Higher education, tertiary education Books

Book Synopsis2021 ASHE/CIHE Award for Significant Research on International Higher EducationU.S. Power in International Higher Education explores how internationalization in higher education is not just an educational endeavor, but also a geopolitical one. By centering and making explicit the role of power, the book demonstrates the United States’s advantage in international education as well as the changing geopolitical realities that will shape the field in the future. The chapter authors are leading critical scholars of international higher education, with diverse scholarly ties and professional experiences within the country and abroad. Taken together, the chapters provide broad trends as well as in-depth accounts about how power is evident across a range of key international activities. This book is intended for higher education scholars and practitioners with the aim of raising greater awareness on the unequal power dynamics in internationalization activities and for the purposes of promoting more just practices in higher education globally. Trade Review"U.S. Power in International Higher Education provides a welcome critical perspective concerning the complexities of global higher education relations." -- Philip G. Altbach * Founding Director, Center for International Higher Education, Boston College *"Sharp, focused, and highly original, this collection will permanently change thinking about international higher education in the United States.” -- Simon Marginson * Professor of Higher Education, University of Oxford *"A unique and timely collection which uncovers the United States's concentration of geo-political power in international higher education in the context of a pandemic, growing cross-national suspicion and the legitimation of racism. Essential reading for everyone concerned with enhancing international higher education for the common good." -- Rajani Naidoo * coeditor of The Globalization of Higher Education *"International student strategies must change, says ACE" by Mary Beth Marklein * University World News *"US Power covers a lot of ground conceptually and empirically, and offers timely analysis of COVID-19’s impact on international higher education. For those new to the field, it provides a good introduction to the geopolitics of international higher education, and specifically, American power in this space. For more seasoned researchers, policymakers, and practitioners, the book synthesizes major themes and dynamics, and offers a solid foundation upon which to pursue new lines of inquiry and change." * Teachers College Record *Table of ContentsInternational Higher Education as Geopolitical Power Jenny J. Lee Part I: Geopolitics and the Regulation of Higher Education 2 International Education as Soft Power: A History of Changing Governments, Shifting Rationales, and Lessons Learned Roopa Desai Trilokekar 3 What Do Global University Rankings Tell Us about U.S. Geopolitics in Higher Education? Ellen Hazelkorn 4 International Accreditation as Geopolitical Space: U.S. Practices as “Global Standards” for Quality Assurance in Higher Education Gerardo L. Blanco Part II: National and Global Research 5 Geopolitical Tensions and Global Science: Understanding U.S.-China Scientific Research Collaboration through Scientific Nationalism and Scientific Globalism John P. Haupt and Jenny J. Lee 6 Concepts for Understanding the Geopolitics of Graduate Student and Postdoc Mobility Brendan Cantwell Part III: University Internationalization Strategies 7 Exploring Geopolitics in U.S. Campus Internationalization Plans 113 Chrystal A. George Mwangi, Sean Jung-Hau Chen, and Pempho Chinkondenji 8 The Life Cycle of Transnational Partnerships in Higher Education Dale LaFleur Part IV: Students and International Learning 9 Global Positional Competition and Interest Convergence: Student Mobility as a Commodity for U.S. Academic Imperialism Christina w. Yao 10 Global Competence: Hidden Frames of National Security and Economic Competitiveness Chris R. Glass 11 Internationalizing the Curriculum: Conceptual Orientations and Practical Implications in the Shadow of Western Hegemony Sharon Stein Part V: Concluding Thoughts 12 Where Do We Go from Here? Jenny J. Lee and Santiago Castiello-Gutiérrez Notes on Contributors Index

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Book SynopsisHonorable Mention - 2022 Society of Professors of Education Outstanding Book Award​Special Admission contradicts the national belief that college sports provide upward mobility opportunities. Kirsten Hextrum documents how white middle-class youth become overrepresented on college teams. Her institutional ethnography of one elite athletic and academic institution includes over 100 hours of interviews with college rowers and track & field athletes. She charts the historic and contemporary relationships between colleges, athletics, and white middle-class communities that ensure white suburban youth are advantaged in special athletic admissions. Suburban youth start ahead in college admissions because athletic merit—the competencies desired by university recruiters—requires access to vast familial, communal, and economic resources, all of which are concentrated in their neighborhoods. Their advantages increase as youth, parents, and coaches strategically invest in and engineer novel opportunities to maintain their race and class status. Thus, college sports allow white, middle-class athletes to accelerate their racial and economic advantages through admission to elite universities.Trade Review"With careful research and astute analysis, Kirsten Hextrum unveils the systemic ways privilege works in and through sport. Special Admission is a game-changer for anyone who cares about college sports and social justice." -- Michael A. Messner * Professor of Sociology and Gender Studies, University of Southern California *"Kirsten Hextrum has perfect timing. Her work is not only topical but carefully researched and very well-argued. She reveals the extent of special admissions for athletes and its negative effects: on the university and, ironically, often on the athletes themselves. Special Admission is a must-read for everyone concerned with unfair college admission procedures, and especially for all those parents who are dreaming of athletic scholarships for their children." -- Murray Sperber * Indiana University, Bloomington, author of Beer and Circus: How Bigtime College Sports Is Crippling Undergraduate Education *“Special Admission is a truly outstanding work that provides a point of informed entry into a previously largely neglected topic. It is a graphic indictment of an institution which–despite all reifying allusions to the contrary–is a highly effective engine of social differentiation.” -- David L. Andrews * Physical Cultural Studies Research Group, University of Maryland, author of Making Sport Great Again: The Uber-Sport Assemblage, Neoliberalism, and the Trump Conjuncture *"College athletics are routinely portrayed as a vehicle of social mobility. Kirsten Hextrum proves that the opposite is true. White-dominated sports, such as crew and lacrosse, offer a hidden pathway to college admissions that is known only to affluent, suburban parents. Meticulously researched and conversationally written, Special Admission exposes the fundamental unfairness and hypocrisy of college sports. It impels action." -- Evan J. Mandery * author of A Wild Justice: The Death and Resurrection of Capital Punishment in America *"What the NCAA ruling really means for student athletes" by Faith Karimi * CNN.com *"Supreme Court Roundup: Voting Rights And NCAA Athletes" interview with Kristen Hextrum * WORT - "A Public Affair" *"Readers engaging with this book can expect to understand the historical, political, and economic factors that influence current practices in college admissions, with a critical analysis about the racial and gender exclusion of non-white athletes and the concentration of resources in white, suburban areas. Central themes within the work focus on race, gender, economic status, state control and access to resources as the contextual factors that influence the favoritism of white athletes in college admissions." * International Journal of Educational Integrity *"Special Admission: Dr. Kirsten Hextrum Discusses How College Athletic Recruitment Favors White Suburbia" * Diverse: Issues in Higher Education *"With careful research and astute analysis, Kirsten Hextrum unveils the systemic ways privilege works in and through sport. Special Admission is a game-changer for anyone who cares about college sports and social justice." -- Michael A. Messner * Professor of Sociology and Gender Studies, University of Southern California *"Kirsten Hextrum has perfect timing. Her work is not only topical but carefully researched and very well-argued. She reveals the extent of special admissions for athletes and its negative effects: on the university and, ironically, often on the athletes themselves. Special Admission is a must-read for everyone concerned with unfair college admission procedures, and especially for all those parents who are dreaming of athletic scholarships for their children." -- Murray Sperber * Indiana University, Bloomington, author of Beer and Circus: How Bigtime College Sports Is Crippling *“Special Admission is a truly outstanding work that provides a point of informed entry into a previously largely neglected topic. It is a graphic indictment of an institution which–despite all reifying allusions to the contrary–is a highly effective engine of social differentiation.” -- David L. Andrews * Physical Cultural Studies Research Group, University of Maryland, author of Making Sport Great Again *"College athletics are routinely portrayed as a vehicle of social mobility. Kirsten Hextrum proves that the opposite is true. White-dominated sports, such as crew and lacrosse, offer a hidden pathway to college admissions that is known only to affluent, suburban parents. Meticulously researched and conversationally written, Special Admission exposes the fundamental unfairness and hypocrisy of college sports. It impels action." -- Evan J. Mandery * author of A Wild Justice: The Death and Resurrection of Capital Punishment in America *"What the NCAA ruling really means for student athletes" by Faith Karimi * CNN.com *"Supreme Court Roundup: Voting Rights And NCAA Athletes" interview with Kristen Hextrum * WORT - "A Public Affair" *"Readers engaging with this book can expect to understand the historical, political, and economic factors that influence current practices in college admissions, with a critical analysis about the racial and gender exclusion of non-white athletes and the concentration of resources in white, suburban areas. Central themes within the work focus on race, gender, economic status, state control and access to resources as the contextual factors that influence the favoritism of white athletes in college admissions." * International Journal of Educational Integrity *"Special Admission: Dr. Kirsten Hextrum Discusses How College Athletic Recruitment Favors White Suburbia" * Diverse: Issues in Higher Education *Table of ContentsPreface Introduction 1 Gentlemen’s Agreement: College Sports Become a State Institution 2 The State Alignment: White Suburbia and Athletic Talent 3 Build a Wall: The State Segregates Sports 4 Activating Capital: Pay-to-Play Sports 5 A Guide: Socializing Future College Athletes 6 The Offer Letter: Athletic Talent Secures Preferential College Access Conclusion: Altering the Path Appendix A: Study Participant Background Characteristics Appendix B: Participant Recruitment Appendix C: High School Sports Relative to College Sports Acknowledgments Notes References Index

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Book SynopsisHigher education is a central institution in U.S. democracy. In the 2010s, however, many states that spent previous decades building up their higher education systems began to tear them down. Growing hostility toward higher education reflected changing social forces that remade the politics of U.S. higher education. The political Right became increasingly reliant on angry white voters as higher education became more racially diverse. The Republican party became more closely connected to extremely wealthy donors as higher education became more costly. In Wrecked, Barrett J. Taylor shows how these social changes set a collision course for the Right and higher education. These attacks fed a policy agenda of deinstitutionalization, which encompassed stark divestment from higher education but was primarily characterized by an attack on the institution’s social foundation of public trust. In response to these attacks, higher education officials have offered a series of partial defenses that helped higher education to cope in the short-term but did nothing to defend the institution itself against the long-term threat of declining public trust. The failure to address underlying issues of mistrust allowed conflict to escalate to the point at which many states are now wrecking their public higher education systems. Wrecked offers a unique and compelling perspective linking higher education policymaking to broader social and political forces acting in the twenty-first century. Trade Review"Taylor's Wrecked is a bold, unapologetic, and thought-provoking analysis and manifesto that addresses how the long-ignored elephants of race and partisan politics continue to shape higher education policy. A must-read for anyone interested in understanding and improving higher education equity in policymaking." -- Sosanya Jones * co-author of Performance Funding for Higher Education *"Wrecked offers a compelling and instructive indictment about the rise of political and policy hostility of states toward higher education. Armed with a decade of data reflecting the political Right’s retreat from supporting public higher education, Barrett Taylor explains clearly and honestly its devastating effects. Implications for the future of college access and equity are sobering, yet hopeful in how we understand the complexities of social divisions and their political consequences. Wrecked demands our attention in addressing the collateral policy damage and the diminishing possibilities of higher education." -- James Earl Davis * Bernard C. Watson Chair in Urban Education and Professor of Higher Education - Temple University *"Taylor's Wrecked is a bold, unapologetic, and thought-provoking analysis and manifesto that addresses how the long-ignored elephants of race and partisan politics continue to shape higher education policy. A must-read for anyone interested in understanding and improving higher education equity in policymaking." -- Sosanya Jones * co-author of Performance Funding for Higher Education *"Wrecked offers a compelling and instructive indictment about the rise of political and policy hostility of states toward higher education. Armed with a decade of data reflecting the political Right’s retreat from supporting public higher education, Barrett Taylor explains clearly and honestly its devastating effects. Implications for the future of college access and equity are sobering, yet hopeful in how we understand the complexities of social divisions and their political consequences. Wrecked demands our attention in addressing the collateral policy damage and the diminishing possibilities of higher education." -- James Earl Davis * Bernard C. Watson Chair in Urban Education and Professor of Higher Education - Temple University *Table of ContentsPreface Chapter 1: Collision Course Chapter 2: Policy Legacies Chapter 3: Conceptualizing Wreckage Chapter 4: Arizona Chapter 5: Wisconsin Chapter 6: North Carolina Chapter 7: Iowa (with Kimberly Watts) Chapter 8: Ways Forward Appendix: Notes on Methods

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Book SynopsisIn no other professional field do senior leaders habitually return to the rank-and-file workforce in the twilight of their careers. Corporate CEOs rarely conclude their working lives by resuming the duties of a mid-level account executive; on the verge of retirement, four-star generals do not return to the infantry. But in academia former senior leaders often conclude their careers by reprising the roles and responsibilities of a professor. Until now, leaders and institutions have been left to navigate these transitions on their own—often learning hard lessons that might have been avoided. Stepping Away moves beyond the well-worn clichés of “stepping down” to examine how senior leadership role changes impact individuals and the institutions they serve. Drawn from empirical research involving more than fifty college presidents, provosts, and deans, this book delivers fresh understanding of the challenges and opportunities leaders face as they assume a new place in the social architecture of their campus. Bridging the gap between theory and practice, Stepping Away translates research into practical strategies that leaders can use to make this change successfully, providing guidance about when to speak up and when to remain quiet, how to develop new relationships, where to office, whether to apply for new jobs, and how to use their knowledge and skills to add value to their campus communities, on-campus and off.Table of ContentsList of “Collected Wisdom” Foreword by Leo M. Lambert 1 Stepping Away 2 Studying Administrative Transitions in the Modern American University 3 First Steps: Look as You Leap 4 The Messy Middle: Making a Transition Is Making Choices 5 “Working for Myself”: Life after Administration 6 Reimagining Leaders, Reimagining Leadership Acknowledgments Appendix: Interview Protocols Notes Bibliography Index

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Book SynopsisIntercollegiate athletics is under assault from all sides. Its economic model is yielding increasing and unsustainable deficits and widening inequality. Coaches and athletic directors are the highest paid employees at FBS universities (NCAA Division I Football Bowl Subdivision) by factors of five to ten, or more. Athletes are being cheated on their promised education, do not receive adequate medical care, and are not allowed to receive cash income. Substantial change, either toward reasserting the intended primacy of education for intercollegiate athletes or a further surrender to commercialism, is coming. This book lays out the starkly different paths that college sports reform can follow and what the ramifications will be on the athletes and on the institutions in which they are enrolled. Trade Review“When our attentions turn to the economic, legal and political issues impacting sports, there has been no more consistently credible source than Andy Zimbalist. Whither College Sports is the latest addition to his impressive and valuable body of work.” -- Bob Costas"Professor Zimbalist is at the top of his game with this fascinating look inside the biggest economic, social, and legal issues facing college sports in the United States. This is a must-read for anyone who wants to better understand the multibillion-dollar college sports industry." -- Gabe Feldman * editor of The Sports Lawyers Journal *"The leading sports economist in the country lends his considerable talents to the timely titular subject, Whither College Sports, including the three phenomena that will shape the future of this uniquely American institution: ever-increasing commercialization and budget shortfalls, athletes' image-likeness rights, and sports gambling. Zimbalist's collection is a must for academics, students, and policymakers working on these issues, but also for those who love—or love to hate—college sports intelligently." -- Doriane Coleman * author of Torts: Doctrine and Process *"Andrew Zimbalist: What's Next For College Sports?" * Sportico *"NILs, Surrogate Markets And The Future Of College Sports" * Forbes *“When our attentions turn to the economic, legal and political issues impacting sports, there has been no more consistently credible source than Andy Zimbalist. Whither College Sports is the latest addition to his impressive and valuable body of work.” -- Bob Costas"Professor Zimbalist is at the top of his game with this fascinating look inside the biggest economic, social, and legal issues facing college sports in the United States. This is a must-read for anyone who wants to better understand the multibillion-dollar college sports industry." -- Gabe Feldman * editor of The Sports Lawyers Journal *"The leading sports economist in the country lends his considerable talents to the timely titular subject, Whither College Sports, including the three phenomena that will shape the future of this uniquely American institution: ever-increasing commercialization and budget shortfalls, athletes' image-likeness rights, and sports gambling. Zimbalist's collection is a must for academics, students, and policymakers working on these issues, but also for those who love—or love to hate—college sports intelligently." -- Doriane Coleman * author of Torts: Doctrine and Process *"Andrew Zimbalist: What's Next For College Sports?" * Sportico *"NILs, Surrogate Markets And The Future Of College Sports" * Forbes *Table of ContentsIntroduction Section 1: Academic Papers 1. Taxation of College Sports: Policies and Controversies Andrew Zimbalist 2. Reforming College Sports: The Case for a Limited and Conditional Antitrust Exemption Jayma Meyer and Andrew Zimbalist 3. A Win Win: College Athletes get Paid for their Names, Images, and Likenesses and Colleges Maintain the Primacy of Academics Jayma Meyer and Andrew Zimbalist 4. The Impact of College Athletic Success on Donations and Applicant Quality Benjamin Baumer and Andrew Zimbalist Section 2: Position Papers by Drake Group 1. The ‘Big Five’ Power Grab: The Real Threat to College Sports Brian Porto, Gerald Gurney, Donna A. Lopiano, B. David Ridpath, Allen Sack, Mary Willingham, and Andrew Zimbalist 2. Why the NCAA Academic Progress Rate (APR) and the Graduation Success Rate (GSR) should be Abandoned and Replaced with More Effective Academic Metrics Gerald Gurney, Donna A. Lopiano, Mary Willingham, Jayma Meyer, Brian Porto, B. David Ridpath, Allen Sack, and Andrew Zimbalist 3. Fixing the Dysfunctional NCAA Enforcement System Brian Porto, Gerald Gurney, Donna Lopiano, B. David Ridpath, Allen Sack, Mary Willingham, and Andrew Zimbalist 4. College Athlete Health and Protection from Physical and Psychological Harm Donna Lopiano, Janet Blade, Gerald Gurney, Sheila Hudson, Brian Porto, Allen Sack, David Ridpath and Andrew Zimbalist 5. Compensation of College Athletes Including Revenues Earned from Commercial Use of Their Names, Images and Likenesses and Outside Employment Brian Porto, Gerald Gurney, Donna Lopiano, B. David Ridpath, Allen Sack, Julie Sommer, Mary Willingham & Andrew Zimbalist Section 3: Op Eds 1. Unionizing Is Proof That College Athletics Need to Be Reformed Andrew Zimbalist 2. College Coaches’ Salaries and Higher Education Andrew Zimbalist 3. Time for a Presidential Panel to Investigate College Sports Andrew Zimbalist 4. Paying College Athletes: Take Two Andrew Zimbalist 5.Antitrust Exemption may aid College Sports’ Untenable Situation Andrew Zimbalist 6. The N.C.A.A.’s Women Problem Andrew Zimbalist 7. Big-Time College Basketball in the Cross Hairs Andrew Zimbalist 8. In The End, Commission's Reform Suggestions Only Provide A Smokescreen Of Legitimacy For The NCAA Andrew Zimbalist 9. One and Done: Take Two Andrew Zimbalist 10. How Financial Pressures Can Lead to Athletic Scandals Andrew Zimbalist 11. Female Athletes Are Undervalued, In Both Money and Media Terms Carrie N. Baker, Emma Seymour and Andrew Zimbalist 12. The Collegiate Sports Model Is Broken: It Needs Help Andrew Zimbalist 13. Sports Being on Hiatus Gives the NCAA an Opportunity to Rethink the Structure of College Sports Andrew Zimbalist, Gerry Gurney and Donna Lopiano 14. Has Higher Education Lost Its Mind? Donna Lopiano and Andrew Zimbalist 15. Theater of the Absurd and the Immoral: College Football 2020 Donna Lopiano and Andrew Zimbalist 16. Rutgers’ Athletics Deficit Reveals the Hidden Caste In The College Sports Hierarchy Andrew Zimbalist Index

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Book SynopsisKnowledge is more expansive than the boundaries of the Western university model and its claim to be the dominant—or only—rigorous house of knowledge. In the former colonies of Europe (e.g., South Africa, Brazil, and Oceania), the curriculum, statues, architectures, and other aspects of the university demonstrate the way in which it is a fixture in empire maintenance. The trajectory of global White supremacy is deeply historical and contemporary—it is a global, transnational, and imperial phenomenon. White supremacy is sustained through the construction of inferiority and anti-Blackness. The context, history, and perspective offered by Collins, Newman, and Jun should serve as an introduction to the disruption of the ways in which university and academic dispositions have and continue to serve as sites of colonial and White supremacist preservation—as well as sites of resistance. Trade Review"Collins, Newman, and Jun offer fresh and thoughtful perspectives on ways that modern universities have long perpetuated Whiteness throughout the world. Global White Supremacy is a must-read primer for anyone working in or studying international higher education." -- Jenny J. Lee * Editor of U.S. Power in International Higher Education (Rutgers University Press, 2021) *"Finally! An authentic and thoughtful account of white supremacy and settler colonialism in higher education that will help lead us towards necessary healing and transformation." -- Kaiwipunikauikawekiu Punihei Lipe * Director of the University of Hawaii Manoa Truth, Racial Healing, and Transformation Campus Center *Table of ContentsPreface: Who We Are and Why It Matters Introduction Part I Ideology 1 Tools of Invasion: A Disposition to Inhabit the Globe 2 Homeland, Diaspora, and Traveling Whiteness 3 The University as Colonizer and Carrier of White Dominance Part II Case Studies 4 Dominant White Minorities and Invasion in Southern Africa 5 Shades of Advantage in Brazil 6 Empty Treaties and Occupied Land in Oceania Conclusion: Decolonized Past and Future Acknowledgments Notes Index About the Authors

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Book SynopsisBuilding Cultures Valparaiso takes a critical look at how pedagogy, practice and poetry are brought together at one of the most influential schools of architecture of the past 50 years: the School of Architecture and Design of the Pontifical Catholic University of Valparaiso in Chile. The editors have brought together research on the origins of the school, on the role that poetry plays in teaching and practice, and on the school’s larger historical place in the context of a global out-break of radical architectural teaching in the late 1960’s. Contributors come from both within and outside of the school and include Beatriz Colomina, David Jolly Monge and Gerald Wildgruber. In addition to original research, Building Cultures Valparaiso includes a collection of student drawings from the early years of the Valparaiso School’s Open City, a 270 hectare stretch of land along the Pacific Ocean that serves as a laboratory for living and working together. These drawings provide an insight into how the philosophy of the school translates into the making of architecture. Through its exploration of the Valparaiso School’s radical approach to teaching and making, Building Cultures Valparaiso serves as a guide for all those interested in an experimental vision of architecture. Table of ContentsIntroduction Sony Devabhaktuni 1. El camino no es el camino: Some Reflections on the Valparaíso School and its Architectural Teaching Patricia Guaita and Cornelia Tapparelli 2. Precarious Middle Ground: Some Remarks on the Presence of Hölderlin in Writings Associated with the Open City Gerald Wildgruber 3. A Pursuit for a `Change of Life:’ Pedagogical Experiences, Poetic Occupations and Historical Frictions Ignacio González Galán 4. Radical Pedagogies: Notes Towards a Taxonomy of Global Experiments Beatriz Colomina, Ignacio González Galán, Evangelos Kotsioris and Anna-Maria Meister 5. Open City Notebook Sony Devabhaktuni 6. 8 Projects in the Open City, 1973 David Jolly Monge

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Book SynopsisThis book highlights the importance of interdisciplinarity in the academic landscape, and examines how it is understood in the context of the modern university. While interdisciplinarity is encouraged by research funders, academics themselves receive mixed messages about how, when and whether to follow this route. Building upon a series of career history interviews with established interdisciplinary researchers, the author reveals fundamental misunderstandings about the nature of interdisciplinary knowledge, how this is shared, and the skills these researchers bring. The book addresses these issues on both a personal and systemic level, identifying how a resilient researcher can craft their own research trajectory to view interdisciplinarity as a truly embedded approach. Trade Review“Her book is both more reflective and more heavily researched and documented than the short memoranda prepared with colleagues, and is rewarding just for the citations alone.” (Scott McLemee, Inside Higher Ed, insidehighered.com, August 2, 2019)Table of ContentsChapter 1. Introduction: Mixed messages for the interdisciplinary research community.- Chapter 2. "What am I?": The path to becoming an interdisciplinary academic.- Chapter 3. "Are you one of us?" How institutions impact interdisciplinary careers.- Chapter 4. The nets we weave: Consequences for interdisciplinary capacity building.- Chapter 5. Facilitating serendipity?.- Chapter 6. Towards new logics of interdisciplinarity.- Chapter 7. Conclusion: "The funding can only do so much".

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Book SynopsisThis book explores disciplinary teaching excellence through a diverse range of student-staff partnership research projects. Despite being a highly contested term, ‘teaching excellence’ is something that universities aspire to and are expected to have. However, the editors and contributors argue that not only are definitions of excellence often broad and generic, but they lack nuanced understandings of disciplinary excellence in higher education. This book begins by unpacking some of these contested definitions of teaching excellence, followed by a series of co-authored chapters produced by students and staff who have undertaken research projects where they examine teaching excellence in their respective disciplinary areas. These chapters demonstrate that teaching excellence may be better understood as a process of becoming that is achieved through partnership between teachers and students. This book will be of interest and value to students, educators, and policy-makers concerned about teaching excellence, as well as scholars of student-staff partnerships.Table of ContentsForeword; Charmagne BarnesChapter 1: PrefaceLaura Barnett, Kieran Balloo, and Marion Heron Chapter 2: Exploring ‘excellence’ in disciplinary contexts through student-staff partnerships Laura Barnett, Marion Heron, Kieran Balloo, Malina Pricop and Sophie WilliamsChapter 3: What teaching excellence means to undergraduate students in their discipline Alfred Thumser and Julia Matyjasiak Chapter 4: Evaluating teaching excellence from a disciplinary perspective Charlotte Foreman and Ali MusawiChapter 5: Exploring notions of excellence in tutorials and lectures within the discipline Vasco Gabriel and Michelle LyChapter 6: Students as Co-Creators of Visual Mnemonics using LEGO: an evaluation of revision sessions using an adapted Lego® Serious Play® (LSP) methodology.Debbie Gooch, Rachel Stead, Daisy Haywood and Lewis JerromChapter 7: Promoting student engagement with mandatory course requirementsLisa Blazhevski, Orlando Caetano Nicola DallimoreChapter 8: Exploring teaching excellence in vocational training and acting: what role does it play in enabling student success? Sam Digney and Ryan AnsteyChapter 9: Exploring how staff and students perceive captured content as a measure of teaching excellenceLauren Regan, Iman Ezidy and Faiz AddadChapter 10: Improving the satisfaction of Chinese-educated students at a UK universityTom Bond and Kristy YeungChapter 11: International student collaborations to achieve teaching excellence in higher educationAlireza Behnejad and Ramsha SaleemChapter 12: Student-teacher partnership: a symbiotic co-creation of learning in Surrey International Institute (SII-DUFE)Jashim Khan, Tang Yuqing, Zhang, Yuheng, Yuan YueChapter 13: Creating ‘excellent’ partnerships: reflections from authors working in partnership All Partner Authors, Laura Barnett, Kieran Balloo, and Marion HeronChapter 14: Conclusion: Exploring pedagogic health of the university linked to teaching excellence using student-staff partnerships Ian Kinchin

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Book SynopsisThis open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education.The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects. Table of ContentsIntroduction.- Chapter 1. Introduction to the Main Topics.- Chapter 2. Keynotes.- Chapter 3. Maker Spaces and Fablabs at school: a maker approach to teaching and learning.- Chapter 4. Laboratory Teaching with the makers approach: models, methods and instruments.- Chapter 5. Curricular and not curricular robotics in formal, non-formal and informal education.- Chapter 6. Educational technologies and assistive robotics.- Chapter 7. How innovative spaces and learning environment condition the transformation of teaching: good practices and pilot projects.- Conclusions

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Book SynopsisCountries aspiring to participate fully in the global knowledge economy require high-quality education and research that leads to innovation, entrepreneurship and development. In spite of the large number of institutions higher education institutions, the Arab World failed to capitalise in research and development. This book will examine the current position of university research and development in the Arab region, note the main themes, their international impact, and propose new directions. Crucially, it will examine the underlying reasons for the underperformance, including specific government research policies, university-appointment and governance processes to stimulate research, funding assessment and allocation processes, resource limitations, and public attitudes. By substantially upgrading the research component of Arab universities along with the quality of education generally, the Arab world will have the vehicle to transition into peaceful, stable, and members of leading global economies. There are opportunities for inter-university cooperation and the establishment of regional university-linked research institutes with specialist facilities.Table of ContentsAn Overview of Research and Development in AcademiaUps and Downs of STI Indicators in Arab CountriesReflections on researchResearch in the 21st Century: Towards a new ParadigmRole of Arab Universities in Technological Development and Innovation in the Arab WorldBolstering Economic Growth in the Arab Region through Commercialization of Research OutcomesAssessing the social impact of scientific research in/on the Arab WorldResearch Possibilities in Computational Modeling as a Low Cost Alternative to Traditional Experimental ResearchInnovation and Scientific Research at Jordanian Universities: The University of Petra as a Case StudyResearch Policy in Morocco and the Impact on National DevelopmentResearch and Development from the Perspective of Oman and Sohar UniversityResearch, Development, and Local Impact: A Case Study of the Australian College of Kuwait Three Decades and beyond of Strategic Planning for Research and Development in Kuwait: Toward Achieving S&T Vision 2035The Challenges and Opportunities of Interdisciplinary & Transdisciplinary Research: A Case Study from the University of SharjahManaging Creativity on a Budget: The Future of Academic Research and Development in LebanonContemporary Challenges Confronting Scientific Research in the Humanities in the Institutions of Higher Education in the Arab WorldAcademic Research in Support of Post-Conflict Recovery in Syria

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Book SynopsisThis interdisciplinary book consists of three parts which examine the European Union policies on research and innovation, education and life-long learning, as well as the European Union Pillar on social rights and youth policies. In the first part, high-level experts analyze the European Research Area and its current enhancement, with emphasis on mobility and employability of researchers, especially in times of crises.In the second part, the governance architecture of the European Education Area(s) is explored and the new objectives of the Bologna Process, as well as the EU institutional framework of the recognition of skills and qualifications, are analyzed. Life-long learning is also important for the individual development of human capital especially for socially vulnerable people who could also benefit from literacy policies and skills development. The second part concludes with the evaluation of the EU education and training policy based on social indicators in the framework of the EU 2020 Strategy.In the third part, the book turns to Social Europe and the balancing between ordo-liberalism and ordo-socialism. It examines the EU Pillar of Social Rights and its impact on youth policies. It analyzes the EU youth policies e.g. on youth credit and their interaction with young people’s employment and education possibilities, with emphasis on the young people "not in education, employment or training" (NEETs).Table of Contents

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Book SynopsisIncreasing attention and representation of multiraciality in both the scholarly literature and popular culture warrants further nuancing of what is understood about multiracial people, particularly in the changing contexts of higher education. This book offers a way of Preparing Higher Education for its Mixed Race Future by examining Why Multiraciality Matters. In preparation, the book highlights recent contributions in scholarship – both empirical studies and scholarly syntheses – on multiracial students, staff, and faculty/scholars across three separate yet interrelated parts, which will help spur the continued evolution of multiraciality into the future.Table of ContentsPart I: Multiracial Trajectories Through Higher Education.- 1. Coming of Age: Why Multiracial Adolescence Matters for Higher Education.- 2. College Enrollment and Multiracial Backgrounds: An Exploration of Access and Choice.- 3. Edge Dancing: Campus Climate Experiences and Identity Negotiation of Multiracial College Students of Multiple Minoritized Ancestry.- 4. I am Black and … —Complexities of being a Marginalized Multiracial Higher Education and Student Affairs Professional in Times of Heightened Racial Tensions .- 5. Becoming a Multiracial Scholar by Traversing Monoracial Academia.- Part II: Furthering Constructs and Complexities.- 6. A Mixed Sense of Belonging: Fluid Experiences for Multiracial and Multiethnic College Students.- 7. What is Multiracial Consciousness? Developing Critically Conscious Multiracial Students in Higher Education.- 8. The “Unwanted, Colored Male”: Gendered Contested White Subjectivity Hailed Through Contemporary Racial Discourse.- 9. The Complexity of Black Biracial Identity Within the Contexts of Peer and Faculty Interactions at a Predominately White Institution.- 10. Don’t Deny Our Existence: Highlighting Multiracial Staff Experiences Through Mixed Filipinx Americans’ Narratives.- 11. Damned If You Do, Damned If You Don’t: The Trials and Tribulations of Multiracial Student Activism.- 12. Conclusion: Why Multiraciality Matters for the Future of Higher Education.

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Book SynopsisThis volume discusses the concept of The Spatial University as part of the broad growth of spatial science and the need for spatial infrastructure in colleges and universities. The book centers on the development of U-Spatial, the spatial science infrastructure at the University of Minnesota that offers a range of spatial activities and services, including data access, training, and community building. Against a backdrop of the changing nature of research, teaching, and service in higher education, the story of U-Spatial anchors a broader discussion of what it means to be a spatial university. This narrative framing demonstrates—with specific examples—the importance of institutions offering dedicated spatial research infrastructure. In six chapters, the text explores the importance of spatial thinking, learning, and research for student and researcher success. The volume offers lessons that are applicable far beyond the University of Minnesota to apply to a broad array of domains and institutional specializations. The book will be useful to students, researchers, and policymakers concerned with how institutions can encourage spatial research, teaching, and service. It will also appeal to researchers and practitioners interested in broader uses of spatial science.This book shows how GIS can transform a university, speaking to the need for leadership in higher education around the power of bringing everything together using spatial and geographic concepts. Jack Dangermond Co-Founder and President, EsriTable of ContentsChapter 1. Three Scales of the Spatial University.- Chapter 2. U-Spatial: Nexus of the Spatial University.- Chapter 3. Spatial university for service and support.- Chapter 4. Spatial thinking and learning.- Chapter 5. Spatial science and research.- Chapter 6. Future of the Spatial University.

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Book SynopsisThis edited collection addresses the need of evaluating innovative or non-traditional academic schemes for understanding their feasibility in extraordinary educational environments. The individual chapters are enriched with robust appraisals of policies and practices linked to academic innovations in higher education during the unprecedented COVID-19 pandemic. The case studies report wide-ranging teaching, learning and academic support practices within online, open, blended and distance learning models. The findings supply two domains of scholarship: evidence-based scenarios through real-world case studies, and a critical evaluation of educational quality through research-informed argument. The evidence gathered from countries, such as Australia, Bangladesh, Canada, China, India, Malaysia, Nepal, Saudi Arabia, Thailand, and the UK show empowering and deterring elements of academic innovation amid disruptions. Although this book highlights academic innovations in disruptive situations, they emerge as powerful tools and approaches to be considered in traditional face to face learning.Table of ContentsSection 1. Planning for change: evaluating emergency academic strategiesChapter 1. Learning in crisis: analysing a university-wide transition to micro learning using Infographics Chapter 2. Exploding hierarchies for educational changeChapter 3. Ready for anything: adaptive curriculum design for interdisciplinary team projects in Work Integrated Learning (WIL)Chapter 4. Evaluating expectations and engagement with emergency remote teaching: a cross-faculty case study of a Sino-British universityChapter 5. Lecturers teaching from home: exploring academics' experiences of using educational technology during a pandemicChapter 6. Perspectives, lessons and reflections on surviving sudden disruption in the delivery of contemporary business educationChapter 7. Reverting to social presence for remote researching professionalsChapter 8. What is gained and lost when education researchers pivot to online data collection and dissemination?Chapter 9. Decision-making under uncertainty: how university students navigate the academic implications of the COVID-19 pandemic challengesChapter 10. Challenges in conducting online assessments in low-resource context: what directions we get from the experiences of business faculty members in NepalChapter 11. Enhancing online assessment quality through collaborationChapter 12. Clumsy or competent? The social and cultural dimensions of online learning at King Abdulaziz University, Saudi ArabiaChapter 13. Lessons learnt - a case study about module leadership and mentorship training for undergraduate academics at QAHEChapter 14. Higher Education in the time of COVID-19: first response and challenges of enabling distance education and online learning in Tamil Nadu, IndiaChapter 15. Improving engagement with online formative assessments in medical education using Peer WiseChapter 16. Embedding mental wellbeing in lockdown: an increased priority during a pandemicChapter 17. Embracing authenticity and selectivity in assessing technical knowledge: a case study from economics during the pandemicChapter 18. Multimodality, mediation and communities of practice: developing a sense of belonging through digital communication tools in a final year journalism courseChapter 19. Chinese undergraduates’ perspectives of online English instruction shift during COVID-19 pandemic in WuhanChapter 20. Maintaining student engagement when taking case based learning online in a Business Master's degreeChapter 21. Hybrid delivery of practical chemistry courses using pre-lab tutoring systemChapter 22. 'Still Learning Together' - the way YouTube videos helped Arts and Humanities students during lockdownChapter 23. The past informing the future: learning logs in online educationChapter 24. Reading online during lockdown: insights from History and HeritageChapter 25. The impact of COVID-19 on learning for final year nursing studentsChapter 26. Pivoting a Business School’s teaching onlineChapter 27. Developing teacher expertise: assessing interactive online teaching as an alternative assessment to classroom-based teachingChapter 28. Cloud simulation for virtual learning in maritime educationChapter 29. Delivery of e- ‘Research-Informed Teaching’ in lockdown: case insights from a Northern Ireland universityChapter 30. Enabling dynamic landscapes through StopMotion animationChapter 31. Virtual case studies for assessment preparation and practiceChapter 32. A Virtual Placement: analysing the health and social needs of a defined community during lockdown Section 3. Helping to learn: evaluating academic support programmes for studentsChapter 33. Virtual learning environments in Hong Kong: the Digital Design Studio, when needs mustChapter 34. Creating ‘community’ - an inclusive approach to the delivery of an online diversity Management moduleChapter 35. Locked down but not locked out: personal tutoring and peer support amongst Philosophy, Ethics and Religion StudentsChapter 36. Protecting student retention through eMentoring during a pandemic Chapter 37. Creating a digital learning community through extra-curricular learning in lockdown: identity and belonging Chapter 38. Life in the new normal: a critical analysis and a case study of the online intercultural exchangeChapter 39. Challenges for final year business students during COVID-19 and how tutors can help outChapter 40. Skills Immersion Model: a proactive model to support students learningSection 4. Situating academic development: evaluating professional capacity enhancement initiativesChapter 41. Supporting multidisciplinary transitions to blended learning: qualitatively exploring what works for educatorsChapter 42. Joining the dots: the changing identities of university (learning and teaching) fellowsChapter 43. We close on Friday - a case study pivotal to online learning and beyond at a UK HEIChapter 44. Implications of COVID-19 on researcher development: achievements, challenges and opportunitiesChapter 45. Remote learning: redefining the role of programme leadership in preserving intended learning outcomes during COVID-19 crisisChapter 46. Using situated learning to develop educator capabilities in synchronous online teachingChapter 47. Designing a collaborative online learning experience to train Graduate Teaching Assistants using a socio-cultural frameworkChapter 48. Professional development of precarious academic staff in online university teaching Chapter 49. Slaying the dragons: developing staff online learning and teaching identityChapter 50. Pivoting professional recognition- a community approach

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Book SynopsisThis book explores the internationalization policy, programs, and initiatives at Historically Black Colleges and Universities (HBCUs) in the United States. This book addresses the value and impact of internationalization for all students at HBCUs and beyond. Internationalization can be leveraged as a tool for social justice and diversity thus moving students who are often placed at the periphery of society to the center. It also highlights the tensions between internationalization and institutional policies and priorities, while still serving, who have been historically marginalized.Table of ContentsPart I Internationalization at Historically Black Colleges and Universities 1 A New Day Begun: Rethinking Internationalization and International Initiatives at HBCUs 2 Historically Black Colleges and Universities and Internationalization Efforts3 What Counts as Internationalization and for Whom: Comprehensive Internationalization at Historically Black Colleges and Universities Part II Internationalization Programs and Strategies at HBCUs4 Universalizing Internationalization at Historically Black Colleges and Universities Through Virtual Learning5 Study Abroad Program Development at One Historically Black College and University: A Success Story 6 Minority Students’ Perspectives on Study Abroad: One Case Within the Historically Black College and University Community 7 Rethinking Faculty Readiness in Internationalization Plans at Historically Black Colleges and Universities 8 Abroad Program for HBCU Undergraduates: Experiential Learning Program in Guatemala Part III Internationalization Experiences and Reflections 9 Advancing Internationalization Through Faculty Publication of Their Experiences in Internationalizing the Curriculum at Historically Black Colleges and Universities 10 Reassessing the Debate on African Studies at Historically Black Colleges and Universities: Why African Studies Matter 11 It Takes a Village: Holistic Emancipatory Framework for Students of Color in Study Abroad12 International Students and Study Abroad at Historically Black Colleges and Universities: New Trends and Directions 13 Unpacking Deficit Based views of low Black Student Participation in Study Abroad and Understanding the importance of Culturally Relevant Study Abroad programs for HBCU students

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Book SynopsisThis open access book describes the development of Innopolis, a young Russian university established in 2012 to focus on teaching excellence in computer science, engineering, and robotics. It reports on the problems that were faced in the first decade of its development, and the adopted solutions. It shows how the key aspects for the development of the faculty, the curricula, the university structure, and the challenge of internationalization have been successfully addressed by the university management and professors, and how the solutions are scalable for other newly founded research organizations.The book is divided in five parts: “The Beginning” describes the very early days in general, from the foundation and start-up of the university with the related processes. “The People” reports on the initial hiring of the faculty members, the selection of students, and the curriculum development. “The Activities” provide information about the creation of the single research institutions and labs, and their relation to industry. “The Future” gives an outlook on the planned internationalization and faculty strategy. Eventually, “A Visual Journey” shows a selection of photographs illustrating highlights of the whole process and the current achievements. The processes and the components described built the basis for the development of Innopolis, and many of them still have a big impact on its present and its future. The fewer mistakes are made at the beginning, the higher the probability to fully achieve the initial goals.Table of ContentsPart I: The Beginning.- 1. The Arcadia of Innopolis.- 2. Early Days and Further Development.- Part II: The People.- 3. Hiring and Developing an International Faculty.- 4. Curricula and Language of Instruction.- 5. Attracting the Best Students.- 6. The Research Environment and Our Values.- Part III: The Activities.- 7. Faculty, Institutes, and Labs.- 8. Cooperation with Industry.- Part IV: The Future.- 9. Internationalization of the University.- 10. Online and Blended Education: After COVID-19.- 11. Faculty Strategy for the Future.- 12. Conclusion.- Part V: A Visual Journey.- 13. Photobook.

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Book SynopsisThis book explores the application of Soft Systems Methodology in educational research as a qualitative research tool to generate theory, and identifies the mechanisms that engender the behaviours and discourse of social groups. Grounded within the literature from philosophy and science, the approach is predicated on the ontology and epistemology of critical realism. The authors consider the tenets of systems thinking, recognizing that emergent features appear at higher levels of complexity within a hierarchy and that unintended consequences can occur when making decisions in complex situations with interacting components. The central element of the book is the formulation of a research strategy entitled ‘Worldview, Metaphor and Power of Social Objects’ (Womposo) and its application to a research study of the practicum experience of teachers in training. Integral to the methodology is the creation of rich pictures and diagrams. Additionally, images representing different stakeholders’ views of the whole system are presented in revealing illustrations, allowing the reader to grasp each holistic metaphor. It is suitable for postgraduate students and researchers in education and other social science programmesTable of ContentsPart I: Systems Thinking, Soft Systems Methodology and Critical Realism.- Chapter 1. Systems Thinking and Soft Systems Methodology.- Chapter 2. Critical Realism as an Underpinning Philosophy.- Chapter 3. Critical Realism in the Social Sciences.- Chapter 4. The Stepping-Stones Model and the Worldview, Metaphor and Power of Social Objects (Womposo) Strategy.- Part II: Practicum Study: Context.- Chapter 5. The Three Jurisdictions: England, New South Wales and Ontario.- Chapter 6. The Literature on Policy Borrowing, Learning, Professional Identity and the Practicum.- Chapter 7. Research Stages of the Practicum Study.- Part III: Practicum Study: Data Collection and Interpretation.- Chapter 8. The Perspectives of Pre-service Teachers.- Chapter 9. Faculty Advisors’ Perspectives on Becoming a Teacher.- Chapter 10. Mentors’ Expectations and Perspectives.- Chapter 11. Findings from the Practicum Study.- Part IV: Appraising the Womposo Research Strategy.- Chapter 12. Evaluating the Practicum Study and the Womposo Research Strategy.

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Book SynopsisThis book highlights the importance of English academic vocabulary for success at university and explores written tasks as effective pedagogical tools to promote the acquisition of academic words. The book reviews germane and recent SLA, psycholinguistic, corpus linguistics, and L2 writing research to underscore the challenges associated with the learning of academic words. Then, it reports on three empirical studies conducted in the Polish context. The first study develops a reliable tool to assess the knowledge of academic vocabulary of undergraduate learners. The second and third studies investigate the learning of academic words after the writing of sentences and argumentative essays, and discuss the role of cognition as a mediator of such learning. The book also provides an accessible introduction to linear mixed-effect models, a powerful, reliable, and flexible statistical technique that has been gaining popularity among SLA and psycholinguistics researchers.Table of ContentsIntroduction 1: The Importance of General and Academic Vocabulary 2: Incidental Lexical Learning3: The Writing Cycle and Cognitive Processes that May Affect Learning 4: An Overview of the Research Project5: Inferential statistics and linear mixed models 6: Study 1 The Assessment of Academic Vocabulary: Developing a Reliable Academic Placement Tool 7: Discussion of findings for Study 18: Study 2 Lexical Learning through Writing Sentences and Timed essays 9: Study 3 Lexical Learning through Writing Sentences, Timed and Untimed essays 10: Discussion for Studies 2 and 3

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Book SynopsisThis book explores how boys from low-socioeconomic status backgrounds disengage from their education, and are resultantly severely underrepresented in post-compulsory education. For those who attend university, many will be first-in-their-family. As first-in-family students, they may encounter significant barriers which may limit their participation in university life and their acquisition of social and cultural capital. Drawing on a longitudinal study of young Australian men pursuing higher education, the book provides the first detailed account of socially mobile working-class masculinities. Investigating the experiences of these young men, this book analyses their acclimatisation to new learning environments as well as their changing subjectivities. The monograph draws on various sociological theories to analyse empirical data and make practical recommendations which will drive innovation in widening participation initiatives internationally. This book will be of interest to scholars interested in widening participation, transitions, social mobility and Critical Studies of Men and Masculinities.Table of Contents1. IntroductionClass and higher educationAustralian higher educationThe First-in-Family Males ProjectStructure of Self-made menPart I: Masculinities, class, education2. Upwardly mobile working-class masculinitiesSetting the stageWorking-class masculinities, education and social mobility: A brief genealogyMasculinities, neoliberalism and schoolingMasculinities in higher educationDelineating the boundaries of working-class and middle-class masculinityConclusion3. The Australian higher education contextRecent equity policies in Australian higher educationEquity groups, the Bradley Review and marketizationMeritocracy, masculinity and the Australian ‘fair go’Conclusion4. Theorizing social mobility and the first-in-family experience‘Injuries of class’ and class as affectiveBourdieu, habitus and disjunctureBecoming socially mobileTheorizing class: Pathologization, shame and the lived experienceInvesting in the self: The practice of self-crafting ConclusionPart II: Findings5. The transition to university: Dissonance, validation and meritocratic subjectivitiesEducation as a value-constituting practiceSchool performativity, spoon feeding and the ‘rough ride’Hard work and meritocratic subjectivitiesConclusion6. Performing the entrepreneurial selfCalibrating and regulating new forms of selfhoodInvesting in new forms of selfhoodConclusion7. Narratives of value and fulfilmentIndependence and feeling valuableProducing subjectivities of fulfilmentThe fragility of fulfilmentConclusion8. Relational subjectivities and self-crafting in times of transitionThe changing peer groupShifting family dynamics and the university experienceConclusionPart III: Conclusions9. Reflections and recommendationsStudenthood in neoliberal education contextsThe production of classed and gendered subjectivitiesMasculinities in higher education: Effective forms of supportConcluding thoughts

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Book SynopsisThis book identifies and challenges assumptions about the doctorate and the discourses associated with it. The editors and contributors subvert and transform the de facto assumptions that frame the ways in which 'the doctorate' is spoken and written, and thus underpin approaches to planning, conducting and evaluating doctoral research. Giving voice to doctoral students and supervisors, the book opens a pathway for their own stories: why students entered doctoral study, the understandings and experiences they gleaned from it, and the implications for their own character. The book questions what kinds of discourses help to construct contemporary doctoral research, and how these might be de- and reconstructed, and asks what doctoral study might look like in the future. Academics, students and practitioners alike will find an avenue into rigorous research design from reflective and insightful scholars who provide a voice for doctoral strategies for success.Table of ContentsChapter 1. Disrupting Dominant Discourses and Celebrating Counternarratives: Sustaining Success for Doctoral Students and Supervisors.- Chapter 2. Mobilising the Discursive Power of “Original and Significant Contributions to Knowledges by Doctoral Students: Nuancing Narratives of Australian Historiographies, Japanese Environmental Policy-Making and Australian Show Children’s Education.- Chapter 3. “I’m an Anthropologist, Damn It!”: Reflections on the Challenges to the Ethical Authenticity of My Research.- Chapter 4. Ethical Doctoral Advisor–Student Relationships in the United States: Uncovering Unknown Expectations and Actions.- Chapter 5. Proven Best Practices in Guiding Non-Traditional Dissertation Students to Degree Conferral in the United States.- Chapter 6. On the Need for Women’s Alliances in the Gendered Spaces of Doctoral Programs and Academia: An Account of Challenges and Strategies.- Chapter 7. Experiencing the Thesis and its Multiple Strategies in the Start-Up Ecosystem in Montréal, Canada.- Chapter 8. Deconstructing the “Ph” in “PhD”.- Chapter 9. The Good, the Bad and the Ugly of Completing a Thesis by Publication.- Chapter 10. Incorporating Agile Principles in Completing and Supervising a Thesis by Publication.- Chapter 11. Persistent Myths about Dissertation Writing and One Proven Way of Breaking Free of Their Spell.- Chapter 12. Cracking through the Wall to Let the Light in: Disrupting Dominant Doctoral Discourses through Collaborative Autoethnography.- Chapter 13. Alone but Not Lonely: The Joys of Finding Your Online Doctoral Writing Tribe.- Chapter 14. A Doctoral Experience from a Multicultural and Multidisciplinary Perspective.- Chapter 15. Horizontal Leadership and Shared Power: Developing Agency and Identity through Connected Pedagogy in a Writing Circle at an Australian University.- Chapter 16. Long-Range Impact through Slow Reverberation: Narratives about Mature-Aged Scholars and Making a Contribution.- Chapter 17. My Doctoral Journey in India: A Transformational Opportunity to Know Myself.- Chapter 18. The Doctoral Viva: Defence or Celebration?.- Chapter 19. Beyond the Dissertation Manuscript: A Duoethnography of the Elucidation of Doctoral Researcher Agency. Chapter 20. Doctoral Discourses: The Journey – Past, Present and Beyond.

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Book SynopsisThis book tackles the problems of engineering students and teachers while developing language skills through language education, transforming students’ mind-set through cultural studies, developing students’ intellectual abilities and personal qualities, and the use of information technologies in order to enhance the educational process. The International Conference Integration of Engineering Education and the Humanities: Global Intercultural Perspectives will take place 20–22 April 2022. It will be organized by Peter the Great Saint Petersburg Polytechnic University (Saint Petersburg, Russia) in collaboration with Research Centre Kairos (Tomsk, Russia). The event aims to raise discussions around a variety of aspects related to the integration of the humanities into engineering education.As such, the book will be of interest to the teachers, researchers and institutional leaders looking for the latest insights, experiences and research results on the topic.

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Book SynopsisThis book addresses issues related to ethics and the scholarship of teaching and learning, and pays special attention to ethical concerns and experiences that have arisen from engaging in Scholarship of Teaching and Learning (SoTL) work. The book draws on a range of research projects, theoretical frameworks and narrative experiences to provide multiple perspectives of how meaning is made of research ethics in SoTL, academic community and REB partnerships, experiences of Students as Partners in SoTL, and ethically-minded approaches to teaching, learning and inquiry. Specifically, this edited book includes ethical practices that have become increasingly expansive in an ever-evolving academic environment such as navigating pandemic pedagogy and data ownership due to increased online content. In addition, contributions pertaining to academic community partnerships between REBs and faculty detail realistic narratives and lessons learned about how higher education can become more equitable, diverse and inclusive. Subsequently, decolonial ethics for teaching and learning in higher education, as well as participatory parity, exemplify the need for SoTL practitioners to be responsive to the social and cultural realities of a global context in ways that address social inequities and social responsibility. Relational ethics by way of student perspectives on vulnerability and classroom-based SoTL research underscore the need for students to be taught about their own agency as a means of providing student voice within SoTL work. Lastly, this book celebrates how ethically-minded approaches to teaching, learning and inquiry uncover strategies and pedagogy that encourage concepts such as ethical imagination and systems and design thinking practices.Table of ContentsForeword.- Introduction.- Chapter 1. The Course on Research Ethics (CORE): Implications for SoTL (Denise Stockley and Madison Wright).- Chapter 2. Promise and Peril: On the Ethics of Learning Analytics in SoTL (Allyson Skene).- Chapter 3. Wrestling the Monster: Novice SoTL Researchers, Ethics, and the Dual Role (Michelle Yeo and Cherie Woolmer).- Chapter 4. Tensions and Partnerships: Understanding Research Ethics in the Scholarship of Teaching and Learning (SoTL) (Amy E. De Jaeger, Brenda M. Stoesz, and Lori A. Doan).- Chapter 5. Embedding Ethics in Institutional SoTL Practices: The Power of Collaboration (Lisa M. Fedoruk, Jenny Godley, Robin Alison Mueller, Kiara Mikita, and Lauren McDougall).- Chapter 6. Activating SoTL Partnerships and Ethical Processes: A Model to Capture Pedagogical Transformation (Kaye Cleary, Daniel Loton, and Gayani Samarawickrema).- Chapter 7. Applying an Ethical Interdisciplinary, Collaborative Approach to the Scholarship of Teaching and Learning (Aimee C. Knupsky and M. Soledad Caballero).- Chapter 8. Vulnerability and Student Perceptions of the Ethics of SoTL (Nathan Innocente, Jayne Baker, and Christine Goodwin De Faria).- Chapter 9. Toward Trust in SoTL: The Role of Relational Ethics (Sarah L. Bunnell, Peter Felten, and Kelly E. Matthews).- Chapter 10. The Ethics of Equity When Engaging Students as Partners in SoTL Research (Lisa M. Fedoruk and Gabrielle E. Lindstrom).- Chapter 11. Decolonial Ethics and the Scholarship of Teaching and Learning (Bruce Moghtader, María Carbonetti, and Adriana Briseño-Garzón).- Chapter 12. Developing Ethical Mindedness and Ethical Imagination in Postgraduate Professionally Oriented Education (Mamun Ala, Svetlana De Vos, Sumesh Nair, and Janice Orrell).- Chapter 13. Everyone Teaches Ethics: An Embedded Approach to Ethics Education (Catharyn A. Baird and Kerry McCaig).- Post Script.

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Book SynopsisThis book comprises the latest achievements in research and development in educational robotics presented at the 13th International Conference on Robotics in Education (RiE), which was carried out as a purely virtual conference from April 27 to 28, 2022. Researchers and educators will find valuable methodologies, experiences, and tools for robotics in education that encourage learning in the fields of science, technology, engineering, arts, and mathematics (STEAM) through the design, creation, and programming of robots addressing real-world societal needs. Social robotics is becoming an important topic in education as well. This also involves various modern technologies ranging from robotics platforms to programming environments and languages. Many papers also prove the positive impact of robotics on the students’ interests and competence development. The presented approaches cover the whole educative range from kindergarten to the university level and lifelong learning.

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Book SynopsisThis book aims to broaden the horizons of academic integrity by discussing novel practices and technologies, and the importance of student involvement in building a culture of academic integrity. Examples are the outreach efforts towards a range of non-educational organisations, the exploration and comparison of ethical policies and actions in different institutions, and the improvement of student responses in research on sensitive topics. It explores a range of scenarios and strategies adopted in different parts of the world during the COVID-19 pandemic, and addresses new technological advances for investigating types of academic misconduct that are difficult to find, including translation plagiarism, contract cheating, the usage of the proctoring systems, and the innovative use of data mining to detect cheating on on-line quizzes. The work shows how working with students is an essential part of the fight against academic misconduct. The student voice can be a powerful source of motivation for students, but educators also need to understand their perspectives, especially regarding such an important topic as academic integrity.Table of ContentsPreface.- The Editorial Team.- The Editorial Team.- Sections of the book.- Section 1: Broadening theories and practices of academic integrity (Sonja Bjelobaba).- Chapter 1. Academic integrity outreach efforts - making education accessible and inclusive (Zeenath Reza Khan, Michael Draper, Sonja Bjelobaba, Salim Razi and Shiva Sivasubramaniam).- Chapter 2. Understanding the enablers and barriers of ethical guidance and review for academic research (Shivadas Sivasubramaniam, Zeenath Reza Khan and Salim Razi).- Chapter 3. Comparison of institutional strategies for academic integrity in Europe and Eurasia (Irene Glendinning and Stella-Maris Orim).- Chapter 4. Researching academic integrity: designing research to help participants give genuine responses using quantitative and qualitative methods (Inga Gaižauskaitė, Irene Glendinning, Sonja Bjelobaba, Shiva Sivasubramaniam, Salim Razı, Zeenath Reza Khan, Laura Ribeiro and Lorna Waddington).- Section 2: Academic integrity in on-line education (Tomáš Foltýnek).- Chapter 5. Students’ perceptions of distance learning during the COVID-19 pandemic, and its effects on academic integrity (Mariya Chankova).- Chapter 6. Exploring models of online learning communities to expand academic integrity understanding in Chilean higher education (Beatriz Antonieta Moya and Sarah Elaine Eaton).- Chapter 7. Transitioning from face-to-face to online exams: devising a course-specific strategy to deter cheating (Phoebe Stavride and Angelika Kokkinaki).- Chapter 8. Assessing students online – enablers and barriers to using e-proctoring and alternative methods (Jarret Dyer, Zeenath Reza Khan and Christopher Hill).- Section 3: Academic integrity and technology (Dita Henek Dlabolová).- Chapter 9. Cross-language plagiarism detection: a case study of European languages academic works (Oleg Bakhteev, Yury Chekhovich, Andrey Grabovoy, Georgy Gorbachev, Tatiana Gorlenko, Kirill Grashchenkov, Andrey Ivakhnenko, Aleksandr Kildyakov, Andrey Khazov, Vladislav Komarnitsky, Artemiy Nikitov, Aleksandr Ogaltsov and Aleksandra Sakharova).- Chapter 10. Decision support for marker detection of Contract Cheating: an investigative Corpus Linguistic approach (Olumide Popoola).- Chapter 11. Data mining of online quiz log files: creation of automated tools for identification of possible academic misconduct in a large STEM course (Emma Spanswick, Marzena Kastyak-Ibrahim, Corey Flynn, Sarah Elaine Eaton and Nancy Chi).- Section 4: Student involvement in building a culture of academic integrity: Research about students (Irene Glendinning).- Chapter 12. Academic Integrity Socialization and Language Competency Training for Canadian Undergraduate Students during the COVID-19 Pandemic (Elaine Khoo and Michèle Irwin).- Chapter 13. Self-report of academic misconduct practices among university students in Portugal (Inês Morais Caldas, Maria Lurdes Pereira, Rui Azevedo and Áurea Madureira-Carvalho).- Chapter 14. Student values and attitudes to plagiarism in Montenegro (Marijana Blečić, Igor Lakić, Dijana Vučković, Sanja Peković, Božidar Popović and Rajka Đoković).- Chapter 15. Transitional module on Academic Integrity to help K-12 students in the UAE prepare for next stage of education (Zeenath Reza Khan, Ajrina Hysaj, Serene John and Sara Khan).- Chapter 16. Compromising academic integrity in internationalisation of higher education (Erja Moore).- Section 5: Student involvement in building a culture of academic integrity: supporting students as researchers (Veronika Králíková).- Chapter 17. Academic ghost writing and commercial contract cheating provision on a freelancing website (Thomas Lancaster and Benjamin Dent).- Chapter 18. The role of students in the preservation of academic integrity (Pegi Pavletić and Martin Hammerbauer).- Chapter 19. The Role of Reddit Communities in Enabling Contract Cheating (Thomas Lancaster and Rahul Gupta).- Section 6: Celebrating breadth in research and action to support academic integrity (Teddi Fishman).- Chapter 20. Talking to a wall: The response of (German) universities to documentations of plagiarism in doctoral theses (Debora Weber-Wulff).- Concluding remarks (Sonja Bjelobaba).- Index.

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Book SynopsisNew technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create. The Learning Ideas Conference 2022 was the 15th annual conference and was the first time the conference was held as a hybrid event. The conference took place from June 15 to 17, 2022, both in New York and online, and included two special tracks: The Adaptive Learning via Interactive, Collaborative and Emotional Approaches (ALICE) Special Track and a track on Inclusive Learning. Topics covered in this book include, among others, online learning methodologies, diversity and inclusion in learning, case studies in university and corporate settings, new technologies in learning (such as virtual reality, augmented reality, holograms, and artificial intelligence), adaptive learning, and project-based learning. The papers included in this book are of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others.Table of ContentsCyEd: A Cyberinfrastructure for Computer Education.- Socio-Affective Profiles in Virtual Learning Environments: Using Learning Analytics.- Adaptive Scaffolding Toward Transdisciplinary Collaboration: Reflective Polyvocal Self-study.- Emergency Remote Teaching: A Case Study.- Cascades of Concepts of Virtual Time Travel Games for the Training of Industrial Accident Prevention.- Emotional Intelligence: A Journey Inside the Emotional Life within an Immersive Interactive Setting .- Creating Affective Collaborative Adult Teams and Groups Guided by Spiral Dynamic Theory.- Experiential Learning in Digital Contexts – A Case Study.- Models and Methods of Online Team Teaching.- Implementation of a Talent Development Program in Higher Education.- The Use of Indie4all Platform for Visually Impaired Students on the Acquisition of Learning Objects with Computational Thinking Practices in Μusic, Math and Physics.

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Book SynopsisThis open access book assesses how the Covid-19 pandemic caught higher education systems throughout the world by surprise. It maps out the responses of higher education institutions to the challenges and strategic opportunities brought about by the pandemic, and examines the effects such responses may have. Bringing together scholars and case studies from Europe, Asia, Africa and the Americas, the book is both comparative and global in nature. It also brings together researchers from a variety of disciplinary fields, including political scientists, historians, economists, sociologist, and anthropologists. In doing so, the book fosters an inter-disciplinary dialogue and inclusive methodological approach for unpacking the complexities associated with modern higher education systems and institutions.Table of ContentsSection 1: Setting the StageChapter 1: Assessing the impact of COVID-19 on the institutional fabric of Higher EducationSection 2: The System's Responses to COVID-19Chapter 2: Evidence, stakeholders and decision making: managing COVID-19 in Irish Higher education Chapter 3: New actors, administrative measures and conflicting agendas: The impact of the pandemic on internationalisation of higher education in Poland and RussiaChapter 4: Highlighting systemic inequalities: The impact of the COVID-19 pandemic on French Higher Education Chapter 5: Higher education institutions responses to COVID-19 in Uganda: Regulatory tools and adaptive institutionsSection 3: Higher Education Institutions' Responses to COVID-19Chapter 6: Higher Education in Brazil: Institutional actions for the retention of students in public and private sectorsChapter 7: Higher Education in Brazil: Institutional actions for the retention of students in public and private sectorsChapter 8: Internationalization of higher education in Argentina upon the arrival of Covid-19: Reactions and lessons from the perspective of International Relations OfficeChapter 9: University-civic engagement in the time of the pandemicChapter 10: Public Service Resilience in a post-COVID-19 world: The Case of Digital Transformation in Higher EducationChapter 11: Entrepreneurial universities: From research groups to spin-off companies in a time of COVID-19.- Section 4: Actors' Responses to COVID-19Chapter 12: Challenges, Opportunities, and Coping Strategies when Faced with the COVID-19 Pandemic: A Qualitative Study of Academics in Mainland China and Hong KongChapter 13: “We shouldn’t let academia exhaust ourselves anymore!”: Pandemic practices and the changing psychological contract in twenty-first century academiaChapter 14: Moving beyond policy on digital transformation: Perceptions of digital transformation of teaching by academic staff and studentsChapter 15: Remote Universities? Impacts of COVID-19 as experienced by academic leaders in Finland between March 2020 and April 2021Chapter 16: Post-COVID-19: Renegotiating the scope, role, and function of support and development for students in higher education across the globeSection 5: Taking Stock and Moving ForwardChapter 17: Epilogue: COVID-19 and the institutional fabric of higher education.

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Book SynopsisThis book examines the role of the visual and performing arts in higher education and argues for the importance of socially engaged transdisciplinary practices, not just to the college curriculum but also to building an informed and engaged citizenry. The first chapter defines and offers an outline for conducting transdisciplinary research. Chapters two through five present examples of transdisciplinary projects facilitated in Central Florida between 2017 and 2022. Topics and methodological frameworks include ecocriticism and climate change, migration, poverty, and displacement, ageing and disability, and systemic racism and mass incarceration. Each chapter includes descriptions of the projects and outlines how they integrated the essential learning outcomes articulated by the American Association of Colleges and Universities in the Liberal Education and America’s Promise report. A concluding chapter offers reflections on the value of transdisciplinary collaborative work and poses questions for further discussions on the role of the arts in higher education. The book is designed for graduate and undergraduate students, faculty, and non-academics interested in engaging in transdisciplinary projects to address complex societal issues.Table of ContentsTable of Contents Chapter 1 – Introduction Chapter 2 -- Crafting Transdisciplinary Collaborations Chapter 3 -- Bringing Ecocriticism to Life: A Look at Florida’s Changing Landscape Chapter 4 -- Finding Home: Staging Refugee Stories and Creating Spaces for Social Engagement Chapter 5 -- Challenging the Narrative of Decline: An Intergenerational Creative Community of Care Chapter 6 -- Our Carceral Landscape: Imagining a Thirdspace of Social Justice Chapter 7 -- Concluding Thoughts Bibliography Index

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Book SynopsisThis compact book is constructed using psychological theory and research to empower university faculty to facilitate student engagement and address student resistance to diversity and social justice education more effectively. University faculty teaching diversity and social justice have traditionally encountered various forms of student resistance. Recent cultural trends of political opposition to teaching critical race theory and other forms of increased polarization and scapegoating with decreased levels of social tolerance have exacerbated challenges in promoting student engagement in diversity and social justice education in universities and colleges. In contrast to traditional models that tend to be confrontational in addressing student biases, the new Moving Towards Social Justice (MTSJ), Relational Partnership Development Model (RPDM) and process theoretical models seek to build on appropriate pre-existing strengths, interests, values, and the developmental readiness of students who might otherwise oppose learning about the contexts, lives, and predicaments of marginalized persons living in various intersections of gender, race, ethnicity, national origin, immigration status, sexual orientation, gender identity and ability/disability status. Emphasis is placed on the development of professional and life skills, such as wisdom and intercultural competence, which provide incentives and remove barriers to learning about social justice and diversity. Project-based learning approaches grounded in a developmental framework to foster the thriving and well-being of diverse students, collaborative partners in the community, and diverse persons served by the community partners are emphasized. The role of empirical assessment, feedback, and program refinement over time is also delineated within the models.Subverting Resistance to Social Justice and Diversity Education: Constructive Approaches with Undergraduate Students is an indispensable and timely resource for university and college instructors who teach courses or have significant portions of a class that involve education around social justice, diversity, and intersectionality issues, such as cross-cultural psychology, multicultural psychology, social work, sociology, intercultural communication, and counseling or clinical practice with individuals or families from diverse social locations. University officers of diversity, faculty development providers, and other administrators interested in empowering university faculty to increase student engagement in social justice and diversity education also would find the book a useful reference.Table of ContentsChapter 1: Understanding Resistance to Social Justice and Diversity EducationAndy J. Johnson Chapter 2: Embrace Preparing: Theoretical and Practical Foundations for Motivating Students to Address Social Justice for Persons from Diverse Social LocationsAndy J. Johnson Chapter 3: Embrace Collaboration: Developing Community Partnerships Through the Relational Partnership Development Model (RPDM) Tanden L. Brekke Chapter 4: Embrace Multiple Perspectives: Balancing Interests of Community Partners, Students, and Instructors in Developing Creative SolutionsEmily Rossing, Trahern Crews, April Vinding Chapter 5: Embrace Process: Classroom Practices for Nonviolent Formation April Vinding Chapter 6: Embrace Complexity: Anticipating and Neutralizing Student Resistance in Undergraduate Education for Transgender and Gender Identity Justice Christine M. Robinson

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Book SynopsisThis open access book serves as a comprehensive guide to digital writing technology, featuring contributions from over 20 renowned researchers from various disciplines around the world. The book is designed to provide a state-of-the-art synthesis of the developments in digital writing in higher education, making it an essential resource for anyone interested in this rapidly evolving field.In the first part of the book, the authors offer an overview of the impact that digitalization has had on writing, covering more than 25 key technological innovations and their implications for writing practices and pedagogical uses. Drawing on these chapters, the second part of the book explores the theoretical underpinnings of digital writing technology such as writing and learning, writing quality, formulation support, writing and thinking, and writing processes. The authors provide insightful analysis on the impact of these developments and offer valuable insights into the future of writing. Overall, this book provides a cohesive and consistent theoretical view of the new realities of digital writing, complementing existing literature on the digitalization of writing. It is an essential resource for scholars, educators, and practitioners interested in the intersection of technology and writing.Table of Contents Introduction (already existent, may be extended) - The long farewell from Gutenberg - What is digital writing? - The impact of new technologies on writing – our agenda - Aim of the book and contributions Word processors: The beginnings of digital writing Section editor: Otto Kruse, Christian Rapp - Word processing software: A history Till Heilmann - Functions and specifications of MS Word and similar software Rapp/ Kruse - Current alternatives to MS Word Cerstin Mahlow - How did word processors change writing? Heilmann/ Mahlow/Kruse /Rapp 3. Web applications and platform technologies Section editors: Kalliopi Benetos, Ann Devitt - Hyperlinks, Hypertext, and the WWW Susan Lang - Idea generation and mapping software Kruse/Rapp - Graphic design/infographic platforms Kalli Benetos - Learning management systems (LMS) Susan Lang - Electronic Portfolios Bräuer/ Anson / Kathi Yancey - Feedback management systems Chris Anson / Anna Wärnsby - Literature management systems Antje Proske / Christian Rapp - Knowledge-building platforms Antje Proske / NN - Argumentation tools Kalli Benetos - Plagiarism software Chris Anson/ Otto Kruse - Note-taking Tool NN - Annotation environments NN - Document sharing and collaborative writing Montserrat Castelló, NN 4. Writing analytics and language technologies Section editor: Elena Cotos - Making corpus knowledge available Madalina Chitez - Automated writing evaluation and feedback Elena Cotos - Intelligent tutoring for writing development Shibani Antonette - Automated text production Chris Anson / Fernando Benites - Key stroke logging Åsa Wengelin - Knowledge extraction Fernando Benites 5. Dimensions of change: What happened to writing and writing theory Section editors: not decided yet; authors: to be determined - Organizing writing processes - Writing spaces, digital and real - Conceptual thinking, and cognitive processes - Formulation support: Words, collocations, and genres - Writing opportunities, assignments, and genres - Collaborative writing and collective papers - Does digital technology improve writing quality? - Author identities, roles, and audiences - Technological knowledge: What competences are needed for future writers? - Learning to write: Can machines teach? - From notetaking to annotating: Changes in reading for writing 6. Conclusions and recommendations Section editors: not decided yet - Theory: Main lines of change - Teaching: How much technology will the future teaching of writing have to include? - Tool development: What roles do tool development, technology testing and writing analytics have in writing research? - Research: The kind of writing research we need in the future

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Book SynopsisWe are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary.The 26th International Conference on Interactive Collaborative Learning (ICL2023), which will take place in Madrid, Spain, between 26th and 30th September 2023, will be the perfect place where to present and discuss current trends in Higher Education.Since its beginning in 1998 this conference

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Book SynopsisChapter 1. Introduction: Co-creation in higher education A conceptual and historical overview.- Chapters 2. The 3 C's - A model for co-creation of student success in higher education.- Chapters 3. Staff-student co-creation in a matrix environment.- Chapters 4. A tailored co-creation approach to contextualising the student voice in higher education.- Chapters 5. Co-creation for sustainable well-being: A value-driven initiative in Bangladesh higher education.- Chapter 6. Doing critical psychology! The challenges and unexpected rewards of co-creating module structure, content and resources.- Chapters 7. Co-creating a leadership development programme for nuclear engineers: University-industry partnership to boost institutional relevance.- Chapters 8. Whole-Class co-creation approach in portfolio assessment: A Community Knowledge Triangle model.- Chapters 9. The realities of racism through student narratives: Learning from a higher education co-creation project.- Chapters 10. Co-creation in higher education amid times of war: Exploring the role of student representatives at the University of Khartoum.- Chapter 11. Life gain: Using a co-creation approach to developing the socio-emotional intelligence of a foundation year student cohort.- Chapter 12. Conclusion: Making space for constructive co-creation.

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Book SynopsisChapter1 Introduction Core Principles and Practices.- Chapter2 Seeing Compassion Through Students' Eyes.- Chapter3 Developing Compassionate Pedagogical Practice with Students as Co-researchers.- Chapter4 The Role of Compassion in Inclusive Teaching and Learning Practice.- Chapter5 A Heart to Hand to Land Based Ethic practising Intersectional Compassion at a Student Run Farm.- Chapter6 Nurturing Compassion in Higher Education An Evolutionary Developmental Neuroscience Perspective.- Chapter7 New Directions in Compassion Curricula and the Science of the Pedagogy.- Chapter8 Theorising Organisational Compassion Could Gossip Help.- Chapter9 Socially Constructing Compassionate Care into Higher Education An Adaption of National Health Service England 6Cs Values.- Chapter10 Lessons from Classical Yoga Traditions on the Cultivation of the Heart Mind.- Chapter11 Reflections on Practices of Everyday Awareness and Mindfulness with Colleagues and Students.- Chapter12 A Narrative Approach to Pract

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Book SynopsisCHAPTER 1 – Critical EdTech Studies, platforms and platformisation in higher education: an introduction.- CHAPTER 2 – Technological Paradox as Occasion for Restructuring Educational Practices and Igniting Moral Imagination.- CHAPTER 3 – Can instructors configure EdTech platform (in)dependence? Reconsidering pre-pandemic USA university MOOCs and 8online degrees.- CHAPTER 4 – Procuring a learning platform and experiencing the GDPR: A practitioner’s view from Norwegian higher education.- CHAPTER 5 – ‘Boulder specs’ oddities: A dialogued autoethnographic appraisal of online peer review of teaching and the co-authors’ statement.- CHAPTER 6 – Zoom, Class, and Engageli: modular learning in video conferencing platforms.- CHAPTER 7 – Platformed Learning: Reshaping Education in the Era of Learning Management Systems.- CHAPTER 8 – Takeaways from Designing a Higher Education Platform.- CHAPTER 9 – EdTech Platforms and the Extended Carbon Relations of Higher Education Institutions.- CHAPTER 10 – Digital platforms and their usage in higher education human resource management.

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Book SynopsisIntroduction.- Using Design of Experiments Factor Analysis Approach to Investigate Factors Affecting Students Perception on Hybrid Learning During COVID-19 Global Pandemic.- . Students’ Experience with Online Learning Platforms in Dubai – 2022.- Sustaining the Quality of E-Learning in Trying Educational Climates.- Towards Sustainable Higher Education post the COVID-19 Pandemic in the UAE.- Digitization of Undergraduate Law Courses during COVID-19: Students Perspective.- Anticipating Trends In Digital Marketing For 2023 And Beyond post reviewers remarks.- Digital Transformation of the Marketing Research Industry in the Post-COVID19 Era: Current Trends and Future Foresights.- Managing Digital Transformation in the Healthcare Sector: Big Data Influencing Patient Outcomes, Costs, and Efficiency Improvement.- Digital Transformation in the Syrian Healthcare Sector: A Proposed Model for the Unified Electronic Health Record (EHR).- The Future of Society, Digitalization of Media, Law and Politics.- Digital Technologies and the Dispute resolution – The Future of Digital Justice.- Governance as a Mean to Protect Family Businesses from Collapse According to the Laws of the United Arab Emirates.- NFTs and the Future of the Media Marketplace: A Case Study in Preparing Students for Web 3.0.- Artificial Intelligence and Altering the Practice of Statecraft in Foreign Policy.

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Book SynopsisChapter 1: Introduction to Part I: The Value of Collaboration over Academic Colonialism in Global Higher Education.- Chapter 2: Keeping Knowledge Alive in the Age of Anti-Education,                                             Disinformation, and Artificial Intelligence.- Chapter 3: The University Educator as Bricoleur: Protecting the Personal in Higher Education in the Age of AI Deepfakes.- Chapter 4: Learning and Gaming: A Cultural Comparison of Identity Transitions and Constructions amongst Scottish and Chinese University Students.- Chapter 5: Embracing Generative AI in Education: A Global View on AI Anxiety through Digital Literacy.- Chapter 6: From Pedagogy to Mobagogy: Students' Lived Experiences of Smartphone Learning.- Chapter 7: AI in Mental Health and Higher Education: Wellbeing, Challenges and Ethical Considerations.- Chapter 8: Introduction to Part II: The Meaning of Impact in Global Higher Education.- Chapter 9: Transitioning to Western Universities at Home and Abroad: Challenges and Opportunities for Chinese Students.- Chapter 10: Aligning Principles: Students as Peers in the Landscape of Responsible Management Education.- Chapter 11: Driving Change, Participation and Inclusivity in a UK Educational and Academic Development Centre.- Chapter 12: An Autoethnography of Academic Endurance in Chinese COVID-19 Quarantine.- Chapter 13: Rethinking Employability in the Age of AI: A Critical Analysis of University Strategies for Graduate Success.- Chapter 14: Empowering Autonomy in Language Learning: The Transformative Potential of Data-Driven Learning (DDL) in Higher Education.- Chapter 15: The Role of Immersive Project-Based Learning in Shaping Future Entrepreneurs.- Chapter 16: Introduction to Part III: This is Our Time for Inclusivity in Global Higher Education.- Chapter 17: Person vs. Machine: Cultivating Humility to Sustain Pro-Human Education in the Age of AI.- Chapter 18: Student-as-Partners (SaP) in Higher Education: Exploring Perceptions and Experiences.- Chapter 19: Fostering Cultural Cohesion in Sino-British Cooperative Universities: Whose Values Matter?.- Chapter 20: Building Moral Global Universities: Shaping Student Success, Mapping Fairness and Empowering Curriculums in Universities.- Chapter 21: Cognitive Justice, Indigenisation and Educational Transformation.- Chapter 22: Conclusion: Emancipatory Education without Boundaries in the Age of Neoliberalism, Artificial Intelligence and Digital Learning Platforms.

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Book SynopsisEthics in communication through digital animation.- Security and Privacy Implications in IPv6 Networks A.- Comprehensive Analysis.- Ethical Reflections and Challenges of Artificial Intelligence Applied to the Academic Field.- Integrating GIS and Remote Sensing into Digital.- Education for Sustainable Land-use Management.- A Cross-Border Perspective.- Disruption of the Ecuatorian Tax System. Tax Tech as an Innovation Engine.

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Book SynopsisDieses Buch stellt die Fortsetzung des Buches "Elementarmathe­ matik - griffbereit" desselben Autors dar. Es umfaßt den gesamten Stoff, der im Grundkurs der höheren Mathematik an den technischen Hochschulen sowie Universitäten gelehrt wird. Das Buch hat eine zweifache Bestimmung. Erstens übermittelt es Auskünfte über sachgemäße Fragen : Was ist ein Vektorprodukt? Wie bestimmt man die Fläche eines Dreh­ körpers? Wie entwickelt man eine Funktion in eine trigonometrische Reihe? usw. Die entsprechenden Definitionen, Theoreme, Regeln und Formeln, begleitet von Beispielen und Hinweisen, findet man schnell. Zu diesem Zweck dient das detaillierte Inhaltsverzeichnis und der aus­ führliche alphabetische Index. Zweitens ist das Buch für eine systematische Lektüre bestimmt. Es beansprucht nicht die Rolle eines Lehrbuches. Beweise werden daher nur in Ausnahmefällen vollständig gegeben. Jedoch kann das Buch als Hilfsmittel für eine erste Auseinandersetzung mit dem Gegenstand dienen. Zu diesem Zweck werden ausführliche Erklärungen der Grund­ begriffe gebracht, so etwa: der Begriff des Skalarprodukts (§ 104), des Grenzwerts (§ 203-206), des Differentials (§ 228-235), der un­ endlichen Reihe (§ 270, 366-370). Zum selben Zweck werden alle Regeln durch zahlreiche Beispiele illustriert, die einen organischen Bestandteil dieses Buches bilden (s. die Paragraphen 50-62, 134, 149, 264-266, 369, 422, 418, 498, usw.). Sie erklären die Anwendung der Regeln, wann eine Regel ihre Gültigkeit verliert, welche Fehler man zu vermeiden hat (§ 290,339,340,379, u. a.).Table of ContentsAnalytische Geometrie in der Ebene.- § 1. Grundsätzliches über die analytische Geometrie.- § 2. Koordinaten.- § 3. Rechtwinkliges Koordinatensystem.- § 4. Rechtwinklige Koordinaten.- § 5. Winkelbereiche oder Quadranten.- § 6. Schiefwinkliges Koordinatensystem.- § 7. Die Geradengleichung.- § 8. Gegenseitige Lage von Punkt und Kurve.- § 9. Gegenseitige Lage zweier Kurven.- § 10. Der Abstand zwischen zwei Punkten.- § 11. Teilabschnitte mit gegebenem Verhältnis.- § 12. Die Determinante zweiter Ordnung.- § 13. Der Flächeninhalt eines Dreiecks.- § 14. Die Geradengleichung in der nach y aufgelösten Form.- § 15. Achsenparallele Geraden.- § 16. Die allgemeine Geradengleichung.- § 17. Konstruktion einer Geraden aus ihrer Gleichung.- § 18. Parallelitätsbedingung für Geraden.- § 19. Schnittpunkte von Geraden.- § 20. Bedingung für die Orthogonalität zweier Geraden.- § 21. Der Winkel zwischen zwei Geraden.- § 22. Bedingung dafür, daß drei Punkte auf einer Geraden liegen.- § 23. Gleichung einer Geraden durch zwei gegebene Punkte.- § 24. Geradenbüschel.- § 25. Die Gleichung einer Geraden, die parallel zu einer gegebenen Geraden durch einen gegebenen Punkt verläuft.- § 26. Die Gleichung einer Geraden durch einen gegebenen Punkt und orthogonal zu einer gegebenen Geraden.- § 27. Gegenseitige Lage einer Geraden und eines Punktepaares.- § 28. Der Abstand eines Punktes von einer Geraden.- § 29. Die Polarparameter der Geraden.- § 30. Die Normalform der Geradengleichung.- § 31. Die Bestimmung der Geradengleichung in Normalform.- § 32. Achsenabschnitte.- § 33. Die Abschnittsgleichung der Geraden.- § 34. Koordinatentransformation (Erläuterung der Methode).- § 35. Verschiebung des Koordinatenursprungs.- § 36. Achsendrehung.- § 37. Algebraische Kurven und ihr Grad.- §38. Der Kreis.- § 39. Bestimmung des Mittelpunktes und des Radius eines Kreises.- § 40. Die Ellipse als gestauchter Kreis.- § 41. Eine zweite Definition der Ellipse.- § 42. Konstruktion einer Ellipse aus ihren Achsen.- § 43. Die Hyperbel.- § 44. Die Form einer Hyperbel. Scheitel und Achsen.- § 45. Konstruktion einer Hyperbel aus ihren Achsen.- § 46. Die Asymptoten der Hyperbel.- § 47. Konjugierte Hyperbeln.- § 48. Die Parabel.- § 49. Konstruktion einer Parabel bei gegebenem Parameter p.- § 50. Die Parabel als Kurve mit der Gleichung y = ax2 + bx + c.- § 51. Die Leitlinien einer Ellipse und einer Hyperbel.- § 52. Allgemeine Definition von Ellipse, Hyperbel und Parabel.- § 53. Kegelschnitte.- § 54. Die Durchmesser eines Kegelschnitts.- § 55. Die Durchmesser der Ellipse.- § 56. Die Durchmesser der Hyperbel.- § 57. Die Durchmesser der Parabel.- § 58. Kurven zweiten Grades.- § 59. Die Form der allgemeinen Gleichung zweiten Grades.- § 60. Vereinfachung der Gleichung zweiten Grades. Allgemeine Bemerkungen.- § 61. Vorläufige Transformation der Gleichung zweiten Grades.- § 62. Endgültige Transformation der Gleichung zweiten Grades.- § 63. Über Verfahren zur Erleichterung der Vereinfachung von Gleichungen zweiten Grades.- § 64. Kriterium für den Zerfall einer Kurve zweiten Grades.- § 65. Die Bestimmung der Geraden, aus denen eine zerfallende Kurve zweiter Ordnung besteht.- § 66. Die Invarianten einer Gleichung zweiten Grades.- § 67. Die drei Typen von Kurven zweiten Grades.- § 68. Zentralsymmetrische und nichtzentralsymmetrische Kurven zweiten Grades.- § 69. Die Bestimmung des Zentrums zentralsymmetrischer Kurven zweiter Ordnung.- § 70. Die Vereinfachung der Gleichung einer zentralsymmetrischen Kurve zweiter Ordnung.- § 71. Die gleichseitige Hyperbel als grafische Darstellung der Gleichung $$y = {k \over x}$$.- § 72. Die gleichseitige Hyperbel als grafische Darstellung der Gleichung $$y = {{mx + n} \over {px + q}}$$.- § 73. Polarkoordinaten.- § 74. Die Beziehung zwischen Polarkoordinaten und rechtwinkligen Koordinaten.- § 75. Die Archimedische Spirale.- § 76. Die Polargleichung der Geraden.- § 77. Die Polargleichung eines Kegelschnitts.- Analytische Geometrie im Raum.- § 78. Grundsätzliches über Vektoren und Skalare.- § 79. Der Vektor in der Geometrie.- § 80. Vektoralgebra.- §81. Kollineare Vektoren.- § 82. Der Nullvektor.- § 83. Die Gleichheit von Vektoren.- § 84. Die Rückführung von Vektoren auf einen gemeinsamen Anfangspunkt.- § 85. Entgegengesetzte Vektoren.- § 86. Vektoraddition.- § 87. Die Summe mehrerer Vektoren.- §88. Die Vektorsubtraktion.- § 89. Die Multiplikation und Division eines Vektors mit einer Zahl.- § 90. Beziehungen zwischen kollinearen Vektoren (Division eines Vektors durch einen anderen).- § 91. Die Projektion eines Punktes auf eine Achse.- § 92. Die Projektion eines Vektors auf eine Achse.- § 93. Grundlegende Theoreme über die Projektionen eines Vektors.- § 94. Rechtwinkliges Koordinatensystem im Raum.- § 95. Die Koordinaten eines Punktes.- § 96. Die Koordinaten eines Vektors.- § 97. Die Darstellung eines Vektors durch Komponenten und durch Koordinaten.- § 98. Operationen mit Vektoren, die durch ihre Koordinaten gegeben sind.- § 99. Die Darstellung eines Vektors durch die Radiusvektoren seines Anfangs-und Endpunktes.- § 100. Die Länge eines Vektors. Der Abstand zwischen zwei Punkten.- § 101. Der Winkel zwischen den Koordinatenachsen und einem Vektor.- § 102. Ein Kriterium für die Kollinearität (Parallelität) von Vektoren.- § 103. Die Teilung einer Strecke in gegebenem Verhältnis.- § 104. Das Skalarprodukt zweier Vektoren.- § 105. Eigenschaften des Skalarprodukts.- § 106. Die Skalarprodukte der Achsenvektoren.- § 107. Die Darstellung des Skalarprodukts durch die Koordinaten der Faktoren.- § 108. Die Bedingung für die Orthogonalität von Vektoren.- § 109. Der Winkel zwischen Vektoren.- § 110. Eechts- und Linkssysteme von drei Vektoren.- § 111. Das Vektorprodukt zweier Vektoren.- § 112. Die Eigenschaften des Vektorprodukts.- § 113. Die Vektorprodukte der Achsenvektoren.- § 114. Die Darstellung des Vektorprodukts durch die Koordinaten der Faktoren.- § 115. Komplanare Vektoren.- § 116. Das gemischte Produkt.- § 117. Die Eigenschaften des gemischten Produktes.- § 118. Die Determinante dritter Ordnung.- § 119. Die Darstellung des gemischten Produktes durch die Koordinaten seiner Faktoren.- § 120. Kriterium für die Komplanarität in Koordinatenform.- § 121. Das Volumen eines Parallelepipeds.- § 122. Das doppelte Vektorprodukt.- § 123. Die Gleichung einer Ebene.- § 124. Spezialfälle der Lage von Ebenen bezüglich des Koordinatensystems.- § 125. Die Bedingung für die Parallelität von Ebenen.- § 126. Die Bedingung für die Orthogonalität zweier Ebenen.- § 127. Der Winkel zwischen zwei Ebenen.- § 128. Die Gleichung einer Ebene durch einen gegebenen Punkt und parallel zu einer gegebenen Ebene.- § 129. Bestimmung einer Ebene durch drei Punkte.- § 130. Achsenabschnitte.- § 131. Die Abschnittsgleichung einer Ebene.- § 132. Die Gleichung einer Ebene durch zwei Punkte und orthogonal zu einer gegebenen Ebene.- § 133. Die Gleichung einer Ebene durch einen gegebenen Punkt und orthogonal zu zwei Ebenen.- § 134. Der Schnittpunkt dreier Ebenen.- § 135. Gegenseitige Lage von Ebene und Punktepaar.- § 136. Der Abstand zwischen Punkt und Ebene.- § 137. Die Polarparameter der Ebene.- § 138. Die Normalform der Ebenengleichung.- § 139. Die Bestimmung der Ebenengleichung in Normalform.- § 140. Die Gleichung einer Geraden im Raum.- § 141. Bedingung dafür, daß zwei Gleichungen ersten Grades eine Gerade darstellen.- § 142. Schnittpunkt einer Geraden mit einer Ebene.- § 143. Richtungsvektoren.- § 144. Der Winkel zwischen einer Geraden und den Koordinatenachsen.- § 145. Der Winkel zwischen zwei Geraden.- § 146. Der Winkel zwischen einer Geraden und einer Ebene.- § 147. Die Bedingungen für die Parallelität und Orthogonalität zwischen Gerade und Ebene.- § 148. Ebenenbüschel.- § 149. Die Projektionen einer Geraden auf die Koordinatenebenen.- § 150. Die symmetrischen Geradengleichungen.- § 151. Die Bestimmung der Geradengleichungen in symmetrischer Form.- § 152. Die Parameterdarstellung der Geraden.- §153. Der Schnitt einer Ebene mit einer Geraden in Parameterform.- § 154. Die Gleichung einer Geraden durch zwei gegebene Punkte.- § 155. Die Gleichung einer Ebene durch einen gegebenen Punkt senkrecht zu einer gegebenen Geraden.- § 156. Die Gleichung einer Geraden durch einen gegebenen Punkt senkrecht zu einer gegebenen Ebene.- § 157. Die Gleichung einer Ebene durch einen gegebenen Punkt und durch eine gegebene Gerade.- § 158. Die Gleichung einer Ebene durch einen gegebenen Punkt und parallel zu zwei gegebenen Geraden.- § 159. Die Gleichung einer Ebene durch eine gegebene Gerade und parallel zu einer anderen gegebenen Geraden.- § 160. Die Gleichung einer Ebene durch eine gegebene Gerade senkrecht zu einer gegebenen Ebene.- § 161. Die Gleichung der Senkrechten von einem gegebenen Punkt auf eine gegebene Gerade.- § 162. Die Länge der Senkrechten von einem gegebenen Punkt auf eine gegebene Gerade.- § 163. Die Bedingungen dafür, daß sich zwei Gerade schneiden oder in einer Ebene liegen.- § 164. Die Gleichung einer Geraden, die senkrecht zu zwei gegebenen Geraden ist.- § 165. Der kürzeste Abstand zwischen zwei Geraden. Richtung von Geraden.- § 166. Koordinatentransformation.- § 167. Die Gleichung einer Fläche.- § 168. Zylinderflächen, deren Erzeugende parallel zu einer der Koordinatenachsen sind.- § 169. Die Gleichung einer Kurve.- § 170. Die Projektion einer Kurve auf die Koordinatenachse.- § 171. Algebraische Flächen und ihr Grad.- § 172. Die Kugelfläche.- § 173. Das Ellipsoid.- § 174. Das einschalige Hyperboloid.- § 175. Das zweischalige Hyperboloid.- § 176. Der Kegel zweiter Ordnung.- §177. Das elliptische Paraboloid.- § 178. Das hyperbolische Paraboloid.- § 179. Die Flächen zweiten Grades.- § 180. Geradlinige Erzeugende der Flächen zweiten Grades.- § 181. Rotationsflächen.- § 182. Determinanten zweiter und dritter Ordnung.- § 183. Determinanten hüherer Ordnung.- § 184. Eigenschaften der Determinanten.- § 185. Ein praktisches Verfahren zur Berechnung von Determinanten.- § 186. Anwendung der Determinanten auf die Untersuchung und Lüsung von Gleichungssystemen.- § 187. Zwei Gleichungen mit zwei Unbekannten.- § 188. Zwei Gleichungen und drei Unbekannte.- § 189. Das homogene System von zwei Gleichungen mit drei Unbekannten.- § 190. Drei Gleichungen mit drei Unbekannten, n Gleichungen.- Die Grundbegriffe der mathematischen Analysis.- § 191. Einführende Bemerkungen.- § 192. Die rationalen Zahlen.- § 193. Die reellen Zahlen.- § 194. Die Zahlengerade.- § 195. Variable und konstante Größen.- § 196. Funktionen.- § 197. Methoden zur Angabe einer Funktion.- § 198. Der Definitionsbereich einer Funktion.- § 199. Intervalle.- § 200. Klassifikation der Funktionen.- § 201. Die wichtigsten elementaren Funktionen.- § 202. Die Bezeichnung von Funktionen.- § 203. Der Grenzwert einer Folge.- § 204. Der Grenzwert von Funktionen.- § 205. Die Definition des Grenzwerts einer Funktion.- § 206. Der Grenzwert einer konstanten Größe.- § 207. Unendlich kleine Größen.- § 208. Unendlich große Größen.- § 209. Die Beziehung zwischen unendlich großen und unendlich kleinen Größen.- § 210. Beschränkte Größen.- § 211. Erweiterung des Grenzwertbegriffs.- § 212. Die Grundeigenschaften von unendlich kleinen Größen.- § 213. Die Grundtheoreme über Grenzwerte.- § 214. Die Zahl e.- § 215. Der Grenzwert $$ {{\sin x} \over x}\,{\rm{f\ddot ur}}\,x \to 0 $$ für x ? 0.- § 216. Äquivalente unendlich kleine Größen.- § 217. Vergleich von unendlich kleinen Größen.- § 218. Stetigkeit einer Funktion in einem Punkt.- § 219. Eigenschaften von Funktionen, die in einem Punkt stetig sind.- § 220. Stetigkeit einer Funktion in einem geschlossenen Intervall.- § 221. Eigenschaften von Funktionen, die in einem abgeschlossenen Intervall stetig sind.- Differentialrechnung.- § 222. Einführende Bemerkungen.- § 223. Die Geschwindigkeit.- § 224. Die Definition der Ableitung einer Funktion.- § 225. Die Tangente.- § 226. Die Ableitungen einiger einfacher Funktionen.- § 227. Eigenschaften der Ableitung.- § 228. Das Differential.- § 229. Die mechanische Deutung des Differentials.- § 230. Die geometrische Bedeutung des Differentials.- § 231. Differenzierbare Funktionen.- § 232. Die Differentiale einiger einfacher Funktionen.- § 233. Die Eigenschaften des Differentials.- § 234. Die Invarianz des Ausdrucks f (x) dx.- § 235. Beschreibung der Ableitung durch Differentiale.- § 236. Zusammengesetzte Funktionen.- § 237. Das Differential einer zusammengesetzten Funktion.- § 238. Die Ableitung einer zusammengesetzten Funktion („Kettenregel“).- § 239. Die Differentiation eines Produkts.- § 240. Die Differentiation eines Quotienten.- § 241. Die Umkehrfunktion.- § 242. Der natürliche Logarithmus.- § 243. Die Differentiation des Logarithmus.- § 244. Die logarithmische Differentiation.- § 245. Die Differentiation der Exponentialfunktion.- § 246. Die Differentiation der trigonometrischen Funktionen.- § 247. Die Differentiation der Umkehrfunktionen.- § 248. Das Differential in der Näherungsrechnung.- § 249. Anwendung der Differentialrechnung auf die Fehlerabschätzung.- § 250. Differentiation impliziter Funktionen.- § 251. Eine in Parameterform gegebene Kurve.- § 252. In Parameterform gegebene Funktionen.- § 253. Die Zykloide.- § 254. Die Gleichung der Tangente an eine ebene Kurve.- § 255. Die Gleichung der Normalen.- § 256. Ableitungen hüherer Ordnung.- § 257. Die Bedeutung der zweiten Ableitung in der Mechanik.- § 258. Differentiale höherer Ordnung.- § 259. Darstellung der höheren Ableitungen durch Differentiale.- § 260. Höhere Ableitungen von Funktionen, die in Parameterform gegeben sind.- § 261. Höhere Ableitungen impliziter Funktionen.- § 262. Die LEIBNIZsche Regel.- § 263. Der Satz von ROLLE.- § 264. Der Mittelwertsatz von LAGRANGE.- § 265. Die Formel für einen endlichen Zuwachs.- § 266. Die Verallgemeinerung des Mittelwertsatzes (CAUCHY).- § 267. Untersuchung eines unbestimmten Ausdrucks der Form $${0 \over 0}$$.- § 268. Untersuchung eines unbestimmten Ausdrucks der Form $${\infty \over \infty }$$.- § 269. Unbestimmte Ausdrücke anderer Form.- § 270. Historische Betrachtungen über die TAYLORsche Formel.- § 271.Die TAYLOR-Formel.- § 272. Anwendung der TAYLOR-Formel auf die Berechnung von Funktionswerten.- § 273. Zunehmende und abnehmende Funktionen.- § 274. Kriterien für die Zunahme oder Abnahme einer Funktion in einem Punkt.- § 275. Maximum und Minimum.- § 276. Notwendige Bedingung für ein Maximum oder ein Minimum.- § 277. Erste hinreichende Bedingung für ein Maximum oder Minimum.- § 278. Regel für die Bestimmung der Maxima und Minima.- § 279. Zweite hinreichende Bedingung für Maxima und Minima.- § 280. Die Bestimmung des größten und des kleinsten Werts einer Funktion.- § 281. Die Konvexität ebener Kurven. Wendepunkte.- § 282. Die konkave Seite.- § 283. Regel für die Bestimmung eines Wendepunkts.- § 284. Die Asymptoten.- § 285. Die Untersuchung von Asymptoten, die parallel zu den Koordinatenachsen sind.- § 286. Untersuchung der Asymptoten, die nicht zur Ordinaten-achse parallel sind.- § 287. Verfahren zur Konstruktion von grafischen Darstellungen.- § 288. Lösung von Gleichungen. Allgemeine Bemerkungen.- § 289. Die Lösung von Gleichungen. Die Sehnenmethode.- § 290. Die Lösung von Gleichungen. Die Tangentenmethode.- § 291. Kombination der Sehnenmethode mit der Tangentenmethode.- Integralrechnung.- § 292. Einführende Bemerkungen.- § 293. Die Stammfunktion.- § 294. Das unbestimmte Integral.- § 295. Geometrische Erklärung der Integration.- § 296. Berechnung der Integrationskonstanten aus den Anfangsdaten.- § 297. Eigenschaften des unbestimmten Integrals.- § 298. Integraltafel.- § 299. Unbestimmte Integration.- § 300. Die Substitutionsmethode (Integration unter Verwendung einer Hilfsvariablen).- § 301. Partielle Integration.- § 302. Integration einiger trigonometrischer Ausdrücke.- § 303. Trigonometrische Transformationen.- § 304. Rationale Funktionen.- § 305. Verfahren zur Integration von gebrochenen rationalen Funktionen.- § 306. Die Integration von Partialbrüchen.- § 307. Die Integration rationaler Funktionen (allgemeine Methode).- § 308. Die Faktorenzerlegung eines Polynoms.- § 309. Über die Integrierbarkeit der elementaren Funktionen.- § 310. Einige von Radikalen abhängige Integrale.- § 311. Das Integral eines Binomialausdrucks.- § 312. Integrale der Form $$\int {R\left( {x,\sqrt {a{x^2} + bx + c} } \right)dx} $$.- §313. Integrale der Form $$\int {R\left( {\sin x,\,\cos x} \right)dx} $$.- § 314. Das bestimmte Integral.- § 315. Eigenschaften des bestimmten Integrals.- § 316. Die geometrische Deutung des bestimmten Integrals.- § 317. Deutung des bestimmten Integrals in der Mechanik.- § 318. Abschätzung des bestimmten Integrals.- § 319. Der Mittelwertsatz der Integralrechnung.- § 320. Das bestimmte Integral als Funktion seiner oberen Grenze.- § 321. Das Differential eines Integrals.- § 322. Das Integral eines Differentials. Die Formel von NEWTON- LEIBNIZ.- § 323. Die Berechnung des bestimmten Integrals mit Hilfe des unbestimmten Integrals.- § 324. Partielle bestimmte Integration.- § 325. Substitutionsmethoden bei der bestimmten Integration.- § 326. Uneigentliche Integrale.- § 327. Integrale mit unendlichen Grenzen.- § 328. Integrale über Funktionen mit Unstetigkeitsstellen.- § 329. Über die näherungsweise Berechnung eines Integrals.- § 330. Rechtecksformeln.- § 331. Die Trapezformel.- § 332. Die SIMPSONsche Formel (Parabolische Trapezformel).- § 333. Der Flächeninhalt von Figuren, die durch rechtwinklige Koordinaten beschrieben werden.- § 334. Übersicht über die Anwendung des bestimmten Integrals.- § 335. Der Flächeninhalt von Figuren, die durch Polarkoordinaten gegeben sind.- § 336. Das Volumen eines Körpers.- § 337. Das Volumen eines Rotationskörpers.- § 338. Die Bogenlänge einer ebenen Kurve.- § 339. Das Differential der Bogenlänge.- § 340. Die Bogenlänge und ihr Differential in Polarkoordinaten.- § 341. Der Flächeninhalt einer Rotationsfläche.- Überblick über ebene und räumliche Kurven.- § 342. Die Krümmung.- § 343. Krümmungsmittelpunkt, Krümmungsradius und Krümmungskreis einer ebenen Kurve.- § 344. Formeln für die Krümmung, den Krümmungsradius und den Krümmungsmittelpunkt einer ebenen Kurve.- § 345. Die Evolute einer ebenen Kurve.- 346. Eigenschaften der Evolute einer ebenen Kurve.- § 347. Die Evolvente einer ebenen Kurve.- § 348. Die Parameterform von Raumkurven.- § 349. Schraubenlinien.- § 350. Die Bogenlänge einer Raumkurve.- § 351. Die Tangente an eine Raumkurve.- § 352. Die Normalebene.- § 353. Vektorfunktionen mit skalarem Argument.- § 354. Grenzwerte von Vektorfunktionen.- § 355. Die Ableitung einer Vektorfunktion.- § 356. Das Differential einer Vektorfunktion.- § 357. Eigenschaften der Ableitungen und der Differentiale von Vektorfunktionen.- § 358. Die Schmiegebene.- § 359. Die Hauptnormale. Das begleitende Dreibein.- § 360. Gegenseitige Lage von Kurve und Ebene.- § 361. Die Einheitsvektoren des begleitenden Dreibeins.- § 362. Krümmungsmittelpunkt, Krümmungsachse und Krümmungsradius einer Raumkurve.- § 363. Formeln für die Krümmung, den Krümmungsradius und den Krümmungsmittelpunkt von Raumkurven.- § 364. Über das Vorzeichen der Krümmung.- § 365. Die Torsion.- Unendliche Reihen.- § 366. Einführende Bemerkungen.- § 367. Definition der unendlichen Reihe.- § 368. Konvergente und divergente unendliche Reihen.- § 369. Notwendige Bedingung für die Konvergenz einer unendlichen Reihe.- § 370. Der Rest einer unendlichen Reihe.- § 371. Einfache Operationen mit unendlichen Reihen.- § 372. Positive unendliche Reihen.- § 373. Vergleich von positiven Reihen.- § 374. Das D’AIEMBERTSche Kriterium für positive Reihen.- § 375. Das Integralkriterium für die Konvergenz.- § 376. Alternierende Reihen. Das Kriterium von Leibnitz.- § 377. Absolute und bedingte Konvergenz.- § 378. Das D’ALEMBERTsche Kriterium für beliebige Reihen.- § 379. Umordnen der Glieder einer unendlichen Reihe.- § 380. Zusammenfassen der Glieder einer unendlichen Reihe.- § 381. Multiplikation von unendlichen Reihen.- § 382. Die Division von unendlichen Reihen.- § 383. Reihen mit veränderlichen Gliedern.- § 384. Der Konvergenzbereich einer Reihe mit veränderlichen Gliedern.- § 385. Über gleichmäßige und ungleichmäßige Konvergenz.- § 386. Definition der gleichmäßigen und ungleichmäßigen Konvergenz.- § 387. Geometrische Deutung der gleichmäßigen und ungleichmäßigen Konvergenz.- § 388. Kriterium für die gleichmäßige Konvergenz ; reguläre Reihen.- § 389. Die Stetigkeit der Summe einer unendlichen Reihe.- § 390. Die Integration von unendlichen Reihen.- § 391. Die Differentiation von unendlichen Reihen.- § 392. Potenzreihen.- § 393. Konvergenzintervall und Konvergenzradius einer Potenz - reihe.- § 394. Die Bestimmung des Konvergenzradius.- § 395. Der Konvergenzbereich einer Potenzreihe in x-x0.- § 396. Das Theorem von ABEL.- § 397. Operationen mit Potenzreihen.- § 398. Differentiation und Integration von Potenzreihen.- § 399. Die TAYLOR-Reihe.- § 400. Die Entwicklung einer Funktion in eine Potenzreihe.- §401. Die Entwicklung der elementaren Funktionen in Potenz- reihen.- § 402. Die Anwendung der unendlichen Reihen auf die Berechnung von Integralen.- § 403. Hyperbolische Funktionen.- § 404. Die Umkehrfunktionen für die hyperbolischen Funktionen.- § 405. Die Herkunft der Namen für die hyperbolischen Funktionen.- § 406. Über komplexe Zahlen.- § 407. Komplexe Funktionen von reellen Argumenten.- § 408. Die Ableitung einer komplexen Funktion.- § 409. Komplexer Exponent einer positiven Zahl.- § 410. Die EULERsche Formel.- § 411. Trigonometrische Reihen.- § 412. Historische Bemerkungen über die trigonometrischen Reihen.- § 413. Die Orthogonalität des Systems der Funktionen cos nx und sin nx.- § 414. Die Formeln von EULER-FOURIER.- § 415. FOURIER-Reihen.- § 416. Die FOTJRIER-Reihe einer stetigen Funktion.- § 417. Die FOTJRIER-Reihen für gerade und ungerade Funktionen.- § 418. FouRiER-Reihen für unstetige Funktionen.- Differential- und Integralrechnung für Funktionen mehrerer Variabler.- § 419. Funktionen von zwei Variablen.- § 420. Funktionen von drei und mehr Variablen.- § 421. Verfahren zur Angabe von Funktionen mehrerer Variabler.- § 422. Grenzwerte von Funktionen mehrerer Variabler.- § 423. Über die Größenordnung von Funktionen mehrerer Variabler.- § 424. Stetigkeit von Funktionen mehrerer Variabler.- § 425. Partielle Ableitungen.- § 426. Geometrische Bedeutung der partiellen Ableitungen für den Fall von zwei Argumenten.- § 427. Totaler Zuwachs und partieller Zuwachs.- § 428. Das partielle Differential.- § 429. Darstellung der partiellen Ableitung durch das Differential.- § 430. Das totale Differential.- § 431. Die geometrische Bedeutung des totalen Differentials.- § 432. Die Invarianz des Ausdrucks fxdx + fydy + fzdz für das totale Differential.- § 433. Die Technik des Differenzierens.- § 434. Differenzierbare Funktionen.- § 435. Die Tangentialebene und die Flächennormale.- § 436. Die Gleichung der Tagentialebene.- § 437. Die Gleichung der Normalen.- § 438. Differentiation zusammengesetzter Funktionen.- § 439. Übergang von rechtwinkligen Koordinaten zu Polarkoordinaten.- § 440. Formeln für die partiellen Ableitungen einer zusammengesetzten Funktion.- §441. Die totale Ableitung.- § 442. Differentiation impliziter Funktionen von mehreren Argumenten.- § 443. Partielle Ableitungen hüherer Ordnung.- § 444. Die totalen Differentiale hüherer Ordnung.- § 445. Die Technik des mehrmaligen Differenzierens.- § 446. Vereinbarung über die Bezeichnungsweise von Differentialen.- § 447. Die TAYLORSche Formel für Funktionen von mehreren Variablen.- § 448. Extremwerte (Maxima und Minima) von Funktionen mehrerer Argumente.- § 449. Regel für die Bestimmung von Extremwerten.- § 450. Hinreichende Bedingung für ein Extremum (für den Fall von zwei Variablen).- § 451. Das Doppelintegral.- § 452. Die geometrische Bedeutung des Doppelintegrals.- § 453. Eigenschaften des Doppelintegrals.- § 454. Abschätzung des Doppelintegrals.- § 455. Berechnung des Doppelintegrals (einfache Fälle).- § 456. Berechnung des Doppelintegrals (allgemeiner Fall).- § 457. Punktfunktionen.- § 458. Das Doppelintegral in Polarkoordinaten.- § 459. Der Flächeninhalt eines Flächenstücks.- § 460. Das dreifache Integral.- § 461. Berechnung des dreifachen Integrals (einfache Fälle).- § 462. Die Berechnung eines dreifachen Integrals (allgemeiner Fall).- § 463. Zylinderkoordinaten.- § 464. Das dreifache Integral in Zylinderkoordinaten.- § 465. Kugelkoordinaten.- § 466. Das dreifache Integral in Kugelkoordinaten.- § 467. Leitfaden für die Anwendung von Doppelintegralen und dreifachen Integralen.- § 468. Das Trägheitsmoment.- § 469. Einige physikalische und geometrische Größen, die sich durch Doppelintegrale ausdrücken lassen.- § 470. Einige physikalische und geometrische Größen, die sich durch dreifache Integrale ausdrücken lassen.- § 471. Das Kurvenintegral.- § 472. Die Bedeutung des Kurvenintegrals in der Mechanik.- § 473. Die Berechnung des Kurvenintegrals.- § 474. Die GREENsche Formel.- § 475. Bedingung für die Unabhängigkeit des Kurvenintegrals vom Weg.- § 476. Eine andere Form für die Bedingung aus dem letzten Paragraphen.- Differentialgleichungen.- § 477. Grundbegriffe.- § 478. Gleichungen erster Ordnung.- § 479. Die geometrische Bedeutung einer Gleichung erster Ordnung.- § 480. Isoklinen.- § 481. Partikuläre Lüsung und allgemeine Lüsung einer Gleichung erster Ordnung.- § 482. Gleichungen mit separierten Variablen.- § 483. Separation der Variablen. Singulare Lüsung.- § 484. Gleichungen mit totalen Differentialen.- § 485. Die homogene Gleichung.- § 486. Lineare Gleichung erster Ordnung.- § 487. Die CLAIRAUTsche Gleichung.- § 488. Die Enveloppe.- § 489. Die Integrierbarkeit von Differentialgleichungen.- § 490. Näherungsweise Integration einer Gleichung erster Ordnung nach der Methode von EULER.- § 491. Integration von Differentialgleichungen mit Hilfe von unendlichen Reihen.- § 492. Über das Aufstellen von Differentialgleichungen.- § 493. Gleichungen zweiter Ordnung.- § 494. Gleichungen n-ter Ordnung.- § 495. Reduktion der Ordnung.- § 496. Die lineare Gleichung zweiter Ordnung.- § 497. Die lineare Gleichung zweiter Ordnung mit konstanten Koeffizienten.- § 498. Die homogene lineare Gleichung zweiter Ordnung mit konstanten Koeffizienten.- § 499. Die inhomogene lineare Gleichung zweiter Ordnung mit konstanten Koeffizienten.- § 500. Lineare Gleichung beliebiger Ordnung.- § 501. Die Methode der Variation der Konstanten.- § 502. Systeme von Differentialgleichungen. Lineare Systeme.- Einige bemerkenswerte Kurven.- § 503. Die Strophoide.- § 504. Die Kissoide des DIOKLES.- § 505. Das Kartesische Blatt.- § 506. Die Versiera der AGNESI.- § 507. Die Konchoide des NIKOMEDES.- § 508. Die PASCALsche Schnecke. Die Kardioide.- § 509. CASSINIsche Linien.- § 510. Die BERNOULLIsche Lemniskate.- § 511. Die Archimedische Spirale.- § 512. Die Kreisevolvente.- § 513. Die logarithmische Spirale.- § 514. Die Zykloide.- § 515. Die Epizykloide und die Hypozykloide.- § 516. Die Traktrix.- § 517. Die Kettenlinie.- Tabellen.

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