Higher education, tertiary education Books

Book SynopsisInvolving Colleges details the extracurricular environments of fourteen diverse involving colleges and universities and shows how and where successful conditions and characteristics can be adapted to institutions to complement the institution's unique educational purpose and mission.Table of ContentsWhat Is an Involving College? How Involving Colleges Promote Student Learning and Development. Developing Opportunities for Student Involvement.

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Book SynopsisForeword by Kenneth A. Feldman Not since Feldman and Newcomb's 1969 landmark book, TheImpact of College on Students has there been such acomprehensive resource available on what is known about the effectof college on students. In this book, Pascarella and Terenzini takeup where Feldman and Newcomb left off, synthesizing twenty moreyears of empirical research and over 2,600 studies, distilling whatis known about how students change and benefit as a consequence ofattending college.Trade ReviewAn extraordinarily well documented and comprehensive analysis of how the higher education experience affects students. The authors analyze more than 3,000 separate studies.... This volume is a gold mine of information and analysis.Table of ContentsForeword 1. Studying College Outcomes: Overview and Organization of theResearch 2. Theories and Models of Student Change in College 3. Development of Verbal, Quantitative, and Subject MatterCompetence 4. Cognitive Skills and Intellectual Growth 5. Psychosocial Changes: Identity, Selt-Concept, andSelf-Esteem 6. Psycholsocial Changes: Relating to Others and the ExternalWorld 7. Attitudes and Values 8. Moral Development 9. Educational Attainment 10. Career Choice and Development 11. Economic Benefits of College 12. Quality of Life After College 13. How College Makes a Difference: A Summary 14. Implications of the Research for Policy and Practice AppAndix: Methodological and Analytical Issues in Assessing theInfluence of College

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Book Synopsis"One of the best theoretical and applied analyses of universityacademic organization and leadership in print. This book issignificant because it is not only thoughtfully developed and basedon careful reading of the extensive literature on leadership andgovernance, but it is also deliberately intended to enable theauthor to bridge the gap between theories of organization, on onehand, and practical application, on the other." --Journal of Higher EducationTrade Review"One of the best theoretical and applied analyses of university academic organization and leadership in print. This book is significant because it is not only thoughtfully developed and based on careful reading of the extensive literature on leadership and governance, but it is also deliberately intAnded to enable the author to bridge the gap between theories of organization, on one hand, and practical application, on the other."Table of ContentsUnderstanding Colleges and Universities as Organizations. Models of Organizational Functioning. Integrating the Models.

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Book SynopsisThis book shows how ways of knowing change over the course of college and how gAnder influences ways of reasoning. It provides both student affairs professionals and teaching faculty with valuable insights into improving practice in such areas as student organizations, internships, campus employment, instructional approaches, evaluation methods, and more.Table of ContentsUNDERSTANDING GENDER-RELATED PATTERNS IN KNOWING. Studying Ways of Knowing. Gender-Related Patterns in Knowing. Absolute Knowing: Receiving and Mastering Knowledge. Transitional Knowing: Interpersonal and Impersonal Patterns. Independent Knowing: Embracing and Subordinating Others'Ideas. Contextual Knowing: Integrating One's Own and Others' Ideas. Relating the Patterns to Diverse Student Populations. IMPLICATIONS FOR ACADEMIC AND STUDENT AFFAIRS. Teaching Responsively to Different Ways of Knowing. Developing Students in the Classroom. Supporting Patterns of Knowing in the Cocurriculum. Promoting Cocurricular Learning. Becoming Responsive to Ways of Knowing in Higher Education. Resources: A. Context of the Study: Miami University. B. Design and Methods Used in the Study. C. Study Interview and Questionnaire.

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Book SynopsisChanging College Classrooms provides useful ideas on the four hottest issues in higher education today: active learning, diversity, technology, and assessment. Every faculty member will find at least one chapter well worth reading. :?Wilbert J. McKeachie, emeritus research scientist, The Center for Research on Learning and TeachingTrade Review"Changing College Classrooms provides useful ideas on the four hottest issues in higher education today: active learning, diversity, technology, and assessment. Every faculty member will find at least one chapter well worth reading." --Wilbert J. McKeachie, Emeritus Research Scientist, The Center for Research on Learning and Teaching "Halpern's book is a great source of wisdom about the newest approaches to teaching and learning. It is an essential resource for anyone searching for ways to make classrooms engaging and challenging. It should be in every department office and used to stimulate discussions by faculty members." --Jerry G. Gaff, vice president, Association of American CollegesTable of ContentsInstructional Strategies That Promote Active Learning. Developing Multicultural Understanding. Teaching With and About New Technologies. Assessing Teaching Effectiveness and Learning Outcomes.

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Book SynopsisInformation literacy and library instruction are at the heart of the academic library's mission. But how do you bring that instruction to an increasingly diverse student body and an increasingly varied spectrum of majors? In this updated, expanded new second edition, Ragains and 16 other library instructors share their best practices for reaching out to today's unique users. Readers will find strategies and techniques for teaching college and university freshmen, community college students, students with disabilities, and those in distance learning programs. Alongside sample lesson plans, presentations, brochures, worksheets, hand-outs, and evaluation forms, Ragains and his contributors offer proven approaches to teaching students in the most popular programs of study, including English Literature Art and Art History Film Studies History Psychology Science Agricultural Sciences and Natural Resources Hospitality Business Music Anthropology Engineering Coverage of additional special topics, including legal information for non-law students, government information, and patent searching, making this a complete guide to information literacy instruction.

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Book SynopsisAmerican public universities suffered tremendous funding cuts during the 1930s, yet they were also responsible for educating increasing numbers of students. The mounting financial troubles, coupled with a perceived increase in the number of “radical” student activists, contributed to a general sense of crisis on American college campuses.University leaders used their athletic programs to combat this crisis and to preserve “traditional” American values and institutions, prescribing different models for men and women. Educators emphasized the competitive nature of men’s athletics, seeking to inculcate male college athletes (and their audiences) with individualistic, masculine values in order to reinforce the existing American political and economic systems.In stark contrast, the prevailing model of women’s college athletics taught a communal form of democracy. Strongly supported by almost all female athletic leaders, this “a girl for every game, and a game for every girl” model had replaced the more competitive model that had been popular until the 1920s. The new programs denied women individual attention and high-level competition, and they promoted the development of what was considered proper femininity.Whatever larger purposes these programs were intended to serve, they could not have survived without vocal supporters. Democratic Sports tells the important story of how men’s and women’s college athletic programs survived, and even thrived, during the most challenging decade of the twentieth century.

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Book SynopsisEvolving Paradigms in Interpreter Education brings together a cadre of world-renowned educators and researchers who conduct a rich exploration of paradigms, both old and new, in interpreter education. They review existing research, explicate past and current practices, and call for a fresh examination of the roots of interpreter education. Expert commentary accompanies each chapter to provide a starting point for reflection on and discussion of the growing needs in this discipline.

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Book SynopsisTraces the University of Rochester's development from a small college housed in a former hotel in 1850 to its place as a leading research university in 2005. This volume traces the University of Rochester's development from a small college housed in a former hotel in 1850 to its place as a leading research university in 2005. The story is told in eight chapters, each of which chronicles the major issues and decisions the University's leaders faced. Highlights of the story include the University's founding in a city known as the first "western" boomtown; the university's relationship in the early twentieth century with Rochester benefactor George Eastman, which enabled the establishment of world-class schools of music and medicine; and the achievements of Rochester faculty members as researchers on war-related endeavors during World WarII. Author Janice Bullard Pieterse sets her history of the university in the context not only of the fortunes of its home city but of trends and issues in American higher education over the last 150 years. Janice Bullard Pieterse is a freelance writer and journalist in Rochester, New York.Table of ContentsForeword Foundation: Martin Brewer Anderson, 1853-1888; David Jayne Hill, 1889-1896 Transformation: Rush Rhees, 1900-1935 Modern Thought and Old Ideals: Alan Chester Valentine, 1935-1950 A Dynamic Attitude: Cornelis W. de Kiewiet, 1951-1961 Expansion: W. Allen Wallis, 1962-1970 The Longest View of Time: Robert L. Sproull, 1970-1984 Passion for the Place: G. Dennis O'Brien, 1984-1994 Renaissance: Thomas H. Jackson, 1994-2005 Afterword Acknowledgments Sources Image Credits Index

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Book SynopsisThe Latin word “Docilitas” in the title of this book means the willingness and capacity we have of being able to learn something we did not know. It has not the same connotation as “learning,” which is what happens to us when we are taught something. Docility also means our recognition that we do not know many things, that we need the help of others, wiser than we are, to learn most of what we know, though we can discover a few things by or own experience. This book contains some sixteen chapters, each of which was given to an audience in some college or university setting. They consider what it is to teach, what to read, reading places, libraries, and class rooms. They look upon the duties of a teacher or professor as mostly a delight, because the truth should delight us. In Another Sort of Learning, the subject of what a student “owes” his teacher came up. Here, we look at the other side of the question, what does a teacher or professor “do”? But a professor cannot teach unless there is someone willing to be taught, someone willing to recognize that he needs guidance and help. Yet, the end of teaching is not just the “transfer” of what is in the mind of the professor to the mind of the student. It is when both, student and teacher, behold, reflect on, and see the same truth of things that are. This common “seeing” is the read adventure in which student and teacher share something neither “owns.” Knowledge and truth are free, but each requires our different insights and approaches so that we can finally realize what “teaching” and “being taught” mean to us.Table of ContentsTABLE OF CONTENTS Acknowledgements Introduction Knowledge Is Not “Owned” Chapter 1 Patron Saint of Teachers Chapter 2 Intellectual Resources Chapter 3 On Teaching Chapter 4 Why Professors Need Students and Other Fables Chapter 5 Questions Proper to the University Chapter 6 The Reading Room Chapter 7 On the Highest Good Chapter 8 Reading without Learning Chapter 9 What Makes “Liberal” Education “Liberal”? Chapter 10 Aquinas and the Life of the Mind Chapter 11 What Must I Read to Be Saved? Chapter 12 Seneca on Personal Libraries Chapter 13 On the Uselessness of Philosophers Chapter 14 But What Is a Book? Chapter 15 On Learning from Not Having Learned Chapter 16 Docilitas Conclusion “On Fixing Our Gaze” Appendix Fifteen Books To Be Taught By

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Book SynopsisFor Notre Dame gathers together the important contributions of a devoted Holy Cross priest to the continuing debate over the mission and identity of the University of Notre Dame. Read together, these essays and addresses by one of the most consistent and committed participants in this ongoing discussion serve to cast vital light on many of the major issues that Notre Dame has confronted in the past two decades. Fr. Bill Miscamble’s spirited essays in For Notre Dame cover a range of topics and reflect his multiple roles at Notre Dame, where he has taught for a quarter century. An award-winning scholar and a noted teacher Miscamble writes thoughtfully of the place of teaching and research in Catholic universities. Crucially, he also is unafraid to explore more contentious subjects like the composition of the faculty and the responsibilities of faculty members who serve in a Catholic university like Notre Dame. Nor has he backed away from the controversies that have beset Notre Dame in recent years. In this volume a reader can learn how he courageously addressed such matters as academic freedom and The Vagina Monologues and, of course, how he protested the Notre Dame decision to honor President Barack Obama at its 2009 Commencement. Throughout this engaging volume, Miscamble’s distinctive voice rings clear. His passion for Notre Dame’s Catholic mission is evident on every page. Also evident is his deep concern for the moral and spiritual well-being of Notre Dame’s students and his deep commitment to the priesthood and to the Congregation of Holy Cross. For Notre Dame is essential reading for all those who love Notre Dame and who are interested in its past, present, and future. It is a book that asks its readers to reflect deeply about the ongoing struggle to determine the university’s present mission and its future course. Readers – including faculty, students, administrators, trustees and alumni – will surely discover through its pages how they too might stand more truly for Notre Dame.

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Book SynopsisIn The Coming Death and Future Resurrection of American Higher Education, Dr. Richard Bishirjian describes how, beginning in 2000, he founded Yorktown University and immediately confronted barriers designed to block entrance of his University from operating as a low cost, regionally accredited, high tech, Internet university. Dr. Richard Bishirjian’s book is a Cri de Coeur in which he passionately criticizes the higher education Establishment and laments the loss of millions of dollars of investor’s equity and twelve years of work and sacrifice. Unlike any other study of American higher education, Bishirjian tells all, names names, and exposes how the education Establishment imposes tuition costs that force parents and students into crippling debt. All is not lost, however. The experience of founding and operating a high technology university enables him to reveal this about American Higher Education: 1. How Tuition Debt is Hurting our College Students 2. Why American Higher Education operates as a Cartel 3. The Terrible Cost of Accreditation and U.S. Government Regulations 4. How “Regional Accreditation” Assures “Creative Destruction” 5. Why One Thousand Colleges may be Forced to Close by 2022 6. The Destructive Growth of Federal Control of Higher Education 7. The South’s “Legacy of Suppression” in regulating Higher Education 8. How “Smart Money” Bought Colleges and Why They left the U.S. 9. How U.S. Secretary of Education, Margaret Spellings, destroyed the Liberal Arts 10. How Robert Shireman made For-Profit Higher Education a “Class Enemy 11. How Little it Costs to create an Internet University 12. Differences between Distance and. Classroom Learning 13. Thirteen Ways to reform American Higher Education Table of ContentsPreface Why American Higher Education is Dying The College Tuition Debt Time Bomb Why Higher Education Cannot Adapt For-Profit Higher Education as “Class Enemy” Creation of an Education Entrepreneur Origins of Yorktown University Distance vs. Classroom Education The Role of the States in Higher Education Regulation Colorado Here We Come! The Role of Accreditation The Federal Government and Higher Education “Smart Money” and Higher Education What it Costs to Enter the Higher Education Marketplace Fighting the Higher Education Establishment Resurrection--Thirteen Ways to Reform American Higher Education End Notes Appendix A: Response to SCHEV, March 10, 2003 B: Robert Shireman, Speech to NASASPS, April 28, 2010 C: Public Employees by State (2014) D: “Value Neutral” words in Learning Outcomes E: About the Author

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Book SynopsisWhen the University of Notre Dame announced that President Barack Obama would speak at its 2009 Commencement and would receive an honorary doctor of laws degree, the reaction was more than anyone expected. Students, faculty, alumni, and friends of Notre Dame denounced the honoring of Obama, who is the most relentlessly pro-abortion public official in the world. Beyond abortion, Obama has taken steps to withdraw from health-care professionals the right of conscientious objection. Among them are thousands of Notre Dame alumni who will be forced to choose between continuing their profession and participating in activities they view as immoral, including the execution of the unborn. And they will be forced to that choice by the politician upon whom their alma mater confers its highest honors. (Mary Ann Glendon, distinguished Harvard law professor and former ambassador to the Vatican, felt obliged to turn down the prestigious Laetare Medal because of this.) Notre Dame’s honoring of Obama is not merely a “Catholic” thing. Many thousands of citizens with no Catholic or Notre Dame connections have protested it. They see it as a capitulation of faith to expedience and the pursuit of vain prestige. Obama’s record and stated purposes are hostile to the most basic truths of faith and the natural law affirmed by the Catholic Church and by many others. Four decades ago, in 1967, the major “Catholic” universities declared their “autonomy” from the Catholic Church in the Land O’Lakes Declaration. The honoring of Obama reflects the replacement by those universities of the benign authority of the Church with the politically correct standards of the secular academic establishment and, especially, of the government. There is a lesson here for all Americans. Notre Dame fell into relativism and expediency because it rejected the Church as the authentic interpreter of the moral law. In this post-Christian era, American culture is following a similar path by reducing morality to the unguided consensus of individual choices. If no code of right and wrong has moral authority – not even the Ten Commandments – then society is ruled by the conflict of interests, and might makes right. The jurisprudence of such relativism is legal positivism in which no law can be criticized as unjust because no one can know what is “just.” What Happened to Notre Dame? by Charles E. Rice, with an Introduction by Alfred Freddoso – two of Notre Dame’s most distinguished scholars, who together have served the University for over 70 years – first recounts the details of Notre Dame’s honoring of President Obama. It then examines the succession of fall-back excuses offered by the Notre Dame President Rev. John I. Jenkins, c.s.c., and University publicists to justify Notre Dame’s defiance of the nation’s bishops and of Catholic teaching. But Rice is not content with mere reportage. What Happened to Notre Dame?diagnoses the problem’s roots by first providing an overview of the Land O’Lakes Declaration, its inception and its aftermath, including the ways in which its false autonomy from the Church has led to an erosion of the Catholic identity of Notre Dame and other Catholic universities. Then, it offers a cure. Christ, who is God, is the author of the divine law and the natural law. The book presents reasons why an acknowledged interpreter of these laws is necessary, and why that interpreter has to be the Pope exercising the Magisterium, or teaching authority of the Church. And it shows why it is so important that we have such a moral interpreter for all citizens and not just for Catholics. The alternative is what Pope Benedict XVI calls the “dictatorship of relativism,” which the book analyzes. Even for those who do not share the Catholic faith, our reason leads us to conclude that the natural law is the only moral code that makes entire sense and points to the conclusion that the Vicar of Christ is uniquely suited to give authoritative interpretation to that law. In the final chapter Rice shows why great good can come out of Notre Dame’s blunder in rendering its highest honors to such an implacable foe. Notre Dame got itself into such a mess because it attempted to be Catholic without the Church and ended up defying the Church and disgracing itself. But good can result from the lesson here that roll-your-own morality is no more tenable than roll-your-own Catholicism. * * * * * Rice shows why what happened to Notre Dame is symptomatic of what’s happening in other Catholic colleges, indeed colleges with non-Catholic religious affiliations. He shows how the abandonment of principle at the college level spills over to the general culture, with devastating effect, as religious standards get pushed out of the public square. And, finally, he shows why people who have never seen the Golden Dome, never rooted for the Fighting Irish, and never graced a Catholic Church, also have a stake in what happened to Notre Dame.Table of ContentsAcknowledgments ixIntroduction by Alfred J. Freddoso xi 1. Invitation and Reaction 1 2. The Justification: Abortion as Just Another Issue 9 3. The Justification: The Bishops’ Non-Mandate 18 4. The Obama Commencement 25 5. ND Response 34 6. Land O’Lakes 42 7. Autonomy at Notre Dame: “A Small Purdue with a Golden Dome”? 54 8. Autonomy at Notre Dame: The “Research University” 57 9. Autonomy at Notre Dame: A Catholic Faculty? 62 10. Autonomy at Notre Dame: Academic Freedom? 68 11. Autonomy at Notre Dame: The Politicization of Abortion 76 12. The Magisterium: Why Notre Dame Needs It 92 13. The Magisterium and the Dictatorship of Relativism 103 14. The Magisterium: Protector of Conscience and Freedom 110 15. God Is Love 118 16. Of Human Life 123 17. Love in Truth 130 18. In Hope We Were Saved 139 19. The Question of Truth: Can “Autonomy” Be Fixed? 143 20. Postscript: Notre Dame as a Lesson for Everyone 153Appendix: Talk for ND Response – Sunday, May 17, 2009 by Rev. Wilson D. Miscamble, c.s.c. 156Endnotes 163Index 181

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Book SynopsisHow race and class collide at a prestigious liberal arts collegeTrade Review"Finally, a case study that skillfully unpacks the problems of race and privilege, the less visible inheritance of social class, and the well-intentioned but unfinished campus efforts at environmental engineering. Elizabeth Aries’ insights and recommendations are as serious and relevant as the vexing challenges our colleges face."—Eugene M. Tobin, Program Officer for the Liberal Arts Colleges Program at The Andrew W. Mellon Foundation, former President of Hamilton College, and co-author of Equity and Excellence in American Higher EducationTable of ContentsAcknowledgements 1. Becoming a More Diverse College: Challenges and Benefits 2. Investigating Race and Class Matters on Campus 3. First Encounters with Race and Class 4. Negotiating Class Differences 5. Relationships across Race and Class 6. Learning from Racial Diversity 7. Learning from Class-Based Diversity 8. Negotiating Racial Issues 9. As the Year Ended 10. Meeting the Challenges of Diversity Appendix A: On-Line Survey Measures Appendix B: Interview Questions Notes Reference Index

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Book SynopsisThe essays in this book, written by people involved either involved in the strike (graduate students, faculty, organizers) or who are nationally recognized writers on academic labor, offers lessons on what the GSOC strike says about the current role of the university in public life, and how the pressure for universities to realign themselves along the lines of private corporations has broad implications for the future of higher education.Trade Review"It studies NYU specifically and universities in general, offering a solid reassessment of corporate growth in higher education, while exploring how to fight for better universities through collective action. Blessedly free of jargon and unforgiving in its critique, this book speaks powerfully to any faculty member interested in retaining academic freedom, shared governance, dignity on the job, or just the job itself... thought-provoking." Academe "[A] set of thoughtful reflections by strike proponents about the corporate university... The University Against Itself is at its best precisely when the authors capture the continuing tension between the academic and corporate characteristics of the emerging corporate academy." The Industrial and Labor Relations Review, Jan 2009 "Although these are not the first labor or social movement examinations to generate predictive analyses, existing literatures remain relatively sparse, and therefore, these pieces constitute a welcome addition to a growing body of work, particularly in terms of expanding research in the areas of movement repertoire and tactical innovation. In sum, I highly recommend this thoughtfully organized and well-written volume for the relevant conversations it includes as well as the ones it will inspire for people interested in the labor movement and/or higher education." - Contemporary Sociology January 2010Table of ContentsThe University Against Itself: The NYU Strike and the Future of the Academic Workplace Edited by Monika Krause, Mary Nolan, Michael Palm and Andrew Ross Table of ContentsIntroductionPart I: Corporate University?Ashley Dawson and Penny Lewis, NYC: Academic Labor Town? Ellen Schrecker, Academic Freedom in the Age of CasualizationMary Nolan, A Leadership University for the Twenty-first Century? Corporate Administration, Contingent labor, and the Erosion of Faculty RightsChristopher Newfield and Greg Grandin, Building a Statue of Smoke: The NYU Trustees, Finance Culture, and the Demotion of Intellectual LaborStephen Duncombe and Sarah Nash, ICE From the Ashes of FIRE: NYU and the Economy of Culture in New York CityAdam Green, The High Cost of Learning: Tuition, Educational Aid, and the New Economics of Prestige in Higher EducationMicki McGee, Blue Team, Gray Team: Some Varieties of the Contingent Faculty ExperiencePart II: GSOC StrikeUnions at NYU, 1971-2007Susan Valentine, The Administration Strikes Back: Union Busting at NYUSteve Fletcher, “Bad News for Academic Labor? Lessons in Media Strategy from the GSOC StrikeMaggie Clinton, Miabi Chatterji, Sherene Seikaly, Natasha Lightfoot, Naomi Schiller, “If Not Now, When? Lessons Learned from GSOC's 2005-6 Strike”Jeff Goodwin, faculty Andrew Cornell, Undergraduate Participation in Campus Labor Coalitions: Lessons from the NYU StrikeMatthew Osypowski (with Adam Graham Silverman), Operation Class-move Part III: Lessons for the FutureThe State of the Academic Labor Movement: A Roundtable with Stanley Aronowitz, Barbara Bowen and Ed Ott, Moderated by Kitty KrupatAndrew Ross, Global UMonika Krause, and Michael Palm, Activists into organizers! How to Work with Your Colleagues and Build Power in Graduate School Gordon Lafer , Sorely Needed: A Corporate Campaign for the Corporate UniversityCary Nelson, Graduate Employee Unionization and the Future of Academic Labor

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Book SynopsisCommunity organisers testify about what service learning is and should beTrade Review"The Unheard Voices is one of the most accessible service-learning texts I have read, due in large part to the willingness of the contributors to let the community participants’ voices be heard extensively. This book provides a compelling vision and concrete steps for moving forward in new directions. It is a unique and important contribution to the service-learning literature and one that has the potential to change the discussion about and the future of service learning. In the end, The Unheard Voices will make our programs more effective"—Stephen Fisher, Professor Emeritus, Emory & Henry CollegeTable of ContentsPreface 1. Unheard Voices: Community Organizations and Service Learning 2. Motivations of Community Organizations for Service Learning 3. Finding the Best Fit: How Organizations Select Service Learners 4. The Challenge of Short-Term Service Learning 5. Managing Service Learners: Training, Supervising, and Evaluating 6. The Heart of Partnership: Communication and Relationships 7. Service Learning in Context: The Challenge of Diversity 8. One Director’s Voice 9. Principles for Success in Service Learning— the Three Cs 10. The Community Standards for Service Learning Epilogue: The Two Futures of Service Learning References Contributors Index

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Book SynopsisNew possibilities for graduate study and careers in the humanities.While the humanities remain as necessary as ever, the shrinking academic job market has led scholars to rethink the nature and purpose of graduate school in these fields. Highlighting examples of innovative approaches, this volume aims to provide resources and inspiration for a sustainable, thriving, and even joyful future for the humanities.The essays in this collection offer a framework for doctoral education and postdoctoral careers rooted in concepts of abundance, collaboration, community engagement, and personal well-being. They emphasize the role of the humanities in helping people analyze texts, imagine others' perspectives, make ethical decisions, and sit with ambiguity. They propose graduate programs that respond to student and community needs and lead to a variety of career paths. Finally, they envision opportunities for meaningful, fulfilling work in the service of a larger purpose.

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Book SynopsisSeventeen hunter-scholars explore the hunting experience and question common negative stereotypesDespite the academy having a reputation for supporting broad and open inquiry in scholarship, some academics have not extended this open-minded support to colleagues’ personal pursuits. A variety of scholars enjoy hunting, which has been stereotyped by some as an activity of the unsophisticated. In Hunting and the Ivory Tower, Douglas Higbee and David Bruzina present essays by seventeen hunter-scholars who explore the hunting experience and question negative assumptions about hunting made by intellectuals and academics who do not hunt.Higbee and Bruzina suspect most academics’ understanding of hunting is based on brief television news reports of hunter-politicians and commercials for reality TV shows such as Duck Dynasty. The editors contend that few scholars appreciate the complexities of hunting or give much thought to its ethical, ecological, and cultural ramifications. Through this anthology they hope to start a conversation about both hunting and academia and how they relate.The contributors to this anthology, all academics from a variety of disciplines, have firsthand hunting experience. Their essays vary in style and tone from the scholarly to the personal and represent the different ways in which scholars engage with their avocation. The essays are grouped into three sections: the first focuses on the often-fraught relation between hunters and academic culture; the second section offers personal accounts of hunting by academics; and the third portrays hunting from an explicitly academic point of view, whether in terms of value theory, metaphysics, or history. Combined, these essays render hunting as a culturally rich, deeply personal, and intellectually satisfying experience worthy of further discussion.A foreword is provided by Robert DeMott, the Edwin and Ruth Kennedy Distinguished Professor at Ohio University in Athens, Ohio. He is a teacher, writer, critic, and internationally respected expert on novelist John Steinbeck.

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Book SynopsisIn what ways can universities around the world mobilize their resources to create more just and prosperous communities, while at the same time educating civic leaders? This collaboration from university professors, community partners, and students looking to inspire higher education reform seeks to answer that question.Regional Perspectives on Learning by Doing offers a diverse array of innovative teaching and research strategies from engaged universities - from Australia, Egypt, Malaysia, Mexico, Scotland, South Africa, and the United States - that demonstrates how learning by doing elevates students’ consciousness and develops their civic capabilities. While dealing creatively with pressing societal challenges, university students and others are learning together how to operate effectively in high- conflict situations; fashion bold approaches to combating poverty, promoting sustainability, and elevating public health; organize coalitions for change that bridge social and economic divides; and strengthen democratic decision-making in local communities and higher levels of governance.Students and teachers alike will gain valuable insight into building thriving communities as well as the tools to do so.

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Book SynopsisA primary mission of universities is promoting student success and well-being. Many college and university personnel have implemented initiatives that offer students the documented benefits of positive human-animal interaction (HAI). Accumulating evidence suggests that assistance dogs, therapy dogs, and shelter dogs can support student wellness and learning. The best programs balance the welfare of humans and canines while assessing students' needs and complying with all laws and regulations. Contributors to this edited volume have drawn upon research across many disciplines as well as their extensive practical experiences to produce a timely and valuable resource - for administrators and students. Whether readers are just getting started or striving to improve well-established programs, The Canine-Campus Connection provides authoritative, evidence-based guidance on bringing college students and canines together in reciprocally beneficial ways. Part one examines the interactions between postsecondary students and canines by reviewing the literature on the human-canine bond. It establishes what necessarily must be the top priority in canine-assisted activities and therapy: the health and safety of both. Part two highlights four major categories of dogs that students are likely to interact with on and off campus: service dogs, emotional support animals (ESAs), therapy dogs, and homeless dogs. Part three emphasizes ways in which dogs can influence student learning during classes and across aspects of their professional development. Part four considers future directions. Authors take the stance that enriching and enlarging interactions between college students and canines will require university personnel who plan and evaluate events, projects, and programs. The book concludes with the recommendation that colleges and universities move toward more dog-friendly campus cultures.Table of Contents PART ONE: DOGS ON CAMPUS Introduction: Letting the Dogs In, by Mary Renck Jalongo 1. Transitioning to College Life: Research Evidence of Dogs' Effects on Humans, by Mary-Ann Sontag Bowman and Mary Renck Jalongo 2. Bringing Postsecondary Students Together with Dogs: Dog Welfare, Health, Safety, and Liability Considerations, by Laura Bruneau and Amy Johnson PART TWO: TYPES OF DOGS 3. Service Dogs: Performing Helpful Tasks for People With Disabilities, by Mary Renck Jalongo 4. Emotional Support Animals: Therapeutic Companions for Students with Disabilities in Campus Housing, by Janet Hoy-Gerlach, Enjie Hall, and Bradley J. Menard 5. Therapy Dogs and Facility Dogs: Supporting Well-Being, by Mary Renck Jalongo and Lorraine J. Guth 6. Shelter Dogs: Service-Learning Projects with Animal Welfare Organizations by Mary Renck Jalongo and Tunde Szecsi PART THREE: INVOLVING CANINES ACROSS THE DISCIPLINES 7. Increasing Student Engagement: Roles for Dogs in College Courses, by Mary Renck Jalongo and Lorraine J. Guth 8. Meeting Professional Expectations: Practica, Internships, Volunteerism, and Collaborative Research with Faculty, by Jean P. Kirnan and Taylor Scott PART FOUR: FUTURE DIRECTIONS 9. Evaluating Outcomes: Events, Projects, and Programs Involving Dogs, by Mary Renck Jalongo and Theresa McDevitt 10. Possible Futures: Moving Toward a More Dog-Friendly Campus Culture, by Mary Renck Jalongo Afterword Index

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Book SynopsisA primary mission of universities is promoting student success and well-being. Many college and university personnel have implemented initiatives that offer students the documented benefits of positive human-animal interaction (HAI). Accumulating evidence suggests that assistance dogs, therapy dogs, and shelter dogs can support student wellness and learning. The best programs balance the welfare of humans and canines while assessing students' needs and complying with all laws and regulations. Contributors to this edited volume have drawn upon research across many disciplines as well as their extensive practical experiences to produce a timely and valuable resource - for administrators and students. Whether readers are just getting started or striving to improve well-established programs, The Canine-Campus Connection provides authoritative, evidence-based guidance on bringing college students and canines together in reciprocally beneficial ways. Part one examines the interactions between postsecondary students and canines by reviewing the literature on the human-canine bond. It establishes what necessarily must be the top priority in canine-assisted activities and therapy: the health and safety of both. Part two highlights four major categories of dogs that students are likely to interact with on and off campus: service dogs, emotional support animals (ESAs), therapy dogs, and homeless dogs. Part three emphasizes ways in which dogs can influence student learning during classes and across aspects of their professional development. Part four considers future directions. Authors take the stance that enriching and enlarging interactions between college students and canines will require university personnel who plan and evaluate events, projects, and programs. The book concludes with the recommendation that colleges and universities move toward more dog-friendly campus cultures.Table of Contents PART ONE: DOGS ON CAMPUS Introduction: Letting the Dogs In, by Mary Renck Jalongo 1. Transitioning to College Life: Research Evidence of Dogs' Effects on Humans, by Mary-Ann Sontag Bowman and Mary Renck Jalongo 2. Bringing Postsecondary Students Together with Dogs: Dog Welfare, Health, Safety, and Liability Considerations, by Laura Bruneau and Amy Johnson PART TWO: TYPES OF DOGS 3. Service Dogs: Performing Helpful Tasks for People With Disabilities, by Mary Renck Jalongo 4. Emotional Support Animals: Therapeutic Companions for Students with Disabilities in Campus Housing, by Janet Hoy-Gerlach, Enjie Hall, and Bradley J. Menard 5. Therapy Dogs and Facility Dogs: Supporting Well-Being, by Mary Renck Jalongo and Lorraine J. Guth 6. Shelter Dogs: Service-Learning Projects with Animal Welfare Organizations by Mary Renck Jalongo and Tunde Szecsi PART THREE: INVOLVING CANINES ACROSS THE DISCIPLINES 7. Increasing Student Engagement: Roles for Dogs in College Courses, by Mary Renck Jalongo and Lorraine J. Guth 8. Meeting Professional Expectations: Practica, Internships, Volunteerism, and Collaborative Research with Faculty, by Jean P. Kirnan and Taylor Scott PART FOUR: FUTURE DIRECTIONS 9. Evaluating Outcomes: Events, Projects, and Programs Involving Dogs, by Mary Renck Jalongo and Theresa McDevitt 10. Possible Futures: Moving Toward a More Dog-Friendly Campus Culture, by Mary Renck Jalongo Afterword Index

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Book SynopsisPledge and Promise documents the important historical significance of fraternity, sorority, and cooperative life at Purdue University. Featuring more than 250 photos, this pictorial volume tells the fascinating stories of how Greek and cooperative organizations have evolved, while honoring their core values since 1875. Pledge and Promise also highlights a sampling of the people who have contributed and benefited from their associations with these student groups. Featuring heartfelt, inspiring, humorous, and even disheartening accounts, this narrative reveals successes and setbacks.Greek and cooperative organizations have always offered valuable, life-affirming opportunities and powerful traditions that foster personal growth and lasting career skills. With this attractive, richly illustrated book, Boilermakers who once called a fraternity, sorority, or cooperative "home" will be reminded of the spirit of fun and the enduring bonds nurtured throughout their formative years at Purdue University.Table of Contents Foreword Preface 1 Greek Beginnings 2 Cooperative House Beginnings 3 The National Pan-Hellenic Council 4 Multicultural Greek Life 5 Purdue's First Fraternity 6 Fraternity Stories through the Decades 7 Purdue's First Sorority 8 Sorority Stories through the Decades 9 Rush for Women 10 Rush for Men 11 The Interfraternity Council 12 The Divine Nine 13 Cooperative House Stories through the Decades 14 The Panhellenic Association 15 Pomp and Fun Circumstances 16 Athletics 17 Special-Focus Chapters: A Sampling 18 Turning Hazing into Helping 19 Alcohol 20 Civic Engagement 21 Scholarships and Trophies 22 Publications 23 Historic Structures and Tower Acres 24 Tragedies 25 Housemothers 26 Distinguished Alumni Notes Bibliography Index About the Author

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Book SynopsisDismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education focuses on the experiences of women of color in leadership roles in higher education. Top roles historically have gone to white men, and leadership has not reflected the range of identities and people who make up higher education. Why? And why does this problem continue to this day? Most importantly, what can be done to bring about meaningful change?Dismantling Institutional Whiteness gathers a range of first-person narratives from women of color and examines the challenges they face not only at a systemic level, but also at a deeply personal level. Their experiences combined with research and statistics paint a sobering portrait of higher education's problems when it comes to diversity, equity, and inclusion. Interspersed throughout their stories are practical suggestions for how to address inequity in higher education, and to give a voice to people who have been silenced and excluded. Whether a trustee, university executive, or faculty member at any level, this is essential reading for those interested in diversifying higher education leadership to ensure decisions reflect the priorities of all.Table of Contents Acknowledgments Introduction: Gendering and Racializing Contemporary Leadership in Higher Education, by M. Cristina Alcalde and Mangala Subramaniam 1. "As a Campus Community, We Stand With . . .": Leadership Responsibility in Addressing Racism on University Campuses, by Mangala Subramaniam And Zeba Kokan 2. Making Noise and Good, Necessary Trouble: Dilemmas of "Deaning While Black", by Carolyn R. Hodges and Olga M. Welch 3. Aligning Narratives, Aligning Priorities: Untangling the Emotional and Administrative Labor of Advising in Liberal Arts Colleges, by Jennifer Santos Esperanza 4. On the Perils and Opportunities of Institutionalizing Diversity: A Collaborative Perspective from Academic Unit-Based Diversity Officers, by M. Cristina Alcalde and Carmen Henne-Ochoa 5. Vale la pena: Faculty Leadership and Social Justice in Troubling Times, by Tanya González 6. Disruptive and Transformational Leadership in the Ivory Tower: Opportunities for Inclusion, Equity, and Institutional Success, by Pamela M. Leggett-Robinson and Pamela E. Scott-Johnson Afterword: Strategies and Lessons for Changing the Leadership Landscape in Higher Education, by Mangala Subramaniam and M. Cristina Alcalde Contributors Index

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Book SynopsisDismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education focuses on the experiences of women of color in leadership roles in higher education. Top roles historically have gone to white men, and leadership has not reflected the range of identities and people who make up higher education. Why? And why does this problem continue to this day? Most importantly, what can be done to bring about meaningful change?Dismantling Institutional Whiteness gathers a range of first-person narratives from women of color and examines the challenges they face not only at a systemic level, but also at a deeply personal level. Their experiences combined with research and statistics paint a sobering portrait of higher education's problems when it comes to diversity, equity, and inclusion. Interspersed throughout their stories are practical suggestions for how to address inequity in higher education, and to give a voice to people who have been silenced and excluded. Whether a trustee, university executive, or faculty member at any level, this is essential reading for those interested in diversifying higher education leadership to ensure decisions reflect the priorities of all.Table of Contents Acknowledgments Introduction: Gendering and Racializing Contemporary Leadership in Higher Education, by M. Cristina Alcalde and Mangala Subramaniam 1. "As a Campus Community, We Stand With . . .": Leadership Responsibility in Addressing Racism on University Campuses, by Mangala Subramaniam And Zeba Kokan 2. Making Noise and Good, Necessary Trouble: Dilemmas of "Deaning While Black", by Carolyn R. Hodges and Olga M. Welch 3. Aligning Narratives, Aligning Priorities: Untangling the Emotional and Administrative Labor of Advising in Liberal Arts Colleges, by Jennifer Santos Esperanza 4. On the Perils and Opportunities of Institutionalizing Diversity: A Collaborative Perspective from Academic Unit-Based Diversity Officers, by M. Cristina Alcalde and Carmen Henne-Ochoa 5. Vale la pena: Faculty Leadership and Social Justice in Troubling Times, by Tanya González 6. Disruptive and Transformational Leadership in the Ivory Tower: Opportunities for Inclusion, Equity, and Institutional Success, by Pamela M. Leggett-Robinson and Pamela E. Scott-Johnson Afterword: Strategies and Lessons for Changing the Leadership Landscape in Higher Education, by Mangala Subramaniam and M. Cristina Alcalde Contributors Index

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Book SynopsisTransforming Leadership Pathways for Humanities Professionals in Higher Education includes thirteen essays from a variety of contributors investigating how humanities professionals grapple with the opportunities and challenges of leadership positions. Written by insiders sharing their lived experience, this collection provides an authentic look at the multiple roles humanities specialists play, as well as offering strategies for professional growth, sustenance, and satisfaction. The collection also considers the relationship between disciplinary areas of study, academic training, and the valuable skill sets and habits of mind that serve higher education leaders.While Transforming Leadership Pathways emphasizes that a leadership route in higher education can be a welcome and positive professional move for many humanities scholars, the volume also acknowledges the issues that arise when faculty take on administrative positions while otherwise marginalized on campus because of faculty status, rank, or personal identity. This collection demystifies the path into higher education administration and argues that humanities scholars are uniquely qualified for such roles. Empathetic, deeply analytical, attuned to historical context, and trained in communication, teachers and scholars who hail from humanities disciplines often find themselves well-suited to the demands of complex academic leadership in today's colleges and universities.

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Book SynopsisThe Challenges of Minoritized Faculty in Higher Education offers a probing and unvarnished look at the employment challenges of these faculty members in four-year institutions. With dramatic shifts in the faculty workforce and nearly three-quarters of instructional positions in United States institutions now off the tenure track, contingent faculty have become the essential, frontline workers of higher education. Remarkably little research attention has focused on the experiences of minoritized contingent faculty in this new academic underclass. Based on in-depth interviews coupled with extensive research, the book highlights the double marginalization that can occur due to secondary employment status in the academic hierarchy, and the exclusion resulting from the intersectionality of nondominant social identities including race and ethnicity, gender, sexual orientation, gender identity, and disability. As the first-person narratives reveal, these faculty often struggle for acceptance, recognition, and rewards in the day-to-day academic environment, and they can face devaluation of their contributions. As a pragmatic and concrete resource, this book offers proactive workforce strategies and key structural and policy recommendations that will assist academic and administrative leaders, including presidents, provosts, department chairs, and chief diversity officers, in building more inclusive working conditions for contingent faculty.

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Book SynopsisThe Challenges of Minoritized Faculty in Higher Education offers a probing and unvarnished look at the employment challenges of these faculty members in four-year institutions. With dramatic shifts in the faculty workforce and nearly three-quarters of instructional positions in United States institutions now off the tenure track, contingent faculty have become the essential, frontline workers of higher education. Remarkably little research attention has focused on the experiences of minoritized contingent faculty in this new academic underclass. Based on in-depth interviews coupled with extensive research, the book highlights the double marginalization that can occur due to secondary employment status in the academic hierarchy, and the exclusion resulting from the intersectionality of nondominant social identities including race and ethnicity, gender, sexual orientation, gender identity, and disability. As the first-person narratives reveal, these faculty often struggle for acceptance, recognition, and rewards in the day-to-day academic environment, and they can face devaluation of their contributions. As a pragmatic and concrete resource, this book offers proactive workforce strategies and key structural and policy recommendations that will assist academic and administrative leaders, including presidents, provosts, department chairs, and chief diversity officers, in building more inclusive working conditions for contingent faculty.

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Book SynopsisForging the Future: A History of the John Martinson Honors College, 2013–2023 is the story of a collaborative effort to build a visionary place: an academic-residential college that would bring together students from across disciplines and differences to rethink the goals and practices of a college education. Designed to be a hub for interdisciplinary learning and innovative pedagogy at Purdue University and a national leader in honors education, the John Martinson Honors College (JMHC) was first and foremost a dream of the future. How that collective dream took shape—from the first, speculative discussions of a college to the literal construction of its buildings and the arrival of its students—is a tale researched, written, and published by the students and alumni of the JMHC. Part institutional history, part biography of a place and its people, Forging the Future is a record of what hope and imagination can accomplish in ten years.

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Book SynopsisThis ambitious book grows out of the realisation that a convergence of economic, demographic, and political forces in the early twenty-first century requires a fundamental re-examination of the financing of American higher education. The authors identify and address basic issues and trends that cut across the sectors of higher education, focusing on such questions as how much higher education the country needs for individual opportunity and for economic viability in the future; how responsibility for paying for it is currently allocated; and how financing higher education should be addressed in the future.

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Book SynopsisHow can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These include identity development, articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation and goal-setting, and self-regulatory skills, such as planning. The authors challenge the predominant approach of giving young people information and leaving it to them to figure out how to apply it. They show how well-intended college-access efforts can miss the mark—for instance, by focusing on students who already see themselves as college material, rather than working to help all students develop a “college-going identity.” In addition, most college-access programs and practices focus almost exclusively on providing academic preparation and financial support. In Ready, Willing, and Able, Savitz-Romer and Bouffard call for a new approach: one that emphasizes the key developmental tasks and processes of adolescence and integrates them into existing college-access practices in meaningful ways. Rather than treating young people as passive recipients of services, they argue, adults can engage them as active agents in the construction of their own futures.

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Book SynopsisWhen their children were young, several parents interviewed for this book were told, “you can’t expect much from your child.” As they got older, the kids themselves often heard the same thing: that as children with disabilities, academic success would be elusive, if not impossible, for them.How Did You Get Here? clearly refutes these common, destructive assumptions. It chronicles the educational experiences—from early childhood through college—of sixteen students with disabilities and their paths to personal and academic success at Harvard University. Th e book explores common themes in their lives—including educational strategies, technologies, and undaunted intellectual ambitions—as well as the crucial roles played by parents, teachers, and other professionals. Above all, it provides a clear and candid account—in the voices of the students themselves—of what it takes to grapple eff ectively with the many challenges facing young people with disabilities.A compelling and practical book, How Did You Get Here? offers clear accounts not only of the challenges and biases facing young disabled students, but also of the opportunities they found, and created, on the way to academic and personal success.Table of ContentsCONTENTS Foreword ixIntroduction 1CHAPTER 1“My Mother” 15 CHAPTER 2“I Had Teachers Who Believed in Me” 49 CHAPTER 3“I Was Always Asking My Teachers for More” 71 CHAPTER 4“I Found Things to Do Outside the Classroom” 91 CHAPTER 5“I Was Always Forced to Find a Way” 103 CHAPTER 6“I Could Not Have Gotten Here Without Audio Text” 133CHAPTER 7“My Disability Shapes Who I Am” 155CHAPTER 8“I Thought I Knew Something About Disability” 179CONCLUSION “How Can More of You Get Here?” 203 Wendy S. HarbourNotes 227 Acknowledgments 235 About the Authors 237 Index 239

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Book SynopsisThis second edition of the classic Universal Design in Higher Education is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.As larger numbers of people with disabilities attend postsecondary educational institutions, there have been comparable greater efforts to make the full array of classes, services, and programs accessible to all students. This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. As such, it makes an indispensable contribution to the growing body of literature on special education and universal design. This book will be of particular value to university and college administrators, and to special education researchers, teachers, and activists.

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Book SynopsisInternationalizing the Academy is the first book to offer a detailed look at efforts to bring ambitious and expanding portfolios of international programs to US campuses. Gilbert W. Merkx and Riall W. Nolan, leading figures in the burgeoning internationalhigher education sector, provide a thorough examination of how numerous “internationalizing” efforts are being implemented and promoted on a strikingly wide range of campuses.At the heart of the volume are accounts by eight of the nation’s most experienced senior international officers that explore crucial aspects of their work: the strategic visions for international education that they helped develop on their own campuses; how they worked on behalf of those evolving visions with key stakeholders, including the administration and faculty; and the main lessons that they learned in the course of creating these programs.The result is a singular—and uniquely useful—resource for leaders and policy makers in the higher education field that comes at a time when colleges and universities are urgently scaling up their international ventures. Internationalizing the Academy is an essential account of a dynamic, centrally important development on campuses throughout the United States.

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Book SynopsisPressing Forward: Increasing and Expanding Rigor and Relevance in America's High Schools is organized to place secondary education, specifically the goals of preparing young adults to be college and career ready, in contemporary perspective, emphasizing the changing global economy and trends in policy and practice. High school students must be equipped with tools they need during and beyond high school for mapping their futures in a global and flat world that demands workers prepared to take up 21st century careers. Following Thomas Freidman and other writers on the topic, this book takes as its core premise that the world has been irrevocably altered by technology and that technology takes a prominent role in shaping post-secondary education and career opportunities. The challenges facing education and educators in a flattened world can best be addressed by creating opportunities for students who are ready for a world in which they are expected to pursue learning throughout their lifetimes, understand and use technology, engage in active civic lives, function well in diverse workplace settings, and be willing to take risks. Most of all, however, these individuals must be very well prepared during high school by taking advanced level mathematics, science and other challenging coursework, while at the same time actively engaging in collaborative, creative endeavors that prepare them to continuously reinvent themselves to stay ahead of automation and outsourcing. The book will be a unique and useful contribution to the education reform and policy literature as it examines secondary education at an historical moment-the convergence of significant education spending and focus on high school reform. Developed from diverse authors' research programs on secondary education, the chapters in this volume highlight both changing and steadfast features of high schools, questioning if attempts to foster change-whether tinkering around the edges or inventing a new way-adequately address shortcomings in equity and excellence found in American high schools.

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Book SynopsisThe Brother Code: What is the role of manhood and masculinity in the lives of African American males in college? How do manhood norms influence decisions within and beyond college? How might mothers and fathers differentially affect manhood and masculinity in their sons? What are African American’s men unique ways of knowing themselves and their surroundings? The Brother Code: Manhood and Masculinity among African American Men in College situates itself at the intersection of higher education and cultural studies to address these questions and more. Primarily, this book offers colleges and universities a penetrative gaze into a complex web of identities—the manhood of African American males in college. Yet the book also seizes a rare opportunity in higher education research to review six historical eras of African American manhood as well as the troublesome relationship between African American males and education in general. This knowledge is important for understanding all aspects of African American male participation in college, including enrolment, retention, curricular, and co-curricular involvement. Based on an empirical study, the data in this book emerged from one-on-one interviews in which 24 African American males enrolled in 12 colleges discussed how manhood matters in their social and college lives. The aim is to help unearth the marginalised topics of manhood, gender, and masculinity in males generally but, more specifically among African American males, a marginalised student group in education. Using an interdisciplinary approach, the book draws upon literature in history, African American studies, gender studies, sociology, cultural studies, psychology, and anthropology.

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Book SynopsisThe Brother Code: What is the role of manhood and masculinity in the lives of African American males in college? How do manhood norms influence decisions within and beyond college? How might mothers and fathers differentially affect manhood and masculinity in their sons? What are African American’s men unique ways of knowing themselves and their surroundings? The Brother Code: Manhood and Masculinity among African American Men in College situates itself at the intersection of higher education and cultural studies to address these questions and more. Primarily, this book offers colleges and universities a penetrative gaze into a complex web of identities—the manhood of African American males in college. Yet the book also seizes a rare opportunity in higher education research to review six historical eras of African American manhood as well as the troublesome relationship between African American males and education in general. This knowledge is important for understanding all aspects of African American male participation in college, including enrolment, retention, curricular, and co-curricular involvement. Based on an empirical study, the data in this book emerged from one-on-one interviews in which 24 African American males enrolled in 12 colleges discussed how manhood matters in their social and college lives. The aim is to help unearth the marginalised topics of manhood, gender, and masculinity in males generally but, more specifically among African American males, a marginalised student group in education. Using an interdisciplinary approach, the book draws upon literature in history, African American studies, gender studies, sociology, cultural studies, psychology, and anthropology.

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Book SynopsisPathways to Transformation: Learning in Relationship is an edited collection that synthesises current research on transformative learning and expands the current knowledge-base. This book is timely and significant as it provides a synthesis of some of the most exciting research in two fields: adult education and human services. The objectives of this themed edited collection, Pathways to Transformation: Learning in Relationship, are threefold. First, this collection serves as a space to synthesise current research on transformative learning. Through an extensive literature review, the editors have discerned several important strands of research in the area of transformative learning and solicited chapters dealing with these topics. The second objective of the collection is to expand the current knowledge-base in the area of transformative learning by creating a space for dialog on the subject and bringing together diverse voices. The third objective of the collection is to transcend the field of adult education, with a specific goal to reach an audience in human services (psychology, counselling, social work, marriage and family therapy).

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Book SynopsisThe widely cited, though highly contested, idea that “the world is flat” (Friedman, 2004) carries with it a call for education to provide a levelling effect across continents and cultures Students in Skokie or in Skopje, as the theory goes, are expected to experience a school curriculum that shares certain common elements, goals, and purposes. Such a globalised view is not, however, without its complications. This book addresses some of the issues that arise when the transmigration of educational ideas occurs, with a particular eye toward the ethical dilemmas that curriculum workers face in international contexts. The authors who have contributed to this volume explore, through case examples and critical reflection, what happens when ideas that are drawn from one set of cultural norms and experiences is introduced into other cultural contexts. In many cases these are the stories of “donors” and “hosts,” of structured inequities of power and influence, of disparities in material resources, and, as expressed in one of the cases, the dynamics of the “coloniser” and the “colonised.” A recurrent theme concerns the challenges faced by educators working internationally to reconcile their own ethical predispositions toward equity and cultural responsiveness with certain tacit assumptions about the appropriateness or value of curriculum practices brought from the “developed” world for teachers and students in the “developing” world. How these dilemmas are navigated forms the content of this collection of reports from the field written by those who engage in this complex and important work. While the content of this volume is situated at the intersection between the field of curriculum studies and comparative education, it is fundamentally a book about curriculum. Most of the authors come from various disciplinary backgrounds with specialisations in curriculum development in content areas such as social studies, geography, or mathematics. As “outsiders looking in” on the field of international education and with thoughtful reflections grounded in practice, the authors provide a new set of insights into the challenges of international curriculum work. Finally, since many of the questions raised by the work included here are ethical in nature, the book begins and ends with analyses that link the practical realities presented in the cases with contemporary philosophical thought. This, then, can be seen as the primary contribution of the book to the educational literature as it offers a careful and well-articulated synthesis of theory and practice in the field of international curriculum work. This publication would make an important contribution to courses in curriculum theory and practice, comparative and international education, and international development outside of the field of education.

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Book SynopsisThis book provides context about the experiences of Black graduate and professional students attending HBCUs. Indeed, such research is important, particularly since HBCUs play a significant role in the number of Blacks who receive doctorates and professional degrees (i.e. M.D., D.D.S., J.D. etc.), especially in science and engineering. In fact, according to Redd and Minor (2008), the role of HBCUs in graduate education will become even more significant as more seek to offer graduate and professional programs, particularly at the doctoral level. This book focuses on the historical nature of graduate and professional education at HBCUs and the programs’ contribution to society. Further, it provides context about the experiences of students who have attended these institutions for their post-baccalaureate pursuits. Finally, the book addresses the future of graduate and professional education at HBCUs and what fundamental aspects are needed to ensure their survival, competitiveness, and growth. This book appeals to faculty, departmental chairs, administrators, and students. Furthermore, higher education scholars, who conduct or have an interest in pursuing empirical research on Black graduate and professional education or the efficacy and relevance of HBCUs, will find this book useful given its unique and comprehensive approach focusing on supporting retaining, and graduating Black graduate students at HBCUs. In addition, this book is an invaluable teaching resource for faculty in Higher Education Administration, Student Affairs, or Sociology program.

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Book SynopsisThis volume of Advances in Music Education Research with the idea of research as “situated inquiry.” We intend this metaphor to stand for a general description of the contextualised processes music education researchers use to frame, generate, augment and refine knowledge. The works in this volume illustrate the many ways in which knowledge has been constructed out of multiple approaches to studying an idea or exploring questions. All seek to expand our knowledge of music education in some form. How we go about engaging in knowledge construction, and what we learn from the different processes involved, is a function of the activities, contexts, and cultures in which our work is “situated.” Both knowledge and action is “located,” that is, research is placed, positioned or embedded (Lave & Wenger, 1990). Each study illustrates these ideas: All are informed by different theoretical frameworks, use different pathways to explore problems of interest and concern, and have something important to say to different constituencies or stakeholders. All, however, are the result of perceived phenomena or human interpretations of a context. Situated inquiry is neither a quantitative nor qualitative approach to research, nor is it a “mixed-methods” approach. Rather, situated inquiry is a function of the beliefs and behaviours of the individuals involved in it. It is also a function (and outcome) of the individuals who seek to join a community of practitioners who practice and engage in research. Although the authors in this volume identify with or have self-selected to employ specific kinds of approaches, they exemplify their communities of practices by the very discourses and structures of their reports. Active perception, however, remains central to their inquiry and to the way they frame, generate, augment and refine knowledge.

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Book SynopsisThis volume of Advances in Music Education Research with the idea of research as “situated inquiry.” We intend this metaphor to stand for a general description of the contextualised processes music education researchers use to frame, generate, augment and refine knowledge. The works in this volume illustrate the many ways in which knowledge has been constructed out of multiple approaches to studying an idea or exploring questions. All seek to expand our knowledge of music education in some form. How we go about engaging in knowledge construction, and what we learn from the different processes involved, is a function of the activities, contexts, and cultures in which our work is “situated.” Both knowledge and action is “located,” that is, research is placed, positioned or embedded (Lave & Wenger, 1990). Each study illustrates these ideas: All are informed by different theoretical frameworks, use different pathways to explore problems of interest and concern, and have something important to say to different constituencies or stakeholders. All, however, are the result of perceived phenomena or human interpretations of a context. Situated inquiry is neither a quantitative nor qualitative approach to research, nor is it a “mixed-methods” approach. Rather, situated inquiry is a function of the beliefs and behaviours of the individuals involved in it. It is also a function (and outcome) of the individuals who seek to join a community of practitioners who practice and engage in research. Although the authors in this volume identify with or have self-selected to employ specific kinds of approaches, they exemplify their communities of practices by the very discourses and structures of their reports. Active perception, however, remains central to their inquiry and to the way they frame, generate, augment and refine knowledge.

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Book SynopsisBlack Males in Postsecondary Institutions: Examining their Experiences in Diverse Institutional Contexts offers a comprehensive examination of the experiences of Black males in our nation’s higher education institutions. In recognizing the role of institutions in fostering distinctive educational experiences, this volume systematically explores the status, academic achievement, and educational realities of Black men within numerous institutional types (i.e., community colleges, For-profit colleges, Liberal arts colleges, historically Black colleges and universities, ivy league institutions, religious-affiliated institutions, private institutions, Hispanic-serving institutions, research intensive institutions, and predominately White institutions). In line with a core commitment towards transformative change, chapter authors also provide recommendations for future research, policy, and practice aimed at fostering enhanced personal, academic, and career outcomes for Black men in college.

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Book SynopsisBlack Males in Postsecondary Institutions: Examining their Experiences in Diverse Institutional Contexts offers a comprehensive examination of the experiences of Black males in our nation’s higher education institutions. In recognizing the role of institutions in fostering distinctive educational experiences, this volume systematically explores the status, academic achievement, and educational realities of Black men within numerous institutional types (i.e., community colleges, For-profit colleges, Liberal arts colleges, historically Black colleges and universities, ivy league institutions, religious-affiliated institutions, private institutions, Hispanic-serving institutions, research intensive institutions, and predominately White institutions). In line with a core commitment towards transformative change, chapter authors also provide recommendations for future research, policy, and practice aimed at fostering enhanced personal, academic, and career outcomes for Black men in college.

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Book SynopsisAfrican American Males in Education: Researching the Convergence of Race and Identity addresses a number of research gaps. This book emerges at a time when new social dynamics of race and other identities are shaping, but also shaped by, education. Educational settings consistently perpetuate racial and other forms of privilege among students, personnel, and other participants in education. For instance, differential access to social networks still visibly cluster by race, continuing the work of systemic privilege by promoting outcome inequalities in education and society.The issues defining the relationship between African American males and education remain complex. Although there has been substantial discussion about the plight of African American male participants and personnel in education, only modest attempts have been made to centre analysis of identity and identity intersections in the discourse. Additionally, more attention to African American male teachers and faculty is needed in light of their unique cultural experiences in educational settings and expectations to mentor and/or socialize other African Americans, particularly males.

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