Higher education, tertiary education Books
Johns Hopkins University Press The Athletic Trap
Book SynopsisThe Athletic Trap will be of interest to university presidents, board members, and administrators, sport sociologists concerned with the balance of power between academics and athletics, and anyone else with a serious interest in college sports and its future.Trade ReviewNixon presents a thorough analysis of the development and the current implications of commercialized intercollegiate athletics in the US. His findings reveal the task of reforming intercollegiate athletics to be a daunting and potentially futile endeavor. ChoiceTable of ContentsAcknowledgmentsAbbreviations1. Commercialization, College Sports, and the Athletic Trap2. The Intercollegiate Golden Triangle3. The Business of College Sports4. The Arms Race, Inequalities, and the Pressures of the College Sports Business5. Deviance, Corruption, and Scandals in College Sports6. Control and Reform in Big-Time College Sports7. Reforming College SportsEpilogueNotesBibliographyIndex
£23.85
Johns Hopkins University Press Mental Health Issues and the University Student
Book SynopsisAn essential component of the volume is a guide to making emergency assessments, from risk classification and hospitalization to public safety and communication within and outside the campus community.Trade ReviewIarovici navigates a passage between the science of diagnosis and the art of treatment. In doing so, she demonstrates an appreciation for the subtle nuances that affect the treatment of individuals poised on the cusp of adulthood. -- Joseph J. Guido PsycCRITIQUES I embarked on the reading of this book with great interest and was rewarded by the author's thoughtful analysis... a terrific texbook for psychiatric residents... very informative for university administrators in charge of program planning. -- Brunhild Kring American Journal of Psychiatry The particular strength of this book is the careful description of how these issues and problems manifest themselves in a higher education setting and the opportunities and challenges of addressing them in this setting. Choice I can picture myself in the middle of a complicated case reaching for this guide -- Suzanne Sorrentino, LCSW Journal of College Student PsychotherapyTable of ContentsList of Tables and FiguresPart I. The Student in Context: The Interdependent CampusChapter 1. Crisis on the College Campus?Chapter 2. The Changing Face of the American University StudentChapter 3. Generational Issues on CampusChapter 4. The Psychiatrist's Role in College Mental HealthPart II. Clinical ChallengesChapter 5. Sleep Problems on CampusChapter 6. Alcohol on CampusChapter 7. Non-alcohol Substance Abuse on CampusChapter 8. Loneliness and Relationships on CampusChapter 9. PerfectionismChapter 10. Clash of Cultures: International StudentsChapter 11. Clash of Cultures: LGBT StudentsChapter 12. Disordered EatingChapter 13. Difficulty ConcentratingChapter 14. AnxietyChapter 15. Depression and Other Mood ProblemsChapter 16. Psychotic SymptomsChapter 17. Emergency Situations on CampusChapter 18. Impulse Control Problems, Behavioral Addictions, and Other Problematic BehaviorsChapter 19. The Nontraditional StudentChapter 20. Models of TreatmentChapter 21. Treatment Challenges in the University PopulationEpilogue. Student Emotional Well-Being: Looking toward the FutureNotesIndex
£29.25
Johns Hopkins University Press Professors and Their Politics
Book SynopsisOffering readable, rigorous analyses rather than polemics, Professors and Their Politics yields important new insights into the nature of higher education institutions while challenging dogmas of both the left and the right.Trade ReviewProfessors and Their Politics has value for all professionals associated with American higher education. The various studies in the book make a case for why progressive values are dominant among those who enter vocations associated with colleges and universities, as well as how these values shape research agendas, hiring practices, and treatment of students. If their conclusions are correct, and the various authors have provided data to support verifiable conclusions, the political life of the academy is a sign of its vitality, not a cause of its crisis, and the vitality of the academy includes more support for diversity of thought, especially among students, than common stereotypes assume. This volume makes an important contribution to understanding the culture of contemporary higher education. -- Merrill Hawkins Reflective TeachingTable of ContentsIntroductionPart I: The Lay of the LandChapter 1. The Social and Political Views of American College and University ProfessorsPart II: Explaining Professional LiberalismChapter 2. Political Liberalism and Graduate School Attendance: A Longitudinal AnalysisChapter 3. Nations, Classes, and the Politics of Professors: A Comparative PerspectiveChapter 4. Political Bias in the Graduate School Admissions Process: A Field ExperimentPart III: The Student Experience Chapter 5. The Effect of College on Social and Political Attitudes and Civic ParticipationChapter 6. "Civil" or "Provocative"?: Varieties of Conservative Student Style and Discourse in American UniversitiesPart IV: Formative Periods Chapter 7. Naturalizing Liberalism in the 1950sChapter 8. Challenging Neutrality: Sixties Activism and Debates over Political Advocacy in the American UniversityPart V: Institutional Change and its LimitChapter 9. Activism and the Academy: Lessons from the Rise of Ethnic StudiesChapter 10. Rationalizing Realpolitik: U.S. International Relations as a Liberal FieldChapter 11. The Merits of Marginality: Think Tanks, Conservative Intellectuals, and the Liberal AcademyConclusionAppendix. Sample Student EmailsReferencesContributors Index
£38.70
Johns Hopkins University Press Transforming a College
Book SynopsisLambert tell the rest of the story of the university's ambitious agenda to position Elon as a top-ranked liberal arts university and a national leader in engaged teaching and learning.Trade ReviewThe book is not intended to be a recipe for success. Rather, Keller hoped that others would draw inspiration from Elon's ascent. His words written in 2004 are just as true today, if not more so. 'America has never needed as many highly educated, creative, spirited persons as it does today.' University Advancement Keller has brought his estimable experience as a consultant, strategic planner, and scholar to the task of presenting an engaging case study of institutional transformation... The resulting account is appealing and engaging, challenging the mindset of readers who are cynical about the possibilities for change in higher education and further inspiring those readers who remain hopeful that, at least in some situations, wholesale transformation is achievable. Review of Higher Education What is striking about Transforming a college is the degree to which corporate and competitive strategy and management are so central to the success storyline. Canadian Journal of Higher EducationTable of ContentsForeword, by Leo M. LambertPreface1. Up from the Ashes2. New Leader, New Initiatives3. Student Life and Pleasures4. Elevating the Academics5. Financing the Rise6. The Fruits and Ironies of Success7. Analysis of an AscentAfterword, by Leo M. LambertAcknowledgmentsIndex
£23.75
Johns Hopkins University Press Designing the New American University
Book SynopsisDesigning the New American University will ignite a national discussion about the future evolution of the American research university.Trade ReviewCrow and Dabars offer a close analysis of the history and values that spawned our world-renowned research facilities and present a fresh model characterized by a pragmatic research structure and transdisciplinary organization... The authors present a dense and extensively investigated explanation of the strengths and limitations of our contemporary higher education environment and the possibilities of a new model. Library Journal We must remember that the connection of excellence and access is not just a slogan but a necessity for all of us in higher education. That was the special genius of California's master plan: attempting to forge and maintain connections at every level between teaching and research. The plan requires updating, with more emphasis on serving diverse populations of students, and continued expansion and innovations. Crow and Dabars may not have reinvented the master plan, but they have made an important intervention in the debate about which models work best, for which purposes and constituencies, and how we can support those models at the scale they require, all while maintaining academic rigor and autonomy. -- Nicholas B. Dirks The Chronicle Review An engaging and readable justification for and account of the New American University project... Crow is unlikely to disappear from view for quite some time. -- Ferdinand Von Prondzynski Times Higher Education Crow and Dabars are right to want new public universities to replace the Harvard standard. Their book is worth reading just for that discussion. -- Christopher Newfield Los Angeles Review of Books Crow... continues to be at the cutting edge of these and other challenges, opportunities, and initiatives for public research universities in general and his own institution in particular... Well written and laden with notes and bibliography, this is a solid complement to William G. Bowen and Eugene M. Tobin's Locus of Authority (2015) and Robert Lacroix and Louis Maheu's Leading Research Universities in a Competitive World (2015). Choice It is impeccably referenced and thoughtfully paced with detailed chapters building the model they support. Within the book is a trove of information on the trajectory for and challenges facing higher education. Whether one chooses to follow the prescription they suggest, or simply wants to better understand higher education, this book provides a most compelling read. PsycCRITIQUES ... Dabars' rich historical contextualization and Crow's policy and managerial experience provide design principles encouraging institutions to leverage their own place in a locally appropriate way. Nature The New American University is the latest bold and meticulously argued model to reclaim what is distinctively American in higher education. Journal of College and University LawTable of ContentsPreface, by Michael M. CrowAcknowledgmentsIntroduction1. American Research Universities at a Fork in the Road2. The Gold Standard in American Higher Education3. The Varieties of Academic Tradition4. Discovery, Creativity, and Innovation5. Designing Knowledge Enterprises6. A Pragmatic Approach to Innovation and Sustainability7. Designing a New American University at the FrontierConclusionBibliographyIndex
£29.00
Johns Hopkins University Press Education and Empowered Citizenship in Mali
Book SynopsisFurthermore, Bleck demonstrates that increasing levels of education are associated with increases in more engaged forms of political participation, including campaigning, willingness to run for office, and contacting government officials.Trade ReviewThrough a nuanced analysis of Mali in comparative context, Bleck persuasively argues that schools can teach students the tools of political participation and allow parents to connect with the state. Foreign AffairsTable of ContentsList of AbbreviationsPrefaceAcknowledgments1. Introduction2. Research Design and Methodological Approach3. Politikini Fanga Malila / Power and Politics in Mali4. Mali's Evolving Educational Landscape5. Can Education Empower Citizens?6. Schooling and Parents' Engagement with the State7. Educational Expansion and Democratization in AfricaNotesBibliographyIndex
£31.50
Johns Hopkins University Press Breakpoint
Book SynopsisPractical and compelling, Breakpoint will help higher education leaders make choices that advance their institutional values and serve their students and the common good for generations to come.Trade ReviewThis book is unique; McGee weaves together the demographic, economic, and cultural disruptions to present a cohesive argument that the higher education marketplace has changed forever. Highly recommended. ChoiceTable of ContentsPreface1. A Liminal Moment2. A Brief History of [Contemporary] Time3. Demographic Disruption4. Economic Disruption5. Cultural Disruption6. No Line on the Horizon7. Toward a New Marketplace8. Reimagine the Future9. BreakpointAcknowledgmentsNotesIndex
£21.60
Johns Hopkins University Press The Faculty Factor
Book SynopsisWritten for professors, adjuncts, graduate students, and academic, political, business, and not-for-profit leaders, this data-rich study offers a balanced assessment of the risks and opportunities posed for the American faculty by economic, market-driven forces beyond their control.Trade ReviewScholars active in the study of higher education may find this book very informative not only for the plentiful information and data provided, but also for the authors’ in-depth analysis of the evolution of the place of faculty in academia and beyond.—Giulio Marini, Higher EducationTable of ContentsContents PrefaceAcknowledgments Part I. Setting the Stage1. Establishing the Framework: The Emergence of a New Paradigm2. The American Faculty in Historical Perspective3. The Faculty in Profile Part II--Changing Trajectories of Academic Careers4. Changing Pathways to Career Entry5. Career Progression and Mobility6. Career Exit: Faculty Retirement Viewed Anew Part III--The Changing Complexion of Faculty Work and Professional Identity7. Faculty Work Under Pressure8. Academic Culture and Values in Transition9. Academic Compensation Trends In A New Era Part IV--American Academics in Global Perspectives10. The American Faculty in a Newly Globalized Higher Education Environment11. American Faculty in an International Perspective Part V--Prospects for the Academic Profession12. American Academic Life Restructured13. Where From Here? Interventions to Reinvigorate the Faculty Factor Afterword Appendixes A. Data Sources: An Overview and Status Report 00B. PhD Production and Distribution TrendsC. Race and Ethnicity Classifications: An UpdateD. Changing Academic Professions, 2007-08: MethodologyE. Appendix Tables Index
£38.70
Johns Hopkins University Press A Fractured Profession
Book SynopsisFocusing on how the profit motive is reshaping higher education and redefining what faculty are supposed to do, this book will appeal to scientists and academics, higher education scholars, university administrators and policy makers, and students considering a career in science.Trade ReviewJohnson thoughtfully considers the norms, tensions, and rules governing commercialization of research in academic settings, as well as the effects of commercialization on scientists' reputations and identity within the institution and profession. Academic scientists would be advised to take Johnson's interview protocol (included in the appendixes) to determine their own identity.—ChoiceProfessor Johnson's very readable volume addresses debates about university-industry linkages from the under-explored perspective of the moral orders and identity work of academic scientists . . . While debates about the commercialization of university research tend to assume the traditionalist ethos is fragile in the face of commercial interests, this book provides an important antidote by showing the strengths of the traditionalist ethos even in the presence of commercialist peers . . . The book also provides several policy discussions about how to structure funding, university careers and resource allocations, graduate training, and university-industry relations. One hopes that this conversation will be taken up, especially as we are observing a cohort shift from those trained in the traditionalist mileau toward an increasingly commercialist-embedded cohort, making this a critical time for revisiting the roles of each of these camps in the university and the research system more generally.—John P. Walsh, Georgia Institute of Technology, Social ForcesDavid R. Johnson advances the literature on academic capitalism by examining how scientists understand commercialization and how it shapes their scientific work and careers. His approach foregrounds culture and professional ideologies more than other research in this area, which tends to favor structuralist theories and emphasize macrolevel changes in the organization of science and higher education systems. A Fractured Profession is full of rich qualitative data that connect these large institutional changes to the practices and reasoning of scientists themselves . . . A Fractured Profession makes important contributions to research on academic capitalism. Professors, students, administrators, and policy makers would all benefit from reading it carefully.—John McLevey, University of Waterloo, American Journal of SociologyTable of ContentsList of Tables and FigureAcknowledgmentsIntroduction 1. Normative Tension in Commercial Contexts2. The Reconstruction of Meaning and Status in Science3. Embracing and Avoiding Commercial Trajectories4. Identity Work in the Commercialized AcademyConclusion AppendixNotes References Index
£38.70
Johns Hopkins University Press Game On
Book SynopsisBell's careful analysis of the theories behind gamification, cognitive science, and instructional design will help them to do just that.Trade ReviewInstructors would do well to consider the key tenets of successful games if they are to engage and graduate the coming generations of learners. Bell’s careful analysis of the theories behind gamification, cognitive science, and instructional design will help them to do just that.—University of British Columbia Library BloggersThe intention of the book is to enable practitioners to gamify, explaining in concise but authoritative detail the nature of gamification concepts, and how they function in practice with established principles of pedagogy. However, this does not mean that Game On! is solely applicable to the 'inclass' practitioner. With quantitative elements as well, a focus on students' experiences, and bullet point summaries, gamification is viewed with the kind of practical big-picture thinking crucial to university and academic leadership when considering the risks and rewards of innovation and large-scale implementation.—Errol Rivera, Ology: Review in Applied SciencesTable of ContentsAcknowledgmentsPrologue. Ashton to Apple1. A Societal Imperative2. How Did We Get Here?3. The Fairy Tale MOOC4. The Hero’s Journey5. Ethical Decision Making6. Dungeons and Discourse7. Threat of Crime and Terrorism8. Assessing Gamification9. Catching FireCaptain’s EpilogueBibliographyIndex
£31.50
Johns Hopkins University Press Leading Colleges and Universities
Book SynopsisHow experienced college and university leaders guide successful institutionsand why they sometimes lose their way. Today's college and university leaders face complex problems that test their political acumen as well as their judgment, intellect, empathy, and ability to plan and improvise. How do they thoughtfully and creatively rise to the challenge? In Leading Colleges and Universities, editors Stephen Joel Trachtenberg, Gerald B. Kauvar, and E. Gordon Gee bring together a host of presidents and other leaders in higher education who describe how they dealt with the issues. Each contributor has been effective as a president or other significant leader in postsecondary education. In this book they share real-life examples and stories that illustrate how they have dealt with the challenges they encountered. Together they answer these and other core questions: How do you manage college athletics, faculty, a governing board, donors, and a local community? What do you need to know abouTrade ReviewThis volume of brief essays by three dozen experienced presidents and other leaders in higher education is intended to provide candid reflections and examples from successful practitioners, illustrative of how they faced the many challenges that confront college and university presidents today.—Independent (Council of Independent Colleges)Table of ContentsPreface, by Gerald B. Kauvar, E. Gordon Gee, and Stephen Joel Trachtenberg1. Becoming a President, by William Kirwan2. Transition to the Position, by James P. Clements and Michael Young3. Leadership team, by Mildred Garcia and Marvin Krislov4. Maintaining a good relations with the board, by Lawrence S. Bacow5. Developing relations with faculty and staff, by Freeman A. Hrabowski, III and A. Lee Fritschler6. Knowing how and when to delegate and the extent to which delegating absolves leaders, by Holden Thorp and Mark Yudof7. When and how to participate in curricular decisions, by Jane McAvliffe and Mark Ungar8. Complexity and chicanery in collegiate athletics, by Robert Donaldson, Gerald B. Kauvar, and Stephen Joel Trachtenberg9. Title IX, by Allen Sessoms10. The complex issues surrounding freedom of speech, by Ben Trachtenberg11. What you need to know about emergency management, by Scott Cowen and Charles Steger12. How tenuous is tenure, by Ann Weaver Hart and Ben Nelson13. Working with elected and community officials, by Christopher B. Howard and Robert Scott14. Institutional autonomy , by William R. Harvey and John Ebersole15. Managing donor relations, by Georgia Nugent and Angel Cabrera16. How to deal with changing forms of accreditation , by Judith Eaton17. Litigation or the threat of litigation as a constraint , by John M. McCardell18. Balancing system-wide needs with institutional autonomy , by Rebecca Blank, Nancy Zimpher, and R. Bowen Loftin19. When to take a stand on national policy, by Mary S. Coleman and Lee Bollinger20. Presidents and general counsels , by Eduardo Padron21. Exiting with grace and ahead of the sheriff, by Richard Joel and Richard LevinConcluding Thoughts, by Stephen Joel Trachtenberg, Gerald B. Kauvar, and E. Gordon GeeAptitude test for aspiring presidents, by Stephen Joel Trachtenberg, Gerald B. Kauvar, and E. Gordon GeeIndex
£27.45
Johns Hopkins University Press Taking It to the Streets
Book SynopsisAs scholars become more public, what responsibility do they have to advocate for policies that will advance equity, inclusiveness, and social change?Higher education scholars often conduct research on topics about which they care deeply, but to what extent should they be advocates for reform and social change? One school of thought believes researchers should remain dispassionate and data focused; the other, that a researcher, by the very questions she asks, can help effect social change. In this book, Laura W. Perna questions how, why, and when higher education researchers should be public intellectuals and whether, armed with research, they areand should bea powerful force for change. Taking It to the Streets collects essays from nationally and internationally recognized thought leaders with diverse opinions and perspectives on these issues. With the intentional inclusion of voices on different sides of this discussion, the volume offers a thought-provoking and nuanced understandinTable of Contents1. Connecting research, advocacy, and policy to advance equity, inclusiveness, and social change in higher education2. A day late and a dollar short3. Changing the course of history4. Using postsecondary research to influence the policy process5. The activist as intellectual6. Researcher as instrument and advocate for inclusive excellence in higher education 7. Commitment to a scholarly life of contribution, meaning, satisfaction8. Choosing how, why, and to whom we profess9. Bridging the artificial gap between activism and scholarship to form tools for knowledge10. So that the people may live11. My people's professor12. Listening to students13. Why racial microgressions matter? 14. A road less travelled15. Using philosophy to develop a thoughtful approach to going public or not16. Research for policy in higher education17. Public scholarshipContributorsIndex
£23.75
Johns Hopkins University Press Sending Your Millennial to College
Book SynopsisSend your child to college with all the tools they need to succeed. Whether it is knowing when to ground your helicopter or park your snowplow, parenting a college student today means giving them the independence they need to make their own decisions. In this companion to his best-selling Dean's List: Ten Strategies for College Success, John Bader offers up key strategies for supporting your millennial as they enter this formative stage of their life. Written with a wit and warmth by someone who has helped thousands of students through collegeincluding his own childrenSending Your Millennial to College is just the book you need to figure out how to respect your child's independence while remaining engaged assist your daughter or son if they are struggling or need to regroup begin healthy and open conversations about the meaning of success support good study habits as your child transitions to a new life on campus remain thoughtful and empathetic as your child grows and changes The boTable of ContentsAcknowledgments Introduction. Piloting Your Helicopter Strategy #1. Think about “Why”Strategy #2. Rethink Your RelationshipStrategy #3. Understand Where They AreStrategy #4. Appreciate Their Academic ChoicesStrategy #5. Disconnect Majors and CareersStrategy #6. Support How They WorkStrategy #7. Invite Them to Be UncomfortableStrategy #8. Know the Signs and Reasons for FailureStrategy #9. Help Them to Forgive Themselves and RebuildStrategy #10. Encourage Them to Plan for Life after CollegeConclusion. Final ThoughtsIndex
£14.25
Johns Hopkins University Press Dear Parents
Book SynopsisFew moments in parenting are as fraught as preparing your kid for college. Let a trusted pro show you how it's done. Written for parents and families of college-bound students, Jon McGee's Dear Parents is an essential tool you'll need to navigate the complex and often emotional challenge of getting your daughter or son prepared forand throughcollege. Organized chronologically, the book takes readers through the stages of childhood leading up to college, as well as the process of searching for and selecting a college. From the decisions you make during your child's early years to the process of setting up their dorm room, this book provides parents with insights, wisdom, and guidance about college, college preparation, and choosing a college. Letters written by college and educational professionals, all with children, frame and illuminate each chapter. Drawing on their personal and professional experience, these experts offer practical and sympathetic advice about preparing for collegTrade ReviewWorried parents will appreciate this volume.—Library JournalTable of ContentsForeword, by Chris Farrell Prologue: In the Beginning One. Discover College Two. School Matters Dear Parents: Planning for College in the Car Seat Years, by Rachelle Hernandez Three. Fit Four. Money Matters Five. Choose Six. A New Chapter Dear Children Acknowledgments Notes Index
£15.68
Johns Hopkins University Press Designing the New American University
Book SynopsisA radical blueprint for reinventing American higher education. America's research universities consistently dominate global rankings but may be entrenched in a model that no longer accomplishes their purposes. With their multiple roles of discovery, teaching, and public service, these institutions represent the gold standard in American higher education, but their evolution since the nineteenth century has been only incremental. The need for a new and complementary model that offers broader accessibility to an academic platform underpinned by knowledge production is critical to our well-being and economic competitiveness. Michael M. Crow, president of Arizona State University and an outspoken advocate for reinventing the public research university, conceived the New American University model when he moved from Columbia University to Arizona State in 2002. Following a comprehensive reconceptualization spanning more than a decade, ASU has emerged as an international academic and reseTrade ReviewWe must remember that the connection of excellence and access is not just a slogan but a necessity for all of us in higher education. That was the special genius of California's master plan: attempting to forge and maintain connections at every level between teaching and research. The plan requires updating, with more emphasis on serving diverse populations of students, and continued expansion and innovations. Crow and Dabars may not have reinvented the master plan, but they have made an important intervention in the debate about which models work best, for which purposes and constituencies, and how we can support those models at the scale they require, all while maintaining academic rigor and autonomy.—The Chronicle ReviewCrow and Dabars offer a close analysis of the history and values that spawned our world-renowned research facilities and present a fresh model characterized by a pragmatic research structure and transdisciplinary organization . . . The authors present a dense and extensively investigated explanation of the strengths and limitations of our contemporary higher education environment and the possibilities of a new model.—Library JournalAn engaging and readable justification for and account of the New American University project . . . Crow is unlikely to disappear from view for quite some time.—Times Higher EducationCrow and Dabars are right to want new public universities to replace the Harvard standard. Their book is worth reading just for that discussion.—Los Angeles Review of BooksCrow . . . continues to be at the cutting edge of these and other challenges, opportunities, and initiatives for public research universities in general and his own institution in particular . . . Well written and laden with notes and bibliography, this is a solid complement to William G. Bowen and Eugene M. Tobin's Locus of Authority (2015) and Robert Lacroix and Louis Maheu's Leading Research Universities in a Competitive World (2015).—ChoiceIt is impeccably referenced and thoughtfully paced with detailed chapters building the model they support. Within the book is a trove of information on the trajectory for and challenges facing higher education. Whether one chooses to follow the prescription they suggest, or simply wants to better understand higher education, this book provides a most compelling read.—PsycCRITIQUESDabars’ rich historical contextualization and Crow’s policy and managerial experience provide design principles encouraging institutions to leverage their own place in a locally appropriate way.—NatureThe New American University is the latest bold and meticulously argued model to reclaim what is distinctively American in higher education.—Journal of College and University LawTable of ContentsPreface, by Michael M. CrowAcknowledgmentsIntroduction1. American Research Universities at a Fork in the Road2. The Gold Standard in American Higher Education3. The Varieties of Academic Tradition4. Discovery, Creativity, and Innovation5. Designing Knowledge Enterprises6. A Pragmatic Approach to Innovation and Sustainability7. Designing a New American University at the FrontierConclusionBibliographyIndex
£20.25
Johns Hopkins University Press Alternative Universities
Book SynopsisImagining the universities of the future. How can we re-envision the university? Too many examples of what passes for educational innovation todayMOOCs especiallyfocus on transactions, on questions of delivery. In Alternative Universities, David J. Staley argues that modern universities suffer from a poverty of imagination about how to reinvent themselves. Anyone seeking innovation in higher education today should concentrate instead, he says, on the kind of transformational experience universities enact. In this exercise in speculative design, Staley proposes ten models of innovation in higher education that expand our ideas of the structure and scope of the university, suggesting possibilities for what its future might look like. What if the university were designed around a curriculum of seven broad cognitive skills or as a series of global gap year experiences? What if, as a condition of matriculation, students had to major in three disparate subjects? What if the university placTable of ContentsAcknowledgmentsIntroduction: On Innovation in Higher EducationPart I. OrganizationChapter 1. Platform UniversityChapter 2. MicrocollegeChapter 3. The Humanities Think TankInterlude. The University of BeautyPart II. ApprenticeshipChapter 4. Nomad UniversityChapter 5. The Liberal Arts CollegeInterlude. Superager UniversityPart III. TechnologyChapter 6. Interface UniversityChapter 7. The University of the BodyInterlude. Technology UniversityPart IV. AttributesChapter 8. The Institute for Advanced PlayChapter 9. Polymath UniversityChapter 10. Future UniversityConclusion: Existential Crisis and Existential PossibilitiesNotesBibliographyIndex
£27.45
Johns Hopkins University Press Admit One
Book SynopsisHow to craft a dynamic personal essay that will get your college application noticed. College admissionsthat is, admission to the school of your choicehas become incredibly competitive. Students and their families prepare from grade school onward to shape school careers that will give them a leg up in applying to selective colleges. But sterling academic performance, AP classes, high test scores, and sports and other extracurricular activities are no longer enough to guarantee a slot at Stanford, Johns Hopkins, or the Ivies. In Admit One, Thomas Richards focuses on a key aspect of the college admissions decision, one that makes all the difference in applications: good writing. This involves mastering the dreaded personal essaybut more than that, it means writing a college application with a consistent overarching narrative, one that tells a student's intimate story. Writing has the ability to render the grain of a student's own voice, fully integrated and fully under their own controTable of ContentsPrefaceAcknowledgmentsIntroductionChapter 1 VoiceChapter 2 Words Chapter 3 SentencesChapter 4 ParagraphsChapter 5 The Essay as a WholeChapter 6 The Master NarrativeChapter 7 Three Case StudiesChapter 8 The Narrative-Based ApplicationConclusionIndex
£14.72
Johns Hopkins University Press Academic Fault Lines
Book SynopsisHow did public higher education become an industry? This unprecedented account reveals how campus leaders and faculty preserved the vitality and core values of public higher education despite changing resources and expectations. American public higher education is in crisis. After decades of public scrutiny over affordability, access, and quality, indictments of the institution as a whole abound. Campus leaders and faculty report a loss of public respect resulting from their alleged unresponsiveness to demands for change. But is this loss of confidence warranted? And how did we get to this point? In Academic Fault Lines, Patricia J. Gumport offers a compelling account of the profound shift in societal expectations for what public colleges and universities should be and do. She attributes these new attitudes to the ascendance of industry logicthe notion that higher education must prioritize serving the economy. Arguing that industry logic has had far-reaching effects, Gumport shows hoTable of ContentsOnline Materials Preface Acknowledgments Introduction. Points of Departure 1. Conceptual and Empirical Anchors: Studying Institutional Change Part I. The Ascendance of Industry Logic 2. Built to Serve 3. State-Level Expectations 4. Forces Converging to Advance Industry Logic Part II. Community Colleges 5. Beyond the Demand-Response Scenario 6. Harmonizing Educational Identities Part III. Comprehensive State Universities 7. Reconciling Competing Mandates 8. Persevering through Strategic Necessities Part IV. Research Universities 9. In Pursuit of Excellence 10. Pursuing Priorities and Striving for State of the Art Conclusion. Managing for Legitimacy: Moving beyond Academic Fault Lines Notes Works Cited Index
£46.35
Johns Hopkins University Press Teaching Public Health
Book SynopsisTable of ContentsAcknowledgmentsAbout the AuthorsPart I. The Past and the PresentChapter 1. The Evolution of Public Health Teaching Lisa M. Sullivan and Sandro GaleaChapter 2. The Current State of Public Health Education Donna PetersenChapter 3. A Conceptual Orientation to Public Health Teaching Robert Pack and Randy WykoffPart II. The Public Health Teaching ContinuumChapter 4. Activating Public Health Learning for Adolescents and Young Adults Perry N. HalkitisChapter 5. Undergraduate Education in Public Health Lauren D. ArnoldChapter 6. Community Colleges and Public Health: Building the Continuum of Public Health Education Katherine Johnson and Richard RiegelmanChapter 7. Master of Public Health Education Marie Diener-WestChapter 8. The DrPH Degree in Contemporary Public Health Education Eugene DeclercqChapter 9. Lifelong Learning Joel LeeChapter 10. Interprofessional Education Tanya Uden-HolmanPart III. Innovation in Public Health TeachingChapter 11. Public Health Course Design Melissa D. Begg and Jessica S. AnckerChapter 12. Engaging the Public Health Student through Active and Collaborative Learning Kathryn M. Cardarelli, Angela Carman, and Trey ConatserChapter 13. Teaching Cultural Competency for Twenty-First-Century Public Health Practice Linda AlexanderChapter 14. Teaching in a Diverse Classroom: A Student-Centered ApproachLorraine M. Conroy, Susan Altfeld, Jennifer Hebert-Beirne, Jyotsna Jagai, and Uchechi MitchellChapter 15. Innovative Active Learning in Public Health David G. KleinbaumChapter 16. Practice-Based Teaching in Public Health Jacey A. Greece and James WolffChapter 17. Teaching Public Health by the Case Method Nancy KaneChapter 18. Group-Based Service Learning Teaching Approaches Laura Linnan, Meg Landfried, Elizabeth French, and Beth MoraccoChapter 19. Effective Collaborative Learning Experiences: It Is All in the Design Luann White and Angela BreckenridgeChapter 20. Navigating Difficult Conversations in Public Health Classrooms Yvette C. Cozier and Sophie GodleyChapter 21. Public Health Education and Service Learning Daniel Gerber and Jen DolanChapter 22. Technology in Teaching Wayne LaMorte and Kathleen RyanChapter 23. Teaching Support, Training, and Supporting Teaching Assistants Greg Evans and Rachel SchwartzChapter 24. Innovations in Evaluating and Valuing Public Health Teaching: The Challenges of Course Evaluations Delia L. Lang and Elizabeth Reisinger WalkerPart IV. The Present and the FutureChapter 25. Responding Interprofessionally to a Complex World: The Impact on Public Health Education and Workforce Laura Magaña Valladares, Julian Fisher, Nelly Salgado de Snyder, and Silvia E. RabionetChapter 26. Envisioning a Future for Public Health Education across the Life Course Sandro Galea and Lisa M. SullivanIndex
£38.70
Johns Hopkins University Press Whats the Point of College
Book SynopsisBefore we can improve college education, we need to know what it's for. In our current age of reform, there are countless ideas about how to fix higher education. But before we can reconceptualize the college experience, we need to remember why we have these institutions in the first placeand what we want from them. In What's the Point of College?, historian Johann N. Neem offers a new way to think about the major questions facing higher education today, from online education to disruptive innovation to how students really learn. As commentators, reformers, and policymakers call for dramatic change and new educational models, this collection of lucid essays asks us to pause and take stock. What is a college education supposed to be? What kinds of institutions and practices will best help us get there? And which virtues must colleges and universities cultivate to sustain their desired ends? During this time of drift, Neem argues, we need to moor our colleges once again to their core pTable of ContentsPreface. On Education versus DegreesIntroduction. On the Purpose(s) of College Education Part I. ContextChapter 1. On Disruptive InnovationChapter 2. On Two Recent Occasions Chapter 3. On For-Profit Schools Part II. CurriculumChapter 4. On STEM Chapter 5. On the Humanities Chapter 6. On Business Majors Part III. TeachingChapter 7. On Time and Experience Chapter 8. On Online Education Chapter 9. On Critical Thinking Part IV. ScholarshipChapter 10. On the PhD Chapter 11. On Research Chapter 12. On Academic Writing Conclusion. On the Future Epilogue. On Talking with Students Acknowledgments Notes Index
£17.10
Johns Hopkins University Press Strategic Mergers in Higher Education
Book SynopsisTable of ContentsAbout the Authors AcknowledgmentsIntroduction Part I. Why Mergers in Higher Ed?Chapter 1. Pursuing Sustainability, Breadth, and Excellence through ScaleChapter 2. Why Mergers Now? Chapter 3. Mergers as an Organizational Tactic Chapter 4. History and Global Experience Chapter 5. Drivers and Categories of Mergers in Higher Education Chapter 6. Success and Failure: Predictors and Metrics Part II. Increasing the Odds of Merger Success in Higher EdChapter 7. The Seven Essential Elements for Merger Success Chapter 8. Evaluating the Stakes When Considering Mergers Chapter 9. Finding, Evaluating, and Choosing Merger Partners Chapter 10. Negotiating the Merger Chapter 11. Communicating in a Merger Chapter 12. Leadership, Resources, and Managing Opposition Part III. Effectively Executing Mergers in Higher EdChapter 13. Merging Organizational Units in a Context-Sensitive Manner Chapter 14. Managing Institutional Legal, Corporate, and Regulatory Obligations in a Merger Chapter 15. Project Management in a Merger Chapter 16. Creating and Managing the Brand: Who Do You Want to Be? Chapter 17. Aftermath: As Much a Beginning as an EndPart IV. Looking to the FutureChapter 18. The Role of Mergers in Institutional StrategyAppendix A. Mergers Occurring from 2000 to 2016 and Included in Analysis Appendix B. Example Functional Areas for Integration Using Project Management during a Merger Appendix C. Example Standardized Forms Used for Project Management during a Merger Index
£46.35
Johns Hopkins University Press College Made Whole
Book SynopsisHow can universities shape creative, adaptive, integrated learners ready to confront the world? This book's clear-eyed optimism is a challenge to everyone in higher education. American higher education is being torn apart. Institutions, curricula, courses, and faculty roles are being unbundledbroken into constituent parts in the name of efficiency and cost savings. As a result, the college learning experience is fragmented and incoherent, leaving graduates less and less equipped to confront the dire social problems that cause those divisions in the first place. In College Made Whole, Chris W. Gallagher lays bare the dangers of the dis-integration of the college experience and shows how we can put higher education back together again. The successful colleges and universities of the future, Gallagher argues, will be integrated: coherently and cohesively designed to help students achieve a lifelong learning experience that is more than the sum of its parts. Pushing back against pernicioTable of ContentsPrefaceAcknowledgmentsIntroduction. The Future of Higher Education Is Integration1. The Many and the One: Integrating Higher Education as a Public Good and a Private Good2. Depth and Breadth: Integrating Specialized Expertise and Generalized Understanding3. Inside and Outside: Integrating Classroom Learning and Learning in Other Contexts4. A Life and a Living: Integrating Liberal Learning and Professional Learning5. Humans and Machines: Integrating Faculty Expertise and Learning Technologies 6. Now and Then: Integrating Degrees and Lifelong Learning Opportunities Conclusion. Educating EstherNotes Index
£23.85
Johns Hopkins University Press How University Budgets Work
Book SynopsisTable of ContentsPrefaceChapter 1: The Language of BudgetsChapter 2: University BudgetsChapter 3: Budget ModelsChapter 4: Strategic PlansChapter 5: Operating Budget PreparationChapter 6: Budget ImplementationChapter 7: End of the Fiscal YearChapter 8: Power of the BudgetNotesIndex
£22.50
Johns Hopkins University Press The Empowered University
Book SynopsisTrade ReviewIn The Empowered University, [Hrabowski] describes a theory of shared leadership within a campus culture that is proudly aspirational, driven by clear mission and values: people first; shared governance; innovation and risk taking; and 'inclusive excellence,' the improvement of academic success for all students.—Carolyn Dever, Public BooksTable of ContentsPreface. It's about Us Part I1. And Then We Did It 2. Higher Education Matters 3. Culture Change Is Hard as Hell 4. Leadership and Empowerment 5. Grit and Greatness Part II6. At the Crossroads 7. Pillars of Success 8. An Honors University 9. A Challenge of Quality 10. The New American College 11. Difficult Conversations 12. Looking in the Mirror 13. Success Is Never Final Epilogue. A Great Challenge Notes Index
£26.10
Johns Hopkins University Press Convergent Teaching
Book SynopsisHow what we know about K12 education can revolutionize learning in college. Honorable Mention in the Foreword INDIES Award for Education by FOREWORD Reviews, Winner of the 2021 Bronze IPPY Award for Education IIAmid the wide-ranging public debate about the future of higher education is a tension about the role of the faculty as instructors versus researchers and the role of teaching in the mission of a university. What is absent from that discourse is any clear understanding of what constitutes good teaching in college. In Convergent Teaching, masterful professors of education Aaron M. Pallas and Anna Neumann make the case that American higher education must hold fast to its core mission of fostering learning and growth for all people. Arguing that colleges and universities do this best through their teaching function, the book portrays teaching as a professional practice that teachers should actively hone. Drawing on rich research on K12 classroom teaching, the authors develop theTrade ReviewPallas and Neumann are part of [a] teaching and learning revolution in higher education.—Lisa Baldez, Public BooksTable of ContentsAcknowledgments Part I. A Roadmap Chapter 1. American Ambivalence and College Teaching Part II. Convergent Teaching Chapter 2. Targeting: Carving Out What's To Be Taught Chapter 3. Surfacing: Unearthing Students' Prior Knowledge to Foster Learning Chapter 4. Navigating: Orchestrating Subject-Matter Concepts and Students' Prior Knowledge Part III. Policies and Practices Chapter 5. Campus-Level Supports for Convergent Teaching Chapter 6. Supporting Convergent Teaching beyond the Campus Notes References Index
£23.85
Johns Hopkins University Press Learning Innovation and the Future of Higher
Book SynopsisGiving higher education professionals the language and tools they need to seize new opportunities in digital learning. A quiet revolution is sweeping across US colleges and universities. As schools rethink how students learn - both inside and outside the classroom - technology is changing not only what should be taught but how best to teach it. From active learning and inclusive pedagogy to online and hybrid courses, traditional institutions are leveraging their fundamental strengths while challenging long-standing assumptions about how teaching and learning happen. At this intersection of learning, technology, design, and organizational change lies the foundation of a new academic discipline of digital learning. Coalescing around this new field of study is a common critical language, along with a set of theoretical frameworks, methodological practices, and shared challenges and goals. In Learning Innovation and the Future of Higher Education, Joshua Kim and Edward Maloney explore thTrade ReviewJoshua Kim and Edward Maloney think that a new infrastructure to better support new learning initiatives is already taking shape—not just within this or that college—but across higher education—through the emergence of new learning professionals, new learning organizations, and (possibly) a new scholarly field.Their writing is lively, and the reader can sense the authors' enthusiasm and desire to convey to a wider audience what they see taking shape.—Change: The Magazine of Higher LearningTable of ContentsPrefaceAcknowledgmentsIntroduction: A Turn to Learning1 Foundations of the Learning Revolution2 Institutional Change3 Reclaiming Innovation from Disruption4 The Scholarship of Learning5 Leading the RevolutionEpilogue: The Future of Learning Innovation NotesIndex
£31.50
Johns Hopkins University Press The College Stress Test
Book SynopsisProvides an insightful analysis of the market stresses that threaten the viability of some of America's colleges and universities while delivering a powerful predictive tool to measure an institution's risk of closure. In The College Stress Test, Robert Zemsky, Susan Shaman, and Susan Campbell Baldridge present readers with a full, frank, and informed discussion about college and university closures. Drawing on the massive institutional data set available from IPEDS (the Integrated Postsecondary Education Data System), they build a stress test for estimating the market viability of more than 2,800 undergraduate institutions. They examine four key variablesnew student enrollments, net cash price, student retention, and major external fundingto gauge whether an institution is potentially at risk of considering closure or merging with another school. They also assess student body demographics to see which students are commonly served by institutions experiencing market stress. The book'Trade ReviewThe timely volume, The College Stress Test, provides a framework for colleges to review their institutional health.—Aviva Legatt, ForbesTable of ContentsAcknowledgmentsPrologue. Is It Closing Time?Chapter 1. Threat, Reassurance, and Grief Chapter 2. A Winner's MarketChapter 3. A Calculus for RiskChapter 4. The Distribution of RiskChapter 5. Winners and LosersChapter 6. Those Who Are Bound to StruggleChapter 7. Changing the SlopeAppendixesA. Risk Index Workbook for Institutional AnalystsB. On Squaring the CircleC. A Note on VerificationReferencesIndex
£31.50
Johns Hopkins University Press An Insiders Guide to University Administration
Book SynopsisTable of ContentsIntroduction. Don't Panic!Chapter 1. College and University Administration 101Chapter 2. Finances, Fund-Raising, and BudgetingChapter 3. Free Speech, Censorship, and HarassmentChapter 4. Vision, Strategic Planning, Branding, and Image Chapter 5. Management, Leadership, and EthicsChapter 6. Diversity, Inclusion, and Religious AffiliationConclusion. The Future of the College and University AdministratorNotesBibliographyIndex
£29.55
Johns Hopkins University Press Learning Online
Book SynopsisWhat's it really like to learn online?Learning Online: The Student ExperienceOnline learning is ubiquitous for millions of students worldwide, yet our understanding of student experiences in online learning settings is limited. The geographic distance that separates faculty from students in an online environment is its signature feature, but it is also one that risks widening the gulf between teachers and learners. In Learning Online, George Veletsianos argues that in order to critique, understand, and improve online learning, we must examine it through the lens of student experience. Approaching the topic with stories that elicit empathy, compassion, and care, Veletsianos relays the diverse day-to-day experiences of online learners. Each in-depth chapter follows a single learner's experience while focusing on an important or noteworthy aspect of online learning, tackling everything from demographics, attrition, motivation, and loneliness to cheating, openness, flexibility, social meTable of ContentsAcknowledgmentsIntroduction1. The Learner Who Compared Online Courses to Face-to-Face Courses2. The Learner Who Was "Nontraditional" 3. The Learner Whose Motive Was Sheer Interest4. The Learner Who Dropped Out5. The Learner Who Used the Family Computer6. The Learner Who Had the Necessary Literacies7. The Learner Who Watched Videos Alone8. The Learner Who Showed Emotion9. The Learner Who "Listened"10. The Learner Who Cheated11. The Learner Who Was Taught by a Bot12. The Learner Who Took Notes13. The Learner Who Used a Social Networking Site for Online Learning14. The Learner Who Was Self-Directed 15. The Learner Who Took Advantage of the Openness in MOOCs16. The Learner Who Took Advantage of Flexible Learning17. The Learner of the FutureConclusionIndex
£25.17
Johns Hopkins University Press Redesigning Liberal Education
Book SynopsisRedesigning liberal education requires both pragmatic approaches to discover what works and radical visions of what is possible. The future of liberal education in the United States, in its current form, is fraught but full of possibility. Today's institutions are struggling to maintain viability, sustain revenue, and assert value in the face of rising costs. But we should not abandon the model of pragmatic liberal learning that has made America's colleges and universities the envy of the world. Instead, Redesigning Liberal Education argues, we owe it to students to reform liberal education in ways that put broad and measurable student learning as the highest priority. Written by experts in higher education, the book is organized into two sections. The first section focuses on innovations at 13 institutions: Brown University, College of the Holy Cross, Connecticut College, Elon University, Florida International University, George Mason University, Georgetown University, Lasell CollegTable of ContentsForeword, by Michael S. RothAcknowledgmentsIntroduction. A Radical Vision for Redesigning Liberal EducationWilliam Moner, Phillip Motley, and Rebecca Pope-RuarkPart I. Case Studies Chapter 1. Problem-Focused Liberal Education in a First-Year Learning Community at the University of Wisconsin–Green Bay Denise S. Bartell, Alison K. Staudinger, and David J. VoelkerChapter 2. Attending to Local Context, Culture, and Language at Florida International UniversityIsis Artze-Vega, Phillip M. Carter, and Heather Russell Chapter 3. The Experiential Liberal Arts: An Integrative Model for Twenty-First-Century Education at Northeastern University Chris W. Gallagher and Uta G. PoigerChapter 4. Creating Connections: An Intentional, Integrated Liberal Education at Connecticut CollegeMichael Reder and Ann SchenkChapter 5. Building a Developmental, Interdisciplinary General Education Curriculum for the Future: Foundations in the Liberal Arts at Rollins CollegeEmily Russell, Susan Rundell Singer, and Toni Strollo HolbrookChapter 6. Exploring the Borderlands: Using Interdisciplinarity to Build Civic Literacy at the College of the Holy CrossLaurie Ann Britt-SmithChapter 7. Redesigning Learning through Multidisciplinary Teaching: Voices from a Sophomore Core Experience at Lasell UniversityMichael J. Daley, Dennis A. Frey Jr., and Catherine ZeekChapter 8. Intergenerational Partnerships to Support Liberal Learning Goals at Brown UniversityMary C. Wright, Maud S. Mandel, Jessica Metzler, and Christina SmithChapter 9. The Design Thinking Initiative at Smith CollegeBorjana MikicChapter 10. Immersive Learning in the Studio for Social Innovation at Elon UniversityRebecca Pope-Ruark, William Moner, and Phillip MotleyChapter 11. Failing Forward: Writing, Design, and Organic Curricular Change at Georgetown University Maggie Debelius, Sherry Lee Linkon, and Matthew PavesichChapter 12. Educating Business Leaders for a Better World at George Mason UniversityLisa Gring-Pemble, Anne M. Magro, and Jacquelyn Dively BrownChapter 13. Educating for Global Civic Participation and a Career: German Studies in the Twenty-First Century at Elon UniversityScott Windham, Andrea A. Sinn, Kristin Lange, Derek Lackaff, Anthony Hatcher, Evan A. Gatti, and Janelle Papay DecatoChapter 14. Pursuing Major Passions: Innovative Minors That Blend Professional Skills and Liberal Education Values for Civic Pursuits at Susquehanna UniversityJohn Bodinger de Uriarte and Betsy VerhoevenPart II. Visions for the Future of Liberal EducationChapter 15. The Future Has Gone Soft on Skills: Why Campuses Should Be Working Harder to Cement Personal and Social Development with LearningAshley FinleyChapter 16. Can We Liberate Liberal Education?Randy BassChapter 17. Aligning Liberal Education for an Age of InequalityWilliam M. SullivanChapter 18. Slow: Liberal Learning for and in a Fast-Paced WorldNancy L. Chick and Peter FeltenChapter 19. Shifting Paradigms: College Admissions as a Lever for Systemic Change in Liberal EducationKristína Moss Gudrún Gunnarsdóttir and Meredith TwomblyChapter 20. Scholartistry: Creativity and the Future of the Liberal ArtsMichael Shanks and Connie SvaboAfterword. The Age of ConnectednessLeo LambertAppendix 1Appendix 2ContributorsIndex
£35.10
Johns Hopkins University Press The New PhD
Book SynopsisThis book examines the failed graduate school reforms of the past and presents a plan for a practical and sustainable PhD. For too many students, today's PhD is a bridge to nowhere. Imagine an entering cohort of eight doctoral students. By current statistics, four of the eight50%!will not complete the degree. Of the other four, two will never secure full-time academic positions. The remaining pair will find full-time teaching jobs, likely at teaching-intensive institutions. And maybe, just maybe, one of them will garner a position at a research university like the one where those eight students began graduate school. But all eight members of that original group will be trained according to the needs of that single one of them who might snag a job at a research university. Graduate school has been preparing students for jobs that don't existand preparing them to want those jobs above all others. In The New PhD, Leonard Cassuto and Robert Weisbuch argue that universities need to ready Trade ReviewJust in time comes a new book that suggests a set of reforms and innovations meant to transform doctoral education into a more student-centered, career-diverse, socially engaged enterprise that enlarges the possibilities for students and expands the benefits for society.—ForbesTable of ContentsIntroduction. Why We Need a New PhD and How We Can Create One Chapter 1. Then and Now: Two Recent Eras of ReformChapter 2. Purpose, Then Path: A Practical Guide to Starting the ConversationChapter 3. Career Diversity: A Liberal Arts Approach to the PhDChapter 4. Admissions and AttritionChapter 5. Student Support and Time to DegreeChapter 6. Curing the Curriculum and Examining the ExamChapter 7. AdvisingChapter 8. Students as TeachersChapter 9. Degrees: What Should They Look Like? What Should They Do?Chapter 10. Public Scholarship: What It Is, Where It Came From, and What It RequiresConclusion. From Words to ActionsPostscriptAcknowledgments NotesIndex
£26.10
Johns Hopkins University Press Ending Sexual Violence in College
Book SynopsisHow do we create a culture of zero tolerance for sexual violence on college campuses?In a world where one in five women on campus experience some form of sexual assault, what would it take to create a campus culture that was free of violence against women? From a public health perspective, sexual assault is an epidemic on campuses, but why? What is it about a campus community culture that permits or encourages this, at a time when a majority of students are now female? In this practical guide for colleges and universities, Joanne H. Gavin, James Campbell Quick, and David J. Gavin lay out a community-based model that is designed to eliminate sexual misconduct, spot it before it happens, punish its perpetrators, support its victims/survivors, and end this epidemic. Ending Sexual Violence in College is a prescriptive guide for creating a campus culture that is intolerant of sexual misconduct regardless of who is involved or the context in which it happens. A culture of intolerance, the auTable of ContentsAcknowledgments Chapter 1. IntroductionChapter 2. The Evolution of Title IXChapter 3. Challenges to Protecting Women from Sexual Assault and Its AftermathChapter 4. Building a Strong, Secure Campus CultureChapter 5. Student Education and Training Programs Chapter 6. Faculty Education and TrainingChapter 7. Education and Training for Everyone on Campus Chapter 8. Responding to IncidentsChapter 9. Healing and Seeking JusticeChapter 10. Three Institutional Cases ReferencesIndex
£27.45
Johns Hopkins University Press The Agile College
Book SynopsisFollowing Grawe's seminal first book, this volume answers the question: How can a college or university prepare for forecasted demographic disruptions?Demographic changes promise to reshape the market for higher education in the next 15 years. Colleges are already grappling with the consequences of declining family size due to low birth rates brought on by the Great Recession, as well as the continuing shift toward minority student populations. Each institution faces a distinct market context with unique organizational strengths; no one-size-fits-all answer could suffice. In this essential follow-up to Demographics and the Demand for Higher Education, Nathan D. Grawe explores how proactive institutions are preparing for the resulting challenges that lie ahead. While it isn't possible to reverse the demographic tide, most institutions, he argues persuasively, can mitigate the effects. Drawing on interviews with higher education leaders, Grawe explores successful avenues of response, iTrade ReviewGrawe's book is unapologetically empirical, focusing on specific programmes, policies and approaches already piloted with success . . . The Agile College convincingly shows that succumbing to despondency is a premature response to the impending demographic disruption.—Times Higher EducationThe Agile College debunks the idea that colleges and universities are helpless in the face of demographic trends.—Inside Higher EdTable of ContentsAcknowledgmentsIntroductionPart I. Demographic PressuresChapter 1. Evolving Demographic TrendsChapter 2. Updated Projections of Higher Education DemandChapter 3. New Lenses for Higher Education DemandChapter 4. A Detailed Examination by RacePart II. The Response of Higher EducationChapter 5. Strategies and Tactics for Tackling Disruptive ChangeChapter 6. Recruitment and Financial Aid PoliciesChapter 7. Retention InitiativesChapter 8. Program ReformsChapter 9. Reorganization, Rightsizing, and Other Names for RetrenchmentChapter 10. Growth PlansChapter 11. Collaborative ActionChapter 12. Something between Chicken Little and PollyannaAppendix 1. MethodsAppendix 2. Comparison to WICHE ForecastsNotesReferencesIndex
£29.70
Johns Hopkins University Press When Colleges Close
Book SynopsisHow would you lead your college if you knew that you had to close it?Founded in 1888 as Miss Wheelock's Kindergarten Training School, Wheelock College's mission was to prepare students to work in the helping professions, including teaching and social work. But in 2018, struggling with growing debt and declining admissions, the 130-year-old institution officially closed and merged with Boston University, creating the BU Wheelock College of Education and Human Development. Written by the former president and vice president of academic affairs of Wheelock College, When Colleges Close presents the remarkable success story of Wheelock's merger with Boston University and its closure as a standalone institution. In an era when more and more institutions are at risk of closure, this book offers a detailed description of how the board and administration of one small college with an enrollment of under 1,100 students determined early that it needed to plan for a future in which it would no longeTable of ContentsPreface AcknowledgmentsIntroductionChapter 1. What Led Wheelock to Seek a PartnerChapter 2. A New President Arrives on CampusChapter 3. Preparing to Make Decisions and Explore OptionsChapter 4. Creating CourtshipChapter 5. Assessing Viable ProposalsChapter 6. Successful Negotiation with Boston UniversityChapter 7. Merger IntegrationChapter 8. Closing the Wheelock WayConclusion: The First YearReferencesIndex
£27.45
Johns Hopkins University Press Communicate for a Change
Book SynopsisThis is a different kind of book: a call for courageous conversations focusing on nine taboo subjects that bedevil higher education. For nearly a decade, distinguished scholars Lori Carrell and Robert Zemsky have been having frank conversations with each otherand with colleagues and friendsabout the state of higher education. In Communicate for a Change, they bring together nine of their most insightful conversations to explore difficult questions that today's administrators, trustees, and faculty members too frequently avoid. Why, Carrell and Zemsky ask, is it so hard to talk about the mess that higher education is in? And how can we refocus the conversation on what really matters, grappling with taboo subjects in a way that helps to revitalize higher education from the inside out? Grounded in the real, as opposed to the rhetorical, importance of community in making change, these revealing conversations also explore why the public no longer sees faculty as heroes and experts how to Table of ContentsAcknowledgmentsPrologue: Let's TalkConversation One: "Why Can't We Talk about the Mess We're In?" Conversation Two: Can a Commitment to Community Move us Forward?Conversation Three: The Slogans that Ensnare UsConversation Four: Why Can't We Connect with Each Other?Conversation Five: Why are we the Bad Guys? Conversation Six: Money Talks Conversation Seven: The Students We Hardly Know Conversation Eight: Is It Ever Safe to Talk about Changing the Curriculum? Conversation Nine: Why Can't We Have a Productive Conversation about Differences-Especially Conversations about Race and Gender? ReflectionsReferencesIndex
£26.10
Johns Hopkins University Press The Costs of Completion
Book SynopsisTo improve community college success, we need to consider the lived realities of students. Our nation's community colleges are facing a completion crisis. The college-going experience of too many students is interrupted, lengthening their time to completing a degreeor worse, causing many to drop out altogether. In The Costs of Completion, Robin G. Isserles contextualizes this crisis by placing blame on the neoliberal policies that have shaped public community colleges over the past thirty years. The disinvestment of state funding, she explains, has created austerity conditions, leading to an overreliance on contingent labor, excessive investments in advisement technologies, and a push to performance outcomes like retention and graduation rates for measuring student and institutional success. The prevailing theory at the root of the community college completion crisisacademic momentumsuggests that students need to build momentum in their first year by becoming academically integrated,Table of ContentsAcknowledgmentsChapter 1. Neoliberalism Ascending: Persistence, Completion, and Student Success in the College for All EraChapter 2. Metrics for Success: Austerity, Accountability, and the New Edu-philanthropistsChapter 3. Making Sense of the Data: Institutional Success as Degree Completion Chapter 4. Challenging Narrow Definitions of Success: What Is the Student Sensibility?Chapter 5. The Student Sensibility and Structural Exclusion: It's Not about GritChapter 6. Early Interactions in Community College: The Marketing of Guided Pathways Meets the Student SensibilityChapter 7. Addressing the Crisis: Creating the Community College as an Authentic Caring InstitutionNotesReferences Index
£27.55
Johns Hopkins University Press Challenges to Academic Freedom
Book SynopsisA must-read collection on contemporary threats to academic freedom. Academic freedom may be threatened like never before. Yet confusion endures about what professors have a defensible right to say or publish, particularly in extramural forums like social media. At least one source of the confusion in the United States is the way in which academic freedom is often intertwined with a constitutional freedom of speech. Though related, the freedoms are distinct. In Challenges to Academic Freedom, Joseph C. Hermanowicz argues that, contrary to many historical views, academic freedom is not static. Rather, we may view academic freedom as a set of relational practices that change over time and place. Bringing together scholars from a wide range of fields, this volume examines the current conditions, as well as recent developments, of academic freedom in the United States. the sources of recurring threat to academic freedom; administrative interference and overreach; the effects of adminTable of ContentsIntroduction. Problems and PerspectivesJoseph C. HermanowiczPart I. An Illustration 1. Administrative Interference and Overreach: The "Adler Controversy" and the Twenty-First Century University Patricia A. Adler and Peter AdlerPart II. The University and the External World 2. The End of Clear Lines: Academic Freedom and Administrative Law Stephen Turner3. Waiting for Their Day in Court: A History of Professors and the Legal Status of Academic Freedom John R. Thelin4. Extramural Speech, Academic Freedom, and the AAUP: An Historical Account Hans-Joerg Tiede5. Attacks on Tweets: Academic Freedom, Social Media, and the Corporate University Gaye TuchmanPart III. The University and Its Internal World6. Academic Freedom in a Contingent Academy Gary Rhoades7. The Challenges of Academic Freedom for Contingent Faculty Eve Weinbaum and Dan Clawson8. Academic Freedom and Institutional Review Laura Stark9. Reclaiming Harvard Law School: An Expression of Student Academic Freedom Philip LeePart IV. Lessons from History 10. Academic Freedom and Its Useful Past Timothy Reese CainContributors Index
£31.50
Johns Hopkins University Press Leadership Matters
Book SynopsisTrade ReviewLeadership Matters sends a strong message to higher education leadership, addressing the pressing needs for flexibility and adaptation, but also focusing on the tasks for those who govern these "repositories of American culture."—Dan Manolescu, Journal of Practical Studies in EducationOffers thoughtful advice for both novice and experienced campus leaders, particularly in the areas of shared governance and constituent relationships.—ForbesTable of ContentsPrefaceAcknowledgmentsIntroductionChapter 1. Presidents, Provosts, and Board ChairsChapter 2. Strategic PlanningChapter 3. Management and OperationsChapter 4. Stakeholder RelationsChapter 5. Campus and CommunityChapter 6. Accreditors, Athletic Conferences, and BeyondChapter 7. Measuring SuccessChapter 8. InnovationChapter 9. Why Leadership MattersNotesIndex
£26.10
Johns Hopkins University Press Whats Public about Public Higher Ed
Book SynopsisExploring the current state of relationships between public universities, government leaders, and the citizens who elect them, this book offers insight into how to repair the growing rift between higher education and its public. Higher education gets a bad rap these days. The public perception is that there is a growing rift between public universities and the elected officials who support them. In What's Public about Public Higher Ed?, Stephen M. Gavazzi and E. Gordon Gee explore the reality of that supposed divide, offering qualitative and quantitative evidence of why it's happened and what can be done about it. Critical problems, Gavazzi and Gee argue, have arisen because higher education leaders often assumed that what was good for universities was good for the public at large. For example, many public institutions have placed more emphasis on research at the expense of teaching, learning, and outreach. This university-centric viewpoint has contributed significantly to the disconTable of ContentsAcknowledgments IntroductionChapter 1. Opportunities and Threats to Higher EducationChapter 2. What Citizens Think about Their State's Public Universities: Steps toward Ground TruthingChapter 3. Public Funding for Teaching, Research, and Community EngagementChapter 4. Focusing Attention on Rural and Urban CommunitiesChapter 5. Global Footprint versus Closer to HomeChapter 6. Merit-Based Aid and Needs-Based Aid for StudentsChapter 7. National Rankings: The Scourge of Higher EducationChapter 8. Jobs and Politics and Sports, Oh My!Chapter 9. Disdain the Beaten Path: The Year 2020 as a Turning Point for the American Public UniversityAppendixes1. Study Survey2. Multivariate Tests3. Tests of Between-Subjects Effects 4. Multiple Comparisons NotesIndex
£27.45
Johns Hopkins University Press Breaking Ranks
Book SynopsisSome colleges will do anything to improve their national ranking. That can be bad for their studentsand for higher education. Since U.S. News & World Report first published a college ranking in 1983, the rankings industry has become a self-appointed judge, declaring winners and losers among America's colleges and universities. In this revealing account, Colin Diver shows how popular rankings have induced college applicants to focus solely on pedigree and prestige, while tempting educators to sacrifice academic integrity for short-term competitive advantage. By forcing colleges into standardized best-college hierarchies, he argues, rankings have threatened the institutional diversity, intellectual rigor, and social mobility that is the genius of American higher education. As a former university administrator who refused to play the game, Diver leads his readers on an engaging journey through the mysteries of college rankings, admissions, financial aid, spending policies, and academiTrade ReviewIf you are buying a car or a refrigerator, a Consumer Reports–style rankings system works just fine. But, as Diver points out, there is no right answer when it comes to choosing a college—for all the fancy formulas the rankings companies trot out, they offer faux science.—David Kirp, The NationOffers a harsh critique of the rankings industry and its impact on undergraduate colleges and law schools.—Inside Higher EdBreaking Ranks sweeps away whatever shreds of credibility the rankings business retains.—Michael Thaddeus, CNNA spirited, often witty critique of the college ranking industry.—ForbesBreaking Ranks is more than just an exposé: Diver also offers advice on how families can choose schools that are the best match for their aspiring student.17—Town & CountryA useful primer on the pros and cons of college rankings.—Washington MonthlyDiver likens 'the homogenizing effect of rankings' on diverse colleges and universities to a Procrustean bed: not a good way to find a fit.He is conversant with all the data, and teases apart superficial measures of, say, graduate indebtedness....If educators cannot ignore the rankings, he advises, at least they can junk worthless peer rankings, resist publicizing illegitimate ones, and make accessible the full range of data on their institutions.—Harvard MagazineA lucid and comprehensive critique of the 'rankings industry'.[Diver's] treatment of the topic is superb, and I recommend it to any readers who remain undecided about whether ranking colleges is a good idea.—Christopher L. Eisgruber, Elsevier ConnectThe book is well-structured, [Diver's] arguments are well-built, and his writing style is very accessible....What you might not expect is his honesty....Getting the opportunity to watch a university president think these matters through; to see the rationale that led to them taking a stand, and the impact that taking that stand had on their institution is gold-dust.—WonkHEIn Breaking Ranks, Diver walks readers through the basics of the ranking industry, its history, its growth, and the distortions that arise as institutions devise strategies to improve their positions, including the temptation to misrepresent their figures....Chapters are short and highly readable.—Change: The Magazine of Higher LearningThis book could hardly be timelier...This is a highly researched and fascinating book on the manipulative side of higher ed.—Bookmarked ReadersA well-written, well-referenced book...Diver has written an excellent analysis of how rankings became so powerful and has clearly identified why they are problematic and do not measure what they claim to. He describes why and how rankings have become so pervasive in the US and makes a strong argument for rejecting the rankings industry as it stands. He also proposes some ways of actually measuring the quality of education institutions provide.—Journal of Librarianship and Scholarly CommunicationTable of ContentsPreface ProloguePart I. The College Ranking Industry: From Curiosity, to Scorekeeper, to RankocracyChapter 1. Apples, Oranges, and Refrigerators: Should Colleges Be Ranked?Chapter 2. Meet the Ranking Industry's 800-Pound Gorilla—and Its CousinsChapter 3. Making "Best-College Stew": A Recipe for Disaster?Chapter 4. Who Cares about Rankings? Applicants Do!Chapter 5. Resist or Embrace: Educators' Responses to RankingsChapter 6. Garbage In? The Misreporting of Rankings DataPart II. The Prestige Treadmill: Reputation, Wealth, and RankingsChapter 7. Conferring Pedigree: The Educational AristocracyChapter 8. Measuring Prestige by Popularity Poll: The Opinions of "Experts"Chapter 9. The Wealth of Institutions: What Is a College Worth?Chapter 10. The Spending Rat Race: Maximizing Per-Student SubsidyPart III. The Gatekeepers: Judging Colleges by Who Gets In and Who Doesn'tChapter 11. The Best and the Brightest: Student Selectivity and College RankingsChapter 12. SAT: The Elephant in the Admissions Office, and in the RankingsChapter 13. Chasing High SAT Scores: The Games Colleges PlayChapter 14. Intercollegiate Admissions Competition: Winners and LosersChapter 15. Affirmative Inaction: Race, Ethnicity, and RankingsPart IV. Higher Goals for Higher Education: Outcomes, Value Added, and the Public GoodChapter 16. Inside the Black Box: Can Learning Gains Be Measured?Chapter 17. Proxies for Learning Outcomes: Instructional Content and QualityChapter 18. Crossing the Finish Line: Ranking Schools by Graduation Rates Chapter 19. Making a Living: The Winding Road from College to CareerChapter 20. Social Immobility: College Rankings and the American DreamChapter 21. Making a Life: The Art of Being HumanConclusion. Breaking the Rankocracy's Grip Appendix. Eight Schools, a Thousand Flowers . . .AcknowledgmentsNotesBibliographyIndex
£20.70
Johns Hopkins University Press Academia Next
Book SynopsisFrom the renowned futurist, a look at how current trends will transform American higher education over the next twenty years. 2020 Most Significant Futures Work Award Winner, Association of Professional FuturistsThe outlook for the future of colleges and universities is uncertain. Financial stresses, changing student populations, and rapidly developing technologies all pose significant challenges to the nation's colleges and universities. In Academia Next, futurist and higher education expert Bryan Alexander addresses these evolving trends to better understand higher education's next generation. Alexander first examines current economic, demographic, political, international, and policy developments as they relate to higher education. He also explores internal transformations within postsecondary institutions, including those related to enrollment, access, academic labor, alternative certification, sexual assault, and the changing library, paying particularly close attention to technTrade ReviewAn excellent resource for understanding trends in higher eduction and thinking about future scenarios related to these.—michaelpaulus.orgAcademia Next provides a wealth of resources about current challenges and opportunities, highlights two methods (trend analysis and scenario development) that can be used to prepare colleges and universities for the future, and identifies possible challenges and opportunities they might face in the future.—Higher Ed ConnectsThose who worry about the future of higher ed—and who among us is without worry?—would do well to put Academia Next on their reading list. The book provides academic readers with a set of tools from which to construct a set of scenarios, underpinned by trends, about the future of our schools and of our ecosystem. The book is certain to catalyze an informed and energetic conversation about the future of higher ed.—Inside Higher EdAcademia Next helps us know how we can intervene in the emerging nature of higher education.—Association of Professional FuturistsEvery day, I am involved in a discussion about one or more issues affecting higher education. Academia Next does a great job of capturing many of those discussions into one book. If you are an administrator in higher education, I would encourage you to read this well-researched book.—tubarksblog.comA must read for anyone involved in our educational system.—Technical CommunicationTable of ContentsAcknowledgmentsIntroductionPart I. TrendsChapter 1. Objects in Mirror May Be Closer Than They AppearChapter 2. Catching the University in Midtransformation Chapter 3. The New Age of Fewer Children and More Inequality Chapter 4. The Marriage of Carbon and Silicon Chapter 5. Beyond the Virtual Learning Environment Chapter 6. Connecting the Dots: MetatrendsPart II. ScenariosChapter 7. Peak Higher Education Chapter 8. Health Care Nation Chapter 9. Open Education Triumphant Chapter 10. Renaissance Chapter 11. Augmented Campus Chapter 12. Siri, Tutor Me Chapter 13. Retro Campus Part III. To the Future and the PresentChapter 14. Beyond 2035 Chapter 15. Back to the Present NotesIndex
£22.50
Johns Hopkins University Press Learning with Others
Book SynopsisHow can colleges and universities engage students in ways that prepare them to solve problems in our rapidly changing world?Most American colleges and universities assimilate students into highly competitive undergraduate experiences. By placing achievement for personal and material gain as the bedrock of a college education, these institutions fail to educate students to become collaborative learners: people who are committed and prepared to join with others in developing promising solutions to problems that they share with others. Drawing on a three-year study of student persistence and learning at Minority-Serving Institutions, Clifton Conrad and Todd Lundberg argue that student success in college should be redefined by focusing on the importance of collaborative learning over individual achievement. Engaging students in shared, real-world problem-solving, Conrad and Lundberg assert, will encourage them to embrace interdependence and to value and draw on diverse perspectives. LearniTable of ContentsAcknowledgmentsIntroduction. Undergraduate Education for Twenty-First-Century AmericaChapter One. Unsettling Individual Learning as the Cornerstone of a College EducationChapter Two: A Twenty-First-Century Imperative: Placing Collaborative Learning at the Forefront of Student SuccessChapter Three: Situating Collaborative Learning at the Center of the Undergraduate ExperienceChapter Four: Blending Roles and Responsibilities of Faculty, Staff, and StudentsChapter Five: Receiving and Giving FeedbackChapter Six: Anchoring the Curriculum in Shared Problem-SolvingAfterword: Beyond Predominantly White Undergraduate EducationReferencesIndex
£22.50
Johns Hopkins University Press LGBTQ Leadership in Higher Education
Book SynopsisWhy does queer leadership matter? In this book, the first of its kind, 15 LGBTQ presidents and chancellors in higher education provide insight into their experiences and highlight the importance of queer leadership for the academy and the world. Prior to this century, there were few known gay or lesbian presidents in North American higher education. Mary Emma Wooley, president of Mount Holyoke College from 1901 to 1937, is documented because her life on campus with her partner, Jeanette Marks, is described in their love letters, which have been recently curated. Jacquelyn A. Mattfeld, president of Barnard College from 1976 to 1980, rarely receives recognition for braving sexism, heterosexism, and homophobia during her presidency. Theodora J. Kalikow, president of University of Maine Farmington from 1994 to 2012, bridges the few early examples to the era of contributors to this volume. In LGBTQ Leadership in Higher Education, Raymond Crossman brings together 15 currently serving or reTable of ContentsPreface, by Charles R. Middleton IntroductionRaymond E. Crossman1. Identifying LGBTQ Leadership Erika Endrijonas • Karen Whitney • Raymond E. Crossman2. Feminist LeadershipKatherine Hancock Ragsdale • Terry L. Allison • Erika Endrijonas3. Intersectionality and LeadershipDeRionne Pollard • Raymond E. Crossman • Nancy "Rusty" Barceló4. Coming Out and Being OutRalph J. Hexter • James Gandre • Regina Stanback Stroud5. Leading Inclusion on the CampusRegina Stanback Stroud • Erika Endrijonas • Daniel López, Jr.6. Leading in a Heteronormative/Heterosexist WorldRaymond E. Crossman • Richard J. Helldobler • Theodora J. Kalikow7. Leading in a Homophobic WorldTerry L. Allison • Karen Whitney • Susan E. Henking8. MentorshipTheodora J. Kalikow • Richard J. Helldobler • Terry L. Allison9. Self-CareJames Gandre • Katherine Hancock Ragsdale • Theodora J. Kalikow10. Presidents and PartnersRalph J. Hexter • James Gandre and Boris Thomas • Karen Whitney and Peggy Apple11. Becoming a LGBTQ President or LeaderKaren Whitney • James Gandre • Katherine Hancock Ragsdale12. The Future of the LGBTQ Presidency and LeadershipRalph J. HexterContributorsIndex
£22.50
Johns Hopkins University Press American Higher Education in the TwentyFirst
Book SynopsisNow in its fifth edition! An indispensable reference for anyone concerned with the future of American colleges and universities. Whether it is advances in information technology, organized social movements, or racial inequality and social class stratification, higher education serves as a lens for examining significant issues within American society. First published in 1998, American Higher Education in the Twenty-First Century offers a comprehensive introduction to the complex realities of American higher education, including its history, financing, governance, and relationship with the states and federal government. This thoroughly revised edition brings the classic volume completely up to date. Each chapter has been rewritten to address major recent issues in higher education, including the COVID-19 pandemic, the movement for racial justice, and turmoil in the for-profit sector. Three entirely new chapters cover broad-access colleges, race and racism, and organized social movementTable of ContentsPrefacePart 1: Core Enduring Missions1. The Ten Generations of American Higher Education, by Roger L. Geiger2. Academic Freedom: Its Historical Development, Current State, and Future Challenges, by Jeffrey C. Sun3. Curriculum Making in Higher Education: A Basis for Teaching and Learning, by Lisa Lattuca and Michael G. Brown4. Harsh Realities: The Professoriate in the Twenty-First Century, by Philip G. Altbach and Martin J. Finkelstein5. Teaching that Supports Students' Academic Learning: Implications for Higher Education Practice, Policy, and Leadership , by Anna Neumann6. Graduate Education: From Research Foundations to Student-Centered Reform, by Patricia J. GumportPart 2: Macro Forces at Work7. Global Patterns of Higher Education Development, by Philip G. Altbach and Hans de Wit8. Activism and Social Movements in College: Actors, Contexts, Tactics, and Strategies of Postsecondary Political Engagement, by Charles H. F. Davis III, Demetri L. Morgan, and Katherine S. Cho9. Federal Policy and Policymaking for Higher Education, by Robert Kelchen and Rebecca S. Natow10. The States and Higher Education, by David Tandberg and Denisa Gándara11. The Legal Environment: Higher Education Law and the Politics That Shape It, by Joy Blanchard and Liliana Garces12. Financing American Higher Education, by Nicholas W. Hillman and Audrey PeekPart 3: Frontiers of Rapid Change13. Extending Opportunity, Perpetuating Privilege: Institutional Stratification amid Educational Expansion, by Lauren Schudde and Wonsun Ryu14. A Critical Race Analysis of Racism in U.S. Higher Education, by Jessica Harris, Daniela Conde, and Julia Karpicz15. Technology: The Solution to Higher Education's Pressing Problems?, by Laura W. Perna, Roman Ruiz, and Julia Brickfield16. Boards, Administrators and Faculty: Collaborating Necessarily in New Ways, by Peter D. Eckel and Adrianna Kezar17. Broad-Access Institutions: Sites of Possibility, Opportunity, and Epistemic Justice, by Leslie Gonzales and Tykeia N. Robinson18. Community Colleges, by Peter Bahr and Jillian Gross Fortgang19. Markets, State, and Higher Education: Trends in Academic Capitalism, by Gary RhoadesContributorsIndex
£56.52
Johns Hopkins University Press Immeasurable Outcomes
Book SynopsisWhat is the purpose of education? The answer might be found in a Shakespeare class at a small liberal arts college. In this engaging account of teaching a Shakespeare class at a small liberal arts college, Gayle Greene illustrates what is so vital and urgent about the humanities. Follow along with Greene as she introduces us to her students and showcases their strengths, needs, and vulnerabilities, so we can experience the magic of her classroom. In Immeasurable Outcomes, Greene's class builds a complex human ecosystem that pushes students to think more deeply and discover their own interests and potential, all while recognizing the inherent dignity in other people's views and values. Grounding her analyses in half a century of teaching, Greene pushes back against the demand for measurable student learning outcomes and the standardization imposed on K-12 schools in the name of reform. Instead, she draws her conclusions about education directly from the students themselves. Alumni tesTrade ReviewGreene's book is fun.The point of Greene's performances and those of her students is not to present a final view of any of Shakespeare's characters, still less of his plays. Rather, it is to show what jargon-laden course outlines cannot encompass. It is to show that over the course of a semester, students who are willing to follow a trained, dedicated teacher develop finely tuned reading skills and link what they read to their lives.—University World News[Greene's] defense of the humanities is as philosophically rigorous as it is affectingly impassioned....an important contribution to today's education debates and a sterling example of the intellectual virtues it valorizes...edifying and inspiring.—Kirkus ReviewsA spirited work in defense of a heartfelt humanist approach to teaching and learning....This book argues for the human touch in education....A tour de force in terms of capturing a hugely complicated process on the page.—ForbesAn impassioned manifesto to revive quality, democratic education that redeems college teaching and re-seeds enlightened, disaster-averting voters.—Nation of ChangeDelightful.K-12 educators will find a great deal of common ground in Greene's book and, overall, a largely shared understanding of the goals and value of a liberal arts education, as well as a keen evaluation of contemporary problems in education more generally.—ClassicalEd ReviewGayle Greene's Immeasurable Outcomes: Teaching Shakespeare in the Age of the Algorithmoffers a provocation: Good teaching matters, but it can't be measured. No one has recently captured as well as Greene the experience of being a humanities professor—what we hope to do, what happens (and doesn't) during our classes, what gives us joy, and what makes us sad. The classroom is threatened by false understandings of what can and should be assessed, by online education, and by the world's distractions. It needs to be protected.—Chronicle of Higher EducationTable of ContentsIntroductionChapter 1. First DayChapter 2. Once Upon A Time In The Twentieth Century: How The Humanities Took A Great FallChapter 3. What's Trust Got to Do with It?Chapter 4. "The Reading Thing": Attending, Remembering, ConnectingChapter 5. The Play's The Thing: Taming Of The Shrew, A Midsummer Night's DreamChapter 6. Teaching Is an Art, Not an AlgorithmChapter 7. De-grading the Professors: Outcomes Assessment AssessedChapter 8. Growing Up Human: Hamlet, King LearChapter 9. Ask a GraduateAcknowledgmentsNotesSelect BibliographyIndex
£22.50
Johns Hopkins University Press The Academic AvantGarde
Book SynopsisThe surprising story of the relationship between experimental poetry and literary studies. In The Academic Avant-Garde, Kimberly Quiogue Andrews makes a provocative case for the radical poetic possibilities of the work of literary scholarship and lays out a foundational theory of literary production in the context of the university. In her examination of the cross-pollination between the analytic humanities and the craft of poetry writing, Andrews tells a bold story about some of today's most innovative literary works. This pathbreaking intervention into contemporary American literature and higher education demonstrates that experimental poetry not only reflects nuanced concern about creative writing as a discipline but also uses the critical techniques of scholarship as a cornerstone of poetic practice. Structured around the concepts of academic labor (such as teaching) and methodological work (such as theorizing), the book traces these practices in the works of authors ranging fromTable of ContentsAcknowledgmentsIntroduction. The 500-Pound GorillaChapter 1. The Dream and the DeedChapter 2. Reading Ashbery Reading AshberyChapter 3. Poetry in the Teaching MachineChapter 4. Citational CodingChapter 5. Archival AuthorizationsCoda. Towards an Aesthetics of DisciplinarityNotesIndex
£26.10
Johns Hopkins University Press Wealth Cost and Price in American Higher
Book SynopsisColleges and universities are richer than everso why has the price of attending them risen so much?As endowments and fundraising campaigns have skyrocketed in recent decades, critics have attacked higher education for steeply increasing its production cost and price and the snowballing debt of students. In Wealth, Cost, and Price in American Higher Education, Bruce A. Kimball and Sarah M. Iler reveal how these trends began 150 years ago and why they have intensified in recent decades. In the late nineteenth century, American colleges and universities began fiercely competing to expand their revenue, wealth, and production cost in order to increase their quality and prestige and serve the soaring number of students. From that era through today, the rising wealth and cost of higher education have continued to reinforce each other and spiral upward, increasing the heavily subsidized price paid by students. Kimball and Iler explain the strategy and reasoning that drove this wealth-cost dTrade ReviewKimball and Iler's richly researched, provocative and pivotally important history of college endowments, campus fundraising campaigns, university finances, institutional spending and student debt.—Steve Mintz, Inside Higher Ed[Bruce A.] Kimball and Sarah M. Iler explore the historical roots of wealth stratification, lay out the advantages that allow rich universities to get exponentially richer, and propose ways to close the gap with less-wealthy institutions.—Mike Scutari, Inside PhilanthropyWealth, Cost & Price in American Higher Education: A Brief History, is indispensable and essential for anyone considering the wealthy university's present and future.—Joshua Kim, Insider Higher EdThis is a timely, well researched monograph....we applaud Kimball and Iler for writing this fascinating backstory to the crisis we now face.—Christopher P. Loss & William Krause, Review of Higher EducationTable of ContentsPrefaceAcronyms and AbbreviationsList of IllustrationsList of TablesIntroductionPart I.: The Formative Era, 1870-19301. "Endowment" Emerges, 1870-19302. Free-Money Strategy, 1869-19093. Birth of the Annual Alumni Fund, 1890-19254. Fundraising Drives Begin, 1915-19255. Campaigns Proliferate; Presidents Resist, 1920s6. Did Cost Escalate in the Formative Era?Part II: The Golden Ages, 1930-2020s7. Depression, the 60/40 Rule, and Cost-Disease Theory, 1930s-1960s8. Stagflation, Total Return, and Revenue-Cost Theory, 1965-19809. Wealth, Cost, and Price Ignite Resentment, 1980-200810. What is the Real "Cost Disease?" 1980s-2020s11. Steady Price, Rising Debt, Widening Wealth Gap, 2009-2020sConclusion: Plato's Descent, Perseveration, and HistoryAppendicesIndexNotes
£37.35
Johns Hopkins University Press How Colleges Use Data
Book SynopsisWhat does a culture of evidence really look like in higher education?The use of big data and the rapid acceleration of storage and analytics tools have led to a revolution of data use in higher education. Institutions have moved from relying largely on historical trends and descriptive data to the more widespread adoption of predictive and prescriptive analytics. Despite this rapid evolution of data technology and analytics tools, universities and colleges still face a number of obstacles in their data use. In How Colleges Use Data, Jonathan S. Gagliardi presents college and university leaders with an important resource to help cultivate, implement, and sustain a culture of evidence through the ethical and responsible use and adoption of data and analytics. Gagliardi provides a broad context for data use among colleges, including key concepts and use cases related to data and analytics. He also addresses the different dimensions of data use and highlights the promise and perils of the Table of ContentsPrefaceAcknowledgmentsChapter 1. The Evidence ImperativeChapter 2. Demystifying Data and AnalyticsChapter 3. Defining an Institutional Aspiration Using DataChapter 4. Equity and Student SuccessChapter 5. Strategic Finance and Resource OptimizationChapter 6. Academic Quality and RenewalChapter 7. Creating a Data Governance SystemChapter 8. The Promise and Peril of Data and AnalyticsChapter 9. Implementation and PlanningChapter 10. Looking AheadNotesIndex
£21.60
