challenges of academic teaching in higher education with regard to quality, mobility, and globalisation. The articles reflect a unique interdisciplinary effort at collaboration, generated by colleagues and partners who joined together to form a community that aimed to chart the course of academic teaching. The book is divided into five parts: Part One - Academic teaching and learning; Part Two - Academic teaching and learning in the humanities; Part Three - Teaching and learning in engineering and architecture; Part Four - New approaches and technologies in physics instruction: Inquiry-based education in a post-industrial society; Part Five - Teaching and learning in the health sciences.

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Book SynopsisHigher education is universally viewed as essential, not only to economic prosperity in an increasingly globalized, knowledge-driven economies, but also to individual aspirations for intellectual fulfillment, expanding life options and the presumable economic rewards. This book discusses global perspectives, emerging challenges and opportunities of higher education.

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Book SynopsisFor Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America, New Zealand, and Hawaii disentangle aspects of colonialism from education to advance alternative philosophies of instruction. From multiple disciplines, contributors explore Indigenous education from theoretical and applied perspectives and invite readers to embrace new, informed ways of schooling. Part of a growing body of research, this is an exciting, powerful volume for Indigenous and non-Indigenous teachers, researchers, policy makers, and scholars, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Foreword by Linda Tuhiwai Smith. Contributors: Jill Bevan-Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Patricia Maringi G. Johnston, Spencer Lilley, Daniel Lipe, Margaret J. Maaka, Angela Nardozi, Katrina-Ann R. Kapāʻanaokalāokeola Nākoa Oliveira, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata-Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Sam L. No‘eau Warner, K. Laiana Wong, Dawn ZingaTrade Review"Indigenous Education documents the uphill battle against stand-pat public schooling. Anyone who stepped foot in a classroom as student or parent will find common ground with these eloquent critics.... Indigenous Education is compelling and frankly infuriating, but don’t take the editors’ word for it. Read your child’s textbook for yourself." -- Holly Doan"Indigenous Education is ... foundational. The collected chapters cover a broad range of experiences, education levels, and expertise, which makes it more practical for a general audience. This book would be a useful starting place for Indigenous educators looking for solidarity and inspiration for making changes to the systems in place... [This] book would be just as useful for a non-Native reader..." -- Noah Patton"Indigenous Education...is a timely and comprehensive text that allows the reader to explore the expanses of education through Native academic voices." -- Eōmailani Kukahiko, Native American and Indigenous Studies, Fall 2021Table of ContentsExpanding the Indigenous Education Agenda A Foreword LINDA TUHIWAI SMITH Opening Contested Spaces and Expanding the Indigenous Education Agenda SANDRA STYRES, DAWN ZINGA, SPENCER LILLEY & HUIA TOMLINS-JAHNKE I Vision / Theoretical Approaches to Indigenous Education 1 Education Through Paideia The Contested Space of the Indigenous Psyche MARGARET J. MAAKA 2 Pathways for Remembering and (Re)cognizing Indigenous Thought in Education Indigenizing Teacher Education and the Academy SANDRA STYRES 3 Kaupapa Māori within the Academy Negotiating Sites of Struggle LEONIE PIHAMA 4 Contested Spaces Indigeneity and Epistemologies of Ignorance HUIA TOMLINS-JAHNKE 5 Homo Economicus and Forgetful Curriculum Remembering Other Ways to Be a Human Being DWAYNE DONALD II Relationships / Negotiating Contested Spaces 6 Contested Places in Education The Radical Potential for “Being Māori” WALLY PENETITO 7 He Pelapela anei ka ‘Ōlelo a ka Hawai‘i? Contested Values in Language Revitalization K. LAIANA WONG & SAM L. NO‘EAU WARNER 8 Wisdom Maps Metaphors as Maps KATRINA-ANN R. KAPA‘ANAOKALAOKEOLA NAKOA OLIVEIRA 9 What’s in a Name? Contested Eponyms SPENCER LILLEY 10 Contested Spaces of Indigenization in Canadian Higher Education Reciprocal Relationships and Institutional Responsibilities MICHELLE PIDGEON III Knowledge / Practice and Pedagogy 11 Confronting Indigenous Identities in Transcultural Contexts FRANK DEER 12 Preparing Teachers for Indigenous Language Immersion Classrooms MARGIE HOHEPA & NGAREWA HAWERA 13 Teaching as the Creation of Ethical Space Indigenous Student Learning in the Academy/University DAWN ZINGA 14 Exploring Teacher Candidate Resistance to Indigenous Content in a Teacher Education Program JEAN-PAUL RESTOULE & ANGELA NARDOZI 15 Kia Mahi Hei Waewae Mo Te Atawhai MARI ROPATA-TE HEI IV Action / New Directions in Indigenous Education 16 Improving Special Needs Education for Māori Children Concepts, Principles, and a Promising Program JILL BEVAN-BROWN 17 Maintaining Indigeneity within Education and Broader Contexts WIREMU DOHERTY 18 Essentially Māori A Māori Art Paradigm ROBERT JAHNKE 19 Indigenous Knowledge Systems as the Missing Link in Scientific Worldviews A Discussion on Western Science as a Contested Space DANIEL LIPE 20 Is “Space” the Final Frontier? Talking Forward Indigenous Frameworks in Education PATRICIA MARINGI G. JOHNSTON Closing Drawing the Threads of Contested Spaces SPENCER LILLEY, HUIA TOMLINS-JAHNKE, SANDRA STYRES & DAWN ZINGA Contributors

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Book SynopsisDissonant Methods is an innovative collection that probes how, by approaching teaching creatively, postsecondary instructors can resist the constrictions of neoliberalism. Based on the foundations of Scholarship of Teaching and Learning, whereby educators are asked to explore teaching as scholarship, these essays offer concrete and practical meditations on resistant and sustainable teaching. The contributors seek to undermine forms of oppression frequently found in higher education, and instead advance a vision of the university that upholds ideals such as critical thinking, creativity, and inclusivity. Essential reading for faculty and graduate students in the humanities, Dissonant Methods offers urgent, galvanizing ideas for anyone currently teaching in a college or university. Contributors: Kathy Cawsey, Kit Dobson, Ada S. Jaarsma, Rachel Jones, Kyle Kinaschuk, Namrata Mitra, Guy Obrecht, Katja K. Pettinen, Kaitlin Rothberger, Ely Shipley, Martin ShusterTrade Review"[The editors] frame this anthology with relevant questions about the time we're in: How do we teach, and think about teaching, when in certain quarters post-secondary education is understood as a consumer item? [The} anthology emerges at an important time as we in Alberta grapple with COVID-19, severe budget cuts from the provincial government and the need for clear critical thinking." -- Joe Kadi“Readers of this collection will find that it lives up to its title: it ‘undoes discipline’ through the readership it invites. I am a scholar of literature, but I felt as energized and provoked by the contributions on teaching philosophy, music, creative writing, and martial arts as I did by those on teaching literature. The book’s focus on the methods of teaching make it widely and, most crucial, practically applicable across disciplines. I suspect this collection will be of interest to a variety of educators…. Those who work administratively in teaching and learning centres or as curriculum/course developers would also find much use in this book’s practical insights.” Jessica McDonald, Engaged Scholar Journal, Fall 2020Table of ContentsTable of Contents Acknowledgements Introduction / ADA S. JAARSMA I The Event 1 | Education for the World / MARTIN SHUSTER 2 | Pedagogy, Event, Risk / KYLE KINASCHUK 3 | When the “Event” Happens / KATHY CAWSEY Intermezzo: The Practice Is the Teacher / ELY SHIPLEY II Embodiment 4 | The Ecology of Attention / KATJA K. PETTINEN 5 | Modes of Hearing in Music Appreciation / GUY OBRECHT Intermezzo: Bruised Tomatoes / KAITLIN ROTHBERGER III The Political 6 | Practising How We Read What We Read / NAMRATA MITRA 7 | Dissonance, Resistance, and Perspectival Pedagogies / RACHEL JONES Afterword / KIT DOBSON Contributors

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Book SynopsisThis collection explores sustainability education in the North American academy. The authors advocate for a more integrated approach to teaching sustainability in order to help students address the most pressing problems of the world, embrace experimentation, and foster more meaningful involvement with the communities in which universities are located. Throughout, they remain focussed on identifying opportunities for sustainability in higher education and suggesting specific strategies and tactics to achieve them. Recommendations include pedagogical and structural changes aimed at helping students understand the systems in which they can advance sustainability. This timely volume will be of interest to scholars, academic leaders, policy makers, societal partners in research, and private-sector leaders interested in advancing the sustainability agenda. Foreword by Thomas E. Lovejoy. Contributors: Apryl Bergstrom, Christopher G. Boone, Ann Dale, Thomas Dietz, Roger Epp, Allison F.W. Goebel, Kourosh Houshmand, Robert H. Jones, Naomi Krogman, Shirley M. Malcom, Robert E. Megginson, Patricia E. (Ellie) Perkins, Vicky J. Sharpe, Toddi A. SteelmanTable of ContentsForeword / Thomas E. Lovejoy Preface Introduction / Naomi Krogman 1 Charting the Landscape 1 An Overview of Sustainability Education in Canadian and US Higher Education / Apryl Bergstrom I | Administrator Point of View 2 Sustainability Thinking: A View from the “Dark Side” / Roger Epp 3 Sustainability Scholarship and Education: Opportunities and Strategies for Success / Christopher G. Boone 4 How Trends in Public Higher Education Can Support Sustainability Education and Research / Robert H. Jones II | Skill Sets or Research Capabilities Needed for Sustainability Education 5 Sustainability Education at US and Canadian Tribal Colleges: Its Goals and Implementations, and the Role of Mathematics / Robert E. Megginson 6 Innovation: Connecting Markets and Money / Vicky J. Sharpe 7 Sustainability and Decision / Thomas Dietz III | Focusing Sustainability Education on Problem-Based Learning 8 Overcoming the Terrors of the Either/Or / Ann Dale 9 Sustainability Education: A Dance Between Knowledge and Experience / Shirley M. Malcom IV | Cultivating Civic-Mindedness, Deliberative Dialogue, and Pathways toward the Public Good 10 Cultivating Courage in an Increasingly Complex, Divided World / Toddi A. Steelman 11 Education for Regeneration / Patricia E. (Ellie) Perkins V | Unique Perspectives from Professor and Student 12 Education for Sustainability: An Ecological Citizenship Approach in a Neoliberal Age / Allison F.W. Goebel 13 Sustainability Pedagogy: Keeping Up with Millennials and Generation Z / Kourosh Houshmand Conclusion / Naomi Krogman Contributors

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Book SynopsisA vision for reforming arts graduate education to deliver many of Canadaâs public good needs.

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Book Synopsis'Indelible and extraordinary, a powerful reckoning with just how far we've allowed reality to drift from our ideals.' Tara Westover, New York Times Book ReviewWe're told that universities are our greatest driver of social mobility. But it's a lie.The Inequality Machine is a damning exposé of how the university system ingrains injustice at every level of American society.Paul Tough, bestselling author of How Children Succeed, exposes a world where small-town colleges go bust, while the most prestigious raise billions every year; where overstretched admissions officers are forced to pick rich candidates over smart ones; where black and working-class students are left to sink or swim on uncaring campuses. Along the way, he uncovers cutting-edge research from the academics leading the way to a new kind of university - one where students succeed not because of their background, but because of the quality of their minds.The result is a call-to-arms for universities that work for everyone, and a manual for how we can make it happen.'Humanizes the process of higher education . . . Fascinating stories about efforts to remediate class disparities in higher education' New YorkerTrade ReviewA readable kiss-and-tell study . . . Tough finds that higher education, which has the potential to increase upward mobility, has become an obstacle that perpetuates social rigidity. The poor remain poor and the rich get richer . . . this study is laced with deep anger. * Times Higher Education *Humanizes the process of higher education . . . Fascinating stories about efforts to remediate class disparities in higher education * New Yorker *[Tough] writes movingly about students who are trying to navigate the confounding, expensive, and intimidating process of getting into and staying in college. * WIRED *Important . . . Among his book's many vital contributions are its portraits of schools and programs that model a better way. * New York Times *Paul Tough is a beautiful reporter and writer and a deeply moral guide to understanding the situation of children in our heartless meritocracy . . . A great book that should start a necessary conversation. -- George Packer, author of THE UNWINDING

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Book SynopsisThis book is a record of the development of an institution with a remarkable history. Its foundations go back to the early part of the nineteenth century when the local Huddersfield community decided it wanted a place of learning to promote the education of the working classes. Since 1825 development has encompassed a mechanics institution, a female educational institute, a college of technology and a polytechnic, before becoming the University of Huddersfield we know today. The author, the late John O'Connell, was a Professor at Huddersfield and this book draws upon his research which now resides in the University archives.Table of ContentsList of platesix, List of colour platesxi, Forewordxii, Prefacexiii. Part 1: From Mechanics' Institution to Polytechnic, 1841-1970 1. The founding fathers, 1841-541, 2. The transition to Technical School, 1854-8313, 3. The first age of technical education, 1884-1914:...25, a) the road to Municipalisation, 1884-1903; b) the pre-war Municipal Technical college, 1903-14. 4. war and peace, 1914-46:...41 a) The First World War and its aftermath, 1914-24; b)Between the wars, 1918-39; c)The Second World War, 1939-46. 5. The Scott Era, 1946-70:...55 a)A decade of uncertainty, 1946-56 b)The halting progression to Polytechnic status, 1956-70. Part ll: The Polytechnic of Huddersfield, 1970-1992, 6. The establishment of the Polytechnic and the merger with Holly Bank, 1970-74:...73 a)The establishment of the Polytechnic, 1970-72; b)The merger with Holly Bank and departments in flux, 1972-74. 7. Adjusting to Kirklees, and the crisis of 1979-81 (1974-81):...85 a)Adjusting to Kirklees, 1974-79; b)Mounting troubles and the crisis of 1979-81. 8. Roles, relationships and the road to independence, 1989-92:...107 a)Roles and relationships, 1982-89. b)Evolution and independance, 1985-89. 9. The Higher Education Corporation: Polytechnic to University, 1989-92:...135 a)Establishment of the Corporation, 1989-91; b)"A happy and successful year", 1991-92. Postscript...155. Appendix...157. Index...159.

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Book SynopsisThis publication was inspired by the work of two Dutch teacher educators, Peter Lorist and Anja Swennen, who have done so much to promote understanding of the lives and work of teacher educators. What is distinctive about this booklet is that it exclusively focuses on one type of teacher educator working in one country: further education (FE) based teacher educators in England. Building on Noel's research into the 'secret life' of the FE based teacher educator, this booklet incorporates the directly told stories of 12 FE based teacher educators together with discussion and analysis which explores how they became teachers and then teacher educators. It considers the context of their work and explicates some common themes. Petrie asserted that 'writing about FE is.to draw a map' of it. As such, this booklet adds new detail to the still largely underdeveloped 'map' of FE initial teacher education. It is both an invitation to researchers to identify 'areas of the map for exploration' and a resource for teacher educators, particularly, those inducting and working with FE's new teacher educators.

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Book SynopsisSince the mid-1990s, tertiary education in Malaysia has experienced great transformation. Legislation was introduced to make the system more democratic and international. Focusing on public universities, this book analyses recent reforms in the sector, and seeks to initiate an urgently-needed debate on how the reforms should be implemented. this study is based on extensive interviews with academics from public universities at Malaysian institutions, because it is individual academics who play a crucial role in developing and maintaining the credibility and reputation of universities. Their stories give a clear picture of public universities that are juggling different expectations and pressures from the social, political and economic environments. The question is how this elusive balance can be achieved.

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Book Synopsis Everything students need to know to help them land a place at Oxbridge.With brand new insights into what it takes to have a successful application right now, and guidance on things to focus on when applying from either an independent or state school, this book is a must-have for any student wanting to secure a place at one of the most prestigious universities in the country.Updated annually to ensure the most current information, this guide will give you the inside track on every aspect of the application process from choosing your course and preparing a compelling personal statement to taking the written tests and surviving the interview.Packed full of help and advice, Getting into Oxford & Cambridge will guide you through: Choosing the right subject, university and college for you The best types of experience that will support your application Ways to make your UCAS personal statement shine, with

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Book Synopsis

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Book Synopsis

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Book SynopsisThe pace of change in academia is ever increasing, which makes it difficult for anyone to stay up to date with what may be the right long-term strategy, or even the next step in mastering a PhD or to secure a fruitful academic career. Academic mentoring has proved to be helpful to many young researchers in difficult situations and mentoring programmes have been launched at many universities. In its most basic meaning, mentoring is a goal-oriented off-line conversation between a more experienced (mentor) and a less experienced (mentee) person with the objective to empower the mentee to make important work-related decisions. The first chapter of the book offers an introduction to academic mentoring and provides an overview of what academic mentoring entails. In the following chapters, important topics are discussed that may come up in mentoring conversations. These include scientific thinking, doctoral studies, behaviour and disappointments, scientific storytelling, teaching, scientific presentations, early career years, research cooperation, job applications and basic data management. The discussions in each of these chapters were designed with a view to provide food for thought and to invite self-reflection as well as continued discussions with peers and mentors. The book is written in a highly accessible style whilst restricting each chapter to the most essential information so that reading them can be accommodated in any busy schedule. It is not limited to any particular university or geographic region, since the author has worked in a number of different countries and encountered many different academic cultures. The text is also a useful handbook and reference to go with mentoring programmes.Table of ContentsForeword (Hubert Hasenauer).- Preface.- Chapter 1. Empowering researchers: Academic mentoring.- Chapter 2. The shape of science.- Chapter 3. Doctoral studies and all that.- Chapter 4. Early career years.- Chapter 5. Scientific storytelling.- Chapter 6. Scientific presentations.- Chapter 7. Research-driven teaching.- Chapter 8. Research cooperation and job applications.- Chapter 9. Behaviour and disappointments.- Chapter 10. Sustainable data management.

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Book SynopsisThe march towards on-line and blended teaching—present before the Covid-19 pandemic—has been accelerated by it, and there is no going back. Students and staff may object, but the economic drive towards “greater productivity” will inevitably result in less face-to-face (f2f) instruction. Therefore, it is incumbent for those delivering this precious, in-person resource to make maximum use of time…which raises the question, “how”?The second edition of Higher Education Computer Science offers some potential answers. It also addresses other questions, such as “why have f2f teaching at all?” “what is the purpose of f2f?” and “what is the appropriate balance between the two?” The first edition began to offer suggestions for optimising limited opportunities to get together with students. Aligned with that, this unique new volume examines how to use the technology available to maximum advantage: For example, resources such as Moocs and other on-line instructional materials can provide invaluable pedagogic support. In addition, the book addresses ‘problem-based learning,’ using robotics in the teaching of programming, and a multidisciplinary approach to data science. Although it includes a chapter on distance learning, there is greater emphasis placed on the soft, transferable skills and employability skills that are best delivered in person. Further, the work provides several examples of putting theory into practice when teaching computer science at both undergraduate and postgraduate levels. Written by experienced practitioners, each chapter tackles a particular teaching activity or topic within computing, presented in such a way that other practitioners can use. As such, this new volume will be an invaluable resource to those who want to protect and optimise in-person teaching.Table of ContentsPart 1: Approaches to Learning.- Changing minds: Multitasking in lectures.- Active learning in large lectures.- The flipped classroom.- Applying cognitive theory to the teaching of programming: Metaphors, robots and problem-based learning.- Distance learning: Lessons learned from a UK masters programme.- Academic integrity for computer science instructors.- Contextualisation in data science.- Part 2: Teaching examples and practice.- Using graphics to inspire failing students.- Best practices for teaching information systems modelling.- Promoting design thinking through knowledge maps: A case study in computer games design and development education.- Teaching fuzzy logic utilising innovative approaches.- Semi-automating the marking of a Java programming portfolio assessment: A case study from a UK undergraduate programme.- Part 3: Employability and group work.- The enterprise showcase experience.- Task versus process: A taxonomy for group projects.- Realising the threshold of employability in higher education.- Exploring the landscape of HE industrial placements within engineering and technology subjects. Observations of recruitment, graduate attributes and student experience.- Baseline skills – Scaffolding soft skills development within the curriculum.- Professionalism and online presence.- Postscript.

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Book SynopsisThis volume presents theoretical and empirical research on universities and their entrepreneurial ecosystems to better grasp the connections between universities and their surrounding environments and their engagement with sustainability. The book provides a better understanding of the entrepreneurial characteristics of universities. It examines the ways in which universities’ collaboration and participation in an ecosystem support business and industry transformation. It also investigates how universities function within the university/industry/government/third sector relationship nexus. The book enables the systematisation of the literature while simultaneously builds theory, empirically testing existing theories, and contributes towards a future research agenda geared towards sustainability. The book gathers contributions from varied geographical contexts providing an international perspective.

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Book SynopsisHow does the US make sense of its elite educational system, given that it seems to be at odds with core American values, such as equality of opportunity or upward mobility? Sophie Spieler explores scholarly and journalistic investigations, self-representational texts, and fictional narratives revolving around the Ivy League and its peers in order to understand elite education and its peculiar position in American cultural discourse. Among the book's most surprising and groundbreaking insights is the tenacity and adaptability of meritocratic ideology across all three sub-discourses, despite its fundamental incompatibility with the American educational system.

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Book SynopsisHow can higher education empower students as agents of the social transformations that our societies need so urgently? Linn Friedrichs connects John Dewey's education theory, current research on globalization, and inclusive curriculum design approaches to propose a new educational model for our age of complexity, crisis, and innovation. Drawing lessons from NYU's efforts to globalize its research, pedagogy, and social impact, she presents building blocks for a new curricular core that is structured around the key challenges of our time and the competencies of "complexity resilience". It becomes the essential foundation for action-oriented partnerships across cultural, disciplinary, generational, and institutional boundaries.Table of ContentsIntroduction; John Dewey's Theory of Education and the Pragmatist Method; The Ecology of Education; The Case of New York University; Reimagining a New Core for U.S. Undergraduate Education; Conclusion; Works Cited.

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Book SynopsisRestrictions on academic freedom, persecution and armed conflict have forced many scholars into exile. So far, the professional trajectories of these scholars and their contributions to knowledge exchange have not been studied comprehensively. The contributors to this volume address the situations and networks of scholars in exile, the challenges they face in their host countries and the opportunities they use. These issues are highly relevant to discussions about the moral economies of higher education institutions and support programs. Although the contributions largely focus on Germany as a host country, they also offer telling examples of forced mobility in the Global South, including both contemporary and historical perspectives.

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Book SynopsisDigital collaboration has been established in higher education for many years. But when the Covid-19 pandemic struck, digital learning and virtual mobility became of utmost importance for higher education. In the international project "Digital and International Virtual Academic Cooperation" (DIVA), scholars from Israel, Australia, and Germany focused on intercultural learning and online collaboration. Based on their findings, they show how digital arrangements can be used in higher education, how digital teaching can be theorized, and what potential can be gained for post-pandemic teaching.

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