Higher education, tertiary education Books

Book SynopsisThis textbook leads the reader by easy stages through the essential parts of the theory of sets and theory of measure to the properties of the Lebesgue integral. The first part of the book gives a general introduction to functions of a real variable, measure, and integration, while the second part treats the problem of inverting the derivative of continuous functions, leading to the Denjoy integrals, and studies the derivates and approximate derivates of functions of a real variable on arbitrary linear sets. The author considers the presentation of this second part as the main purpose of his book.

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Book SynopsisSince first publication in 1954, this text has been widely used in North American universities in introductory courses in science and engineering. It is a streamlined text, in which essential ideas are not buried in endless detail. For science students and engineers the sine qua non is formal training in the techniques and manipulations which they will use in their regular engineering courses and in their professional work. But at the same time there is in every class a small group who have an interest in knowing the reasons back of their manipulative work. In Professor Jeffery's text, a framework of fundamental principles is always in sight and available. In the new edition, the study of the definite integral has been moved ahead from Chapter VII to Chapter V. The differential and the differential notation are introduced and used soon after the derivative has been defined. Some topics have been added—the chain rule for partial derivatives, directional derivatives, l'H

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Book SynopsisThis volume is a general survey of pure value and distribution theory written for students who have completed a more discursive elementary course, or, perhaps, for a select group of students entering on a series of courses in economics. The book is divided into two parts. Book I is a good, intelligent treatment of the scope and methods of Economics. Book II contains an algebraic analysis of pricing in an economy of two individuals, and of pricing and distribution with two commodities. Changes in price and distribution equilibria over time are discussed and illustrated in a series of admirably executed three-dimensional diagrams. This is the author's attempt to sharpen and clarify in his own mind the basic principles and concepts of price theory. It attempts to be precise and it is entirely devoted to the problems of price theory. It may help some students of economics to concentrate on the fundamental problems of price theory and to master rigorous techniques in a way a more

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Book SynopsisSince Wycliffe College was founded 100 years ago as an Anglican theological college in Toronto, it has had six principals. To celebrate the influence they and the college have had on the religious life of Canada and other countries, six writers have collaborated to produce The Enduring Word. The lives of the five past principals have been written by Jacob Jocz, T.R. Millman, R.K. Harrison, Alan Hayes, and Robert Finch. Arnold Edinborough's profile of the present principal, Dr Reginald Stackhouse provides insight into both the man and the kinds of challenges he faces as he leads Wycliffe into its second century.Rich in anecdote and sound in research, The Enduring Word is a centennial volume whose interest goes far beyond the college and its members pas and present.

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Book SynopsisPost-secondary education is one of the fastest growing segments of the educational system. In this volume the development and activities of universities, colleges of applied arts and technology, and other institutions of post-secondary education are described in detail. The public and private training activities of business and industry are outlined, and government programs for adult retraining described. Dr Fleming traces the origins of the institutes of technology and the college of applied  art and technology, and he provides capsule histories of every university in Ontario.

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Book SynopsisThis important book is the result of a study of school curriculum undertaken by a joint committee of the University of Toronto and the Board of Education for the City of Toronto. Three sub-committees, dealing with English, Social Science, and Physical Science, here present preliminary reports which indicate the need for perpetual study if the school curriculum is to be kept abreast of modern developments in each discipline.Committee members responsible for the reports are themselves elementary, secondary or university teachers of experience. Their recommendations, embracing all grades up to and including Thirteen, are specific, stimulating and controversial. They are unanimous only in their concern that necessary changes be made and that study of the curriculum be continuous and objective.The reports are prefaced by a discerning essay written by Northrop Frye, Principal Frye points out that "the real barriers to break down were those between the three major divisions o

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Book SynopsisThe university today has to accept the responsibility of seeing that those entering business receive the training most advantageous not only to their careers but also to society itself, in which the businessman to-day plays such a significant part. But business in its turn must shoulder a greater share of the responsibility for supporting the university. The essays in this volume help to explore the relations and the mutual responsibilities of the university and business. Professor V. Bladen, Colonel W.E. Phillips, and Dean M. St.A. Woodside of the University of Toronto discuss the problem as Canadians see it; Sir Arnold Plant of London and Dean Stanley F. Teele of Harvard show the English and American attitudes. These essays were first published as a supplement to the University of Toronto Quarterly, but it was felt that as they made such a notable contribution to a problem which is bound to be debated with increasing interest for several years, they should be issued in a separate vol

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Book SynopsisTales from the dark side of college athletics, told from an insider’s perspective. Trade Review"This is a recommended read for not only college sports fans, but those who work in fields such as compliance and law for gaining an understanding of this profession in the world of athletics."—Lance Smith, Guy Who Reviews Sports Books“Jerry Parkinson cuts out the hyperbole and vitriol to give a compelling peek behind the curtain of how the NCAA’s controversial infractions process really works.”—Pete Thamel, sportswriter for Yahoo! Sports “Infractions is a must-read for anyone involved in the business, administration, or legal side of college athletics in the United States.”—Maureen Weston, director of Pepperdine University’s Entertainment, Media, and Sports Law Program “Parkinson’s unique perspective provides a clear picture of a highly reported but little understood process. The first comprehensive book about enforcement of NCAA rules is accessible for both academics and the average sports fan. . . . Infractions educates and entertains the reader.”—Peter Goplerud, coauthor of Sports Law (8th ed.) and member of the Sports Lawyers Association’s board of directorsTable of ContentsAcknowledgments Introduction 1. The Fallout 2. Hangin’ Offenses 3. Unethical Conduct 4. The Infractions 5. Parasites 6. The Rats You Are 7. Cooperation 8. The Investigators 9. The Committee 10. Student Athletes? 11. The Extent of NCAA Authority Conclusion Notes Index

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Book SynopsisThe organizing principle for this anthology is the common Native American heritage of its authors; and yet that thread proves to be the most tenuous of all, as the experience of indigeneity differs radically for each of them. While many experience a centripetal pull toward a cohesive Indian experience, the indications throughout these essays lean toward a richer, more illustrative panorama of difference. What tends to bind them together are not cultural practices or spiritual attitudes per se, but rather circumstances that have no exclusive province in Indian country: that is, first and foremost, poverty, and its attendant symptoms of violence, substance abuse, and both physical and mental illness.... Education plays a critical role in such lives: many of the authors recall adoring school as young people, as it constituted a place of escape and a rare opportunity to thrive.... While many of the writers do return to their tribal communities after graduation, ideas about ''home'' becoTrade ReviewI Am Where I Come From teaches us that... young people, whether they come from the Pacific, from a Native American reservation, or from anywhere else, are glimmers of light in a world that desperately needs them. -- Peter Sutoris * The Marshall Islands Journal *This book will be beneficial to Native college students and those aspiring to college who will recognize their own stories and lives, as the contributors are unafraid of sometimes gritty, always grounded details as well as the big picture. It should prove highly useful as course learning material and a research resource. It also nicely identifies how and why university recruitment strategies, student support, and overall campus experiences frequently fail Native students and their communities. * Choice *[T]he writers disclose, in searingly honest and often artful prose, the obstacles that haunted them before, during and after life at Dartmouth, including but not limited to horrific abuses, family dysfunction, intentional racism and racism that was born of ignorance, imposter syndrome, depression, anxiety and coping mechanisms that veered into the realm of self-destruction. -- Emma Jean Holley * Valley News *Table of ContentsIntroduction by Melanie Benson TaylorPart I. Broken: Racial Mixture and Cultural Hybridity1. Seeking to Be Whole, Shannon Prince2. Bringing Back a Piece of the Sky, Blythe George3. Chahta hattak sia, "I am a Choctaw Man," Preston WellsPart II. An Indian Education: Leaving and Finding Home at Dartmouth College4. Nihalgai Bahane': A Fourth World Story, Jerry Watchman5. Bracelets Upon My Soul, Ma’Ko’Quah Jones6. My Journey to Healing, Kalina NewmarkPart III. Full Circle: Returning and Remaking Home7. Little Woman from Lame Deer, Cinnamon Spear8. Village Girl, AlexAnna Salmon9. Future Ancestor, Hillary Abe10. An Unpredictable Journey, John Around HimPart IV. Continuing Education: NADs Reflect on their Journeys11. I Walk in Beauty Davina, Ruth Begaye Two BearsFollowup: Shí Asdz Baa Davina, Ruth Begaye Two Bears12. The Good Ol’ Days When Times Were Bad, Bruce DuthuFollowup: Living Life in a Posture of Humility, Bruce Duthu13. Why Didn’t You Teach Me?, Bob BennettFollowup: To Be an Indian is a Rough Life, Bob Bennett

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Book SynopsisThe organizing principle for this anthology is the common Native American heritage of its authors; and yet that thread proves to be the most tenuous of all, as the experience of indigeneity differs radically for each of them. While many experience a centripetal pull toward a cohesive Indian experience, the indications throughout these essays lean toward a richer, more illustrative panorama of difference. What tends to bind them together are not cultural practices or spiritual attitudes per se, but rather circumstances that have no exclusive province in Indian country: that is, first and foremost, poverty, and its attendant symptoms of violence, substance abuse, and both physical and mental illness.... Education plays a critical role in such lives: many of the authors recall adoring school as young people, as it constituted a place of escape and a rare opportunity to thrive.... While many of the writers do return to their tribal communities after graduation, ideas about ''home'' becoTrade ReviewI Am Where I Come From teaches us that... young people, whether they come from the Pacific, from a Native American reservation, or from anywhere else, are glimmers of light in a world that desperately needs them. -- Peter Sutoris * The Marshall Islands Journal *This book will be beneficial to Native college students and those aspiring to college who will recognize their own stories and lives, as the contributors are unafraid of sometimes gritty, always grounded details as well as the big picture. It should prove highly useful as course learning material and a research resource. It also nicely identifies how and why university recruitment strategies, student support, and overall campus experiences frequently fail Native students and their communities. * Choice *[T]he writers disclose, in searingly honest and often artful prose, the obstacles that haunted them before, during and after life at Dartmouth, including but not limited to horrific abuses, family dysfunction, intentional racism and racism that was born of ignorance, imposter syndrome, depression, anxiety and coping mechanisms that veered into the realm of self-destruction. -- Emma Jean Holley * Valley News *Table of ContentsIntroduction by Melanie Benson TaylorPart I. Broken: Racial Mixture and Cultural Hybridity1. Seeking to Be Whole, Shannon Prince2. Bringing Back a Piece of the Sky, Blythe George3. Chahta hattak sia, "I am a Choctaw Man," Preston WellsPart II. An Indian Education: Leaving and Finding Home at Dartmouth College4. Nihalgai Bahane': A Fourth World Story, Jerry Watchman5. Bracelets Upon My Soul, Ma’Ko’Quah Jones6. My Journey to Healing, Kalina NewmarkPart III. Full Circle: Returning and Remaking Home7. Little Woman from Lame Deer, Cinnamon Spear8. Village Girl, AlexAnna Salmon9. Future Ancestor, Hillary Abe10. An Unpredictable Journey, John Around HimPart IV. Continuing Education: NADs Reflect on their Journeys11. I Walk in Beauty Davina, Ruth Begaye Two BearsFollowup: Shí Asdz Baa Davina, Ruth Begaye Two Bears12. The Good Ol’ Days When Times Were Bad, Bruce DuthuFollowup: Living Life in a Posture of Humility, Bruce Duthu13. Why Didn’t You Teach Me?, Bob BennettFollowup: To Be an Indian is a Rough Life, Bob Bennett

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Book SynopsisThe Nature Rx movement is changing campus life. Offering alternative ways to deal with the stress that students are under, these programs are redefining how to provide students with the best possible environment in which to be healthy, productive members of the academic community. In Nature Rx, Donald A. Rakow and Gregory T. Eells summarize the value of nature prescription programs designed to encourage college students to spend time in nature and to develop a greater appreciation for the natural world. Because these programs are relatively new, there are many lessons for practitioners to learn; but clinical studies demonstrate that students who regularly spend time in nature have reduced stress and anxiety levels and improved mood and outlook.In addition to the latest research, the authors present a step-by-step formula for constructing, sustaining, and evaluating Nature Rx programs, and they profile four such programs at American colleges. The practical guidanTrade ReviewThe writing style is engaging and the authors are well versed in their subject, providing ample evidence to support their arguments. The material in this slim book would be of benefit to student counseling center and student affairs staff, as well as to students of psychology. * Choice *

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Book SynopsisUnderstanding the risks involved in hiring new faculty is becoming increasingly important. In Managing Risk in High-Stakes Faculty Employment Decisions Julee T. Flood and Terry Leap critically examine the landscape of US institutions of higher learning and the legal and human resource management practices pertinent to college and university faculty members. To help minimize the potential pitfalls in the hiring and promotion processes, Flood and Leap suggest ways that risk management principles can be applied within the unique culture of academia.Claims of workplace harassment and discrimination, violation of free speech and other First Amendment rights, social movements decrying unequal hiring practices, and the growing number of non-tenure track and adjunct faculty, require those involved in hiring and promotion decisions to be more knowledgeable about contract law, best practices in hiring, and risk management, yet many newly appointed administrators are often not suTrade Review"Managing Risk in High-Stakes Faculty Employment Decisions is a comprehensive work that surveys the pitfalls of employment decisions for faculty. How could it be otherwise? It is only when the system fails that employment ripens into court decisions, and by that time, relationships are irretrievably lost—if these cases are any measure. And they are. The authors have read all the leading cases, and they have useful and nuanced advice for anyone who wants to know about these sad sagas, sad both for the faculty and their colleges. It will be an important resource for a variety of higher education readers." -- Michael Olivas, author of The Law and Higher Education (4th Edition) and Suing Alma Mater"Flood and Leap have identified an issue that is critically important to the success of institutions of higher education and that has not received the attention it deserves. Every academic administrator could learn a number of useful things from this book." -- Paul F. Clark, Professor of Labor and Employment Relations, Penn State: College of the Liberal Arts, author of Building More Effective Unions"Faculty Employment Decisions is a significant work in the field of higher education law. Julee Flood and Terry Leap accomplish both a synthesis and description of faculty life and discuss how the future of this topic may develop. The authors tackling employment issues is a courageous undertaking; one that is needed." -- Matthew Fuller, Associate Professor of Higher Education Administration, Sam Houston State UniversityTable of ContentsPreface Acknowledgments Introduction 1. Establishing a Career in Academia: Faculty Hiring, Evaluation, and Pay 2. Risk, Biases, and Logical Fallacies 3. Faculty Contracts 4. From Contracts to Constitutions: Faculty Free Speech Issues 5. Collegiality: An Enigma Conclusion Notes References Index

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Book SynopsisTrade Review[Meritocracy and Its Discontents] contributes an important new perspective to the theoretical discussion on what drives the myth of meritocracy, or the machine of misrecognition. Howlett's book is empirically rich, theoretically sophisticated, and very timely to the situation facing China and the world in this historical moment. * Developing Economies *Table of Contents1. A Fateful Rite of Passage: The Gaokao and the Myth of Meritocracy 2. Mobility, Time, and Value: The High Stakes of Examinationand the Ideology of Developmentalism 3. Counterfeit Fairness: State Secrets and the False Confidence of Test Takers 4. Diligence versus Quality: Merit, Inequality, and Urban Hegemony 5. Courage under Fire: The Paradoxical Role of Head Teachers and the Individualizing Moment of Examination 6. MagicandMeritocracy: Popular-ReligiousResponses to Examination Anxiety Epilogue: Lost and Confused

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Book SynopsisMeritocracy and Its Discontents investigates the wider social, political, religious, and economic dimensions of the Gaokao, China''s national college entrance exam, as well as the complications that arise from its existence. Each year, some nine million high school seniors in China take the Gaokao, which determines college admission and provides a direct but difficult route to an urban lifestyle for China''s hundreds of millions of rural residents. But with college graduates struggling to find good jobs, some are questioning the exam''s legitimacyand, by extension, the fairness of Chinese society. Chronicling the experiences of underprivileged youth, Zachary M. Howlett''s research illuminates how people remain captivated by the exam because they regard it as fatefulan event both consequential and undetermined. He finds that the exam enables people both to rebel against the social hierarchy and to achieve recognition within it. In Meritocracy andTrade Review[Meritocracy and Its Discontents] contributes an important new perspective to the theoretical discussion on what drives the myth of meritocracy, or the machine of misrecognition. Howlett's book is empirically rich, theoretically sophisticated, and very timely to the situation facing China and the world in this historical moment. * Developing Economies *Table of Contents1. A Fateful Rite of Passage: The Gaokao and the Myth of Meritocracy 2. Mobility, Time, and Value: The High Stakes of Examinationand the Ideology of Developmentalism 3. Counterfeit Fairness: State Secrets and the False Confidence of Test Takers 4. Diligence versus Quality: Merit, Inequality, and Urban Hegemony 5. Courage under Fire: The Paradoxical Role of Head Teachers and the Individualizing Moment of Examination 6. MagicandMeritocracy: Popular-ReligiousResponses to Examination Anxiety Epilogue: Lost and Confused

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Book SynopsisAre colleges and universities in a period of unprecedented disruption? Is a bachelor''s degree still worth the investment? Are the humanities coming to an end? What, exactly, is higher education good for?In For the Common Good, Charles Dorn challenges the rhetoric of America''s so-called crisis in higher education by investigating two centuries of college and university history. From the community college to the elite research universityin states from California to MaineDorn engages a fundamental question confronted by higher education institutions ever since the nation''s founding: Do colleges and universities contribute to the common good?Tracking changes in the prevailing social ethos between the late eighteenth and early twenty-first centuries, Dorn illustrates the ways in which civic-mindedness, practicality, commercialism, and affluence influenced higher education''s dedication to the public good. Each ethos, long a part of American history and tradTrade ReviewIn teasing out the emergence of different social ethoses within higher education over time, Dorn has produced a book that offers insightful analysis on the past and important perspective to the present. * History of Education Quarterly *Charles Dorn has written an excellent historical overview of American higher education that diverges from other histories of the institution in several advantageous ways. Dorn's book is a gift to us. It is a model for combining analytical breadth and complexity and of using the particular to illuminate the general. It is now the best single-volume history of American higher education available. * Journal of American History *For the Common Good makes a strong contribution to the scholarship on American higher education through its close analysis of how the concept of civic-mindedness has continued to play out at so many different types of institutions in many different times and places. For the Common Good will make you think about both the historic and present role of higher education in the United States, and that is high praise. * New England Quarterly *

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Book SynopsisTeach for Arabia offers an ethnographic account of the experiences of students, faculty, and administrators in Education City, Qatar. Education City, home to the branch campuses of six elite American universities, represents the Qatari government's multibillion dollar investment over the last two decades in growing a local knowledge-based economy. Though leaders have eagerly welcomed these institutions, not all citizens embrace the U.S. universities in their midst. Some critics see them as emblematic of a turn away from traditional values toward Westernization. Qatari students who attend these schools often feel stereotyped and segregated within their spaces. Neha Vora considers how American branch campuses influence notions of identity and citizenship among both citizen and non-citizen residents and contribute to national imaginings of the future and a transnational Qatar. Looking beyond the branch campus, she also confronts mythologies of liberal and illiberal peoples, places, and ideologies that have developed around these universities. Supporters and detractors alike of branch campuses have long ignored the imperial histories of American universities and the exclusions and inequalities that continue to animate daily academic life. From the vantage point of Qatar, Teach for Arabia challenges the assumed mantle of liberalism in Western institutions and illuminates how people can contribute to decolonized university life and knowledge production.Trade Review"Neha Vora has written a compelling, and personal, account of American campuses in Qatar, one that is as thoughtful as it is thought-provoking. Teach for Arabia brings to life the constantly evolving dynamics and debates within these campuses and offers great insight into the global expansion of American higher education institutions." -- Kristian Coates Ulrichsen * Rice University, author of Qatar and the Arab Spring *"Teach for Arabia is a groundbreaking contribution to understanding the goals and consequences of establishing US branch campuses in the Arab Gulf. Neha Vora interrogates the claim that universities export liberal education, arguing that such assertions rely on the reification of an illiberal other and a romanticization of the US academy. Her rich ethnographic detail makes this a unique and engaging read." -- Fida Adely * Georgetown University *"Teach for Arabia boldly challenges academic cosmopolitanism within the United States, demonstrating how notions of the liberal universities of the West versus their supposed illiberal counterparts among Arab states are firmly embedded in liberal ideologies. An attentive ethnography of the lived contradictions within Education City, this book shows how critique has no region and authoritarianism has no territory. Neha Vora's book represents a spectacular and hopefully developing direction in critical university studies." -- Roderick Ferguson * University of Illinois, Chicago, author of The Reorder of Things: The University and Its Pedagogies of Minority Difference *"If the measure of good anthropology is whether or not one's arguments have resonance with the people being written about, then Vora has produced stellar anthropology. Teach for Arabia should be essential reading for anyone interested in education, modernity and development, citizenship and nationalism, the global university, and most of all, discourses of liberalism and how these discourses travel."––Sami Hermez, Political and Legal Anthropology Review"[Vora] provides an ethnographic account of college life at six branches of respected American universities in Qatar. By drawing on her experiences working as a professor in the Gulf, attending various conferences and lectures, and interacting with countless students, Vora provides valuable insight on how these branches serve as "postcolonial" institutions established by the West." -- Refael Kubersky * Middle East Journal *"At a time when the Gulf region is undergoing tremendous political transformation, Neha Vora succeeds brilliantly in highlighting an important ongoing pedagogical and cultural transition." -- Morgan C. Packer * Journal of Arabian Studies *Table of ContentsContents and AbstractsIntroduction: Mythologies of Liberalism chapter abstractThe introduction presents academic understandings of liberalism, illiberalism, and the Middle East, and how these inform the sense of contemporary crisis around the future of American academia, especially as it globalizes. Critiques by US-based scholars of internationalization projects reproduce certain mythologies about liberalism, namely that it is universal, positive, and ahistorical. Nostalgia for a time when the university was less entangled with projects of capitalism and empire pervades many of these narratives, and in the process centers a disembodied, unmarked subject whose belonging within the academy is natural and unquestioned. The introduction also interrogates contemporary academic understandings of illiberal places and the cultures, people, and forms of power that are presumed to map onto them. It highlights how ideas about the Gulf region were produced through British social science and colonial practices of proxy governance, as well as through American oil imperialism and the proliferation of Western expertise. 1Unlearning Knowledge Economy chapter abstractKnowledge economy has become a buzzword in Qatar, used to discuss almost every new development project. This chapter highlights how this concept and the narratives associated with it function as forms of received knowledge about Qatar and the Gulf in much academic knowledge production, institutional rhetoric, and everyday conversation, both inside and outside the region. This terminology, like other exceptionalizing vocabulary about the Gulf, forecloses nuanced research and instead invites knowledge production that reproduces statist interests and the products of previous and ongoing imperial entanglements. The chapter argues that the rhetorics of knowledge economy and the actual effects of national development projects in Qatar are quite divergent, and offers a methodological intervention into the vocabularies of seeing and knowing higher education, national development, and forms of belonging in Qatar and the Gulf. 2Pedagogies of Essentialism chapter abstractThis ethnographic chapter shows how the contradictions between university mission and liberal celebrations of multiculturalism produced essentialized ideas about Qatariness, which led to segregation between Qatari and non-Qatari students. Faculty and administrators at branch campuses implemented nativist policies and privileged Qataris as the intended beneficiaries of liberal education, despite ever-present celebrations of diversity and multiculturalism. The misinterpretation of nation building as being for nationals only, along with reductive understandings of Qatariness, naturalized Qatari privilege within campuses, while Qataris themselves ended up feeling marginalized. Meanwhile, students were encouraged to interact with each other through essentialized understandings of difference, which reproduced existing social hierarchies instead of creating more inclusive campus climates. 3Mixed Meanings chapter abstractThis chapter focuses on how the category of "Qatari woman" and the parameters of proper national femininity were produced within Education City's coeducational spaces. The Qatari state considered women's education and employment within mixed workplaces essential to modernization, to transitioning to a knowledge-based economy, and to achieving greater Qatarization. Yet, gender integration was also considered a threat to women's bodily purity, reputation, and to the gender roles and norms attached to Qatar's emergent national identity. The overt and covert ways coeducational anxiety permeated Education City played out on the bodies and actions of Qatari women in particular, both as a group to be protected from criticism, and as the source of gender threat itself. Tasked with playing a critical role in Qatar's modernization, but also expected to represent a timeless national culture, young Qatari women constantly negotiated competing expectations and parameters of what constituted proper femininity. 4Local Expats chapter abstractThis chapter pays particular attention to how local expatriate students—those who were raised in Qatar but had no access to citizenship—navigated what appeared to be a disjunction between Qatarization, a policy that structurally favored citizens, and a university system charged with actively promoting cosmopolitan global citizenship based on beliefs in individualism and meritocracy. Understanding contradictions built into their branch campus experiences actually prompted students to criticize the American academy, which, in their view, failed to live up to its egalitarian promise, rather than Qatar and its legal restrictions on foreign residents. Thus students understood that global citizenship, meritocracy, and egalitarianism, as constituted in the United Statees, were inherently unequal and did not become less equal or more flawed when they moved to a supposedly non-liberal space like Qatar. Branch campuses were increasing their belonging to Qatar and cementing its transnational future. 5Expat/Expert Camps chapter abstractThis chapter focuses on the daily lives of faculty and staff in Education City, recruited mostly from North America and predominantly white. Most of these expatriates, like their counterparts in other sectors, spend their days shuttling between various compounds: those of the companies where they work, the shopping malls and hotels where they spend their leisure time, and the gated housing communities and high-rise buildings where they live. Their nationalities in many ways define their mobility and opportunities in the country, as do their Western professional accreditations, their English-language skills and—to a large extent—their whiteness. The concept of the "expert/expat camp" highlights how these subjects are both laborers who are segregated into compounds and a privileged elite who can enjoy the pleasures of raced and classed segregation while disavowing their ability to do anything about structural inequalities within an illiberal, repressive state. Conclusion: Anthropology and the Educational Encounter chapter abstractThe conclusion explores in particular the creation of Hamad bin Khalifa University (HBKU), which encompasses all of the institutions within Education City. Education City's ongoing and uneven transition into HBKU coincided with shifts in Qatar Foundation's rhetoric away from global education toward local heritage and social formations. The author tracks her experiences of moving between spaces that increasingly embodied different epistemologies, gender norms, and social expectations in order to highlight how, rather than producing a more fractured landscape of higher education, these changes were quite ordinary reflections of how institutions incorporate political contestations and calls for greater representation. The conclusion's title also speaks directly to anthropology, and to Talal Asad's important volume urging a decolonization of the discipline—it is perhaps time for anthropologists to also take more ownership over how their concepts and categories of difference are problematically deployed across contemporary iterations of liberal education.

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Book SynopsisIn a political climate that is skeptical of hard-to-measure outcomes, public funding for research universities is under threat. But if we scale back support for these institutions, we also cut off a key source of value creation in our economy and society. Research Universities and the Public Good offers a unique view of how universities work, what their purpose is, and why they are important. Countering recent arguments that we should "unbundle" or "disrupt" higher education, Jason Owen-Smith argues that research universities are valuable gems that deserve support. While they are complex and costly, their enduring value is threefold: they simultaneously act as sources of new knowledge, anchors for regional and national communities, and hubs that connect disparate parts of society. These distinctive features allow them, more than any other institution, to innovate in response to new problems and opportunities. Presenting numerous case studies that show how research universities play these three roles and why they matter, this book offers a fresh and stirring defense of the research university.Trade Review"A well-argued, data-rich defense of the irreplaceable role of American research universities—not only in science, engineering, and education, but in our national life. Now, more than ever, we need this book's deep appreciation of research universities' power to be sources, anchors, and hubs for 'beautiful accidents' in learning and innovation." -- Kei Koizumi * American Association for the Advancement of Science *"In this book, Jason Owen-Smith integrates innovative with previously disarticulated data to measure the outputs of our nation's research universities, institutions that prepare us for an increasingly complex future. In so doing, he compellingly reveals the mechanisms and pathways that produce positive societal results." -- Mary Sue Coleman * President of the Association of American Universities *"Less than 3% of all universities conduct 90% of funded research. This important book offers a careful, empirical account of how these research universities work – and their crucial contributions as anchors for communities, regions, and industries, and hubs for flows of knowledge and social connections. This is important reading not just to understand higher education, but to understand America's future." -- Craig Calhoun, University Professor of Social Sciences * Arizona State University *"Research Universities and the Public Good provides a strong argument for the importance of research universities...Presenting numerous case studies that show...why [research universities] matter, this book offers a fresh and readable defense of the American research university."––Maryann P. Feldman, Academe"The current discourse on universities, which narrowly conceives of them as mechanism for delivering degrees to students, desperately needs the message that Owen-Smith delivers here....[A] powerfully framed contribution to the literature on U.S. higher education" -- David F. Labaree * American Journal of Sociology *"This book is a timely reinforcement of the importance of research universities based on the public value they generate....[It] should interest researchers and policy makers concerned with innovation, growth, and how we can best address global challenges of the future." -- Anna Valero * Journal of Economic Literature *"In this beautifully crafted book, Owen-Smith explores the critical and central role that research universities play in the modern economy....This book should be of great interest to both policy makers and academic researchers interested in understanding the research university's role in modern innovation ecosystems and in our economy and society more broadly." -- Wesley D. Sine and Xirong (Subrina) Shen * Administrative Science Quarterly *Table of ContentsContents and AbstractsIntroduction: Knowledge, Infrastructure, and the Need for Change chapter abstractState divestment in public campuses and stagnant federal funding put research universities in a position where maintaining their complex mission requires them to rely more and more heavily on institutional funding to support research and public service. This unsustainable funding model is being cemented at a time when skepticism about academic research and higher education is high, when austerity rhetoric makes substantial public investment difficult, and when justifications for universities emphasize individual returns to education and the impact of single grants or research fields. These trends put research universities at risk by wedding their work more tightly to the market and its rationales. Understanding why this is dangerous and how to protect these important institutions requires a new, system level, network approach to universities and their research. 1A System to Insure the Future chapter abstractThis chapter introduces three metaphors (sources, anchors and hubs) that organize the book. It demonstrates that current tools for analyzing, explaining and improving the work of research institutions are insufficient to the task. In order to ensure that publicly supported research universities remain the cornerstone of the national and global innovation system, it is necessary to develop a new model for understanding and explaining their work. That model focuses on collaboration networks, regional and community effects, and the inter-organizational connections that make universities into clearinghouses for problems and solutions from across society. An extended case study of Google's PageRank algorithm shows the surprising ways that federal research funding supported Google's development. It highlights the importance of focusing on research careers, multiple discoveries, and networks at many levels of analysis to understand how research universities and public support result in significant innovation and economic returns. 2The Organization of Research Universities chapter abstractToday's universities were not designed to serve the roles that make them so important. They evolved through a complicated process kicked off by key federal policy debates in the early Cold War years. Those conflicts and their outcomes help to explain the organization of today's universities, their complicated missions and the ways their work is or is not associated with collective benefits. The chapter addresses their complicated financial models and organization, focusing on decentralization, on campus public goods, and tradeoffs across revenue streams. A proposed revision to that the University of Wisconsin system's shows how the institutional and organizational complications that make universities difficult to explain and evaluate contribute to their fertility. The key to understanding how universities consistently serve important purposes for society has to do with their conservative character (they are slow to change) and their innovative work (they are a preeminent source of novelty). 3Sources of Discovery: Networks on Campus chapter abstractChapter 3 starts with the process of innovation. The discovery of new things (or new ways of doing old things) often results when existing pieces of knowledge or technology are combined in new ways. The smart phone touch screen pioneered by Apple provides a key example. Universities are continual sources of new discoveries because of the collaboration networks that grow on and across campuses. Those networks are diverse, balanced, and complex. Understanding how they work in order to have a chance to change and sustain them requires attention to the process by which they grow and reproduce themselves. A high-profile book in gender theory helps to illustrate the point. The chapter concludes with a detailed discussion of original qualitative research that uses human embryonic stem cell science to illustrate the ways that federal research funding plays a key role in the process of collaboration and the networks that result. 4Community Anchors: Building Resilience and Connection chapter abstractPublic support and the particular features of universities make them important anchors for communities, economies, industries, and regions. The anchor metaphor has three components. Universities add resilience to the things they anchor because they are stable, conservative, and geographically fixed. They help set the tone of their regions by acting as anchor tenants. The positive externalities created as they pursue their work make it easier for other types of organizations and communities to locate near them and succeed. Finally, they function as network actors whose commitment to openness and the public good allows them to pursue their own interests without exerting control over their products. That work means they can serve as a convener and meeting ground for many different constituencies. In that role, they strengthen connections among partners providing a scaffold for generative networks to grow. A case study of Napa Valley wine illustrates the point. 5Hubs Linking Communities: Generating Solutions for Known and Unknown Problems chapter abstractUniversities are hubs connecting far flung parts of society and they economy. In doing so they create shortcuts between different sectors, industries and communities. Being a hub makes universities good sources because it insures that problems and opportunities flow to them from many different parts of the world. It also makes them a target because their work touches on and influences some of the most important parts of society. Universities are hubs in two senses. They are network hubs because flows of people and knowledge to and from campus connect them to partners in all precincts of society. They are institutional hubs because their multiple missions and wide range of fields mean that most domains of contemporary life depend on their products. Case studies of the breast cancer gene (BRCA1) and the MIT Media Lab integrate and illuminate the various aspects of this important metaphor. 6Facing the Future Together chapter abstractChapter 6 describes how the system of research universities keeps our nation and the world poised to benefit from "unknown-unknown" opportunities and to respond to unforeseeable threats. It also calls for rigorous but local experimentation to improve research universities' ability to do this work. Such experiments should be guided by shared principles and informed by a research infrastructure that turns the academy's best science on itself. Academic responses to the recent outbreak of Zika Virus and the development of a new and powerful genetic technology (CRISPR) anchor the first portion of the chapter. Policy recommendations for expanded federal funding and a revitalized federal-state partnership enhanced by private sector engagement are offered.

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Book SynopsisNever has the world been as rich in scientific knowledge as it is today. But what are its main sources? In accessible and engaging fashion, Global Mega-Science examines the origins of this unprecedented growth of knowledge production over the past hundred and twenty years. David P. Baker and Justin J.W. Powell integrate sociological and historical approaches with unique scientometric data to argue that at the heart of this phenomenon is the unparalleled cultural success of universities and their connection to science: the university-science model. Considering why science is so deeply linked to (higher) educational development, the authors analyze the accumulation of capacity to produce researchand demonstrate how the university facilitates the emerging knowledge society. The age of global mega-science was built on the symbiotic relationship between higher education and science, especially the worldwide research collaborations among networked university-based scientists

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Book SynopsisAmerican law schools are in deep crisis. Enrollment is down, student loan debt is up, and the profession's supply of high-paying jobs is shrinking. Meanwhile, thousands of graduates remain underemployed while the legal needs of low-income communities go substantially unmet. Many blame overregulation and seek a "free" market to solve the problem, but this has already been tested. Seizing on a deregulatory policy shift at the American Bar Association, private equity financiers established the first for-profit law schools in the early 2000s with the stated mission to increase access to justice by "serving the underserved". Pursuing this mission at a feverish rate of growth, they offered the promise of professional upward mobility through high-tech, simplified teaching and learning. In Law Mart, a vivid ethnography of one such environment, Riaz Tejani argues that the rise of for-profit law schools shows the limits of a market-based solution to American access to justice. Building on theories in law, political economy, and moral anthropology, Tejani reveals how for-profit law schools marketed themselves directly to ethnoracial and socioeconomic "minority" communities, relaxed admission standards, increased diversity, shook up established curricula, and saw student success rates plummet. They contributed to a dramatic rise in U.S. law student debt burdens while charging premium tuition financed up-front through federal loans over time. If economic theories have so influenced legal scholarship, what happens when they come to shape law school transactions, governance, and oversight? For students promised professional citizenship by these institutions, is there a need for protections that better uphold institutional quality and sustainability? Offering an unprecedented glimpse of this landscape, Law Mart is a colorful foray into these essential questions.Trade Review"Law Mart is a compulsively readable and dark tale of a for-profit law school. The school's stated mission is to provide 'access' and 'innovation' to underserved populations, admitting students with low scores and limited options. Out of sight of students and accreditors is a corporate operation that uses emotional intelligence testing for employees, implements curricular reforms to satisfy nervous investors, and fires and intimidates professors who object to changes they perceive as detrimental to the students. This compelling book raises serious concerns about the permeation of economic imperatives in academia." -- Brian Z. Tamanaha * Washington University School of Law *"Riaz Tejani regards legal education as integral to the democratization of the legal profession, and to democracy itself. Written from that critical starting point, his account of the blurring of public and private interests in for-profit law schools is both searing and subtle – relevant and accessible to anyone interested in higher education, law and contemporary liberalism." -- Carol J. Greenhouse * Princeton University *"Law Mart offers an extremely insightful and smart analysis of for-profit law schools. Tejani's book is a must-read for anyone who cares about the future of the legal profession and its aspirations to make legal education and access to justice a right for all. Given the current conservative political climate of deregulation and laissez-faire capitalism, this book's importance takes on new meaning and significance." -- Eve Darian-Smith, University of California * Santa Barbara *"Tejani's skills as anthropologist and lawyer shine in this incisive account of U.S. for-profit law schools. With deceptive ease, his lucid prose moves us from analyses of the market and the economy, through morality and legal ethics, to deeply-rooted ethnography that takes us into the heart of a malaise in U.S. legal education. This book is a must-read for all those concerned about that malaise." -- Elizabeth Mertz * American Bar Foundation *"Tejani explores the tensions between law, economics, and morality when justice becomes a commodity and higher education is produced en masse. The book weaves narratives and data collected from research on one particular school's operations with analysis of the broader business model's implications across higher education." -- Harvard Law Review"One of the great strengths of Tejani's book is that it is not a simplistic account fo the exploitation of students and academics by financiers seeking egregious profits. Tejani explores how students who would not have qualified for traditional law schools and who would not, on their own, have been able to navigate admissions and financing routes, were helped into law school by New Delta." -- Anthony Bradney * Journal of Law and Society *"This considered and timely study reveals that the attempt to absorb market-based thinking into higher education is fraught...Tejani shows insightfully how the move towards greater diversity within the student body in legal education is a direct outcome of neoliberalism rather than the manifestation of an increased sensibility in favour of social justice, as it is claimed to be.... In highlighting the contradictions inherent in for-profit law schools, Tejani poses the provocative question of how faculty can fulfill their responsibility of socializing students into ethical legal practice when they are implicated in producing a significant moral hazard....I highly recommend this excellent study as it addresses an issue of vital importance to all of us." -- Margaret Thornton * Canadian Journal of Sociology *"By exposing the fallacy of for profit legal education for what it is, Law Mart creates a compelling and absorbing narrative of legal education and the failure of oversight methodologies, and is a damning indictment not only of the industry but also the accreditors who claim to regulate it."––Andrew W. Jurs, St. John's Law ReviewTable of ContentsContents and Abstracts1Enrollment: Precarity, Casualization, and Alternative Admissions chapter abstractChapter 1 presents the recruitment and training practices that fill the new institution with flesh and blood people. This chapter discusses New Delta School of Law's practices of recruitment of faculty and enrollment of students—its techniques for finding the human resources making up its organization. Through the use of various techniques, the school and its parent company generated and maintained managed precarity—a condition whereby teachers and students remain within its purview as employees and clients out of felt necessity more than elective choice. Chapter 1 argues that the operationalization of professional diversity through increased "access" to legal education permitted NDSL to forestall market discipline at a time when many expressed faith in the winnowing function of a legal education free market. 2"Charter Review": Policy as Culture and Ideology chapter abstractChapter 2 gives readers a window onto the corporate "culture" of the proprietary law school. There, it argues that the unique law school culture of NDSL served to hold back community reflection on the moral hazard of for-profit legal education. Through structured repetition and reflection, faculty and staff were taught to embrace the ideology of access rather than dwell on their underlying business model—one that generated millions of dollars annually in "subprime" student debt and transformed them into off-site investor returns. 3The Legal Education Moral Economy Bubble chapter abstractChapter 3 describes the feverish growth of the school in the years following onset of the Great Recession. This sudden growth, leading to logistical problems inadequately prepared for, had immediate effects on the 450 new students brought in as first years in 2011. Nevertheless, as this chapter argues, difficulty meeting investor obligations—rather than any great concern for logistical or pedagogical limitations—would quickly impose a limit to this large burst of entrepreneurial expansion. 4Law School 2.0: Marketing Integration, Educating Investors chapter abstractChapter 4 argues that Legal Education 2.0's emergence had less to do with substantive improvements for law student learning than with pacifying investor fears about the new "crisis" in legal education. Under new professional realities, fourth-tier law schools had to reinvent themselves or risk dissolution. Law Corp, fearful of the investor call on its capital, ordered each of its three schools to develop a new curriculum. At New Delta, the result was a campaign for integrating curriculum soon labeled "Legal Education 2.0." 5Shared Governance in the Proprietary Legal Academy chapter abstractChapter 5 moves from reinvention to survival. It describes in detail how school administration conducted and mediated faculty deliberation and democratic ratification of the revised curriculum proposal. This includes a retelling of the unique manner in which the reforms were ultimately passed and the direct impact this had on governance, academic freedom, and basic feelings of respect and dignity among students and educators in this unique environment. Above all, it suggests, Law Corp officers succeeded in confirming a marketable reform agenda by framing the debate as one between tradition and innovation. 6"They Want the Rebels Gone": Contract Relations in a Fiscal State of Exception chapter abstractChapter 6 describes how this fiscal "state of exception" changed the structure of school governance by altering the terms by which employees were retained. That shift, from customary to contractual security of position, situates this story within the larger context of neoliberal governance and legal culture. On one hand, academic employees were asked to expand their duties into business development. In one notable episode, NDSL sent several professors to Botswana to establish ties with the national bar, train judges and attorneys in common law jurisprudence, and develop this as a new income stream. On the other hand, with threats of a "reduction in force" in the air, NDSL revised its faculty employment terms, resulting in a conflict with and ultimate termination of tenured senior professors. Amid this information's rapid spread on social media, students flew into a panic and began requesting letters of recommendation to transfer out in record numbers. 7The Policy Cascade: Deregulation and Moral Hazard chapter abstractChapter 7 argues the regulatory frameworks governing schools like New Delta have been greatly shaped by the rhetoric of student access. Accepting school officials' narrative that the main hurdle to professional diversity is becoming a lawyer, the scrutiny of key regulatory actors—here the Department of Education and the American Bar Association—has been unable to properly grasp the potential harm for-profit law schools are liable to generate. In other words, these schools may not only produce substantial moral hazard, they may also promote the transmission of moral hazard to a new generation of would-be lawyers often rendered as "officers of the court." Conclusion: The Trouble with Differentiation chapter abstractThe conclusion recaps the book's main themes to reassert its two core claims. The first, directed at legal audiences, says that differentiation by marketization—by exposure to the disciplinary power of free markets—is likely to exacerbate professional inequalities. No longer just a theory, this form of differentiation is indeed already on display at New Delta and its sister schools. Thanks to rollbacks in oversight prompted by both antitrust litigation in the 1990s and regulatory capture in the 2000s, the ABA's relatively hands-off approach to for-profit law programs has allowed them to recruit a diversity of students more freely while offering them a different educational program. As my informants describe, these students enter a local profession that already stigmatizes them for this pedigree. Introduction: Marketing Justice chapter abstractThis chapter introduces Law Mart, an ethnography of for-profit law schools, as a contribution to the anthropology of policy and contemporary legal education crisis and reform debates. It explains the recent historical background to the study in a period of significant "boom and bust" in the law school and legal services sector. The chapter situates this intervention among social studies of legal culture, profession, and education. The introduction then offers the book's two core claims. One, directed at legal audiences, says that differentiation by marketization—by exposure to the disciplinary power of free markets—is likely to exacerbate professional inequalities. The second, directed at anthropologists, underscores how the metaphor of the "market" has come to occupy the imagination of so many, reformers included, in American academic law.

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Book SynopsisThis book is the first formal, empirical investigation into the law faculty experience using a distinctly intersectional lens, examining both the personal and professional lives of law faculty members. Comparing the professional and personal experiences of women of color professors with white women, white men, and men of color faculty from assistant professor through dean emeritus, Unequal Profession explores how the race and gender of individual legal academics affects not only their individual and collective experience, but also legal education as a whole. Drawing on quantitative and qualitative empirical data, Meera E. Deo reveals how race and gender intersect to create profound implications for women of color law faculty members, presenting unique challenges as well as opportunities to improve educational and professional outcomes in legal education. Deo shares the powerful stories of law faculty who find themselves confronting intersectional discrimination and implicit bias in the form of silencing, mansplaining, and the presumption of incompetence, to name a few. Through hiring, teaching, colleague interaction, and tenure and promotion, Deo brings the experiences of diverse faculty to life and proposes a number of mechanisms to increase diversity within legal academia and to improve the experience of all faculty members.Trade Review"Fascinating, shocking, and infuriating, Meera Deo's careful qualitative research exposes the institutional practices and cultural norms that maintain a separate and unequal race-gender order even within the privileged ranks of tenure-track law professors. With riveting quotes from faculty across a range of institutional and social positions, Unequal Profession powerfully reminds us that we must do better. I saw my own career in this book – and you might, too."—Angela P. Harris, University of California, Davis"Unequal Profession is a powerful account of inequality in legal academia. Quantitative data and compelling narratives bring to life the challenges and roadblocks in gaining not just entry and tenure but also respect for the voices of minority women within the academy. There are no easy remedies, but reading this book is a good place to start for lawyers and law professors to understand what minority women face and which practices can increase the odds of success."—Bryant G. Garth, University of California, Irvine"Unequal Profession should be mandatory reading for everyone in legal academia. The experiences of women of color in the legal academy have been discounted too often. By providing concrete evidence of systemic discrimination, Meera Deo illuminates a long-standing problem needing to be remedied."—Sarah Deer, University of KansasWomen make up the majority of law students in the U.S., but comprise less than 40 percent of law faculties; women of color are a mere 7 percent of law teachers. In short, women of color legal scholars are pioneers, paving an uncharted path. Unequal Profession, based on nearly 100 personal interviews with these pioneers, offers an intimate portrait of the struggle of highly accomplished and educated women to find equal respect and opportunity in the hallowed halls of American law schools. In a profession built on the ideals of equal opportunity for all, these women's truths must be confronted: the barriers to equality in the legal academy are legion."—Madhavi Sunder, Georgetown University"Unequal Profession is a carefully conceived and well-executed model of social science research....[Its] value as a piece of scholarship and, perhaps more important, a potential lifesaver for women of color in the legal academy cannot be overstated."—Emily Houh, Academe"[This] book provides a definitive resource for...understanding and for improving inequality in legal academia. If law schools are serious about attracting more minority students, and diversifying our faculties and the legal profession, then Unequal Profession should be assigned reading for a faculty retreat or a series of faculty dialogues."—Melanie D. Wilson, Denver Law Review"By offering systematic narratives that start from the perspective of those forced to the margins, Deo allows them to have new power against others who have traditionally refused to acknowledge their value."—Swethaa S. Ballakrishnen and Sarah B. Lawsky, Law & Social Inquiry

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Book SynopsisTeach for Arabia offers an ethnographic account of the experiences of students, faculty, and administrators in Education City, Qatar. Education City, home to the branch campuses of six elite American universities, represents the Qatari government's multibillion dollar investment over the last two decades in growing a local knowledge-based economy. Though leaders have eagerly welcomed these institutions, not all citizens embrace the U.S. universities in their midst. Some critics see them as emblematic of a turn away from traditional values toward Westernization. Qatari students who attend these schools often feel stereotyped and segregated within their spaces. Neha Vora considers how American branch campuses influence notions of identity and citizenship among both citizen and non-citizen residents and contribute to national imaginings of the future and a transnational Qatar. Looking beyond the branch campus, she also confronts mythologies of liberal and illiberal peoples, places, and ideologies that have developed around these universities. Supporters and detractors alike of branch campuses have long ignored the imperial histories of American universities and the exclusions and inequalities that continue to animate daily academic life. From the vantage point of Qatar, Teach for Arabia challenges the assumed mantle of liberalism in Western institutions and illuminates how people can contribute to decolonized university life and knowledge production.Trade Review"Neha Vora has written a compelling, and personal, account of American campuses in Qatar, one that is as thoughtful as it is thought-provoking. Teach for Arabia brings to life the constantly evolving dynamics and debates within these campuses and offers great insight into the global expansion of American higher education institutions." -- Kristian Coates Ulrichsen * Rice University, author of Qatar and the Arab Spring *"Teach for Arabia is a groundbreaking contribution to understanding the goals and consequences of establishing US branch campuses in the Arab Gulf. Neha Vora interrogates the claim that universities export liberal education, arguing that such assertions rely on the reification of an illiberal other and a romanticization of the US academy. Her rich ethnographic detail makes this a unique and engaging read." -- Fida Adely * Georgetown University *"Teach for Arabia boldly challenges academic cosmopolitanism within the United States, demonstrating how notions of the liberal universities of the West versus their supposed illiberal counterparts among Arab states are firmly embedded in liberal ideologies. An attentive ethnography of the lived contradictions within Education City, this book shows how critique has no region and authoritarianism has no territory. Neha Vora's book represents a spectacular and hopefully developing direction in critical university studies." -- Roderick Ferguson * University of Illinois, Chicago, author of The Reorder of Things: The University and Its Pedagogies of Minority Difference *"If the measure of good anthropology is whether or not one's arguments have resonance with the people being written about, then Vora has produced stellar anthropology. Teach for Arabia should be essential reading for anyone interested in education, modernity and development, citizenship and nationalism, the global university, and most of all, discourses of liberalism and how these discourses travel."––Sami Hermez, Political and Legal Anthropology Review"[Vora] provides an ethnographic account of college life at six branches of respected American universities in Qatar. By drawing on her experiences working as a professor in the Gulf, attending various conferences and lectures, and interacting with countless students, Vora provides valuable insight on how these branches serve as "postcolonial" institutions established by the West." -- Refael Kubersky * Middle East Journal *"At a time when the Gulf region is undergoing tremendous political transformation, Neha Vora succeeds brilliantly in highlighting an important ongoing pedagogical and cultural transition." -- Morgan C. Packer * Journal of Arabian Studies *Table of ContentsContents and AbstractsIntroduction: Mythologies of Liberalism chapter abstractThe introduction presents academic understandings of liberalism, illiberalism, and the Middle East, and how these inform the sense of contemporary crisis around the future of American academia, especially as it globalizes. Critiques by US-based scholars of internationalization projects reproduce certain mythologies about liberalism, namely that it is universal, positive, and ahistorical. Nostalgia for a time when the university was less entangled with projects of capitalism and empire pervades many of these narratives, and in the process centers a disembodied, unmarked subject whose belonging within the academy is natural and unquestioned. The introduction also interrogates contemporary academic understandings of illiberal places and the cultures, people, and forms of power that are presumed to map onto them. It highlights how ideas about the Gulf region were produced through British social science and colonial practices of proxy governance, as well as through American oil imperialism and the proliferation of Western expertise. 1Unlearning Knowledge Economy chapter abstractKnowledge economy has become a buzzword in Qatar, used to discuss almost every new development project. This chapter highlights how this concept and the narratives associated with it function as forms of received knowledge about Qatar and the Gulf in much academic knowledge production, institutional rhetoric, and everyday conversation, both inside and outside the region. This terminology, like other exceptionalizing vocabulary about the Gulf, forecloses nuanced research and instead invites knowledge production that reproduces statist interests and the products of previous and ongoing imperial entanglements. The chapter argues that the rhetorics of knowledge economy and the actual effects of national development projects in Qatar are quite divergent, and offers a methodological intervention into the vocabularies of seeing and knowing higher education, national development, and forms of belonging in Qatar and the Gulf. 2Pedagogies of Essentialism chapter abstractThis ethnographic chapter shows how the contradictions between university mission and liberal celebrations of multiculturalism produced essentialized ideas about Qatariness, which led to segregation between Qatari and non-Qatari students. Faculty and administrators at branch campuses implemented nativist policies and privileged Qataris as the intended beneficiaries of liberal education, despite ever-present celebrations of diversity and multiculturalism. The misinterpretation of nation building as being for nationals only, along with reductive understandings of Qatariness, naturalized Qatari privilege within campuses, while Qataris themselves ended up feeling marginalized. Meanwhile, students were encouraged to interact with each other through essentialized understandings of difference, which reproduced existing social hierarchies instead of creating more inclusive campus climates. 3Mixed Meanings chapter abstractThis chapter focuses on how the category of "Qatari woman" and the parameters of proper national femininity were produced within Education City's coeducational spaces. The Qatari state considered women's education and employment within mixed workplaces essential to modernization, to transitioning to a knowledge-based economy, and to achieving greater Qatarization. Yet, gender integration was also considered a threat to women's bodily purity, reputation, and to the gender roles and norms attached to Qatar's emergent national identity. The overt and covert ways coeducational anxiety permeated Education City played out on the bodies and actions of Qatari women in particular, both as a group to be protected from criticism, and as the source of gender threat itself. Tasked with playing a critical role in Qatar's modernization, but also expected to represent a timeless national culture, young Qatari women constantly negotiated competing expectations and parameters of what constituted proper femininity. 4Local Expats chapter abstractThis chapter pays particular attention to how local expatriate students—those who were raised in Qatar but had no access to citizenship—navigated what appeared to be a disjunction between Qatarization, a policy that structurally favored citizens, and a university system charged with actively promoting cosmopolitan global citizenship based on beliefs in individualism and meritocracy. Understanding contradictions built into their branch campus experiences actually prompted students to criticize the American academy, which, in their view, failed to live up to its egalitarian promise, rather than Qatar and its legal restrictions on foreign residents. Thus students understood that global citizenship, meritocracy, and egalitarianism, as constituted in the United Statees, were inherently unequal and did not become less equal or more flawed when they moved to a supposedly non-liberal space like Qatar. Branch campuses were increasing their belonging to Qatar and cementing its transnational future. 5Expat/Expert Camps chapter abstractThis chapter focuses on the daily lives of faculty and staff in Education City, recruited mostly from North America and predominantly white. Most of these expatriates, like their counterparts in other sectors, spend their days shuttling between various compounds: those of the companies where they work, the shopping malls and hotels where they spend their leisure time, and the gated housing communities and high-rise buildings where they live. Their nationalities in many ways define their mobility and opportunities in the country, as do their Western professional accreditations, their English-language skills and—to a large extent—their whiteness. The concept of the "expert/expat camp" highlights how these subjects are both laborers who are segregated into compounds and a privileged elite who can enjoy the pleasures of raced and classed segregation while disavowing their ability to do anything about structural inequalities within an illiberal, repressive state. Conclusion: Anthropology and the Educational Encounter chapter abstractThe conclusion explores in particular the creation of Hamad bin Khalifa University (HBKU), which encompasses all of the institutions within Education City. Education City's ongoing and uneven transition into HBKU coincided with shifts in Qatar Foundation's rhetoric away from global education toward local heritage and social formations. The author tracks her experiences of moving between spaces that increasingly embodied different epistemologies, gender norms, and social expectations in order to highlight how, rather than producing a more fractured landscape of higher education, these changes were quite ordinary reflections of how institutions incorporate political contestations and calls for greater representation. The conclusion's title also speaks directly to anthropology, and to Talal Asad's important volume urging a decolonization of the discipline—it is perhaps time for anthropologists to also take more ownership over how their concepts and categories of difference are problematically deployed across contemporary iterations of liberal education.

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Book SynopsisThis book is the first formal, empirical investigation into the law faculty experience using a distinctly intersectional lens, examining both the personal and professional lives of law faculty members. Comparing the professional and personal experiences of women of color professors with white women, white men, and men of color faculty from assistant professor through dean emeritus, Unequal Profession explores how the race and gender of individual legal academics affects not only their individual and collective experience, but also legal education as a whole. Drawing on quantitative and qualitative empirical data, Meera E. Deo reveals how race and gender intersect to create profound implications for women of color law faculty members, presenting unique challenges as well as opportunities to improve educational and professional outcomes in legal education. Deo shares the powerful stories of law faculty who find themselves confronting intersectional discrimination and implicit bias in the form of silencing, mansplaining, and the presumption of incompetence, to name a few. Through hiring, teaching, colleague interaction, and tenure and promotion, Deo brings the experiences of diverse faculty to life and proposes a number of mechanisms to increase diversity within legal academia and to improve the experience of all faculty members.Trade Review"Fascinating, shocking, and infuriating, Meera Deo's careful qualitative research exposes the institutional practices and cultural norms that maintain a separate and unequal race-gender order even within the privileged ranks of tenure-track law professors. With riveting quotes from faculty across a range of institutional and social positions, Unequal Profession powerfully reminds us that we must do better. I saw my own career in this book – and you might, too."—Angela P. Harris, University of California, Davis"Unequal Profession is a powerful account of inequality in legal academia. Quantitative data and compelling narratives bring to life the challenges and roadblocks in gaining not just entry and tenure but also respect for the voices of minority women within the academy. There are no easy remedies, but reading this book is a good place to start for lawyers and law professors to understand what minority women face and which practices can increase the odds of success."—Bryant G. Garth, University of California, Irvine"Unequal Profession should be mandatory reading for everyone in legal academia. The experiences of women of color in the legal academy have been discounted too often. By providing concrete evidence of systemic discrimination, Meera Deo illuminates a long-standing problem needing to be remedied."—Sarah Deer, University of KansasWomen make up the majority of law students in the U.S., but comprise less than 40 percent of law faculties; women of color are a mere 7 percent of law teachers. In short, women of color legal scholars are pioneers, paving an uncharted path. Unequal Profession, based on nearly 100 personal interviews with these pioneers, offers an intimate portrait of the struggle of highly accomplished and educated women to find equal respect and opportunity in the hallowed halls of American law schools. In a profession built on the ideals of equal opportunity for all, these women's truths must be confronted: the barriers to equality in the legal academy are legion."—Madhavi Sunder, Georgetown University"Unequal Profession is a carefully conceived and well-executed model of social science research....[Its] value as a piece of scholarship and, perhaps more important, a potential lifesaver for women of color in the legal academy cannot be overstated."—Emily Houh, Academe"[This] book provides a definitive resource for...understanding and for improving inequality in legal academia. If law schools are serious about attracting more minority students, and diversifying our faculties and the legal profession, then Unequal Profession should be assigned reading for a faculty retreat or a series of faculty dialogues."—Melanie D. Wilson, Denver Law Review"By offering systematic narratives that start from the perspective of those forced to the margins, Deo allows them to have new power against others who have traditionally refused to acknowledge their value."—Swethaa S. Ballakrishnen and Sarah B. Lawsky, Law & Social Inquiry

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Book SynopsisThe liberal arts major is often lampooned: lacking in "skills," unqualified for a professional career, underemployed. But studying for the joy of learning turns out to be surprisingly practical. Unlike career-focused education, liberal education prepares graduates for anything and everything—and nervous "fuzzy major" students, their even more nervous parents, college career center professionals, and prospective employers would do well to embrace liberal arts majors. Just look to Silicon Valley, of all places, to see that liberal arts majors can succeed not in spite of, but because of, their education. A Practical Education investigates the real-world experiences of graduates with humanities majors, the majors that would seem the least employable in Silicon Valley's engineering-centric workplaces. Drawing on the experiences of Stanford University graduates and using the students' own accounts of their education, job searches, and first work experiences, Randall Stross provides heartening demonstrations of how multi-capable liberal arts graduates are. When given a first opportunity, these majors thrive in work roles that no one would have predicted. Stross also weaves the students' stories with the history of Stanford, the rise of professional schools, the longstanding contention between engineering and the liberal arts, the birth of occupational testing, and the popularity of computer science education to trace the evolution in thinking about how to prepare students for professional futures. His unique blend of present and past produces a provocative exploration of how best to utilize the undergraduate years. At a time when institutions of higher learning are increasingly called on to justify the tangible merits of the liberal arts, A Practical Education reminds readers that the most useful training for an unknowable future is the universal, time-tested preparation of a liberal education.Trade Review"Randall Stross celebrates the importance of a liberal education with its emphasis on critical thinking, communication skills, and ability to master new subjects. He makes a strong case that such an education provides the best foundation for life, both in the workplace and beyond. I agree with him 100%!" -- John L. Hennessy, President Emeritus * Stanford University *"With demand for engineering talent at an all-time high, the need for critical thinking and liberal arts–educated leaders is more relevant than ever. A Practical Education provides an engaging perspective on this crucial topic and proves that investment in the humanities pays dividends in the long run." -- David Kalt, CEO/Founder, Reverb Holdings * Inc. *"A liberal arts education prepares you to be a lifetime learner and is timeless in its applicability to modern life and business. This is wonderfully brought out by Randall Stross in his most recent book, A Practical Education: Why Liberal Arts Majors Make Great Employees." -- Kevin P. Shields * University Bookman *

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Book SynopsisThe comprehensive source on attorney licensing and how to reform it. In Shaping the Bar, Joan Howarth describes how the twin gatekeepers of the legal profession—law schools and licensers—are failing the public. Attorney licensing should be laser-focused on readiness to practice law with the minimum competence of a new attorney. According to Howarth, requirements today are both too difficult and too easy. Amid the crisis in unmet legal services, record numbers of law school graduates—disproportionately people of color—are failing bar exams that are not meaningful tests of competence to practice. At the same time, after seven years of higher education, hundreds of thousands of dollars of law school debt, two months of cramming legal rules, and success on a bar exam, a candidate can be licensed to practice law without ever having been in a law office or even seen a lawyer with a client. Howarth makes the case that the licensing rituals familiar to generations of lawyers—unfocused law degrees and obsolete bar exams—are protecting members of the profession more than the public. Beyond explaining the failures of the current system, this book presents the latest research on competent lawyering and examples of better approaches. This book presents the path forward by means of licensing changes to protect the public while building an inclusive, diverse, competent, ethical profession. Thoughtful and engaging, Shaping the Bar is both an authoritative account of attorney licensing and a pragmatic handbook for overdue equitable reform of a powerful profession. Trade Review"Howarth's vision is to establish a new approach that protects potential legal clients and promotes inclusion and diversity in the profession."—Trial MagazineTable of Contents1. The Crisis in Attorney Licensing 2. Becoming a Lawyer in the Young Nation 3. Shaping the Bar in the Twentieth Century 4. The 1970s Legacy of Activism, Psychometrics, and Good Faith 5. Pressure Points in Contemporary Licensing 6. Decades Lost Without Research 7. Doubling Down on the Errors of Legal Education 8. Finally, Research on Minimum Competence 9. Who Fits? 10. Fixing Character and Fitness 11. Twelve Guiding Principles 12. Clinical Residencies 13. Asking More of Law Schools 14. Escaping the Conceptual Traps of Today's Bar Exams 15. Bar Exams: Better, Best, and Other Fixes

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Book SynopsisSociety and democracy are ever threatened by the fall of fact. Rigorous analysis of facts, the hard boundary between truth and opinion, and fidelity to reputable sources of factual information are all in alarming decline. A 2018 report published by the RAND Corporation labeled this problem "truth decay" and Andrew J. Hoffman lays the challenge of fixing it at the door of the academy. But, as he points out, academia is prevented from carrying this out due to its own existential crisis—a crisis of relevance. Scholarship rarely moves very far beyond the walls of the academy and is certainly not accessing the primarily civic spaces it needs to reach in order to mitigate truth corruption. In this brief but compelling book, Hoffman draws upon existing literature and personal experience to bring attention to the problem of academic insularity—where it comes from and where, if left to grow unchecked, it will go—and argues for the emergence of a more publicly and politically engaged scholar. This book is a call to make that path toward public engagement more acceptable and legitimate for those who do it; to enlarge the tent to be inclusive of multiple ways that one enacts the role of academic scholar in today's world.Trade Review"This book is a critical message for every university that measures its success by the real-world impact of the work on its campus. These chapters offer a road map for public engagement that resonate at a time when so much is on the line for science-informed decision-making. Hoffman underscores most crucially how the role of engaged scholar needs to be integral for academic careers, for the relevance of the academy and the needs of society." -- Philip J. Hanlon, President * Dartmouth College *"Hoffman understands the Academy and cares deeply about academia and its role in society. In this book he advances the mindset for increasing engagement and having an impact, and offers alternative ways that academics can clarify their purpose, engage with society and measure their impact." -- Nancy Baron, Director of Science Outreach * COMPASS Science Communication *"Hoffman, in his new blueprint for an academic world that makes a difference, delivers an architectural template for the academy that is long overdue. To help us find ways to better translate and make our insights matter, Hoffman outlines the logic and philosophy to move from sequestered scholarship to social understanding. This is a critical design map for a critical moment in academic and human history." -- Michael Crow, President * Arizona State University *"Scholars possess a powerful antidote to the poisonous spread of misinformation: Themselves. Hoffman presents an urgent and compelling call for scholars to leverage tools the public understands—from social media to journalism—to explain how their research impacts society. The Engaged Scholar should be required reading for anyone in academia today." -- Beth Daley, editor and general manager * The Conversation US *"Overall, this book combines polemic and practicality in a refreshingly direct way. It is an excellent summary of a particular paradigm of public engagement as a duty to communicate and create impact in the wider world." -- Paul Manners * Public Understanding of Science Blog *"Every graduate student might be wise to read this book, because it describes the current academic model and makes recommendations regarding the future of academia. The engaged scholar is a person who sees an obligation to share knowledge to all, to provide service to the community, and to make a world a better place." -- Steve Johnson * AKMI News *Table of ContentsContents and Abstracts1The Engaged Scholar chapter abstractThe academy is facing a crisis of relevance. While we produce vast amounts of research, much of it has impact beyond the ivory tower to impact public and political discourse. This comes at a time when the quality of that discourse is reaching new lows. This disconnect is dangerous for both society and the academy. Toward finding a solution, the Academy has much to offer. Scientifically derived facts and analysis are our stock and trade, and we have an ability to inform the general public and our politicians about the nature of our problems and potential remedies. We need a more scientifically literate public and more publicly engaged scholars. It is time to reexamine the norms and rules of academia and bring academic research to the public that needs it. 2Limitations of the Academic Reward System chapter abstractThe existing reward structure of the academic research enterprise is leading academic scholars away from public engagement. Its primary focus is on academic journals, and more specifically those that are ranked as "A-journals." This narrow type of outlet focuses on one type of audience – other academic scholars in our narrow disciplines – and one type of language – opaque and obtrusive jargon. This has the consequences that our research reaches a limited audience, is biased towards less-creative and diverse research, timelines that guarantee its irrelevance for public debates, and questionable impact. This system is maintained by a type of inertia that is embedded in our reward systems and our culture. Therefore, that culture must be changed. 3The Rules of Engagement chapter abstractThis chapter presents some alternative "rules of engagement"; models and skills for stepping outside these existing structures and creating impact within real-world debates. To begin, engagement asks us to think of our classroom as extending beyond its physical form on our campus, to include the broader society of which we are a part. Six guidelines from the growing literature on science communication are presented: 1. Find your voice, 2. Tell stories, 3. Avoid the "knowledge deficit model," 4. Know your audience, 5. Rely on solid research, and 6. Change your publication strategy. This chapter concludes with an overview of the political nature of public engagement and the new terrain that this involves. 4Scholarly Uses of Social Media chapter abstractThis chapter discusses the great disruptor of the present context – social media – and the extent to which engaged scholars can embrace this evolving medium in the quest for relevance within today's public and political discourse, developing an entirely new vocabulary, including citation search tools, search engine optimization, DOI numbers, ORCID numbers, and many more. 5Engagement and the Arc of Your Career chapter abstractThis final chapter challenges the engaged scholar to consider a career in its long arc with all its attendant stages and consider the signs that the world of academia is changing, albeit slowly, with conversations over practical impact being engaged in by faculty, deans, presidents, journal editors, journal reviewers, donors, and students. For example, we can see innovations taking place in the training of faculty and doctoral students, the hiring or professional communications staffs, the development of new performance metrics and rules for tenure and promotion, change within the top journals, and changes in accreditation. And in the end, this change will be driven most by a younger generation of scholars who seek to engage in real-world debates through their role as a professor.

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Book SynopsisIn a political climate that is skeptical of hard-to-measure outcomes, public funding for research universities is under threat. But if we scale back support for these institutions, we also cut off a key source of value creation in our economy and society. Research Universities and the Public Good offers a unique view of how universities work, what their purpose is, and why they are important. Countering recent arguments that we should "unbundle" or "disrupt" higher education, Jason Owen-Smith argues that research universities are valuable gems that deserve support. While they are complex and costly, their enduring value is threefold: they simultaneously act as sources of new knowledge, anchors for regional and national communities, and hubs that connect disparate parts of society. These distinctive features allow them, more than any other institution, to innovate in response to new problems and opportunities. Presenting numerous case studies that show how research universities play these three roles and why they matter, this book offers a fresh and stirring defense of the research university.Trade Review"A well-argued, data-rich defense of the irreplaceable role of American research universities—not only in science, engineering, and education, but in our national life. Now, more than ever, we need this book's deep appreciation of research universities' power to be sources, anchors, and hubs for 'beautiful accidents' in learning and innovation." -- Kei Koizumi * American Association for the Advancement of Science *"In this book, Jason Owen-Smith integrates innovative with previously disarticulated data to measure the outputs of our nation's research universities, institutions that prepare us for an increasingly complex future. In so doing, he compellingly reveals the mechanisms and pathways that produce positive societal results." -- Mary Sue Coleman * President of the Association of American Universities *"Less than 3% of all universities conduct 90% of funded research. This important book offers a careful, empirical account of how these research universities work – and their crucial contributions as anchors for communities, regions, and industries, and hubs for flows of knowledge and social connections. This is important reading not just to understand higher education, but to understand America's future." -- Craig Calhoun, University Professor of Social Sciences * Arizona State University *"Research Universities and the Public Good provides a strong argument for the importance of research universities...Presenting numerous case studies that show...why [research universities] matter, this book offers a fresh and readable defense of the American research university."––Maryann P. Feldman, Academe"The current discourse on universities, which narrowly conceives of them as mechanism for delivering degrees to students, desperately needs the message that Owen-Smith delivers here....[A] powerfully framed contribution to the literature on U.S. higher education" -- David F. Labaree * American Journal of Sociology *"This book is a timely reinforcement of the importance of research universities based on the public value they generate....[It] should interest researchers and policy makers concerned with innovation, growth, and how we can best address global challenges of the future." -- Anna Valero * Journal of Economic Literature *"In this beautifully crafted book, Owen-Smith explores the critical and central role that research universities play in the modern economy....This book should be of great interest to both policy makers and academic researchers interested in understanding the research university's role in modern innovation ecosystems and in our economy and society more broadly." -- Wesley D. Sine and Xirong (Subrina) Shen * Administrative Science Quarterly *Table of ContentsContents and AbstractsIntroduction: Knowledge, Infrastructure, and the Need for Change chapter abstractState divestment in public campuses and stagnant federal funding put research universities in a position where maintaining their complex mission requires them to rely more and more heavily on institutional funding to support research and public service. This unsustainable funding model is being cemented at a time when skepticism about academic research and higher education is high, when austerity rhetoric makes substantial public investment difficult, and when justifications for universities emphasize individual returns to education and the impact of single grants or research fields. These trends put research universities at risk by wedding their work more tightly to the market and its rationales. Understanding why this is dangerous and how to protect these important institutions requires a new, system level, network approach to universities and their research. 1A System to Insure the Future chapter abstractThis chapter introduces three metaphors (sources, anchors and hubs) that organize the book. It demonstrates that current tools for analyzing, explaining and improving the work of research institutions are insufficient to the task. In order to ensure that publicly supported research universities remain the cornerstone of the national and global innovation system, it is necessary to develop a new model for understanding and explaining their work. That model focuses on collaboration networks, regional and community effects, and the inter-organizational connections that make universities into clearinghouses for problems and solutions from across society. An extended case study of Google's PageRank algorithm shows the surprising ways that federal research funding supported Google's development. It highlights the importance of focusing on research careers, multiple discoveries, and networks at many levels of analysis to understand how research universities and public support result in significant innovation and economic returns. 2The Organization of Research Universities chapter abstractToday's universities were not designed to serve the roles that make them so important. They evolved through a complicated process kicked off by key federal policy debates in the early Cold War years. Those conflicts and their outcomes help to explain the organization of today's universities, their complicated missions and the ways their work is or is not associated with collective benefits. The chapter addresses their complicated financial models and organization, focusing on decentralization, on campus public goods, and tradeoffs across revenue streams. A proposed revision to that the University of Wisconsin system's shows how the institutional and organizational complications that make universities difficult to explain and evaluate contribute to their fertility. The key to understanding how universities consistently serve important purposes for society has to do with their conservative character (they are slow to change) and their innovative work (they are a preeminent source of novelty). 3Sources of Discovery: Networks on Campus chapter abstractChapter 3 starts with the process of innovation. The discovery of new things (or new ways of doing old things) often results when existing pieces of knowledge or technology are combined in new ways. The smart phone touch screen pioneered by Apple provides a key example. Universities are continual sources of new discoveries because of the collaboration networks that grow on and across campuses. Those networks are diverse, balanced, and complex. Understanding how they work in order to have a chance to change and sustain them requires attention to the process by which they grow and reproduce themselves. A high-profile book in gender theory helps to illustrate the point. The chapter concludes with a detailed discussion of original qualitative research that uses human embryonic stem cell science to illustrate the ways that federal research funding plays a key role in the process of collaboration and the networks that result. 4Community Anchors: Building Resilience and Connection chapter abstractPublic support and the particular features of universities make them important anchors for communities, economies, industries, and regions. The anchor metaphor has three components. Universities add resilience to the things they anchor because they are stable, conservative, and geographically fixed. They help set the tone of their regions by acting as anchor tenants. The positive externalities created as they pursue their work make it easier for other types of organizations and communities to locate near them and succeed. Finally, they function as network actors whose commitment to openness and the public good allows them to pursue their own interests without exerting control over their products. That work means they can serve as a convener and meeting ground for many different constituencies. In that role, they strengthen connections among partners providing a scaffold for generative networks to grow. A case study of Napa Valley wine illustrates the point. 5Hubs Linking Communities: Generating Solutions for Known and Unknown Problems chapter abstractUniversities are hubs connecting far flung parts of society and they economy. In doing so they create shortcuts between different sectors, industries and communities. Being a hub makes universities good sources because it insures that problems and opportunities flow to them from many different parts of the world. It also makes them a target because their work touches on and influences some of the most important parts of society. Universities are hubs in two senses. They are network hubs because flows of people and knowledge to and from campus connect them to partners in all precincts of society. They are institutional hubs because their multiple missions and wide range of fields mean that most domains of contemporary life depend on their products. Case studies of the breast cancer gene (BRCA1) and the MIT Media Lab integrate and illuminate the various aspects of this important metaphor. 6Facing the Future Together chapter abstractChapter 6 describes how the system of research universities keeps our nation and the world poised to benefit from "unknown-unknown" opportunities and to respond to unforeseeable threats. It also calls for rigorous but local experimentation to improve research universities' ability to do this work. Such experiments should be guided by shared principles and informed by a research infrastructure that turns the academy's best science on itself. Academic responses to the recent outbreak of Zika Virus and the development of a new and powerful genetic technology (CRISPR) anchor the first portion of the chapter. Policy recommendations for expanded federal funding and a revitalized federal-state partnership enhanced by private sector engagement are offered.

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Book SynopsisA Wisconsin story that serves as a national warningUW Struggle provides an on-the-ground view of the smoldering attack on public higher education in Wisconsin. Chuck Rybak, who works in the University of Wisconsin System, provides important glimpses into the personal lives of those affected, the dismantling of tenure protections, the diminishment of shared governance, and how faculty remain the scapegoat for all of the university’s problems. This is a chronicle of failed leadership and what actions, if any, can protect this vital American institution. Table of ContentsContentsIntroductionReal PeopleThe Attack on TenureFailed LeadershipEye on the BallNo ConfidenceConclusion: Where Are We Now?Acknowledgments

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Book SynopsisYoung adults with intellectual disability tell the story of their own experience of higher education How do students with intellectual disability experience higher education? Creating Our Own Lives addresses this question through the eyes of participants themselves. In relating their experiences and aspirations, these student perspectives mount a powerful challenge to assumptions that intellectual disability is best met with protection or segregation. Taken together, the essays expose and contradict the inherently ableist claim that individuals with intellectual disability cannot be reliable storytellers. Instead, their deeply informative stories serve as a corrective narrative. The first of the four sections, “Laying the Foundation: Why Everyone Belongs in College,” focuses on belonging and inclusion; the second, “Opening Up Possibilities: Overcoming Doubt and Uncertainty,” conveys the optimism of this generation of advocates through stories of personal hardship, hopeful perseverance, and triumph over adversity; the third, “Inclusion as Action: Diversifying Student Experiences,” supports the understanding of diverse student experiences in inclusive higher education; and the fourth, “Supporting Growth: Peer Mentoring and Advice,” offers guidance to those reimagining and creating educational spaces. Students with disabilities belong in higher education. Not only does this book serve as an important record of students enrolled in inclusive higher education programs, it is also an unprecedented resource, packed with information and inspiration both for parents seeking opportunities for their children and for individuals with intellectual disability who aspire to attend college. Contributors: Makayla Adkins, Olivia Baist, Brandon Baldwin, George Barham, Marquavious Barnes, Katie Bartlett, Steven Brief, De'Onte Brown, Meghan Brozaitis, Mary Bryant, Gracie Carrol, Taylor Cathey, Maia Chamberlain, Antonio E. Contreras, Kim Dean, Elizabeth Droessler, Katie Ducett, Keiron Dyck, Rachel Gomez, Deriq Graves, Micah Gray, Maggie Guillaume, Cleo Hamilton, Nathan Heald, Joshua R. Hourigan, Hannah Lenae Humes, Courtney Jorgensen, Eilish Kelderman, Kailin Kelderman, Kenneth Kelty, Kaelan Knowles, Karlee Lambert, Kate Lisotta, Rachel Mast, Elise McDaniel, Emma Miller, Jake Miller, Lydia Newnum, Brenna Mantz Nielsen, Carly O’Connell, Nadia Osbey, Stirling Peebles, Breyan Pettaway, Amanda Pilkenton, True Rafferty, Taylor Ruppe, Lawrence Sapp, Tyler Shore, Brianna Silva, Alex Smith, Elliott Smith, Phillandra Smith, Payton Storms, Allen Thomas, Kylie Walter, Stephen Wanser, Sayid Webb, Breana Whittlesey, Luke Wilcox, Adam Wolfond. Trade Review "I like Creating Our Own Lives because people with disabilities talked about being in college and shared their stories in their own words. And they really shared their experiences, not just about how everything is great, but about how it is to be in college and what Syracuse is like for people with disabilities. Beth Myers and Michael Gill also shared, and that made the book great to read."—Tia Nelis, Director of Policy and Advocacy, TASH Table of Contents Contents Introduction: Recognizing Student Voice in Inclusive Higher Education Michael Gill and Beth Myers Part I. Laying the Foundation: Why Everyone Belongs in College 1. I Want to Go to College Antonio E. Contreras 2. I Got In Taylor Ruppe 3. Adventures in Postsecondary Education Stirling Peebles 4. A Language to Open Adam Wolfond 5. “The Wanderer” and “This Is What I Sing” Steven Brief 6. My History of the Excel Program Alex Smith 7. Taking the Llama for a Walk and Other Things That Helped Us Olivia Baist and Kylie Walter Part II. Opening Up Possibilities: Overcoming Doubt and Uncertainty 8. Being Independent Has Risks: How to Recover When Something Terrible Happens Kailin Kelderman, Eilish Kelderman, and Mary Bryant 9. Spartan Kid: Journeys Brandon Baldwin 10. Best Experiences at IDEAL De’Onte Brown, Deriq Graves, Nadia Osbey, Breyan Pettaway, and Sayid Webb 11. Two Poems Carly O’Connell 12. Goal(s) in Common Hannah Lenae Humes 13. I Did What They Said I Couldn’t Allen Thomas 14. Climbing Higher and “From Mission Impossible to Mission Possible” Courtney Jorgensen 15. Inclusive College on Zoom? My Inclusive Higher Education 2020 Experience Stephen Wanser, Kate Lisotta, and Kim Dean 16. Inclusive College for All and How My Perception of My History Prof Changed Keiron Dyck 17. Qua’s GT Excel Life and “Never Give Up” Marquavious Barnes 18. Photo Essays and Selections from Student Leadership Conference 2019 Breana Whittlesey, Kaelan Knowles, Elise McDaniel, Kenneth Kelty, Katie Bartlett, and Rachel Mast Part III. Inclusion as Action: Diversifying Student Experiences 19. Hi, I’m Jake Miller Jake Miller and Katie Ducett 20. “BGWYN” and “Confidence with Curves” Taylor Cathey 21. Inclusive College Education Micah Gray, with Karlee Lambert and Lydia Newnum 22. My UC Perspective Joshua R. Hourigan 23. Phoenix Nation as in Spirit Cleo Hamilton 24. My Excel Story George Barham 25. #CreatingMyOwnLife Payton Storms 26. Inclusive College Education Makayla Adkins 27. My Story about Aggies Elevated at Utah State University Brenna Mantz Nielsen 28. Questions and Answers Lawrence Sapp 29. College Memories but Ready for What’s Next Amanda Pilkenton 30. Full Year of College Luke Wilcox 31. My Favorite Memories in College Elizabeth Droessler Part IV. Supporting Growth: Peer Mentoring and Support 32. Communicating Successfully in College Maia Chamberlain 33. True Rafferty Interviewed True Rafferty, with Nathan Heald 34. College Program Experience Gracie Carroll 35. Teaching, Assisting, Reflecting: Our Experience Working Together Phillandra Smith and Meghan Brozaitis 36. My Georgia Tech Excel Story Maggie Guillaume 37. Emma’s Journey Emma Miller 38. Come Read about My Awesome Journeys through Life Brianna Silva 39. My Social Experience throughout Georgia Tech Rachel Gomez 40. The Importance of Goals Tyler Shore 41. Support and Encouragement for the Ones Who Seek It Elliott Smith Coda: Why This Collection? Beth Myers and Michael Gill Acknowledgments Contributors

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Book SynopsisYoung adults with intellectual disability tell the story of their own experience of higher education How do students with intellectual disability experience higher education? Creating Our Own Lives addresses this question through the eyes of participants themselves. In relating their experiences and aspirations, these student perspectives mount a powerful challenge to assumptions that intellectual disability is best met with protection or segregation. Taken together, the essays expose and contradict the inherently ableist claim that individuals with intellectual disability cannot be reliable storytellers. Instead, their deeply informative stories serve as a corrective narrative. The first of the four sections, “Laying the Foundation: Why Everyone Belongs in College,” focuses on belonging and inclusion; the second, “Opening Up Possibilities: Overcoming Doubt and Uncertainty,” conveys the optimism of this generation of advocates through stories of personal hardship, hopeful perseverance, and triumph over adversity; the third, “Inclusion as Action: Diversifying Student Experiences,” supports the understanding of diverse student experiences in inclusive higher education; and the fourth, “Supporting Growth: Peer Mentoring and Advice,” offers guidance to those reimagining and creating educational spaces. Students with disabilities belong in higher education. Not only does this book serve as an important record of students enrolled in inclusive higher education programs, it is also an unprecedented resource, packed with information and inspiration both for parents seeking opportunities for their children and for individuals with intellectual disability who aspire to attend college. Contributors: Makayla Adkins, Olivia Baist, Brandon Baldwin, George Barham, Marquavious Barnes, Katie Bartlett, Steven Brief, De'Onte Brown, Meghan Brozaitis, Mary Bryant, Gracie Carrol, Taylor Cathey, Maia Chamberlain, Antonio E. Contreras, Kim Dean, Elizabeth Droessler, Katie Ducett, Keiron Dyck, Rachel Gomez, Deriq Graves, Micah Gray, Maggie Guillaume, Cleo Hamilton, Nathan Heald, Joshua R. Hourigan, Hannah Lenae Humes, Courtney Jorgensen, Eilish Kelderman, Kailin Kelderman, Kenneth Kelty, Kaelan Knowles, Karlee Lambert, Kate Lisotta, Rachel Mast, Elise McDaniel, Emma Miller, Jake Miller, Lydia Newnum, Brenna Mantz Nielsen, Carly O’Connell, Nadia Osbey, Stirling Peebles, Breyan Pettaway, Amanda Pilkenton, True Rafferty, Taylor Ruppe, Lawrence Sapp, Tyler Shore, Brianna Silva, Alex Smith, Elliott Smith, Phillandra Smith, Payton Storms, Allen Thomas, Kylie Walter, Stephen Wanser, Sayid Webb, Breana Whittlesey, Luke Wilcox, Adam Wolfond. Trade Review "I like Creating Our Own Lives because people with disabilities talked about being in college and shared their stories in their own words. And they really shared their experiences, not just about how everything is great, but about how it is to be in college and what Syracuse is like for people with disabilities. Beth Myers and Michael Gill also shared, and that made the book great to read."—Tia Nelis, Director of Policy and Advocacy, TASH Table of Contents Contents Introduction: Recognizing Student Voice in Inclusive Higher Education Michael Gill and Beth Myers Part I. Laying the Foundation: Why Everyone Belongs in College 1. I Want to Go to College Antonio E. Contreras 2. I Got In Taylor Ruppe 3. Adventures in Postsecondary Education Stirling Peebles 4. A Language to Open Adam Wolfond 5. “The Wanderer” and “This Is What I Sing” Steven Brief 6. My History of the Excel Program Alex Smith 7. Taking the Llama for a Walk and Other Things That Helped Us Olivia Baist and Kylie Walter Part II. Opening Up Possibilities: Overcoming Doubt and Uncertainty 8. Being Independent Has Risks: How to Recover When Something Terrible Happens Kailin Kelderman, Eilish Kelderman, and Mary Bryant 9. Spartan Kid: Journeys Brandon Baldwin 10. Best Experiences at IDEAL De’Onte Brown, Deriq Graves, Nadia Osbey, Breyan Pettaway, and Sayid Webb 11. Two Poems Carly O’Connell 12. Goal(s) in Common Hannah Lenae Humes 13. I Did What They Said I Couldn’t Allen Thomas 14. Climbing Higher and “From Mission Impossible to Mission Possible” Courtney Jorgensen 15. Inclusive College on Zoom? My Inclusive Higher Education 2020 Experience Stephen Wanser, Kate Lisotta, and Kim Dean 16. Inclusive College for All and How My Perception of My History Prof Changed Keiron Dyck 17. Qua’s GT Excel Life and “Never Give Up” Marquavious Barnes 18. Photo Essays and Selections from Student Leadership Conference 2019 Breana Whittlesey, Kaelan Knowles, Elise McDaniel, Kenneth Kelty, Katie Bartlett, and Rachel Mast Part III. Inclusion as Action: Diversifying Student Experiences 19. Hi, I’m Jake Miller Jake Miller and Katie Ducett 20. “BGWYN” and “Confidence with Curves” Taylor Cathey 21. Inclusive College Education Micah Gray, with Karlee Lambert and Lydia Newnum 22. My UC Perspective Joshua R. Hourigan 23. Phoenix Nation as in Spirit Cleo Hamilton 24. My Excel Story George Barham 25. #CreatingMyOwnLife Payton Storms 26. Inclusive College Education Makayla Adkins 27. My Story about Aggies Elevated at Utah State University Brenna Mantz Nielsen 28. Questions and Answers Lawrence Sapp 29. College Memories but Ready for What’s Next Amanda Pilkenton 30. Full Year of College Luke Wilcox 31. My Favorite Memories in College Elizabeth Droessler Part IV. Supporting Growth: Peer Mentoring and Support 32. Communicating Successfully in College Maia Chamberlain 33. True Rafferty Interviewed True Rafferty, with Nathan Heald 34. College Program Experience Gracie Carroll 35. Teaching, Assisting, Reflecting: Our Experience Working Together Phillandra Smith and Meghan Brozaitis 36. My Georgia Tech Excel Story Maggie Guillaume 37. Emma’s Journey Emma Miller 38. Come Read about My Awesome Journeys through Life Brianna Silva 39. My Social Experience throughout Georgia Tech Rachel Gomez 40. The Importance of Goals Tyler Shore 41. Support and Encouragement for the Ones Who Seek It Elliott Smith Coda: Why This Collection? Beth Myers and Michael Gill Acknowledgments Contributors

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Book SynopsisAn illuminating volume of critical essays charting the diverse territory of digital humanities scholarship The digital humanities have traditionally been considered to be the domain of only a small number of prominent and well-funded institutions. However, through a diverse range of critical essays, this volume serves to challenge and enlarge existing notions of how digital humanities research is being undertaken while also serving as a kind of alternative guide for how it can thrive within a wide variety of institutional spaces. Focusing on the complex infrastructure that undergirds the field of digital humanities, People, Practice, Power examines the various economic, social, and political factors that shape such academic endeavors. The multitude of perspectives comprising this collection offers both a much-needed critique of the existing structures for digital scholarship and the means to generate broader representation within the field. This collection provides a vital contribution to the realm of digital scholarly research and pedagogy in acknowledging the role that small liberal arts colleges, community colleges, historically black colleges and universities, and other underresourced institutions play in its advancement. Gathering together a range of voices both established and emergent, People, Practice, Power offers practitioners a self-reflexive examination of the current conditions under which the digital humanities are evolving, while helping to open up new sustainable pathways for its future. Contributors: Matthew Applegate, Molloy College; Taylor Arnold, U of Richmond; Eduard Arriaga, U of Indianapolis; Lydia Bello, Seattle U; Kathi Inman Berens, Portland State U; Christina Boyles, Michigan State U; Laura R. Braunstein, Dartmouth College; Abby R. Broughton; Maria Sachiko Cecire, Bard College; Brennan Collins, Georgia State U; Kelsey Corlett-Rivera, U of Maryland; Brittany de Gail, U of Maryland; Madelynn Dickerson, UC Irvine Libraries; Nathan H. Dize, Vanderbilt U; Quinn Dombrowski, Stanford U; Ashley Sanders Garcia, UCLA; Laura Gerlitz; Erin Rose Glass; Kaitlyn Grant; Margaret Hogarth, Claremont Colleges; Maryse Ndilu Kiese, U of Alberta; Pamella R. Lach, San Diego State U; James Malazita, Rensselaer Polytechnic Institute; Susan Merriam, Bard College; Chelsea Miya, U of Alberta; Jamila Moore Pewu, California State U, Fullerton; Urszula Pawlicka-Deger, Aalto U, Finland; Jessica Pressman, San Diego State U; Jana Remy, Chapman U; Roopika Risam, Salem State U; Elizabeth Rodrigues, Grinnell College; Dylan Ruediger, American Historical Association; Rachel Schnepper, Wesleyan U; Anelise Hanson Shrout, Bates College; Margaret Simon, North Carolina State U; Mengchi Sun, U of Alberta; Lauren Tilton, U of Richmond; Michelle R. Warren, Dartmouth College. Table of ContentsContentsIntroductionAnne McGrail, Angel David Nieves, and Siobhan SenierPart I. Beyond the Digital Humanities Center: Historical Perspectives and New Models1. Epistemic Infrastructure, the Instrumental Turn, and the Digital HumanitiesJames Malazita2. Reprogramming the Invisible Discipline: An Emancipatory Approach to Digital Technology through Higher EducationErin Rose Glass3. What’s in a Name?Lauren Tilton and Taylor Arnold4. Laboratory: A New Space in Digital HumanitiesUrszula Pawlicka-Deger5. Zombies in the Library StacksLaura R. Braunstein and Michelle R. Warren6. The Directory ParadoxQuinn Dombrowski7. Custom-Built DH and Institutional Culture: The Case of Experimental HumanitiesMaria Sachiko Cecire and Susan Merriam8. Intersectionality and Infrastructure: Toward a Critical Digital HumanitiesChristina BoylesPart II. Human Infrastructures: Labor Considerations and Communities of Practice9. In Service of Pedagogy: A Colony in Crisis and the Digital Humanities CenterKelsey Corlett-Rivera, Nathan H. Dize, Abby R. Broughton, and Brittany de Gail10. A “No Tent” / No Center Model for Digital Work in the HumanitiesBrennan Collins and Dylan Ruediger11. After Autonomy: Digital Humanities Practices in Small Liberal Arts Colleges and Higher Education as CollaborationElizabeth Rodrigues and Rachel Schnepper12. Epistemological Inclusion in the Digital Humanities: Expanded Infrastructure in Service-Oriented Universities and Community OrganizationsEduard Arriaga13. Digital Infrastructures: People, Place, and Passion—Case Study of San Diego State UniversityPamella R. Lach and Jessica Pressman14. Building a DIY Community of PracticeAshley Sanders Garcia, Lydia Bello, Madelynn Dickerson, Margaret Hogarth15. More Than Respecting Medium Specificity: An Argument for Web-Based Portfolios for Promotion and TenureJana Remy16. Is Digital Humanities Adjuncting Infrastructurally Significant?Kathi Inman BerensPart III. Pedagogy: Vulnerability, Collaboration, and Resilience17. Access, Touch, and Human Infrastructures in Digital PedagogyMargaret Simon18. Manifesto for Student-Driven Research and LearningChelsea Miya, Laura Gerlitz, Kaitlyn Grant, Maryse Ndilu Kiese, Mengchi Sun, and Christina Boyles19. Centering First-Generation Students in the Digital HumanitiesJamila Moore Pewu and Anelise Hanson Shrout20. Stewarding Place: Digital Humanities at the Regional Comprehensive UniversityRoopika Risam21. Digital Humanities as Critical University Studies: Three ProvocationsMatthew ApplegateContributors

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Book SynopsisAn illuminating volume of critical essays charting the diverse territory of digital humanities scholarship The digital humanities have traditionally been considered to be the domain of only a small number of prominent and well-funded institutions. However, through a diverse range of critical essays, this volume serves to challenge and enlarge existing notions of how digital humanities research is being undertaken while also serving as a kind of alternative guide for how it can thrive within a wide variety of institutional spaces. Focusing on the complex infrastructure that undergirds the field of digital humanities, People, Practice, Power examines the various economic, social, and political factors that shape such academic endeavors. The multitude of perspectives comprising this collection offers both a much-needed critique of the existing structures for digital scholarship and the means to generate broader representation within the field. This collection provides a vital contribution to the realm of digital scholarly research and pedagogy in acknowledging the role that small liberal arts colleges, community colleges, historically black colleges and universities, and other underresourced institutions play in its advancement. Gathering together a range of voices both established and emergent, People, Practice, Power offers practitioners a self-reflexive examination of the current conditions under which the digital humanities are evolving, while helping to open up new sustainable pathways for its future. Contributors: Matthew Applegate, Molloy College; Taylor Arnold, U of Richmond; Eduard Arriaga, U of Indianapolis; Lydia Bello, Seattle U; Kathi Inman Berens, Portland State U; Christina Boyles, Michigan State U; Laura R. Braunstein, Dartmouth College; Abby R. Broughton; Maria Sachiko Cecire, Bard College; Brennan Collins, Georgia State U; Kelsey Corlett-Rivera, U of Maryland; Brittany de Gail, U of Maryland; Madelynn Dickerson, UC Irvine Libraries; Nathan H. Dize, Vanderbilt U; Quinn Dombrowski, Stanford U; Ashley Sanders Garcia, UCLA; Laura Gerlitz; Erin Rose Glass; Kaitlyn Grant; Margaret Hogarth, Claremont Colleges; Maryse Ndilu Kiese, U of Alberta; Pamella R. Lach, San Diego State U; James Malazita, Rensselaer Polytechnic Institute; Susan Merriam, Bard College; Chelsea Miya, U of Alberta; Jamila Moore Pewu, California State U, Fullerton; Urszula Pawlicka-Deger, Aalto U, Finland; Jessica Pressman, San Diego State U; Jana Remy, Chapman U; Roopika Risam, Salem State U; Elizabeth Rodrigues, Grinnell College; Dylan Ruediger, American Historical Association; Rachel Schnepper, Wesleyan U; Anelise Hanson Shrout, Bates College; Margaret Simon, North Carolina State U; Mengchi Sun, U of Alberta; Lauren Tilton, U of Richmond; Michelle R. Warren, Dartmouth College. Table of ContentsContentsIntroductionAnne McGrail, Angel David Nieves, and Siobhan SenierPart I. Beyond the Digital Humanities Center: Historical Perspectives and New Models1. Epistemic Infrastructure, the Instrumental Turn, and the Digital HumanitiesJames Malazita2. Reprogramming the Invisible Discipline: An Emancipatory Approach to Digital Technology through Higher EducationErin Rose Glass3. What’s in a Name?Lauren Tilton and Taylor Arnold4. Laboratory: A New Space in Digital HumanitiesUrszula Pawlicka-Deger5. Zombies in the Library StacksLaura R. Braunstein and Michelle R. Warren6. The Directory ParadoxQuinn Dombrowski7. Custom-Built DH and Institutional Culture: The Case of Experimental HumanitiesMaria Sachiko Cecire and Susan Merriam8. Intersectionality and Infrastructure: Toward a Critical Digital HumanitiesChristina BoylesPart II. Human Infrastructures: Labor Considerations and Communities of Practice9. In Service of Pedagogy: A Colony in Crisis and the Digital Humanities CenterKelsey Corlett-Rivera, Nathan H. Dize, Abby R. Broughton, and Brittany de Gail10. A “No Tent” / No Center Model for Digital Work in the HumanitiesBrennan Collins and Dylan Ruediger11. After Autonomy: Digital Humanities Practices in Small Liberal Arts Colleges and Higher Education as CollaborationElizabeth Rodrigues and Rachel Schnepper12. Epistemological Inclusion in the Digital Humanities: Expanded Infrastructure in Service-Oriented Universities and Community OrganizationsEduard Arriaga13. Digital Infrastructures: People, Place, and Passion—Case Study of San Diego State UniversityPamella R. Lach and Jessica Pressman14. Building a DIY Community of PracticeAshley Sanders Garcia, Lydia Bello, Madelynn Dickerson, Margaret Hogarth15. More Than Respecting Medium Specificity: An Argument for Web-Based Portfolios for Promotion and TenureJana Remy16. Is Digital Humanities Adjuncting Infrastructurally Significant?Kathi Inman BerensPart III. Pedagogy: Vulnerability, Collaboration, and Resilience17. Access, Touch, and Human Infrastructures in Digital PedagogyMargaret Simon18. Manifesto for Student-Driven Research and LearningChelsea Miya, Laura Gerlitz, Kaitlyn Grant, Maryse Ndilu Kiese, Mengchi Sun, and Christina Boyles19. Centering First-Generation Students in the Digital HumanitiesJamila Moore Pewu and Anelise Hanson Shrout20. Stewarding Place: Digital Humanities at the Regional Comprehensive UniversityRoopika Risam21. Digital Humanities as Critical University Studies: Three ProvocationsMatthew ApplegateContributors

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Book SynopsisWhat kind of university is possible when digital tools are not taken for granted, but hacked for a more experimental future?The global pandemic has underscored contemporary reliance on digital environments. This is particularly true among schools and universities, which, in response, shifted much of their instruction online. Because the rise of e-learning logics, ed-tech industries, and enterprise learning-management systems all threaten to further commodify and instrumentalize higher education, these technologies and platforms have to be creatively and critically struggled over. Studious Drift intervenes in this struggle by reviving the relationship between studying and the generative space of the studio in service of advancing educational experimentation for a world where digital tools have become a permanent part of education. Drawing on Alfred Jarry’s pataphysics, the “science of imaginary solutions,” this book reveals how the studio is a space-time machine capable of traveling beyond the limits of conventional online learning to redefine education as interdisciplinary, experimental, public study.

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Book SynopsisA cutting-edge view of the digital humanities at a time of global pandemic, catastrophe, and uncertaintyWhere do the digital humanities stand in 2023? Debates in the Digital Humanities 2023 presents a state-of-the-field vision of digital humanities amid rising social, political, economic, and environmental crises; a global pandemic; and the deepening of austerity regimes in U.S. higher education. Providing a look not just at where DH stands but also where it is going, this fourth volume in the Debates in the Digital Humanities series features both established scholars and emerging voices pushing the field’s boundaries, asking thorny questions, and providing space for practitioners to bring to the fore their research and their hopes for future directions in the field. Carrying forward the themes of political and social engagement present in the series throughout, it includes crucial contributions to the field—from a vital forum centered on the voices of Black women scholars, manifestos from feminist and Latinx perspectives on data and DH, and a consideration of Indigenous data and artificial intelligence, to essays that range across topics such as the relation of DH to critical race theory, capital, and accessibility.Contributors: Harmony Bench, Ohio State U; Christina Boyles, Michigan State U; Megan R. Brett, George Mason U; Michelle Lee Brown, Washington State U; Patrick J. Burns, New York U; Kent K. Chang, U of California, Berkeley; Rico Devara Chapman, Clark Atlanta U; Marika Cifor, U of Washington; María Eugenia Cotera, U of Texas; T. L. Cowan, U of Toronto; Marlene L. Daut, U of Virginia; Quinn Dombrowski, Stanford U; Kate Elswit, U of London; Nishani Frazier, U of Kansas; Kim Gallon, Brown U; Patricia Garcia, U of Michigan; Lorena Gauthereau, U of Houston; Masoud Ghorbaninejad, University of Victoria; Abraham Gibson, U of Texas at San Antonio; Nathan P. Gibson, Ludwig-Maximilians-Universität, Munich; Kaiama L. Glover, Barnard College; Hilary N. Green, Davidson College; Jo Guldi, Southern Methodist U; Matthew N. Hannah, Purdue U Libraries; Jeanelle Horcasitas, DigitalOcean; Christy Hyman, Mississippi State U; Arun Jacob, U of Toronto; Jessica Marie Johnson, Johns Hopkins U and Harvard U; Martha S. Jones, Johns Hopkins U; Annette K. Joseph-Gabriel, Duke U; Mills Kelly, George Mason U; Spencer D. C. Keralis, Digital Frontiers; Zoe LeBlanc, U of Illinois at Urbana-Champaign; Jason Edward Lewis, Concordia U; James Malazita, Rensselaer Polytechnic Institute; Alison Martin, Dartmouth College; Linda García Merchant, U of Houston Libraries; Rafia Mirza, Southern Methodist U; Mame-Fatou Niang, Carnegie Mellon U; Jessica Marie Otis, George Mason U; Marisa Parham, U of Maryland; Andrew Boyles Petersen, Michigan State U Libraries; Emily Pugh, Getty Research Institute; Olivia Quintanilla, UC Santa Barbara; Jasmine Rault, U of Toronto Scarborough; Anastasia Salter, U of Central Florida; Maura Seale, U of Michigan; Celeste Tường Vy Sharpe, Normandale Community College; Astrid J. Smith, Stanford U Libraries; Maboula Soumahoro, U of Tours; Mel Stanfill, U of Central Florida; Tonia Sutherland, U of Hawaiʻi at Mānoa; Gabriela Baeza Ventura, U of Houston; Carolina Villarroel, U of Houston; Melanie Walsh, U of Washington; Hēmi Whaanga, U of Waikato; Bridget Whearty, Binghamton U; Jeri Wieringa, U of Alabama; David Joseph Wrisley, NYU Abu Dhabi. Cover alt text: A text-based cover with the main title repeating right-side up and upside down. The leftmost iteration appears in black ink; all others are white.Trade Review "Debates in the Digital Humanities 2023 is a brilliant collection of provocative essays by many of our moment’s richest thinkers and doers in the fields of Black, Latinx, Indigenous, queer, and multilingual digital humanities. As a collective call to action, this volume is an essential read for anyone who wants to understand the purpose of the humanities today."—Jim Casey and Gabrielle Foreman, co-directors, Colored Conventions Project

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Book SynopsisExploring how DH shapes and is in turn shaped by the classroom How has the field of digital humanities (DH) changed as it has moved from the corners of academic research into the classroom? And how has our DH praxis evolved through interactions with our students? This timely volume explores how DH is taught and what that reveals about the field of DH. While institutions are formally integrating DH into the curriculum and granting degrees, many instructors are still almost as new to DH as their students. As colleagues continue to ask what digital humanities is, we have the opportunity to answer them in terms of how we teach DH. The contributors to What We Teach When We Teach DH represent a wide range of disciplines, including literary and cultural studies, history, art history, philosophy, and library science. Their essays are organized around four critical topics at the heart of DH pedagogy: teachers, students, classrooms, and collaborations. This book highlights how DH can transform learning across a vast array of curricular structures, institutions, and education levels, from high schools and small liberal arts colleges to research-intensive institutions and postgraduate professional development programs. Contributors: Kathi Inman Berens, Portland State U; Jing Chen, Nanjing U; Lauren Coats, Louisiana State U; Scott Cohen, Stonehill College; Laquana Cooke, West Chester U; Rebecca Frost Davis, St. Edward’s U; Catherine DeRose; Quinn Dombrowski, Stanford U; Andrew Famiglietti, West Chester U; Jonathan D. Fitzgerald, Regis College; Emily Gilliland Grover, Notre Dame de Sion High School; Gabriel Hankins, Clemson U; Katherine D. Harris, San José State U; Jacob Heil, Davidson College; Elizabeth Hopwood, Loyola U Chicago; Hannah L. Jacobs, Duke U; Alix Keener, Stanford U; Alison Langmead, U of Pittsburgh; Sheila Liming, Champlain College; Emily McGinn, Princeton U; Nirmala Menon, Indian Institute of Technology; James O’Sullivan, U College Cork; Harvey Quamen, U of Alberta; Lisa Marie Rhody, CUNY Graduate Center; Kyle Roberts, Congregational Library and Archives; W. Russell Robinson, Alabama State U; Chelcie Juliet Rowell, Tufts U; Dibyadyuti Roy, U of Leeds; Asiel Sepúlveda, Simmons U; Andie Silva, York College, CUNY; Victoria Szabo, Duke U; Lik Hang Tsui, City U of Hong Kong; Annette Vee, U of Pittsburgh; Brandon Walsh, U of Virginia; Kalle Westerling, The British Library; Kathryn Wymer, North Carolina Central U; Claudia E. Zapata, UCLA; Benjun Zhu, Peking U. Retail e-book files for this title are screen-reader friendly.Table of Contents Contents Introduction: What We Teach When We Teach DH Brian Croxall and Diane K. Jakacki Part I. Teachers 1. Born-Pedagogical DH: Learning While Teaching Emily McGinn and Lauren Coats 2. What Do We Want from the Standard Core Texts of the Digital Humanities Curriculum? Gabriel Hankins 3. Teaching the Digital Humanities to a Broad Undergraduate Population Alison Langmead and Annette Vee 4. Teaching Digital Humanities: Neoliberal Logic, Class, and Social Relevance James O’Sullivan 5. Teaching from the Middle: Positioning the Non–Tenure Track Teacher in the Classroom Jacob Heil 6. Why (in the World) Teach Digital Humanities at a Teaching-Intensive Institution? Rebecca Frost Davis and Katherine D. Harris Part II. Students 7. Digital Humanities in General Education: Building Bridges among Student Expertise at an Access University Kathi Inman Berens 8. (Hard and Soft) Skills to Pay the Bills: A Both/And Approach to Teaching DH to Undergraduates Jonathan D. Fitzgerald 9. Digital Humanities across the Curriculum, or How to Wear the Digital Halo Scott Cohen 10. Rethinking the PhD Exam for the Study of Digital Humanities Asiel Sepúlveda and Claudia E. Zapata 11. Pedagogy First: A Lab-Led Model for Preparing Graduate Students to Teach DH Catherine DeRose 12. What’s the Value of a Graduate Digital Humanities Degree? Elizabeth Hopwood and Kyle Roberts Part III. Classrooms 13. Codework: The Pedagogy of DH Programming Harvey Quamen 14. Community-Driven Projects, Intersectional Feminist Praxis, and the Undergraduate DH Classroom Andie Silva 15. Bringing Languages into the DH Classroom Quinn Dombrowski 16. DH Ghost Towns: What Happens When Makers Abandon Their Creations? Emily Gilliland Grover 17. How to Teach DH without Separating New from Old Sheila Liming 18. The Three-Speed Problem in Digital Humanities Pedagogy Brandon Walsh Part IV. Collaborations 19. Sharing Authority in Collaborative Digital Humanities Pedagogy: Library Workers’ Perspectives Chelcie Juliet Rowell and Alix Keener 20. K12DH: Precollege DH in Historically Underprivileged Communities Laquana Cooke and Andrew Famiglietti 21. A Tale of Two Durhams: How Duke University and North Carolina Central University Are Increasing Access and Building Community through DH Pedagogy Hannah L. Jacobs, Kathryn Wymer, Victoria Szabo, and W. Russell Robinson 22. Expanding Communities of Practice through DH Andragogy Lisa Marie Rhody and Kalle Westerling 23. What Is Postcolonial DH Pedagogy, and What Is It Doing in Nonhumanities Institutions? Case Studies from India Dibyadyuti Roy and Nirmala Menon 24. Finding Flexibility to Teach the “Next Big Thing”: Digital Humanities Pedagogy in China Lik Hang Tsui, Benjun Zhu, and Jing Chen 25. What Is Digital Humanities and What’s It Doing in the Classroom? Brian Croxall and Diane K. Jakacki Acknowledgments Contributors

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Book SynopsisExploring how DH shapes and is in turn shaped by the classroom How has the field of digital humanities (DH) changed as it has moved from the corners of academic research into the classroom? And how has our DH praxis evolved through interactions with our students? This timely volume explores how DH is taught and what that reveals about the field of DH. While institutions are formally integrating DH into the curriculum and granting degrees, many instructors are still almost as new to DH as their students. As colleagues continue to ask what digital humanities is, we have the opportunity to answer them in terms of how we teach DH. The contributors to What We Teach When We Teach DH represent a wide range of disciplines, including literary and cultural studies, history, art history, philosophy, and library science. Their essays are organized around four critical topics at the heart of DH pedagogy: teachers, students, classrooms, and collaborations. This book highlights how DH can transform learning across a vast array of curricular structures, institutions, and education levels, from high schools and small liberal arts colleges to research-intensive institutions and postgraduate professional development programs. Contributors: Kathi Inman Berens, Portland State U; Jing Chen, Nanjing U; Lauren Coats, Louisiana State U; Scott Cohen, Stonehill College; Laquana Cooke, West Chester U; Rebecca Frost Davis, St. Edward’s U; Catherine DeRose; Quinn Dombrowski, Stanford U; Andrew Famiglietti, West Chester U; Jonathan D. Fitzgerald, Regis College; Emily Gilliland Grover, Notre Dame de Sion High School; Gabriel Hankins, Clemson U; Katherine D. Harris, San José State U; Jacob Heil, Davidson College; Elizabeth Hopwood, Loyola U Chicago; Hannah L. Jacobs, Duke U; Alix Keener, Stanford U; Alison Langmead, U of Pittsburgh; Sheila Liming, Champlain College; Emily McGinn, Princeton U; Nirmala Menon, Indian Institute of Technology; James O’Sullivan, U College Cork; Harvey Quamen, U of Alberta; Lisa Marie Rhody, CUNY Graduate Center; Kyle Roberts, Congregational Library and Archives; W. Russell Robinson, Alabama State U; Chelcie Juliet Rowell, Tufts U; Dibyadyuti Roy, U of Leeds; Asiel Sepúlveda, Simmons U; Andie Silva, York College, CUNY; Victoria Szabo, Duke U; Lik Hang Tsui, City U of Hong Kong; Annette Vee, U of Pittsburgh; Brandon Walsh, U of Virginia; Kalle Westerling, The British Library; Kathryn Wymer, North Carolina Central U; Claudia E. Zapata, UCLA; Benjun Zhu, Peking U. Retail e-book files for this title are screen-reader friendly.Table of Contents Contents Introduction: What We Teach When We Teach DH Brian Croxall and Diane K. Jakacki Part I. Teachers 1. Born-Pedagogical DH: Learning While Teaching Emily McGinn and Lauren Coats 2. What Do We Want from the Standard Core Texts of the Digital Humanities Curriculum? Gabriel Hankins 3. Teaching the Digital Humanities to a Broad Undergraduate Population Alison Langmead and Annette Vee 4. Teaching Digital Humanities: Neoliberal Logic, Class, and Social Relevance James O’Sullivan 5. Teaching from the Middle: Positioning the Non–Tenure Track Teacher in the Classroom Jacob Heil 6. Why (in the World) Teach Digital Humanities at a Teaching-Intensive Institution? Rebecca Frost Davis and Katherine D. Harris Part II. Students 7. Digital Humanities in General Education: Building Bridges among Student Expertise at an Access University Kathi Inman Berens 8. (Hard and Soft) Skills to Pay the Bills: A Both/And Approach to Teaching DH to Undergraduates Jonathan D. Fitzgerald 9. Digital Humanities across the Curriculum, or How to Wear the Digital Halo Scott Cohen 10. Rethinking the PhD Exam for the Study of Digital Humanities Asiel Sepúlveda and Claudia E. Zapata 11. Pedagogy First: A Lab-Led Model for Preparing Graduate Students to Teach DH Catherine DeRose 12. What’s the Value of a Graduate Digital Humanities Degree? Elizabeth Hopwood and Kyle Roberts Part III. Classrooms 13. Codework: The Pedagogy of DH Programming Harvey Quamen 14. Community-Driven Projects, Intersectional Feminist Praxis, and the Undergraduate DH Classroom Andie Silva 15. Bringing Languages into the DH Classroom Quinn Dombrowski 16. DH Ghost Towns: What Happens When Makers Abandon Their Creations? Emily Gilliland Grover 17. How to Teach DH without Separating New from Old Sheila Liming 18. The Three-Speed Problem in Digital Humanities Pedagogy Brandon Walsh Part IV. Collaborations 19. Sharing Authority in Collaborative Digital Humanities Pedagogy: Library Workers’ Perspectives Chelcie Juliet Rowell and Alix Keener 20. K12DH: Precollege DH in Historically Underprivileged Communities Laquana Cooke and Andrew Famiglietti 21. A Tale of Two Durhams: How Duke University and North Carolina Central University Are Increasing Access and Building Community through DH Pedagogy Hannah L. Jacobs, Kathryn Wymer, Victoria Szabo, and W. Russell Robinson 22. Expanding Communities of Practice through DH Andragogy Lisa Marie Rhody and Kalle Westerling 23. What Is Postcolonial DH Pedagogy, and What Is It Doing in Nonhumanities Institutions? Case Studies from India Dibyadyuti Roy and Nirmala Menon 24. Finding Flexibility to Teach the “Next Big Thing”: Digital Humanities Pedagogy in China Lik Hang Tsui, Benjun Zhu, and Jing Chen 25. What Is Digital Humanities and What’s It Doing in the Classroom? Brian Croxall and Diane K. Jakacki Acknowledgments Contributors

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Book SynopsisExplores how university governance is restricted by ceremony and what it must do to survive University shared governance is a microcosm of regulation and thrives particularly on ceremony to communicate its relevance. While many investigations of university governance examine representation, Opening Ceremony offers that, instead, stakeholders’ belief in institutional values can invite revision of stagnant governance practices. Governance tells us what the rules are, but they also tell us how to feel: opening up the ceremonial communication of this system invites new participants to rewrite how universities respond to felt needs. Kathryn J. Gindlesparger considers how to break the seal of ceremony to invite voices not traditionally heard in governance and, in doing so, protect the ideals of the institution and rebuild trust in higher education.

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Book SynopsisThe university system is no longer fit for purpose. UK higher education was designed for much smaller numbers of students and a very different labour market. Students display worrying levels of mental health issues, exacerbated by unprecedented levels of debt, and the dubious privilege of competing for poorly-paid graduate internships. Meanwhile who goes to university is still too often determined by place of birth, gender, class or ethnicity. Who are universities for? argues for a large-scale shake up of how we organise higher education, how we combine it with work, and how it fits into our lives. It includes radical proposals for reform of the curriculum and how we admit students to higher education, with part-time study (currently in crisis in England) becoming the norm. A short, polemical but also deeply practical book, Who are universities for? offers concrete solutions to the problems facing UK higher education and a way forward for universities to become more inclusive and more responsive to local and global challenges.Trade Review"A groundbreaking plan for overhauling the universities system... [a] radical blueprint—making even the dreaming spires of Oxbridge [into] Open Universities", The Social Review"An important book that brims with ideas for transforming HE for a diverse, inclusive, post-disciplinary world. Refreshingly radical." Tim Blackman, VC, Middlesex University"A groundbreaking plan for overhauling the universities system… [a] radical blueprint—making even the dreaming spires of Oxbridge [into] Open Universities." Social Review"Urgent, radical and prescriptive, this polemic provides a radical manifesto for Higher Education in the era of the millennials. In the wake of student debt, a lack of social mobility and excess at the top, it breaks open the sterile complacency that has for too long gone unchallenged." David Lammy, MP"This powerful, accessible and passionate book highlights the way current HE excludes and disadvantages, and proposes an inclusive system design fit for part-time as well as full-time study. Fascinating and persuasive." Professor Sir Alan Tuckett, University of WolverhamptonTable of ContentsIntroduction: Who are universities for? Towards a university for everyone: some proposals Invisible crises: the state of universities in the UK ‘It’s not for me’: outsiders in the system Education and the shape of a life False negatives: on admissions The women in Plato’s Academy Where do the questions come from? Conclusion: The university-without-walls

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Book SynopsisRecent policies have replaced direct government funding for teaching with fees paid by students. As well as saddling graduates with enormous debt, satisfaction rates are low, a high proportion of graduates are in non-graduate jobs, and public debt from unpaid loans is rocketing. This timely and challenging analysis combines theoretical and data analysis and insights gained from running a university, to give robust new policy proposals: lower fees; reintroduce maintenance awards; impose student number caps; maintain taxpayer funding; cancel the TEF; re-build the external examiner system; restructure the contingent-repayment loan scheme; and establish different roles for different types of institutions, to encourage excellence and ultimately benefit society.Trade Review"An eloquent and convincing case that the changes in the funding of higher education since 2010 have taken the English university system in a fundamentally mistaken direction". Alasdair Smith, University of Sussex"Convincingly undermines the rationale for the funding regime for English higher education established since 2010 - and it does so strictly on the government’s own terms." Peter Scott, Institute of Education, University College London“An extremely topical up-to-date analysis of recent Government policies and their effect on the public purse, student finance, student behaviour, the university system and the internal management of universities.. will be invaluable for a wide group of readers, from higher education employees and staff to policy makers, the media and students.” Dame Hon Margaret Hodge MP"Excellent analysis of how UK university reforms since 2012 have proved dysfunctional because they created too little, not too much, competition, and allowed university managements to divert most of the extra fee funding to their own ends. It offers solutions from the insights of two economists and a former VC." Peter Holmes, University of Sussex"A robust and astute diagnosis of some of the detrimental effects generated by the fee/loan system of funding introduced in 2012 and the regulatory regime established by the Higher Education and Research Act of 2017... a valuable source of arguments for an informed critique of the proposals that are expected to emerge shortly from the Augar Review of university funding and Dame Shirley Pearce’s independent review of the TEF." Council for the Defence of British UniversitiesTable of ContentsIntroduction How Did We Get Here? A Short Note On: The Case for Free Tuition and the Scottish Approach Markets Without Competition Stakeholders and Expenditures Expanding Numbers and Maintaining Standards A Short Note On: Setting up the OIA Widening Participation and Student Finance A Short Note On: The Open University A Short Note On: The Case for Career Colleges: The US Model, by Lincoln E. Frank Adjusting to the Future

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Book SynopsisWhat are the challenges for the current generation of graduate millennials? The role of universities and the changing nature of the graduate labour market are constantly in the news, but less is known about the experiences of those going through it. This book traces the transition to the graduate labour market of a cohort of middle-class and working-class young people who were tracked through seven years of their undergraduate and post-graduation lives. Using personal stories and voices, the book provides fascinating insights into the group’s experience of graduate employment and how their life-course transitions are shaped by their social backgrounds and education. Critically evaluating current government and university policies, it shows the attitudes and values of this generation towards their hopes and aspirations on employment, political attitudes and cultural practices.Trade Review"An insightful read that will captivate the interest of anyone concerned with how inequalities continue to affect graduates’ transitions from university to the labour market" Educational ReviewTable of Contents1. Graduate Success and Graduate Lives 2. Moving on Up: Researching the Lives and Careers of Young Graduates 3. London Calling: Being Mobile and Mobilizing Capitals 4. ‘There’s No Place Like Home’: Graduate Mobilities and Spatial Belonging 5. Jobs for the Boys? Gender, Capital and Male-Dominated Fields 6. Intersections of Class and Gender in the Making of ‘Top Boys’ in the Finance Sector 7. Following Dreams and Temporary Escapes: The Impacts of Cruel Optimism 8. Lucky Breaks? Unplanned Graduate Pathways and Fateful Outcomes 9. Conclusion: The Making of Graduate Lives

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Book SynopsisEmploying a generational analysis, this book offers an original approach to the study of Higher Education and documents the changing nature of the relationship between academics and students. Examining wider issues of culture and socialization, from tuition fees and student mental health to social mobility and employment, this is a timely contribution to current debates about the University.Table of ContentsIntroduction; Who are the Graduate Generation?;. Higher education: Another brick in the wall?; The New Model Academic: do we profess too much?; Family, friends, and cultural contradictions; Mental health and the undergraduate: presumptions of fragility; Growing up, moving on? Universities, knowledge, and adult identity; Conclusion.

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Book SynopsisHow can higher education contribute to tackling today’s complex challenges? In this wide-ranging book, Anke Schwittay argues that, in order to inspire and equip students to generate better responses to global challenges, we need a pedagogy that develops their imagination, creativity, emotional sensibilities and practical capabilities. Schwittay proposes a critical-creative pedagogy that incorporates design-based activities, experiential teaching, serious play and future-oriented practices. Crucially, she demonstrates the importance of moving beyond analysing limitations to working towards alternatives for more equitable, just and sustainable futures. Presenting concrete ideas for the reimagination of higher education, this book is an essential read for both educators and students in any field studying global challenges.Table of Contents1. Invitation 2. Remaking Academic Identities 3. Designing Futures 4. Reclaiming Economies 5. Repairing Ecologies 6. Prefiguring Alternatives 7. Capstones

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Book SynopsisNew Critical Nostalgia weighs the future of literary study by reassessing its past. It tracks today's impassioned debates about method back to the discipline’s early professional era, when an unprecedented makeover of American higher education with far-reaching social consequences resulted in what we might call our first crisis of academic life. Rovee probes literary study’s nostalgic attachments to this past, by recasting an essential episode in the historiography of English—the vigorous rejection of romanticism by American New Critics—in the new light of the American university’s tectonic growth. In the process, he demonstrates literary study’s profound investment in romanticism and reveals the romantic lyric’s special affect, nostalgia, as having been part of English’s professional identity all along. New Critical Nostalgia meticulously shows what is lost in reducing mid-century American criticism and the intense, quirky, and unpredictable writings of central figures, such as Cleanth Brooks, Josephine Miles, and W. K. Wimsatt, to a glib monolith of New Critical anti-romanticism. In Rovee’s historically rich account, grounded in analysis of critical texts and enlivened by archival study, readers discover John Crowe Ransom’s and William Wordsworth’s shared existential nostalgia, witness the demolition of the “immature” Percy Shelley in the revolutionary textbook Understanding Poetry, explore the classroom give-and-take prompted by the close reading of John Keats, consider the strange ambivalence toward Lord Byron on the part of formalist critics and romantic scholars alike, and encounter the strikingly contemporary quantitative studies by one of the mid-century’s preeminent poetry scholars, Josephine Miles. These complex and enthralling engagements with the romantic lyric introduce the reader to a dynamic intellectual milieu, in which professionals with varying methodological commitments (from New Critics to computationalists), working in radically different academic locales (from Nashville and New Haven to Baton Rouge and Berkeley), wrangled over what it means to read, with nothing less than the future of the discipline at stake.Table of ContentsIntroduction: Our Elegiac Professionalism | 1 1 Ransom’s Melancholy (Reading Wordsworth in Gambier, Ohio) | 23 2 Shelley’s Immaturity | 52 3 Brooks and the Collegiate Public, Reading Keats Together | 85 4 The Case of Byron | 110 5 The Emergence of Josephine Miles (Reading Wordsworth in Berkeley, California) | 135 Epilogue: The Fields of Learning | 177 Acknowledgments | 193 Notes | 197 Index | 253

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Book SynopsisNew Critical Nostalgia weighs the future of literary study by reassessing its past. It tracks today's impassioned debates about method back to the discipline’s early professional era, when an unprecedented makeover of American higher education with far-reaching social consequences resulted in what we might call our first crisis of academic life. Rovee probes literary study’s nostalgic attachments to this past, by recasting an essential episode in the historiography of English—the vigorous rejection of romanticism by American New Critics—in the new light of the American university’s tectonic growth. In the process, he demonstrates literary study’s profound investment in romanticism and reveals the romantic lyric’s special affect, nostalgia, as having been part of English’s professional identity all along. New Critical Nostalgia meticulously shows what is lost in reducing mid-century American criticism and the intense, quirky, and unpredictable writings of central figures, such as Cleanth Brooks, Josephine Miles, and W. K. Wimsatt, to a glib monolith of New Critical anti-romanticism. In Rovee’s historically rich account, grounded in analysis of critical texts and enlivened by archival study, readers discover John Crowe Ransom’s and William Wordsworth’s shared existential nostalgia, witness the demolition of the “immature” Percy Shelley in the revolutionary textbook Understanding Poetry, explore the classroom give-and-take prompted by the close reading of John Keats, consider the strange ambivalence toward Lord Byron on the part of formalist critics and romantic scholars alike, and encounter the strikingly contemporary quantitative studies by one of the mid-century’s preeminent poetry scholars, Josephine Miles. These complex and enthralling engagements with the romantic lyric introduce the reader to a dynamic intellectual milieu, in which professionals with varying methodological commitments (from New Critics to computationalists), working in radically different academic locales (from Nashville and New Haven to Baton Rouge and Berkeley), wrangled over what it means to read, with nothing less than the future of the discipline at stake.Table of ContentsIntroduction: Our Elegiac Professionalism | 1 1 Ransom’s Melancholy (Reading Wordsworth in Gambier, Ohio) | 23 2 Shelley’s Immaturity | 52 3 Brooks and the Collegiate Public, Reading Keats Together | 85 4 The Case of Byron | 110 5 The Emergence of Josephine Miles (Reading Wordsworth in Berkeley, California) | 135 Epilogue: The Fields of Learning | 177 Acknowledgments | 193 Notes | 197 Index | 253

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Book SynopsisAn exiled professor’s journey from inside and beyond academe In the summer of 2014, Steven Salaita was fired from a tenured position in American Indian Studies at the University of Illinois for his unwavering stance on Palestinian human rights and other political controversies. A year later, he landed a job in Lebanon, but that, too, ended badly. With no other recourse, Salaita found himself trading his successful academic career for an hourly salaried job. Told primarily from behind the wheel of a school bus—a vantage point from which Salaita explores social anxiety, suburban architecture, political alienation, racial oppression, working-class solidarity, professional malfeasance, and the joy of chauffeuring children to and from school—An Honest Living describes the author’s decade of turbulent post-professorial life and his recent return to the lectern. Steven Salaita was practically born to a life in academia. His father taught physics at an HBCU in southern West Virginia and his earliest memories are of life on campus and the cinder walls of the classroom. It was no surprise that he ended up in the classroom straight after graduate school. Yet three of his university jobs—Virginia Tech, the University of Illinois, and the American University of Beirut [AUB] —ended in public controversy. Shaken by his sudden notoriety and false claims of antisemitism, Salaita found himself driving a school bus to make ends meet. While some considered this just punishment for his anti-Zionist beliefs, Steven found that driving a bus provided him with not just a means to pay the bills but a path toward freedom of thought. Now ten years later, with a job at American University at Cairo, Salaita reconciles his past with his future. His restlessness has found a home, yet his return to academe is met with the same condition of fugitivity from whence he was expelled: an occasion for defiance, not conciliation. An Honest Living presents an intimate personal narrative of the author’s decade of professional joys and travails.Table of ContentsPreschool | 1 An Honest Living | 7 Career Training | 29 Left-Rights | 55 The Influence of Anxiety | 71 The Big Picture | 83 The Anxiety of Insignificance | 103 From Alexandria to Cairo | 129 School | 161

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Book SynopsisSocial Work in Africa offers professors, students, and practitioners insight concerning social work in the African context. Its purpose is to encourage examination of the social work curriculum and to demonstrate practical ways to make it more culturally relevant.Drawing on her experience as a social work instructor in Ghana with field research conducted for her doctoral thesis, author Linda Kreitzer addresses the history of social work in African countries, the hegemony of western knowledge in the field, and the need for culturally and regionally informed teaching resources and programs. Guided by a strong sense of her limitations and responsibilities as a privileged outsider and a belief that ""only Ghanaians can critically look at and decide on a culturally relevant curriculum for themselves"", Kreitzer utilizes Participatory Action Research methodology to successfully move the topic of culturally relevant practices from rhetoric to demonstration.Social Work in Africa is aimed at programs and practise in Ghana; at the same time, it is intended as a framework for the creation of culturally relevant social work curricula in other African countries and other contexts.Table of ContentsPreface; Introduction; Environment: Modern and Early Holocene; Hunter-Gatherer Land Use, Lithic Technology, and Late Paleoindian Occupation of the Project Area; Projectile Point Analysis Procedure; Late Paleoindian Projectile Point Typology in the Western United States; Late Paleoindian Projectile Points: Typological Variability; Late Paleoindian Projectile Points: Raw Material Variability; Late Paleoindian Projectile Points: Qualitative Technological Variability; Late Paleoindian Projectile Points: Quantitative Technological Variability; Late Paleoindian Projectile Points: Condition and Reworking; Discussion and Conclusions.

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Book SynopsisThis book brings together sixteen student affairs experts to identify how student affairs professionals can shape and direct their field to meet the future challenges and needs of students, society, and higher education.Table of ContentsPart One: Assessing the Profesional Foundations for Growth and Change Part Two: Forces for Change and Implications for the Profession Part Three: Taking Action to Shape the Future

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