Higher education, tertiary education Books

Book SynopsisThe modern university can trace its roots to Kant’s call forenlightened self-determination, with education aiming to produce aninformed and responsible body of citizens. As the university evolved,specialized areas of investigation emerged, enabling ever more preciseresearch and increasingly nuanced arguments. In recent decades,however, challenges to hegemony of disciplines have arisen, partly inresponse to a perceived need for the university to focus greater energyon its public vocation—on teaching and the dissemination ofknowledge. Valences of Interdisciplinarity presents essays by aninternational array of scholars committed to enhancing ourunderstanding of the theoretical underpinnings and the practicalrealities of interdisciplinary teaching and research. What is, and whatshould be, motivating our reflections on, and our practice of,approaches that transcend the conventional boundaries of discipline?And in adopting such transdisciplinary approaches, how do we safeguardcritical methods and academic rigour? Reflecting on the obstacles theyhave encountered both as thinkers and as educators, the authors map outinnovative new directions for the interdisciplinary project. Together,the essays promise to set the standards of the debate aboutinterdisciplinarity for years to come.

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Book SynopsisTo understand how the legal system works, students must consider thelaw in terms of its structures, processes, language, and modes ofthought and argument—in short, they must become literate in thefield. Legal Literacy fulfills this aim by providing afoundational understanding of key concepts such as legal personhood,jurisdiction, and precedent, and by introducing students to legalresearch and writing skills. Examples of cases, statutes, and otherlegal materials support these concepts. While Legal Literacy is an introductory text, it alsochallenges students to consider critically the system they arestudying. Touching on significant socio-legal issues such as access tojustice, legal jargon, and plain language, Zariski critiques commonlegal traditions and practices, and analyzes what it means “tothink like a lawyer.” As such, the text provides a sound basisfor those who wish to pursue further studies in law or legal studies aswell as those seeking a better understanding of how the legal fieldrelates to the society that it serves.Table of ContentsPreface Chapter 1 Introduction Chapter 2 Legal Literacyand Other Literacies: Examining the Concept and Objectives of LegalLiteracy Chapter 3 LegalStructures: Structures of Law and Legal Institutions Chapter 4 Legal Systems:Legal Systems—Linking Legal Institutions Chapter 5 Legal Processesand Procedures: Planning and Procedures for Processes used by LegalInstitutions Chapter 6 Legal Language:Examining Language in Legal Institutions Chapter 7 Legal Research:Skills and Techniques for Researching Law Chapter 8 LegalInterpretation: Skills and Techniques for Making Sense of Law Chapter 9 LegalCommunication: Oral and Written Communicationto Achieve LegalObjectives Notes / Glossary of Terms / Bibliography

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Book SynopsisThe avalanche of day-to-day responsibilities facing those in community colleges threatens to bury ethical intent. This book addresses the importance of ethical leadership and explores real-world applications so that community college leaders can develop the institutional savvy to be extraordinary ethical leaders. Written for community college faculty, staff, presidents, and trustees who are committed to being ethical leaders, this book is divided into two sections: The first provides brief theoretical foundations for ethical leadership and relates those foundations to daily practice; the second explores in-depth daily practice for ethical leaders. Contents include: Virtue theory and leadership theory Plato’s Republic and the ethical leader Considerations of power, influence, and cultural norms The role of the president Why presidents and trustees should care about ethics Professional ethical identity development Ethical leadership: A faculty obligation The interface of ethics and courage in the life of a chief academic officer Threats to ethical leadership Leading from the head and the heart Transformational leadership and ethical dilemmas Presidential support for civic engagement and leadership education A guide to ethical decision-making by presidents and boards The consequences of compromised ethical identity development Table of ContentsAbout the Authors iii Foreword vii Preface x Foundations of Ethical Leadership Virtue Theory and Leadership Theory: Cross-Cultural Models for Administrators and Faculty, Richard B. Benner, Sr. 2 Plato's Republic and the Ethical Leader, Gordy Wax 16 Considerations of Power, Influence, and Cultural Norms for the Ethical Community College Leader, David M. Hellmich 23 Ethical Leadership: The Role of the President, Desna L. Wallin 33 Why Presidents and Trustees Should Care About Ethics, Gary W. Davis 46 Professional Ethical Identity Development and Community College Leadership, Sharon K. Anderson, Clifford P. Harbour, Timothy Gray Davies 61 Daily Practice of Ethical Leadership Ethical Leadership: A Faculty Obligation, Beth Richardson-Mitchell 78 The Interface of Ethics and Courage in the Life of a Chief Academic Officer, Linda Lucas 88 Threats to Ethical Leadership: The Hubris of Absolutism, the Politics of Affinity-Based Decision-Making, and the Development of Unethical Followers, David E. Hardy 103 Leading From the Head and the Heart, Susan K. Chappell 122 Transformational Leadership andEthical Dilemmas in Community Colleges, Sherry Stout-Stewart 131 Presidential Support for Civic Engagement and Leadership Education, Louis S. Albert 145 A Guide to Ethical Decision-Making by Presidents and Boards, Gary W. Davis 154 The Consequences of Compromised Ethical Identity Development in Community College Leadership, Clifford P. Harbour, Sharon K. Anderson, Timothy Gray Davies 166 Index 183

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Book SynopsisAn essential companion for university faculty interested in conducting scholarly inquiry into their classroom teaching, this practical guide presents a formal model for making visible the careful, difficult, and intentional scholarly work entailed in exploring a teaching question. As a how-to guide, this is an invaluable resource for planning and conducting classroom research—formulating questions and hypotheses, defining a data collection methodology, collecting data, measuring the impact, and documenting the results. Inquiry Into the College Classroom is filled with richly illustrative examples that highlight how university faculty from a range of academic disciplines have performed scholarly inquiries into their teaching and leads faculty on a journey that includes: Developing a formal model for structuring the exploration of a classroom inquiry question Providing a practical and useful guide for faculty interested in exploring teaching and learning challenges Detailing faculty experiences in measuring specific changes in student learning or perspectives Demonstrating how to document classroom inquiry in a form to be shared, used, and reviewed by other faculty Sharing useful and practical suggestions forgetting started with a classroom inquiry Highlighting different models for disseminating classroom inquiry work Linking classroom inquiry to larger conversations about the scholarship of teaching and learning Table of ContentsList of Exhibits vii About the Authors x Acknowledgments xii A Guide for Scholarly Inquiry into Teaching 1 The Basic Structure of Classroom Inquiry 31 Incorporating Additional Forms of Data Collection 44 Using Classroom Inquiry to Answer Multiple Questions 59 Overcoming Challenges With Data Collection 78 Linking Classroom Inquiry With Disciplinary Research 93 Obtaining Useful Inquiry Results, but More Data Is Needed 107 Using Classroom Inquiry to Evaluate New Assessment Measures 122 Classroom Inquiry for Measuring Feedback on Student Learning and Aptitudes 138 Classroom Inquiry and Scholarly Teaching 156 Beginning Your Scholarly Journey 174 Lessons Concerning Classroom Inquiry Practical Advice forConducting Your Inquiry From Scholarly Teaching to the Scholarship of Teaching and Learning Models for Disseminating Your Inquiry Work Resources for Learning More An Invitation to Set Out on Your Scholarly Journey Bibliography 189 Index 191

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Book SynopsisThis timely book examines issues pertaining to equal opportunity—affirmative action, challenges to it, and alternatives for improving opportunities for underrepresented groups—in higher education today. Its starting point is California’s Proposition 209, which ended race-based affirmative action in public education and the workplace in 1996. The book carefully considers how Proposition 209 reflects national trends that have changed higher education policy and practice, from admissions to student diversity to standards. With a roster of leading scholars and administrators—including Chancellor Robert Birgeneau of the University of California, Berkeley, and President Mary Sue Coleman of the University of Michigan—Equal Opportunity in Higher Education is a crucial assessment of one of the most important issues facing higher education.

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Book SynopsisAspiring to Greatness: West Virginia University since World War II chronicles the emergence of WVU as a major land-grant institution. As a continuation of the work of Doherty and Summers in West Virginia University: Symbol of Unity in a Sectionalized State, this book focuses on the modern historical developments that elevated WVU from a small regional institution to one of national prominence. West Virginia University's growth mirrors the developmental eras that have shaped American higher education since World War II. The University's history as an innovative, pioneering force within higher education is explored through its major postwar stages of expansion, diversification, and commercialization. Institutions of higher education nationwide experienced a dramatic increase in enrollments between 1945 and 1975 as millions of returning World War II and Korean War veterans took advantage of the GI Bill of Rights. Their children, the ""baby boom"" generation, continued to supply the growth in college enrollment and the corresponding increase in institutional complexity until the mid-1970s. During this period WVU followed the national trend by growing from a few thousand students to nearly fifteen thousand. From 1975 to the early 1990s, expansion gave way to diversification. The traditional student population stopped growing by 1975, and ""boomers"" were replaced by students from nontraditional backgrounds. An unprecedented gender, racial, and ethnic diversification took place on college campuses, a trend encouraged by federal civil rights legislation. To a lesser degree WVU was no exception, although its location in a rural state with a small minority population forced the University to work harder to attract minorities than institutions in proximity to urban areas. The commercialization of higher education became a full-fledged movement by the 1990s. Major changes, such as globalization, demographic shifts, a weak economy, and the triumph of the ""market society,"" all accelerated the penetration of business values and practices into university life. Like other public universities, WVU was called upon to generate more of its own revenues. The University's strategic responses to these pressures reconstructed the state's leading land grant into the large complex institution of today. As the only modern history of West Virginia University, this text reaches into the archives of the President's Office and makes exhaustive use of press accounts and interviews with key individuals to produce a detailed resource for alumni, friends, and supporters of WVU, as well as administrators and specialists in higher education.

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Book SynopsisHistorically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.

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Book SynopsisHistorically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.

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Book SynopsisAdvocates for the rights of people with disabilities have worked hard to make universal design in the built environment “just part of what we do.” We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks.This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus.Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.Table of Contents Acknowledgments Introduction Part 1 Where We Are Now 1. How Universal Design for Learning Got to Higher Education 2. It’s the Law . . . Except When It Isn’t Part 2 Reframing UDL 3. Meet the Mobile Learners 4. Engage Digital Learners 5. Adopt the Plus-One Approach 6. Coach the Coaches and the Players Part 3 Adopt UDL on Your Campus 7. Expand One Assignment8. Enhance One Program: UDL across the Curriculum 9. Extend to One Modality: The Online Environment 10. Embrace One Mind-Set: Campus-Wide UDL 11. Engage! The UDL Life Cycle Coda References About the Authors Index

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Book SynopsisEven on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning.The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry—curiosity, sociality, emotion, authenticity, and failure—devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.Trade ReviewUnique and compelling. Eyler brings lyrical prose and a truly fresh perspective to problems that have stubbornly persisted."" - Michelle D. Miller, author of Minds Online: Teaching Effectively with Technology

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Book SynopsisEven on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning.The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry—curiosity, sociality, emotion, authenticity, and failure—devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.

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Book SynopsisGeeky Pedagogy is a funny, evidence-based, multidisciplinary, pragmatic, highly readable guide to the process of learning and relearning how to be an effective college teacher. It is the first college teaching guide that encourages faculty to embrace their inner nerd, inviting readers to view themselves and their teaching work in light of contemporary discourse that celebrates increasingly diverse geek culture and explores stereotypes about super-smart introverts.Geeky Pedagogy avoids the excessive jargon, humorlessness, and endless proscriptions that plague much published advice about teaching. Neuhaus is aware of how embodied identity and employment status shape one’s teaching context, and she eschews formulaic depictions of idealized exemplar teaching, instead inviting readers to join her in an engaging, critically reflective conversation about the vicissitudes of teaching and learning in higher education as a geek, introvert, or nerd. Written for the wonks and eggheads who want to translate their vast scholarly expertise into authentic student learning, Geeky Pedagogy is packed with practical advice and encouragement for increasing readers' pedagogical knowledge

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Book SynopsisChalkboards and projectors are familiar tools for most college faculty, but when new technologies become available, instructors aren't always sure how to integrate them into their teaching in meaningful ways. For faculty interested in supporting student learning, determining what's possible and what's useful can be challenging in the changing landscape of technology.Arguing that teaching and learning goals should drive instructors' technology use, not the other way around, Intentional Tech explores seven research-based principles for matching technology to pedagogy. Through stories of instructors who creatively and effectively use educational technology, author Derek Bruff approaches technology not by asking "How to?" but by posing a more fundamental question: "Why?Trade Review“Derek Bruff is an engaging- and often charming- guide throughout this concise book. The stories he tells keep things moving at a crisp pace and offer pedagogical inspiration. His principles provide a useful framework and establish a clear foundation for his practical advice.”- Peter Felten, coauthor of The Undergraduate Experience: Focusing Institutions on What Matters MostTable of Contents Introduction 1. Times for Telling 2. Practice and Feedback 3. Thin Slices of Learning 4. Knowledge Organizations 5. Multimodal Assignments 6. Learning Communities 7. Authentic Audiences Conclusion Notes Bibliography

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Book SynopsisThe moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.Table of Contents Foreword Alfie Kohn Introduction: Why Ungrade? Why Grade? Susan D. Blum Part I: Foundations and Models 1. How to Ungrade Jesse Stommel 2. What Going Gradeless Taught Me about Doing the ""Actual Work"" Aaron Blackwelder 3. Just One Change (Just Kidding): Ungrading and Its Necessary Accompaniments Susan D. Blum 4. Shifting the Grading Mindset Starr Sackstein 5. Grades Stifle Student Learning. Can We Learn to Teach without Grades? Arthur Chiaravalli Part II: Practices 6. Let's Talk about Grading Laura Gibbs 7. Contract Grading and Peer Review Christina Katopodis and Cathy N. Davidson 8. Critique-Driven Learning and Assessment Christopher Riesbeck 9. A STEM Ungrading Case Study: A Reflection on First-Time Implementation in Organic Chemistry II Clarissa Sorensen-Unruh 10. The Point-less Classroom: A Math Teacher's Ironic Choice in Not Calculating Grades Gary Chu Part III: Reflections 11. Grade Anarchy in the Philosophy Classroom Marcus Schultz-Bergin 12. Conference Musings and The G Word Joy Kirr 13. Wile E. Coyote, the Hero of Ungrading John Warner Conclusion: Not Simple but Essential Susan D. BlumAcknowledgments Contributors Index

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Book SynopsisStudents are reading on screens more than ever—how can we teach them to be better digital readers? Smartphones, laptops, tablets: college students are reading on-screen all the time, and digital devices shape students’ understanding of and experiences with reading. In higher education, however, teachers rarely consider how digital reading experiences may have an impact on learning abilities, unless they’re lamenting students’ attention spans or the distractions available to students when they’re learning online.Skim, Dive, Surface offers a corrective to these conversations—an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital learning environments. It is designed to help college instructors across the curriculum teach digital reading in their classes, whether they teach face-to-face, fully online, or somewhere in between. Placing research from cognitive psychology, neuroscience, learning science, and composition in dialogue with insight from the scholarship of teaching and learning, Jenae Cohn shows how teachers can better frame, scaffold, and implement effective digital reading assignments. She positions digital reading as part of a cluster of literacies that students should develop in order to communicate effectively in a digital environment.Trade ReviewAn important, accessible contribution to conversations about digital reading." —Ellen Carillo, coauthor of Reading Critically, Writing WellTable of Contents Acknowledgments Introduction: Why Teach Digital Reading? Part 1. Skim Understanding Historical, Affective, and Neurological Perspectives on Reading Technologies 1. The Chained Book: A Historical Overview of Reading Technology in Higher Education 2. The Held Book: How Our Feelings for Books Impact How We Teach Reading 3. The Brain on Books: What the Neuroscience of Reading Can Tell Us about Reading on Screens Part 2. Dive Exploring the Digital Reading Framework to Promote Deep Reading Practices An Introduction to the Digital Reading Framework: Curation, Connection, Creativity, Contextualization, Contemplation 4. Curation 5. Connection 6. Creativity 7. Contextualization 8. Contemplation Part 3. Surface Critically Approaching the Adoption and Use of Digital Reading Technologies 9. The Ethical Implications of Digital Reading: Grappling with Digital Archiving, Readerly Privacy, and Evidence of Our Reading Conclusion: Principles, Practices, and Futures for Digital Reading Appendix: Tools for Digital Reading References Index

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Book SynopsisA practical and evidence-based teaching guide for graduate students across all fields.In a book written directly for graduate students that includes graduate student voices and experiences, Aeron Haynie and Stephanie Spong establish why good teaching matters and offer a guide to helping instructors-in-training create inclusive and welcoming classrooms.Teaching Matters is informed by recent research while being grounded in the personal perspectives of current and past graduate students in many disciplines. Graduate students can use this book independently to prepare to teach their courses, or it can be used as a guide for a teaching practicum. With a just-in-time checklist for graduate students who are assigned to teach courses right before the semester starts, step-by-step directions for writing a compelling teaching philosophy, and an emphasis on teaching well regardless of modality, Teaching Matters will remain relevant for graduate students throughout their careers.Table of Contents Acknowledgments 1. Why Teaching Matters 2. How Do You Design a Course? 3. How Can You Create a Welcoming Classroom Community? 4. How Do You Develop a Classroom Practice? 5. Navigating Classroom Challenges 6. Creating Assignments and Responding to Student Work 7. What Are Other Graduate Students Experiencing? 8. Cultivating Well-Being Appendix 1: Help! What If My Course Starts Next Week? Appendix 2: How Can My Teaching Experience Help Me Get a Job? Appendix 3: Resources Notes References Index

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Book SynopsisA practical and evidence-based teaching guide for graduate students across all fields.In a book written directly for graduate students that includes graduate student voices and experiences, Aeron Haynie and Stephanie Spong establish why good teaching matters and offer a guide to helping instructors-in-training create inclusive and welcoming classrooms.Teaching Matters is informed by recent research while being grounded in the personal perspectives of current and past graduate students in many disciplines. Graduate students can use this book independently to prepare to teach their courses, or it can be used as a guide for a teaching practicum. With a just-in-time checklist for graduate students who are assigned to teach courses right before the semester starts, step-by-step directions for writing a compelling teaching philosophy, and an emphasis on teaching well regardless of modality, Teaching Matters will remain relevant for graduate students throughout their careers.Table of Contents Acknowledgments 1. Why Teaching Matters 2. How Do You Design a Course? 3. How Can You Create a Welcoming Classroom Community? 4. How Do You Develop a Classroom Practice? 5. Navigating Classroom Challenges 6. Creating Assignments and Responding to Student Work 7. What Are Other Graduate Students Experiencing? 8. Cultivating Well-Being Appendix 1: Help! What If My Course Starts Next Week? Appendix 2: How Can My Teaching Experience Help Me Get a Job? Appendix 3: Resources Notes References Index

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Book SynopsisA collection of evidence-based insights and intersectional teaching strategies to inspire transformative student learning and interrupt stereotypes about what a professor looks like.Picture a Professor is a collection of evidence-based insights and intersectional teaching strategies crafted by and for college instructors. It aims to inspire transformative student learning while challenging stereotypes about what a professor looks like.Representing a variety of scholarly disciplines, the volume’s contributing authors offer practical advice for effectively navigating student preconceptions about embodied identity and academic expertise. Each contributor recognizes the pervasiveness of racialized, gendered, and other biases about professors and recommends specific ways to respond to and interrupt such preconceptions—helping students, teachers, and others reenvision what we think of when we picture a professor.Educators at every stage of their career will find affirming acknowledgment of the ways systemic inequities affect college teaching conditions, as well as actionable advice about facilitating student learning with innovative course design, classroom activities, assessment techniques, and more.Trade Review“Raising awareness of challenges diverse instructors can face when teaching in higher ed classrooms and sharing empowering and tested solutions are both much needed. Picture a Professor does both and more. Grounded in the experiences of scholars teaching in the classroom, the book is a valuable resource for instructors, administrators, those responsible for promotion and tenure decisions, and educational developers partnering with a diverse faculty. Much praise to Jessamyn Neuhaus and chapter authors for addressing the often undiscussed truth that not all instructors who teach are afforded the same privileges.”- Tracie Marcella Addy, coauthor of What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching“In this collection, the authors weave scholarship, personal narratives, and practical teaching ideas into an intersectional call to action that, when reflectively implemented, will positively transform our college classrooms for years to come.”Travis Thurston, coeditor of Resilient Pedagogy: Practical Teaching Strategies to Overcome Distance, Disruption, and DistractionTable of Contents Introduction: Embodied Identity, Empowering Pedagogy, and Transformative Learning Jessamyn Neuhaus Part One The First Day: Strategies for Starting Strong 1. How Blind Professors Win the First Day: Setting Ourselves Up for Success Sheri Wells-Jensen, Emily K. Michael, and Mona Minkara 2. Critical Reflexivity as a Tool for Students Learning to Recognize Biases: A First Day of Class Conversation on What a Professor Looks Like Jesica Siham FernÁndez 3. Commonalities and Research: A One-Two Punch to Combat STEM Fears and Biases on the First Day of Class Kelly E. Theisen 4. Where’s the Professor? First-Day Active Learning for Navigating Students’ Perceptions of Young Professors Reba Wissner Part Two Making Connections: Strategies for Building Trust and Rapport with Students 5. Using Experiential Learning to Humanize Course Content and Connect with Students Breanna Boppre 6. Collaborative Rubric Creation as a Queer, Transgender Professor’s Tactic for Building Trust in the Classroom Fen Kennedy 7. Reflect to Deflect: Using Metacognitive Activities to Address Student Perceptions of Instructor Competence and Caring Melissa Eblen-Zayas 8. From Absentminded Professor to Epistemic Collaborator: Reframing Academic Expertise through Vulnerability and Metacognition Rebecca Scott 9. Black Man in a Strange Land: Using Principles of Psychology and Behavior Science to Thrive in the Classroom Erik Simmons Part Three Anti-Racist Pedagogies: Strategies for Increasing Equity 10. Beyond Making Statements: The Reflective Practice of Becoming an Anti-Racist Educator M. Gabriela Torres 11. Rippling the Patterns of Power: Enacting Anti-Racist Pedagogy with Students as Co-teachers Chanelle Wilson and Alison Cook-Sather 12. Beyond “Good Writing”: Enacting Anti-Racist Policies in Academic Writing Jacinta Yanders and Ashley JoEtta Part Four Teaching with Our Whole Selves: Strategies for Instructional Authenticity and Pedagogical/Professional Success 13. The Superpowers of Visual Ambiguity: Transfiguring My Experience of Colorism and Multiheritage Identity for Educational Good Donna Mejia 14. Sharing Our Stories to Build Community, Highlight Bias, and Address Challenges to Authority Sarah Mayes-Tang 15. Teaching Up: Bringing My Blackness into the Classroom Celeste Atkins 16. Empowered Strategies for Women Faculty of Color Navigating Teaching Inequities in Higher Ed Chavella T. Pittman Index

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Book Synopsis2021 Choice Outstanding Academic TitleAs a major, public flagship university in the American South, so-called “Diversity University” has struggled to define its commitments to diversity and inclusion, and to put those commitments into practice. In Diversity Regimes, sociologist James M. Thomas draws on more than two years of ethnographic fieldwork at DU to illustrate the conflicts and contingencies between a core set of actors at DU over what diversity is and how it should be accomplished. Thomas’s analysis of this dynamic process uncovers what he calls “diversity regimes”: a complex combination of meanings, practices, and actions that work to institutionalize commitments to diversity, but in doing so obscure, entrench, and even magnify existing racial inequalities. Thomas’s concept of diversity regimes, and his focus on how they are organized and unfold in real time, provides new insights into the social organization of multicultural principles and practices.Trade Review“A truth-telling sociological masterpiece. With impressive rigor, Thomas offers compelling insights into processes that almost always fail to actualize espoused institutional commitments to diversity, equity, and inclusion. Every college and university leader, especially presidents, should read this important book.” -- Shaun R. Harper * Provost Professor and Executive Director, University of Southern California Race and Equity Center *"Thorough and insightful on many levels, Diversity Regimes provides a unique exploration of how the approaches taken to diversity work in higher education can reinforce instead of redress racial inequality on college campuses." -- W. Carson Byrd * coeditor of Intersectionality and Higher Education: Identity and Inequality on College Campuses *"Diversity Regimes: Author discusses his new book on 'why talk is not enough to fix racial inequality at universities,'" by Scott Jaschikhttps://www.insidehighered.com/news/2020/06/16/author-discusses-his-new-book-universitys-approach-diversity * Inside Higher Education *"This book is critically important reading for scholars of racism, higher education, organizations, and critical studies of discourse. Diversity Regimes is also an ideal model for those early career scholars who are moving their dissertation to book due to its clarity of exposition and tight argumentation. Many college presidents, diversity officers, student affairs professionals, and diversity workers will recognize condensation, decentralization, and staging diversity in their own institutions. They should all read this book. As Maya Angelou said, ‘Know better, do better.’" * Ethnic and Racial Studies *"The Happy Talk of Diversity: How Can American Colleges Affect Real Change?" excerpt from Diversity Regimes https://publicseminar.org/2020/07/the-happy-talk-of-diversity/ * Public Seminar *"Thomas analyzes in-depth interviews with 26 administrators, faculty, staff, and students according to central themes he summarizes from his fieldwork engaging in campus diversity events and reading institutional documents....Both his sharp critiques of the status quo throughout the book and his four insightful recommendations at the end afford opportunities for readers, especially university leaders and educators, to advance racial equity. Essential." * Choice *Table of Contents1. Introduction 2. Under the Live, Old Oaks 3. Condensation and the Alchemy of Diversity 4. Go Your Own Way: The Organizational Structure of Diversity 5. Staging Difference, Performing Diversity 6. Diversity Regimes and the Reproduction of Racial Inequality Acknowledgments Appendix Notes Bibliography Index

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Book Synopsis2021 Choice Outstanding Academic TitleAs a major, public flagship university in the American South, so-called “Diversity University” has struggled to define its commitments to diversity and inclusion, and to put those commitments into practice. In Diversity Regimes, sociologist James M. Thomas draws on more than two years of ethnographic fieldwork at DU to illustrate the conflicts and contingencies between a core set of actors at DU over what diversity is and how it should be accomplished. Thomas’s analysis of this dynamic process uncovers what he calls “diversity regimes”: a complex combination of meanings, practices, and actions that work to institutionalize commitments to diversity, but in doing so obscure, entrench, and even magnify existing racial inequalities. Thomas’s concept of diversity regimes, and his focus on how they are organized and unfold in real time, provides new insights into the social organization of multicultural principles and practices.Trade Review“A truth-telling sociological masterpiece. With impressive rigor, Thomas offers compelling insights into processes that almost always fail to actualize espoused institutional commitments to diversity, equity, and inclusion. Every college and university leader, especially presidents, should read this important book.” -- Shaun R. Harper * Provost Professor and Executive Director, University of Southern California Race and Equity Center *"Thorough and insightful on many levels, Diversity Regimes provides a unique exploration of how the approaches taken to diversity work in higher education can reinforce instead of redress racial inequality on college campuses." -- W. Carson Byrd * coeditor of Intersectionality and Higher Education: Identity and Inequality on College Campuses *"Diversity Regimes: Author discusses his new book on 'why talk is not enough to fix racial inequality at universities,'" by Scott Jaschikhttps://www.insidehighered.com/news/2020/06/16/author-discusses-his-new-book-universitys-approach-diversity * Inside Higher Education *"This book is critically important reading for scholars of racism, higher education, organizations, and critical studies of discourse. Diversity Regimes is also an ideal model for those early career scholars who are moving their dissertation to book due to its clarity of exposition and tight argumentation. Many college presidents, diversity officers, student affairs professionals, and diversity workers will recognize condensation, decentralization, and staging diversity in their own institutions. They should all read this book. As Maya Angelou said, ‘Know better, do better.’" * Ethnic and Racial Studies *"The Happy Talk of Diversity: How Can American Colleges Affect Real Change?" excerpt from Diversity Regimes https://publicseminar.org/2020/07/the-happy-talk-of-diversity/ * Public Seminar *"Thomas analyzes in-depth interviews with 26 administrators, faculty, staff, and students according to central themes he summarizes from his fieldwork engaging in campus diversity events and reading institutional documents....Both his sharp critiques of the status quo throughout the book and his four insightful recommendations at the end afford opportunities for readers, especially university leaders and educators, to advance racial equity. Essential." * Choice *Table of Contents1. Introduction 2. Under the Live, Old Oaks 3. Condensation and the Alchemy of Diversity 4. Go Your Own Way: The Organizational Structure of Diversity 5. Staging Difference, Performing Diversity 6. Diversity Regimes and the Reproduction of Racial Inequality Acknowledgments Appendix Notes Bibliography Index

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Book SynopsisDrawing on decades of experience as a renowned teacher, advisor, administrator, and philosopher, Steven M. Cahn diagnoses problems plaguing America’s universities and offers his prescriptions for improvement. He explores numerous aspects of academic life, including the education of graduate students, the quality of teaching, the design of liberal arts curricula, and the procedures for appointing faculty and considering them for tenure. Inside Academia uses real cases to illustrate how faculty members, deans, and provosts often do not serve the best interests of schools or students. Yet the book also highlights efforts of those who have committed themselves and their institutions to the pursuit of academic excellence.Trade Review“This will be a great book to read for anyone starting out in academia, and will be illuminating for people on the outside looking in. Funny, enlightening, and a very engaging read!” -- Harry Brighouse * professor of philosophy, University of Wisconsin-Madison *"Written in a warm, engaging style, Inside Academia provides an 'inside' look at some highs and lows of the academy. Full of personal anecdotes that reflect the author’s long and distinguished career as well as arguments that are invariably well-supported, it is a pleasure to read." -- Harvey Siegel * editor of The Oxford Handbook of Philosophy of Education *"Selected New Books on Higher Education" compiled by Ruth Hammond * Chronicle of Higher Education *Table of ContentsContents Preface 1. How Professors View Academia 2. Graduate School 3. Turning Point 4. How Teachers Succeed 5. Teaching Graduate Students to Teach 6. Changing Departmental Culture 7. The Administration 8. Choosing Administrators 9. Curricular Structure 10. The Case for Liberal Education 11. Requirements 12. Distribution Requirements 13. A Core Curriculum 14. Departments 15. Appointments 16. Tenure and Academic Freedom 17. A Tenure Case 18. Autonomy Index

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Book SynopsisDrawing on decades of experience as a renowned teacher, advisor, administrator, and philosopher, Steven M. Cahn diagnoses problems plaguing America’s universities and offers his prescriptions for improvement. He explores numerous aspects of academic life, including the education of graduate students, the quality of teaching, the design of liberal arts curricula, and the procedures for appointing faculty and considering them for tenure. Inside Academia uses real cases to illustrate how faculty members, deans, and provosts often do not serve the best interests of schools or students. Yet the book also highlights efforts of those who have committed themselves and their institutions to the pursuit of academic excellence.Trade Review“This will be a great book to read for anyone starting out in academia, and will be illuminating for people on the outside looking in. Funny, enlightening, and a very engaging read!” -- Harry Brighouse * professor of philosophy, University of Wisconsin-Madison *"Written in a warm, engaging style, Inside Academia provides an 'inside' look at some highs and lows of the academy. Full of personal anecdotes that reflect the author’s long and distinguished career as well as arguments that are invariably well-supported, it is a pleasure to read." -- Harvey Siegel * editor of The Oxford Handbook of Philosophy of Education *"Selected New Books on Higher Education" compiled by Ruth Hammond * Chronicle of Higher Education *Table of ContentsContents Preface 1. How Professors View Academia 2. Graduate School 3. Turning Point 4. How Teachers Succeed 5. Teaching Graduate Students to Teach 6. Changing Departmental Culture 7. The Administration 8. Choosing Administrators 9. Curricular Structure 10. The Case for Liberal Education 11. Requirements 12. Distribution Requirements 13. A Core Curriculum 14. Departments 15. Appointments 16. Tenure and Academic Freedom 17. A Tenure Case 18. Autonomy Index

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Book SynopsisThere was a time when crises on college and university campuses were relatively rare. Much has changed, and it has changed quite rapidly. Rather than being isolated incidents requiring the sole attention of presidents, chancellors, or communication professionals, the proliferation of crises across campuses means that crisis leadership has now become fundamental to the work of university personnel across levels, disciplines, and institutions. Drawing upon the findings of forty interviews with senior leaders from ten major research universities across the United States and a content analysis of over one thousand articles from a variety of news outlets, Crisis Leadership in Higher Education presents a theory-informed framework for academic and administrative leaders who must navigate the institutional and environmental crises that are most germane to institutions of higher education. The perspectives offered in this book remind us that it is in the chaos and uncertainty of crisis that leadership becomes most visible and most critical.Trade Review“In this time of rapid change in higher education, it is incumbent upon every academic leader to know how to act effectively in a crisis. Sound crisis leadership saves careers, keeps academic institutions from being weakened or destroyed, and helps protects the students those institutions serve. I believe that every administrator and faculty leader should be acquainted with the ideas presented in Crisis Leadership in Higher Education: Theory and Practice and be prepared to adopt the framework it presents as a means of preserving the integrity of their universities, colleges, and programs.” -- Jeffrey L. Buller * author of The Essential Academic Dean or Provost: A Comprehensive Desk Reference *"If ever there was a book for its time, Crisis in Higher Education: Theory and Practice by Ralph Gigliotti is it. The crises befalling higher education today are coming fast and furious, and the demands placed upon academic leaders are numerous. Crisis management requires a highly coordinated effort, a heightened sensitivity to context, serving the needs of multiple constituencies, and seamless execution. Dr. Gigliotti’s book is a rich study of the most current academic crises, a practical exploration of the lessons learned, and a competencies scorecard that is a valuable tool. Although leadership in higher education has historically been a neglected area of research, Ralph Gigliotti admirably steps in to fill that gap. This book is a must read for leadership scholars and academic practitioners alike." -- Gail T. Fairhurst * author of The Power of Framing: Creating the Language of Leadership *“The issue of crisis communication is vital in today's historical moment. Crisis Leadership in Higher Education is unlike any book I’ve ever seen, blending the voices of administrators with the literature on crisis in order to offer insights that will be valuable to the community of academic administrators.” -- Janie Harden Fritz, Ph.D., author of Professional Civility * editor of Journal of the Association for Communication Administration *"Read this book. Now. If you wait until you need it to address a crisis, you may end up finding yourself with lots of unintended time to read it and to consider options that might have led to better outcomes." -- Robin Kaler * Associate Chancellor for Public Affairs, University of Illinois at Urbana-Champaign *"When a college or university is plunged into crisis—whether by deeds of its own making or by circumstances beyond its control—the very future of the institution may seem to hang in the balance and the quality of its leadership is tested as never before. Drawing masterfully upon interviews with forty senior leaders from major research universities and upon an exhaustive survey of news stories, Ralph Gigliotti has given us both a path-breaking analysis of higher education crises and a remarkably insightful guide to surviving and surmounting them." -- President Emeritus and Distinguished Professor of History and Education, Rutgers University * Richard McCormick, Ph.D. *"Selected New Books on Higher Education" compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/247370 * Chronicle of Higher Education *"The Best Way to Prepare for Disaster: Crisis Leadership and Higher Ed" interview with Ralph Gigliotti https://evolllution.com/managing-institution/operations_efficiency/the-best-way-to-prepare-for-disaster-crisis-leadership-and-higher-ed/ * The Evolllution *"Crisis Leadership and the Higher Education Response to the COVID-19 Outbreak" by Ralph Gigliotti https://evolllution.com/managing-institution/operations_efficiency/crisis-leadership-and-the-higher-education-response-to-the-covid-19-outbreak/ * The Evolllution *"This book offers something for everyone. The interview data from senior-level higher education administrators creates a certain intimacy. The real-life case studies and crisis headlines convey real urgency facing crisis leaders. The literature review and content analysis of crisis articles give credit to the relationship between scholarship and practice. With the end-of-chapter exercises, opportunities are abundant for self- and organizational reflective practice. In reviewing this book, I was drawn to the professional inference, especially in light of our doctoral program creating a new course focusing on crisis leadership. However, this book offers much more than a course reading—it allows for professional retrospections, personal remembrances relative to how one defines or describes crisis, and how and why one engages in certain decisions/actions/responses during specific events/situations." * The Department Chair *"Post-pandemic: The power of crisis management planning," by Alaina G. Levine * Science Magazine *Table of ContentsContents 1 The Landscape of Crisis in Higher Education: Introduction and Context 2 The Social Construction of Crisis in Higher Education: The Perception of Crisis, the Reality of Crisis 3 The Process of Defining and Labeling Phenomena as Crises 4 The Characterization and Categorization of Crises in Higher Education 5 Centrality of Communication in the Theory and Practice of Crisis Leadership 6 Crisis Adaptation of Leadership Competencies Scorecard for Leaders in Higher Education 7 Implications for Effective Crisis Leadership in Higher Education Acknowledgments Notes References Index

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Book SynopsisFifty years ago, students who were parents were a rarity in college classrooms, but by the beginning of the twenty-first century, over a quarter of all undergraduate students were parents. In Back in School, A. Fiona Pearson explores how these student parents navigate cultural norms and institutional resources, forging pathways as they journey to become better parents and successful students. Back in School examines how policy makers, professors, college administrators, counselors, and social workers provide or deny access to child care, tutoring, financial aid, or other campus- or community-based resources. Pearson further explores how social norms and governmental and organizational policies influence access to these resources and student parents’ experiences on campus and at home.Trade Review"Rich in history and policy, Back in School is a strong cultural analysis of the ways that student parents understand their own decisions to return to higher education. A compelling read!" -- Lisa Nunn * author of Defining Student Success: The Role of School and Culture *"In this thoughtful study of student parents, Pearson shows us the assumptions, organization, and values embedded in contemporary college education -- and the costs to all of us." -- Barbara Katz Rothman * author of A Bun in the Oven: How the Food and Birth Movements Resist Industrialization *Chronicle of Higher Education 'Selected New Books on Higher Education' compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666 * Chronicle of Higher Education *"A meticulously researched, deftly written, accessibly organized and presented work of exceptional scholarship and relevancy." * Midwest Book Review *"Pearson’s study is a significant contribution to existing scholarship on student populations in general and student parents in particular. Insightful, well-written, and accessible, it is an ideal choice for undergraduate and graduate courses in sociology, gender studies, education, and public policy. In addition, it would be an excellent choice for faculty, support staff, and administrators who wish to further their understanding of the realities and needs of America’s increasingly diverse postsecondary student population." * Academe *"This small book is surprisingly ambitious in the reach of its argument; it is highly recommended for all those concerned with the future direction of policy around the further expansion of higher education." * Contemporary Sociology *Table of ContentsContents 1 "We're Not Living in the Old School Anymore:" Student Parents on Campus 2 The American Dream?: Expanding Opportunities & The Changing University 3 "I'm Just Looking for Some Kind of Understanding:" Academic Resources and Campus Culture 4 What Students Want and Why 5 Weaving Existing and New Identities at Home 6 False Promises?: Go to College, Get a Job 7 "It's a Marathon, Not a Sprint:" Final Thoughts Appendix Acknowledgments Notes References Index

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Book SynopsisMore students are enrolling in college than ever before in U.S. history. Yet, many never graduate. In The Journey Before Us, Laura Nichols examines why this is by sharing the experiences of aspiring first-generation college students as they move from middle-school to young adulthood. By following the educational trajectories and transitions of Latinx, mainly second-generation immigrant students and analyzing national data, Nichols explores the different paths that students take and the factors that make a difference. The interconnected role of schools, neighborhoods, policy, employment, advocates, identity, social class, and family reveal what must change to address the “college completion crisis.” Appropriate for anyone wanting to understand their own educational journey as well as students, teachers, counselors, school administrators, scholars, and policymakers, The Journey Before Us outlines what is needed so that education can once again be a means of social mobility for those who would be the first in their families to graduate from college.Trade Review“In this approachable yet informative work, Laura Nichols explores why first-generation students struggle to remain on the journey toward college enrollment and completion. This thoroughly-researched book is very impressive!” -- Susan A. Dumais * Lehman College and the Graduate Center, City University of New York *"'The Journey Before Us' - Author describes her book on first-generation students" by Scott Jaschik * Inside Higher Education *The Chronicle of Higher Education 'Selected New Books on Higher Education' round-up https://www.chronicle.com/article/Selected-New-Books-on-Higher/247906 * Chronicle of Higher Education *"This book should appeal to researchers in the fields of the sociology of education, as it contributes to the literature on Latinos and first-generation college students. This is an important text, as it highlights the barriers FGC students confront, in spite of institutional efforts to mitigate the effects of those transitions." * Journal of Latinos and Education *“In this approachable yet informative work, Laura Nichols explores why first-generation students struggle to remain on the journey toward college enrollment and completion. This thoroughly-researched book is very impressive!” -- Susan A. Dumais * Lehman College and the Graduate Center, City University of New York *"'The Journey Before Us' - Author describes her book on first-generation students" by Scott Jaschik * Inside Higher Education *The Chronicle of Higher Education 'Selected New Books on Higher Education' round-up https://www.chronicle.com/article/Selected-New-Books-on-Higher/247906 * Chronicle of Higher Education *"This book should appeal to researchers in the fields of the sociology of education, as it contributes to the literature on Latinos and first-generation college students. This is an important text, as it highlights the barriers FGC students confront, in spite of institutional efforts to mitigate the effects of those transitions." * Journal of Latinos and Education *Table of ContentsIntroduction : "trying to do school" Paths diverged : student outcomes by college generational status Being a transitional generation and navigating schools Middle and high school transitions and experiences on the path to college College transitions : five paths post high school Smoothing pathways from middle school to college The journey before us : first-generation college students and college completion

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Book Synopsis2020 Choice​ Outstanding Academic Title Research frequently neglects the important ways that race and gender intersect within the complex structural dynamics of STEM. Diversifying STEM fills this void, bringing together a wide array of perspectives and the voices of a number of multidisciplinary scholars. The essays cover three main areas: the widely-held ideology that science and mathematics are “value-free,” which promotes pedagogies of colorblindness in the classroom as well as an avoidance of discussions around using mathematics and science to promote social justice; how male and female students of color experience the intersection of racist and sexist structures that lead to general underrepresentation and marginalization; and recognizing that although there are no quick fixes, there exists evidence-based research suggesting concrete ways of doing a better job of including individuals of color in STEM. As a whole this volume will allow practitioners, teachers, students, faculty, and professionals to reimagine STEM across a variety of educational paradigms, perspectives, and disciplines, which is critical in finding solutions that broaden the participation of historically underrepresented groups within the STEM disciplines. Trade Review“Diversifying STEM is a compilation of sound and comprehensive research…accessible to multiple stakeholders both in and outside of the field of STEM education. Parents, teachers, administrators, policymakers, college students and researchers could benefit from this work.” -- Crystal Hill Morton * Indiana University-Purdue University Indianapolis, School of Education *“Whether examining colorblind liberalism or tracing the paths of Black, Afro-Brazilian, and Pakistani women through science and mathematics at American universities, a multidisciplinary team of authors present a range of perspectives and analysis on students of color in STEM fields. Diversifying STEM brings together top scholars on topics of vital importance to today’s educators, especially those who want to increase the number of qualified STEM students at their institutions.” -- Brian A. Burt * University of Wisconsin-Madison *"The etymology of the word diversity aligns with mathematics and science in its focus on variation. This book offers insight into how variation in identity influences the experiences and socialization of students in STEM education. Building on theories and concepts from across the social sciences, the book’s contributors engage the STEM opportunity to learn literature in novel fashion." -- William F. Tate * Edward Mallinckrodt Distinguished Professor in Arts & Sciences, Washington University in St. Louis *"The partnership between Dr. McGee and Dr. Robinson has given STEM diversity work an expanded, multidisciplinary lens that allows us to consider both research and practitioners' experiences. This book shares the unique perspectives of scholars from across the nation, encompassing a variety of backgrounds. It's a rich outcome of the 'Diversifying STEM' panels at Vanderbilt and related work, and a resource that can be used to better inform our practice." -- Renetta Garrison Tull * Vice Chancellor of Diversity, Equity, and Inclusion, UC Davis *Chronicle of Higher Education 'Selected New Books on Higher Education' round-up https://www.chronicle.com/article/Selected-New-Books-on-Higher/247906 * Chronicle of Higher Education *"This collection of articles, many including first-person accounts, reflects the experiences of women and people of color as they negotiate entry to STEM fields. As such, it is a much-needed contribution to the literature, a book that should be required reading for STEM faculty and administrators especially at predominantly white institutions who truly want to make their departments and universities more inclusive. Highly recommended." * Choice *Table of ContentsIntroduction Part I: The Structural Dynamics of STEM Part II: The Impact of Race and Gender on Scholars of Color in STEM Part III: The Way Forward for Students, Faculty, and Institutions: Strategies for STEM Success Acknowledgments Notes on Contributors Index

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Book SynopsisAsian American women scholars experience shockingly low rates of tenure and promotion because of the particular ways they are marginalized by the intersectionalities of race and gender in academia. Although Asian American studies critics have long since debunked the model minority myth that constructs Asian Americans as the ideal academic subject, university administrators still treat Asian American women in academia as though they will simply show up and shut up. Consequently, because silent complicity is expected, power holders will punish and oppress Asian American women severely when they question or critique the system. However, change is in the air. Fight the Tower is a continuation of the Fight the Tower movement, which supports women standing up for their rights to claim their earned place in academia and to work for positive change for all within academic institutions. The essays provide powerful portraits, reflections, and analyses of a population often rendered invisible by the lies that sustain intersectional injustices in order to operate an oppressive system.Trade Review"Fight the Tower is engaging. Readers will immerse themselves in the lives of these authors, will readily find their own lives in these courageous narratives, and will find nurturing and applicable guidance." -- Yolanda Flores Niemann * co-editor of Presumed Incompetent: The Intersections of Race and Class for Women in Academia *"A searing indictment of the oppressive working conditions encountered by Asian American women faculty and graduate students, and an inspiring chronicle of the struggles for liberation. This insightful volume should be read by everyone—including aspiring academics, junior and senior faculty, and university leaders." -- Carmen Gonzalez * co-editor of Presumed Incompetent: The Intersections of Race and Class for Women in Academia *"Selected New Books on Higher Education," compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/247595 * Chronicle of Higher Education *"Recommended." * Choice *"Fight the Tower explicitly challenges readers to action from the opening Women of Color in Academia Manifesto to the conclusion: turn research into action and join the movement to build a new academy of liberatory education that models and “fosters the kind of respect and empathy upon which social justice is built.” * International Examiner *Table of ContentsContents Prologue: Taking Action: Asian American Faculty Against Injustices in the Academy Shirley Hune Section I: “Fear is the Path to the Dark Side”: Introducing The Fight Waking WP Introduction: “The Time to Fight is Now”: Asian American Women, Academia’s Socially Engineered “Privileged Oppressed,” Go Rogue Kieu Linh Caroline Valverde and Wei Ming Dariotis Section 2: “That’s No Moon!”: Attack of the Institution Who Killed Soek-Fang Sim? WP Chapter 1: Unpacking the Master’s Plan: Asian American Women Resisting the Language of Academic Imperialism Eliza Noh Chapter 2: Investigating Discrimination: Injustice Against Women of Color in the Academy Jane Junn and Mai’a K. Davis Cross Chapter 3: Killing Machine: Exposing the Health Threats to Asian American Women Scholars in Academia Kieu Linh Caroline Valverde, Cara Maffini Pham, Melody Yee, and Jing Mai Section 3: “You Are Unwise to Lower Your Defenses”: The Phantom Menace The Cost of Speaking WP Chapter 4: Precariously Positioned: Asian American Women Students Negotiating Power in Academia Shannon Deloso Chapter 5: Hmong Does Not Mean Free: The Miseducation Of and By Hmong Americans Kaozong N. Mouavangsou Chapter 6: An Offering: Healing the Wounds and Ruptures of Graduate School Cindy Nhi Huynh Chapter 7: Opening the Box: An International Asian Woman Scholar’s Fight Akiko Takeyama Chapter 8: How to Leave Academia Rani Neutill Section 4: “Do. Or Do Not. There is No Try”: Radical Love as Pedagogy and Practice She Shall Not Be Moved WP Chapter 9: Attack on the Spirit by the “Rational World” (and Spiritual Recovery from It) Brett J. Esaki Chapter 10: Care Work: The Invisible Labor of Asian American Women in Academia Wei Ming Dariotis and Grace J. Yoo Chapter 11: Pain + Love = Growth: The Labor of Pinayist Pedagogical Praxis Melissa-Ann Nievera-Lozano Chapter 12: Mothering is Liberation: Giving Birth to Alagaan Pedagogy (Pedagogy of Care) Allyson Tintiangco-Cubales Chapter 13: Resistance is Not Futile: From #adjuncthustle to Hell Yeah! Genevieve Erin O’Brien Chapter 14: Academic Symbiosis: A Manifesto on Tenure and Promotion in Asian American Studies Wei Ming Dariotis Section 5: The Academic Awakens: “We Are One with the Force and the Force is One with Us” Conclusion: Academics Awaken: Power, Resistance, and Being Woke Wei Ming Dariotis and Kieu Linh Caroline Valverde My Kintsuki WP Epilogue: Upward and Onward: Asian American Women’s Legal Resistance Robyn Rodriguez Notes on Contributors Index

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Book SynopsisFounded in 1856 by Bishop James Roosevelt Bayley of Newark, Seton Hall University has played a large part in New Jersey and American Catholic life for nearly two centuries. From its modest beginnings as a small college and seminary to its present position as a major national university, it has always sought to provide “a home for the mind, the heart, and the spirit.” In this vivid and elegantly written history, Dermot Quinn examines how Seton Hall was able to develop as an institution while keeping faith with its founder’s vision. Looking at the men and women who made Seton Hall what it is today, he paints a compelling picture of a university that has enjoyed its share of triumphs but has also suffered tragedy and loss. He shows how it was established in an age of prejudice and transformed in the aftermath of war, while exploring how it negotiated between a distinctly Roman Catholic identity and a mission to include Americans of all faiths. Seton Hall University not only recounts the history of a great educational institution, it also shares the personal stories of the people who shaped it and were shaped by it: the presidents, the priests, the faculty, the staff, and of course, the students.Trade Review"An insightful piece of cultural history, explaining how Catholics built their own institutions, debated among themselves how these institutions served a greater good, and struggled to grow and adapt their schools to a more secular age. The scholarship is profound."— Terry Golway, author of Frank and Al: FDR, Al Smith, and the Unlikely Alliance That Created the Modern Democratic “Quinn deftly tells the story of Seton Hall University, gracefully elucidating the struggle to remain faithful as a Catholic institution while seeking a place among the great universities of the United States. Seton Hall University is a story that mirrors that of the Catholic Church in New Jersey and, indeed, in the nation.”— Augustine J. Curley, OSB, New Jersey Catholic Historical Commission "An insightful piece of cultural history, explaining how Catholics built their own institutions, debated among themselves how these institutions served a greater good, and struggled to grow and adapt their schools to a more secular age. The scholarship is profound."— Terry Golway, author of Frank and Al: FDR, Al Smith, and the Unlikely Alliance That Created the Modern Democratic “Quinn deftly tells the story of Seton Hall University, gracefully elucidating the struggle to remain faithful as a Catholic institution while seeking a place among the great universities of the United States. Seton Hall University is a story that mirrors that of the Catholic Church in New Jersey and, indeed, in the nation.”— Augustine J. Curley, OSB, New Jersey Catholic Historical CommissionTable of ContentsContents Chapter 1: Foundations Chapter 2: A College Begins Chapter 3: The Michael Corrigan Years Chapter 4: Another Corrigan, Another Fire Chapter 5: A New Century Chapter 6: McLaughlin at the Helm Chapter 7: From McLaughlin to Monaghan to Kelley Chapter 8: Resurgence Chapter 9: Seton Hall at War Chapter 10: A New Beginning Chapter 11: A New University Chapter 12: A Law School For the City Chapter 13: A Revolution under Dougherty Chapter 14: Noble Dream: The Seton Hall University School of Medicine and Dentistry Chapter 15: Dangerous Decade: Seton Hall in the 1970s Chapter 16: The Seton Hall Renaissance Chapter 17: Towards the New Millennium Chapter 18: A Law School for the City: Seton Hall Law from 1961 Chapter 19: The Sheeran Years Appendix A: Seton Hall Sport Appendix B: Seton Hall Priests, 1856-2013 Acknowledgements Notes Index

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Book SynopsisLong seen as proving grounds for professors, PhD programs have begun to shed this singular sense of mission. Prompted by poor placement numbers and guided by the efforts of academic organizations, administrators and faculty are beginning to feel called to equip students for a range of careers. Yet, graduate students, faculty, and administrators often feel ill-prepared for this pivot. The Reimagined PhD assembles an array of professionals to address this difficult issue. The contributors show that students, faculty, and administrators must collaborate in order to prepare the 21st century PhD for a wide range of careers. The volume also undercuts the insidious notion that career preparation is a zero sum game in which time spent preparing for alternate careers detracts from professorial training. In doing so, The Reimagined PhD normalizes the multiple career paths open to PhD students, while providing practical advice geared to help students, faculty, and administrators incorporate professional skills into graduate training, build career networks, and prepare PhDs for a variety of careers. Trade Review“This book provides an invaluable resource for humanities PhDs struggling to find their way in an incredibly challenging graduate school climate. This is a necessary book that I recommend enthusiastically to students and faculty members alike.” -- Greg M. Colon Semenza * Professor of English, University of Connecticut, Storrs *"This powerful collection reveals many facets of the humanities PhD in the 21st Century. The editors and authors beckon readers to attune themselves to engrained disciplinary biases that stifle opportunity and innovation, and to remember that the well-worn narratives about challenges in the humanities often obscure local possibilities." -- Julie R. Posselt * author of Inside Graduate Admissions: Merit, Diversity, and Faculty Gatekeeping *“This book provides an invaluable resource for humanities PhDs struggling to find their way in an incredibly challenging graduate school climate. This is a necessary book that I recommend enthusiastically to students and faculty members alike.” -- Greg M. Colon Semenza * Professor of English, University of Connecticut, Storrs *"This powerful collection reveals many facets of the humanities PhD in the 21st Century. The editors and authors beckon readers to attune themselves to engrained disciplinary biases that stifle opportunity and innovation, and to remember that the well-worn narratives about challenges in the humanities often obscure local possibilities." -- Julie R. Posselt * author of Inside Graduate Admissions: Merit, Diversity, and Faculty Gatekeeping *Table of ContentsForeword Preface Leanne M. Horinko, Jordan M. Reed and James M. Van Wyck Part 1: A Call to Normalize Careers Beyond the Academy Chapter 1: An Honest Assessment: The State of Graduate Education Robert Townsend Chapter 2: The Liberal Arts at Work: The Engaged PhD Robert Weisbuch Chapter 3: Diverse Careers, the Waning of the Prestige Regime, and the Rise of the Influence Economy in Academic Publishing Michael J. McGandy Chapter 4: The PhD Adviser-Advisee Relationship Reimagined for the 21st Century Leonard Cassuto and James M. Van Wyck Chapter 5: Out of the Field and Into the Woods: The PhD as Professional Compass Augusta Rohrbach Part 2: Beyond Plan B: Preparing for What’s Next Chapter 6: First-Generation Students and the Mission of Graduate Study Leanne M. Horinko and Jordan M. Reed Chapter 7: Building Professional Connections in Graduate School Joseph M. Vukov Chapter 8: Building Skill and Career Development Opportunities on Campus for Graduate Students and Postdocs Melissa Dalgleish Chapter 9: Expanding Horizons and Diversifying Skills: Transforming Graduate Curriculum Karen S. Wilson and Stephen Aron Chapter 10: Reimagining Graduate Pedagogy to Account for Career Diversity Vernita Burrell Chapter 11 Preparing for a Digital Humanities Career William Fenton Chapter 12: Skill-Building and Thinking About Career Diversity for Graduate Students Alexandra M. Lord Afterword: Graduate Education: What’s Next? Paula Chambers Appendix: Sample Syllabi for Adding Graduate Seminars to Curriculum Acknowledgments Bibliography Notes on Contributors Index

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Book SynopsisIndigenous Motherhood in the Academy highlights the experiences and narratives emerging from Indigenous mothers in the academy who are negotiating their roles in multiple contexts. The essays in this volume contribute to the broader higher education literature and the literature on Indigenous representation in the academy, filling a longtime gap that has excluded Indigenous women scholar voices. This book covers diverse topics such as the journey to motherhood, lessons through motherhood, acknowledging ancestors and grandparents in one’s mothering, how historical trauma and violence plague the past, and balancing mothering through the healing process. More specific to Indigenous motherhood in the academy is how culture and place impacts mothering (specifically, if Indigenous mothers are not in their traditional homelands as they raise their children), how academia impacts mothering, how mothering impacts scholarship, and how to negotiate loss and other complexities between motherhood and one’s role in the academy.Trade Review“This book on Indigenous Motherhood eloquently weaves together the beauty, strength, and resilience of those who transform academic spaces for the benefit of Indigenous students, families, and communities. This is the book I yearned for as a graduate student and Indigenous mother-scholar.” -- Jennifer Brant * University of Toronto, co-editor of 'Forever Loved: Exposing the Hidden Crisis of Missing and Murder *"Indigenous Motherhood in the Academy is a brilliantly felt and witnessed act of collective Indigenous scholarship from a fiercely honest new generation of teachers and intellectual leaders who affirm their whole selves as the heart of nurturing present and future Indigenous generations." -- Dian Million, (Tanana) * author of Therapeutic Nations: Healing in an Age of Indigenous Human Rights * "A much need contribution to Indigenous scholarship, Indigenous Motherhood in the Academy weaves together rich, powerful stories of Indigenous women who have navigated through the colonized, patriarchal spaces of academia while centering their Indigenous motherhood at the core of their journeys. A very inspirational and critical read for those seeking to understand the experiences of Indigenous women in academia." -- Susana Geliga * PhD, Lakota/Taino, Assistant Professor, Department of History and Naive American Studies Program, Un *Table of ContentsIntroductionSection I: East-ThinkingAn Indigenous boy occupying the academy and the intergenerational (motherly) teachings that led him thereChristine A. Nelson (K’awaika/Diné)“She had no use for fools”: Stories of Dibé Łizhiní mothersTiffany S. Lee (Diné/Lakota)Nine Months of Indigenous Motherhood in the Academy: A Rainbow Journey From the Islands to Na’NeelzhíínLeola Tsinnijinnie-Paquin (Diné)M(othering) and the AcademySusan Faircloth (Coharie Tribe of North Carolina)My Children Are My Teachers: Lessons Learned as a Kanaka Maoli Mother-ScholarNicole Reyes (Native Hawaiian)Dreams of Hózhó Within the Womb: A Navajo Mother’s Letter to Her Newest LoveNizhoni Chow-Garcia (Diné)Section II: South-PlanningHollo Micha Oh Chash: Drawing from our Choctaw ancestors’ wisdom to decolonize motherhood within the academyMichelle Johnson-Jennings (Choctaw), Alayah Johnson-Jennings (Choctaw, Quapaw, Sac & Fox, Miami Nations), & Ahnili Johnson-Jennings (Choctaw, Quapaw, Sac & Fox, Miami Nations)Mvskoke Eckvlke (Muscogee Motherhood) in Academic SpacesDwanna L. McKay (Mvskoke)The (Time) Line in the SandMiranda Belarde-Lewis (Tlingit/Zuni)Protection and the Power of ReproductionShelly Lowe (Diné)A Glint of Decolonial Love: An Academic Mother's Meditation on Navigating and Leveraging the UniversityTria Blu Wakpa (Powhatan Descent)Honoring our Relations (Collective Stories)Section III: West-LivingWidening the Path: Reflection of Two Generations in AcademiaSymphony Oxendine (Cherokee/Choctaw) & Denise Henning (Cherokee/Choctaw)Mothers and Daughters are ForeverRenée Holt (Diné and Nimiipuu)A Journey of Indigenous Motherhood Through the Love, Loss and the P&T ProcessRobin Zape-tah-hol-ah Minthorn (Kiowa/Apache/Umatilla/Nez Perce/Assiniboine)Indigenous Motherhood in STEMOtakuye Conroy Ben (Oglala Lakota)Kuhkwany Kuchemayo ‘Aaknach, An Iipay Mother’s/Teacher’s StoryTheresa Gregor (Iipay/Yoeme)Impact of a Pandemic on Indigenous MotherhoodSection IV: North-AssuringOur Journey Through HealingSloan Woska-pi-mi Shotton (Otoe-Missouria/Iowa/Wichita/Kiowa/Cheyenne) & Heather J. Shotton (Wichita/Kiowa/Cheyenne)Motherhood, Re-ImaginedPearl Brower (Iñupiaq/Armenian/Chippewa)Weaving Fine Baskets of Resilience:Resilient Mothering in the Academy as Kanaka Nation BuildingErin Kahunawaikaʻala Wright (Native Hawaiian)Hā‘ena-i-ku‘u-poli: A Letter to My DaughterKaiwipuni Lipe (Native Hawaiian)A Hidden Cartography: Matrilinealizing the Terrain of AcademeCharlotte Davidson (Diné)Berries and Her Many Lectures: The Work of StoryworkStephanie Waterman (Onondaga/Turtle Clan)Tying The BundleNotes on Contributors

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Book SynopsisWhen Stephen Lehmkuhle became the chancellor of the brand-new University of Minnesota-Rochester campus, he had to start from scratch. He did not inherit a legacy mission that established what the campus did and how to do it; rather, he needed to find a way to rationalize the existence of the nascent campus. Lehmkuhle recognized that without a shared understanding of purpose, the scope of a new campus expands at an unsustainable rate as it tries to be all things to all people, and so his first act was to decide on the driving purpose of the campus. He then used this purpose to make decisions about institutional design, scope, programs, and campus activities. Through personal and engaging anecdotes about his experience, Lehmkuhle describes how higher education leaders can focus on campus purpose to create new and fresh ways to think about many elements of campus operation and function, and how leaders can protect the campus’s purpose from the pervasive higher education culture that is hardened by history and habit.Trade Review"This book provides the rare opportunity to see how an inaugural chancellor and his colleagues created an agile, responsive institution. It pushes leaders in higher education to think broadly about our purposes, look in the mirror and acknowledge what we can do better, and ask the hard questions to help us adapt to changing times." -- Freeman Hrabowski * President of the University of Maryland, Baltimore County *"Campus with Purpose is a fascinating read that draws upon the rich knowledge that Stephen Lehmkuhle amassed as the inaugural chancellor at the University of Minnesota, Rochester. The author’s experiences are important examples for other university leaders, proving that presidents can create change rather than manage change." -- Robert Zemsky * author of Checklist for Change: Making American Higher Education a Sustainable Enterprise *"Why Does This Campus Exist Today? Start Planning with This Question," by Stephen Lehmkuhle * Academic Leader *"Redesigning the University by David J. Staley," by Melissa Morris-Olson * Ingenious *Building a Purpose-Driven Campus from Scratch with University of Minnesota-Rochester Chancellor Emeritus Dr. Stephen Lehmkuhle * IngenioUs podcast *Table of ContentsContents Preface 1 The Interview 2 Why Does the Campus Exist? 3 Building a Campus with Purpose: Managing the Past and the Future 4 Structure with Purpose 5 Buildings versus Space 6 Building and Flying the Plane at the Same Time 7 What I Learned about Students and Faculty 8 Leading by Purpose in Higher Education 9 Closing Comments Epilogue: Purpose and Innovation Notes Index

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Book SynopsisWhen Stephen Lehmkuhle became the chancellor of the brand-new University of Minnesota-Rochester campus, he had to start from scratch. He did not inherit a legacy mission that established what the campus did and how to do it; rather, he needed to find a way to rationalize the existence of the nascent campus. Lehmkuhle recognized that without a shared understanding of purpose, the scope of a new campus expands at an unsustainable rate as it tries to be all things to all people, and so his first act was to decide on the driving purpose of the campus. He then used this purpose to make decisions about institutional design, scope, programs, and campus activities. Through personal and engaging anecdotes about his experience, Lehmkuhle describes how higher education leaders can focus on campus purpose to create new and fresh ways to think about many elements of campus operation and function, and how leaders can protect the campus’s purpose from the pervasive higher education culture that is hardened by history and habit.Trade Review"This book provides the rare opportunity to see how an inaugural chancellor and his colleagues created an agile, responsive institution. It pushes leaders in higher education to think broadly about our purposes, look in the mirror and acknowledge what we can do better, and ask the hard questions to help us adapt to changing times." -- Freeman Hrabowski * President of the University of Maryland, Baltimore County *"Campus with Purpose is a fascinating read that draws upon the rich knowledge that Stephen Lehmkuhle amassed as the inaugural chancellor at the University of Minnesota, Rochester. The author’s experiences are important examples for other university leaders, proving that presidents can create change rather than manage change." -- Robert Zemsky * author of Checklist for Change: Making American Higher Education a Sustainable Enterprise *"Why Does This Campus Exist Today? Start Planning with This Question," by Stephen Lehmkuhle * Academic Leader *"Redesigning the University by David J. Staley," by Melissa Morris-Olson * Ingenious *Building a Purpose-Driven Campus from Scratch with University of Minnesota-Rochester Chancellor Emeritus Dr. Stephen Lehmkuhle * IngenioUs podcast *Table of ContentsContents Preface 1 The Interview 2 Why Does the Campus Exist? 3 Building a Campus with Purpose: Managing the Past and the Future 4 Structure with Purpose 5 Buildings versus Space 6 Building and Flying the Plane at the Same Time 7 What I Learned about Students and Faculty 8 Leading by Purpose in Higher Education 9 Closing Comments Epilogue: Purpose and Innovation Notes Index

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Book SynopsisAmong the many challenges confronting the liberal arts today is a fundamental disconnect between the curricula that many institutions offer and the training that many students need. Discipline-specific models of teaching and learning can underprepare students for the kinds of interdisciplinary collaboration that employers now expect. Although aware of these expectations and the need for change, many small colleges and universities have struggled to translate interdisciplinarity into programs and curricula that better serve today’s students. Written by faculty engaged in the design and delivery of interdisciplinary courses, programs, and experiential learning opportunities in the small college setting, The Synergistic Classroom addresses the many ways faculty can leverage their institutions' small size and openness to pedagogical experimentation to overcome the challenges of limited institutional resources and enrollment concerns and better prepare students for life and work in the twenty-first century. Taken together, the contributions in this volume invite reflection on a variety of important issues that attend the work of small college faculty committed to expanding student learning across disciplinary boundaries.Trade Review"Unique and excellently written, The Synergistic Classroom illuminates honest yet hopeful realities about the overlooked system of interdisciplinary teaching in educational institutions. This comprehensive volume provides successful methods of teaching that can easily be implemented to enhance interdisciplinary courses." -- Vicki L. Baker * author of Charting Your Path to Full: A Guide for Women Associate Professors *"The Synergistic Classroom provides concrete examples of how to create interdisciplinary experiences that engage students in the curriculum, foster critical thinking, and support team work. This is a great exploration of the heart of professorship—to facilitate learning." -- Amy Rottmann * Lenoir-Rhyne University *Table of ContentsContents Introduction: Building Bridges in a Land of Colleges Corey Campion Part I: Teaching Across the Disciplines Chapter 1: The Anxiety of Interdisciplinary Teaching Aaron Angello Chapter 2: Challenging the Discipline: First-Year Seminars and the Benefits of an Interdisciplinary Model Paul D. Reich Chapter 3: More Than Just Another Core Class: The Interdisciplinary Composition Course Patricia Marchesi Chapter 4: Breaking Boundaries: Reflections on an Interdisciplinary Course on Race and Graphic Narrative Patrick L. Hamilton and Allan W. Austin Chapter 5: Interdisciplinary Interactivity: Team-Teaching App Design at a Small College Christine Dehne and Jonathan Munson Chapter 6: Honeybees and the Transdisciplinary Classroom: Bridging the Gaps between History, Environmental Science and Global Studies Corey Campion and April Boulton Part II: Programming Across the Disciplines Chapter 7: Learning, Leading, and Succeeding: Collaborative Culture and Experiential Interdisciplinary Studies at Nichols College Erika Cornelius Smith and Maryann Conrad Chapter 8: Why Can’t It Be Both?: Supporting Students Across the Spectrum of Abilities and Ambitions Julia Klimek Chapter 9: From Chemistry to History to Psychology: Creating a Multidisciplinary Minor in Investigative Forensics Christine D. Myers and Audra L. Goach Chapter 10: Creating a ‘Space of Appearance’ through the Rollins College Foundations in Liberal Arts (rFLA) Program Hilary Cooperman Chapter 11: Flipping the Humanities Back into Mathematics Winston Ou Chapter 12: Arts in the Laboratory: A Multidisciplinary Approach to Honors Education in a Small College Setting Lana A. Whited and Sharon E. Stein Part III: Exploring Across the Disciplines Chapter 13: Science and Cultural Competence: Incorporating Hispanic Migrants’ Knowledge and Experience in the Spanish Curriculum Martha Bárcenas-Mooradian Chapter 14: Authenticity and Empathy in Education: Team-Teaching “The Voices Project: Mental Health” Amanda M. Caleb and Alicia H. Nordstrom Chapter 15: Experiential Learning in the Rural, Small College Setting: Creating an “Appalachian Cluster” Tina L. Hanlon, Peter Crow, Susan V. Mead, Carolyn L. Thomas, and Delia R. Heck Chapter 16: “Hold my Piña Colada: Operational and Ethical Considerations for Interdisciplinary Experiential Learning Study Abroad” Paola Prado and Autumn Quezada-Grant Notes on Contributors Index

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