Higher education, tertiary education Books

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

Read more less

Book SynopsisInstitutions, faculty, and students benefit when women academics advance in their careers, yet research shows that women academics are more likely to stall at the associate professor stage of their careers than men. Charting Your Path to Full is a data- and literature-informed resource aimed at helping women in the professoriate excel in their careers, regardless of discipline and institution type. Vicki L. Baker draws on human resources, organizational studies, and positive organizational psychology to help women first focus on their joy as the primary driver of career and personal pursuits, and provides action steps, “To Do” lists, and additional tools and resources to lay out a clear step-by-step approach to help women academics reach their goals. Baker’s wealth of consulting and research insights provides a compelling and accessible approach to supporting women as they re-envision their careers.Trade Review"This excellent volume on the experiences of women at mid-career helps to diagnose and to transform the conditions, policies, and practices that get in the way of women's advancement. Each chapter helps us clarify goals, develop community, integrate work and family, and advance work that brings us joy."— KerryAnn O'Meara, Director, University of Maryland ADVANCE Program "The advantages of Charting Your Path to Full are in its evidence-based approach, business process orientation, and sage advice [and] most recommendations apply more broadly both in terms of career level and gender. If an evidence-based business approach to faculty advancement is what you need this book fills the bill."— Journal of Faculty Development "Informative and timely, Charting Your Path to Full will help real faculty achieve their professional goals. The exercises in the book will be beneficial to professors with numerous identities, in different disciplines, and at different institutional types."— Lisa Wolf-Wendel, coauthor of Academic Motherhood: How Faculty Manage Work and Family "How Colleges Can Better Help Faculty During the Pandemic" by Vicki L. Baker— Inside Higher Education "How To: Create a Mentor Network: A Discussion with Laura Gail Lunsford"— New Books Network: The Academic Life "3 Tips for Women Faculty to Get Through #WFH, #socialdistancing, and #stayingwell" by Vicki L. Baker https://womeninastronomy.blogspot.com/2020/04/3-tips-for-women-faculty-to-get-through.html?m=1— Women in AstronomyTable of ContentsContents Foreword Note on Text Introduction 1 What is Your Joy? 2 Organization, Organization, Organization 3 Let the Performance Speak for Itself 4 Take Control of Your Narrative 5 Smallest Publishable Unit 6 Mapping Your Mentoring Network Laura Gail Lunsford 7 Developing your Persuasive Voice Karen Erlandson 8 Looking Ahead: Advice from the Other Side Acknowledgments References Index About the Author and Contributors

Read more less

Book SynopsisInstitutions, faculty, and students benefit when women academics advance in their careers, yet research shows that women academics are more likely to stall at the associate professor stage of their careers than men. Charting Your Path to Full is a data- and literature-informed resource aimed at helping women in the professoriate excel in their careers, regardless of discipline and institution type. Vicki L. Baker draws on human resources, organizational studies, and positive organizational psychology to help women first focus on their joy as the primary driver of career and personal pursuits, and provides action steps, “To Do” lists, and additional tools and resources to lay out a clear step-by-step approach to help women academics reach their goals. Baker’s wealth of consulting and research insights provides a compelling and accessible approach to supporting women as they re-envision their careers.Trade Review"Informative and timely, Charting Your Path to Full will help real faculty achieve their professional goals. The exercises in the book will be beneficial to professors with numerous identities, in different disciplines, and at different institutional types." -- Lisa Wolf-Wendel * coauthor of Academic Motherhood: How Faculty Manage Work and Family *"This excellent volume on the experiences of women at mid-career helps to diagnose and to transform the conditions, policies, and practices that get in the way of women's advancement. Each chapter helps us clarify goals, develop community, integrate work and family, and advance work that brings us joy." -- KerryAnn O'Meara * Director, University of Maryland ADVANCE Program *"How Colleges Can Better Help Faculty During the Pandemic" by Vicki L. Baker * Inside Higher Education *"3 Tips for Women Faculty to Get Through #WFH, #socialdistancing, and #stayingwell" by Vicki L. Baker https://womeninastronomy.blogspot.com/2020/04/3-tips-for-women-faculty-to-get-through.html?m=1 * Women in Astronomy *"The advantages of Charting Your Path to Full are in its evidence-based approach, business process orientation, and sage advice [and] most recommendations apply more broadly both in terms of career level and gender. If an evidence-based business approach to faculty advancement is what you need this book fills the bill." * Journal of Faculty Development *"How To: Create a Mentor Network: A Discussion with Laura Gail Lunsford" * New Books Network: The Academic Life *Table of ContentsContents Foreword Note on Text Introduction 1 What is Your Joy? 2 Organization, Organization, Organization 3 Let the Performance Speak for Itself 4 Take Control of Your Narrative 5 Smallest Publishable Unit 6 Mapping Your Mentoring Network Laura Gail Lunsford 7 Developing your Persuasive Voice Karen Erlandson 8 Looking Ahead: Advice from the Other Side Acknowledgments References Index About the Author and Contributors

Read more less

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

Read more less

Book SynopsisCollege Belonging reveals how colleges’ and universities’ efforts to foster a sense of belonging in their students are misguided. Colleges bombard new students with the message to “get out there!” and “find your place” by joining student organizations, sports teams, clubs and the like. Nunn shows that this reflects a flawed understanding of what belonging is and how it works. Drawing on the sociological theories of Emile Durkheim, College Belonging shows that belonging is something that members of a community offer to each other. It is something that must be given, like a gift. Individuals cannot simply walk up to a group or community and demand belonging. That’s not how it works. The group must extend a sense of belonging to each and every member. It happens by making a person feel welcome, to feel that their presence matters to the group, that they would be missed if they were gone. This critical insight helps us understand why colleges' push for students simply to “get out there!” does not always work. Trade Review"Teaching First-Year and First-Generation Students: A Conversation with Lisa Nunn"— New Books Network: The Academic Life "College Belonging: Author discusses her new book on first-generation students and how they navigate college life," by Scott Jaschik— Inside Higher Education "An important update to sense of belonging literature because of its claims regarding campus-community belonging and how belonging cannot be earned by an individual but rather must be received from a community." — The Review of Higher Education "Administrators have long persisted with a problematic notion of inclusion that puts the responsibility on individual students, without thought to what belonging looks and feels like. In this fabulous book, Nunn skillfully argues that institutional context shapes the most salient forms of belonging. Nobody has tackled the issue of belonging quite in this way, and the intervention is so needed."— Laura T. Hamilton, author of Parenting to a Degree: How Family Matters for College Women’s Success "College Belonging presents a fascinating account of students’ experiences, informed by in-depth interviews, and offers a level of complexity rarely encountered. Nunn compellingly argues that those who care about equity must care about belonging. Her findings show why common practices in higher education are insufficient and what colleges can do to meet the belonging needs of their students." — Blake R. Silver, author of The Cost of Inclusion: How Student Conformity Leads to Inequality on College Campuses New Books Network: Academic Life podcast interview with Lisa M. Nunn— New Books Network: Academic Life podcastTable of ContentsContents Acknowledgements Introduction 1 Social Belonging vs. Campus-Community Belonging 2 Campus Community Belonging and Organizational Structures 3 Academic Competence and Academic Belonging 4 The Academic Community and Academic Belonging 5 Ethnoracial Diversity and Belonging 6 “Nice” Diversity 7 Recommendations for Campuses Theoretical Appendix: Durkheim and Belonging Methodological Appendix Notes References Index

Read more less

Book SynopsisThe Mason Gross School of the Arts in New Brunswick, New Jersey, stands as a memorial to one of Rutgers University’s most influential leaders. Gross started teaching at Rutgers as an assistant professor of philosophy in 1946, but quickly rose through the ranks to become the university’s provost in 1949 and finally its president from 1959 to 1971. He led the university through an era when it experienced both some of its greatest growth and most intense controversies. Free Spirit explores how Gross helped reshape Rutgers from a sleepy college into a world-renowned public research university. It also reveals how he steered the university through the tumult of the Red Scare, civil rights era, and the Vietnam War by taking principled stands in favor of both racial equality and academic freedom. This biography tells the story of how, from an early age, Gross came to believe in the importance of doing what was right, even when the backlash took a toll on his own health. Written by his youngest son Thomas, this book offers a uniquely well-rounded portrait of Gross as both a public figure and a private person. Covering everything from his service in World War II to his stints as a game-show personality, Free Spirit introduces the reader to a remarkable academic leader.Trade Review"This truly engaging and eminently readable biography recounts with insight, candor, and empathy the compelling life and the exemplary, highly principled career of the author’s father. It is particularly valuable for its treatment of how Mason Gross successfully met the recurring challenges he confronted during his eventful presidency of Rutgers." -- B. Robert Kreiser * author of Miracles, Convulsions, and Ecclesiastical Politics in Early Eighteenth-Century Paris *"Gross’s life story is an inspiring testament to the power of ideas and principles, one that offers an important lesson and a warning in our era." -- Chris Rasmussen * Associate Professor of History, Farleigh Dickinson University *"Mason W. Gross promoted a sense of calm and reason during a decade of political action and social awareness." -- Thomas J. Frusciano * Rutgers University Archivist, The Journal of the Rutgers University Libraries *Alumni Profiles: The Living Legacy of Mason Gross by Leslie Aristo Pfaff * Rutgers Today/Rutgers Alumni Association *"This is a book that historians of higher education will find invaluable, especially for the insights it offers to Mason’s character and temperament." -- G. Kurt Piehler * NJS Journal *Table of ContentsAuthor’s Note 1 Prologue: The Inauguration, 1959 2 Postmark: Willcox, Arizona, 1928 3 Postmark: Cambridge, England,1930 4 The Blind Date, 1939 5 Postmark: Somewhere in Italy, 1944 6 The Homecoming, 1945 7 Goodbye to New York, 1946 8 In the Second Chair, 1949 9 Rutgers v. the Red Scare, 1954 10 Philosophy of Education v. the “Big Lie” 11 The Inauguration, 1959 12 Into the Fishbowl, 1959 13 The Cultural Wasteland, 1959 14 Nothing at Rutgers Was Ever Easy 15 Crisis, 1961 16 Faith and Reason 17 Score Once More, 1965 18 The Inflection Point, 1965 19 The Silent Steinway, 1965 20 The Jewel in the Crown 21 The Year Everything Went Wrong, 1968 22 Law and Order, 1968 23 Faith and Reason v. Law and Order 24 June 1970 25 Complicated, 1971 26 Guggenheim, 1972 27 The Door Opens, Then Closes Tight, 1975–1977 28 The Last Post, 1977 29 The Hope That Lies within You, 2020 Appendix: Personal Histories, Correspondence, Reminiscences, and Interviews Acknowledgments Notes Bibliography Index

Read more less

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

Read more less

Book SynopsisAlthough foster youth have college aspirations similar to their peers, fewer than one in ten ultimately complete a two-year or four-year college degree. What are the major factors that influence their chances of succeeding? Climbing a Broken Ladder advances our knowledge of what can be done to improve college outcomes for a student group that has largely remained invisible in higher education. Drawing on data from one of the most extensive studies of young people in foster care, Nathanael J. Okpych examines a wide range of factors that contribute to the chances that foster youth enroll in college, persist in college, and ultimately complete a degree. Okpych also investigates how early trauma affects later college outcomes, as well as the impact of a significant child welfare policy that extends the age limit of foster care. The book concludes with data-driven and concrete recommendations for policy and practice to get more foster youth into and through college.Trade Review"Climbing a Broken Ladder provides a rigorous collection of observational studies that outline the key challenges foster alumni face in their post-secondary education journeys and speaks to critical solutions that child welfare and higher education authorities should heed. This is a wonderful example of a cross-disciplinary study that yields equal importance to the social work and educational fields."— Angelique Day, University of Washington, Seattle, Co-Founder, National Research Collaborative on Foster Alumni in Higher Education (NRC-FAHE) "Few studies have used long-term data on former foster youth to illuminate the challenges faced on the path toward college completion in such a balanced and confident way as Climbing a Broken Ladder. Okpych’s work straddles both social work and educational studies while greatly advancing both fields." — Jacob Paul Gross, University of LouisvilleTable of ContentsPart I: Background Introduction 1. Framework for the Book 2. Description of the Midwest Study Part II: Findings 3. Exploring College Outcomes 4. College Enrollment Patterns 5. Predictors of College Enrollment 6. Predictors of College Persistence 7. Predictors of Degree Completion 8. Role of Avoidant Attachment on Persistence and Degree Completion 9. Impact of Extended Foster Care on College Outcomes Part III: Recommendations 10. Policy and Practice Steps to Increase College Enrollment and Completion Appendix A: Statistics in Plain Language Appendix B: Making Sense of Odds Ratios Appendix C: What is Multivariable Regression and Why Do We Need It? Appendix D: Description of Study Covariates Acknowledgments Notes Bibliography Index

Read more less

Book SynopsisAlthough foster youth have college aspirations similar to their peers, fewer than one in ten ultimately complete a two-year or four-year college degree. What are the major factors that influence their chances of succeeding? Climbing a Broken Ladder advances our knowledge of what can be done to improve college outcomes for a student group that has largely remained invisible in higher education. Drawing on data from one of the most extensive studies of young people in foster care, Nathanael J. Okpych examines a wide range of factors that contribute to the chances that foster youth enroll in college, persist in college, and ultimately complete a degree. Okpych also investigates how early trauma affects later college outcomes, as well as the impact of a significant child welfare policy that extends the age limit of foster care. The book concludes with data-driven and concrete recommendations for policy and practice to get more foster youth into and through college.Trade Review"Climbing a Broken Ladder provides a rigorous collection of observational studies that outline the key challenges foster alumni face in their post-secondary education journeys and speaks to critical solutions that child welfare and higher education authorities should heed. This is a wonderful example of a cross-disciplinary study that yields equal importance to the social work and educational fields."— Angelique Day, University of Washington, Seattle, Co-Founder, National Research Collaborative on Foster Alumni in Higher Education (NRC-FAHE) "Few studies have used long-term data on former foster youth to illuminate the challenges faced on the path toward college completion in such a balanced and confident way as Climbing a Broken Ladder. Okpych’s work straddles both social work and educational studies while greatly advancing both fields." — Jacob Paul Gross, University of LouisvilleTable of ContentsPart I: Background Introduction 1. Framework for the Book 2. Description of the Midwest Study Part II: Findings 3. Exploring College Outcomes 4. College Enrollment Patterns 5. Predictors of College Enrollment 6. Predictors of College Persistence 7. Predictors of Degree Completion 8. Role of Avoidant Attachment on Persistence and Degree Completion 9. Impact of Extended Foster Care on College Outcomes Part III: Recommendations 10. Policy and Practice Steps to Increase College Enrollment and Completion Appendix A: Statistics in Plain Language Appendix B: Making Sense of Odds Ratios Appendix C: What is Multivariable Regression and Why Do We Need It? Appendix D: Description of Study Covariates Acknowledgments Notes Bibliography Index

Read more less

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

Read more less

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

Read more less

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 *"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

Read more less

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

Read more less

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

Read more less

Book SynopsisFounded in 1872, the Glee Club is Rutgers University’s oldest continuously active student organization, as well as one of the first glee clubs in the United States. For the past 150 years, it has represented the university and presented an image of the Rutgers man on a national and international stage. This volume offers a comprehensive history of the Rutgers Glee Club, from its origins adopting traditions from the German Männerchor and British singing clubs to its current manifestation as a world-recognized ensemble. Along the way, we meet the colorful and charismatic men who have directed the group over the years, from the popular composer and minstrel performer Loren Bragdon to the classically-trained conductor Patrick Gardner. And of course, we learn what the club has meant to the generations of talented and dedicated young men who have sung in it. A History of the Rutgers University Glee Club recounts the origins of the group’s most beloved traditions, including the composition of the alma mater’s anthem “On the Banks of the Old Raritan” and the development of the annual Christmas in Carol and Song concerts. Meticulously researched, including a complete discography of the club’s recordings, this book is a must-have for all the Rutgers Glee Club’s many fans and alumni.Table of ContentsForeword Introduction Chapter 1 Early History The Männechor Tradition and the English Catch Clubs The Glee Club of London Collegiate Glee Clubs in America The Rutgers College Glee Club Birth of the Rutgers College Glee Club Composition of “On the Banks of the Old Raritan” (1873) Sidebar – Howard Newton Fuller (1854-1931) 1872-1879 – Fits and Starts 1880-1895 – Stable Leadership Loren Bragdon’s Leadership in the 1890s Sidebar – Loren Bragdon (1856-1914) Sidebar – The Rutgers Songbook (Songs of Rutgers) Sidebar – Alma Mater Chapter 2 – New Directions George W. Wilmot (Musical Director/Leader, 1895-1906) Raymond W. Smith (Leader, 1906-1915) Collaborative Efforts Merger New Leadership Chapter 3 The Modern Era – Rutgers at 150 Howard D. McKinney, ’13 as Director World War I Sidebar – Paul Leroy Robeson, ’19 (1898-1976) Peacetime Pursuits – The Development of the Musical Clubs Sidebar- The Jazz Bandits – Success after Rutgers Rutgers University Chapter 4 - Change in Focus The Demise of the Mandolin Club and the Rise of The Musical Clubs Leadership from Within The Assistant Director – F. Austin Walter, ’32 World War II – An Unwelcome Detour Sidebar – Glee Club Discography – From the Vicissitudes of War to European Tours Post-War Sidebar – Lake Minnewaska – An Idyllic Location for Work and Recreation Chapter 5 – Prestige and Travel The 1950s – The University Choir Sidebar – Howard Decker McKinney (1889-1980) The 1960s – International Travel Sidebar – Glee Club on the Road – Sixty Years of International Travel Sidebar – Glee Club and the Gridiron – Early Involvement and a Continuing Tradition Sidebar – Soup Bowl – A Modern Glee Club Tradition – 1967-Present The 1970s – The Centennial Year (1972) The 1980s – Walter’s retirement – New Directors and Directions Sidebar – Francis Austin “Soup” Walter (1910-2000) Sidebar – Frederic Hugh Ford Chapter 6 – Into the New Millennium Sidebar – Patrick Gardner (b. 1953) Patrick Gardner – 1993-Present The New Millennium The 2010s 2020 – the Glee Club in the Year of Covid-19 Beyond to the 150th Anniversary Celebration Sidebar – Christmas in Carol and Song – A Rutgers Tradition for Over 100 years Sidebar – Student Leadership – A Glee Club Hallmark Epilogue Index

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisThis book is a feminist commentary on Tractate Betsah, which deals with the laws specific to festivals. Tamara Or reveals surprising insights into the role of women in the development of halakhah. Thus, the commentary shows women's oppression as well as their actual power and influence even on halakhic decisions. The power women possess in this tractate can be explained as emanating from the fact that most of it is based on labors usually performed by women. In nearly all the cases where the rabbis discuss the sphere of action of women, the latter's behavior was considered halakhically correct or at least not in need of change. The power and influence gained by women through their various activities and endeavors were passed over in silence and thus hidden from the view of their descendants. The following commentary will strive to put these women back into Jewish history and into the history of the development of halakhah.

Read more less

Book SynopsisJan Rohls untersucht im zweiten Teil seiner Ideengeschichte des Christentums den Komplex "Schrift, Tradition und Bekenntnis", der mit der Idee der Offenbarung aufs engste zusammenhängt. Das Christentum gilt nicht nur als eine Offenbarungsreligion, sondern es zeichnet sich auch dadurch aus, dass es sich auf Texte bezieht, die mit besonderer Autorität ausgestattet sind. Das gilt zum einen für die als heilig qualifizierte Schrift Alten und Neuen Testaments, die selbst aus ganz unterschiedlichen Texten besteht, die im Verlauf der alten Kirche schließlich als kanonisch anerkannt wurden. Das gilt zum andern aber auch für die Bekenntnisse und Dogmen, die als verbindliche Größen neben die Schrift traten und gleichfalls als kanonisch galten. Konflikte ergaben sich im Verlaufe der Geschichte zum einen bezüglich der Frage, ob es neben der Schrift eine sich von den Aposteln herleitende mündliche Tradition gibt und welche Rolle sie bei der Auslegung der Schrift und der Bildung von Dogmen spielt. Zum andern war aber auch der Verbindlichkeitsgrad von Schrift und Bekenntnis strittig. Zumal die Reformatoren insistierten auf der Alleingeltung der Schrift als oberster Norm des Glaubens, während sie Bekenntnissen und Dogmen nur eine abgeleitete Bedeutung beilegten. Doch dieses später so genannte Schriftprinzip geriet mit dem Aufkommen der historischen Kritik ins Wanken. Dieser Vorgang führt zu einem entscheidenden Autoritätsverlust der Bibel seit der Aufklärung wie auch zu unterschiedlichen Versuchen, ihre Autorität zu restaurieren. Gleichzeitig werden aber auch die Bekenntnisse und Dogmen historisiert und damit relativiert.

Read more less

Book SynopsisWie kommt ein gültiger Vertrag zustande? Welche Pflichten werden durch einen Vertrag und durch die Aufnahme von Vertragsverhandlungen begründet? Nach welchen Regeln beurteilt es sich, ob eine Partei Erfüllung des Vertrages verlangen, den Vertrag durch Rücktritt, Widerruf oder Kündigung aufheben oder ihren Kontrahenten auf Schadensersatz in Anspruch nehmen kann? Hein Kötz geht im vorliegenden Band diesen und anderen Fragen des Vertragsrechts nach. Die 2. Auflage wurde gründlich überarbeitet.Das Werk wurde zu den "juristischen Ausbildungsbüchern des Jahres 2009" gewählt. Aus Rezensionen zur 1. Auflage: "Der Gesamteindruck ist jedoch ohne Zweifel bestechend: ein großer Wurf!" Gostomzyk/Neureither/Norouzi JuS 2009, S. 1158f."Neben den didaktischen und vertragstheoretischen Lorbeeren, die Kötz zuzusprechen sind, kommen dem Buch auch bedeutende systemanalytische Verdienste zu. […] Die jetzt erschienene Erstauflage jedenfalls hat Pioniercharakter und ist als unverzichtbare Lektüre für alle Lernenden und Lehrenden zu begreifen, die sich 'am Puls der Zeit' mit dem Vertragsrecht befassen wollen." Christoph Reymann Zeitschrift für Europäisches Privatrecht 2011, 739-742"Wer Kötz' "Vertragsrecht" gelesen hat, ist zweifelsohne auf höchstem Niveau und hat neben dem unverzichtbaren Standardwissen auch wirtschaftliches und rechtsvergleichendes Verständnis zum Vertragsrecht gewonnen." Benjamin Krenberger studjur-online.de (1/2010) Aus Rezensionen zur 2. Auflage: "Es lässt sich wunderbar flüssig lesen und ist aufgrund der sehr guten Strukturierung auch zum schnellen 'Nachschlagen' geeignet."Die ungekürzte Rezension von Sebastian Jäger finden Sie auf http://dierezensenten.blogspot.de/2013/02/rezension-zivilrecht-vertragsrecht.html (02/2013)

Read more less

Book SynopsisRechtswissenschaftliche Fachdidaktik ist eine juristische Reflexionsdisziplin, die die Zusammenhänge von Rechtslehre, Rechtswissenschaft und Rechtspraxis in analytischer und normativer Absicht thematisiert. Das Handbuch "Rechtswissenschaft lehren" versammelt in diesem Sinne fünfzig Beiträge zur theoretischen Grundierung, zur interdisziplinären Kontextualisierung und disziplinären Profilierung der juristischen Fachdidaktik in Deutschland. Die Beiträge schließen an rechtsdidaktische Debatten der Vergangenheit an, machen diese wieder zugänglich und verarbeiten zugleich neuere und neueste Forschung zum juristischen Lehren und Lernen.Die Themen der Beiträge sind weit gespannt: Rechtswissenschaftliche, wissenschafts- und lehr-/lerntheoretische Fragestellungen werden ebenso behandelt wie die Strukturen der rechtswissenschaftlichen Curricula, die Didaktik spezifischer Veranstaltungen, Studienphasen und Methoden sowie die Prüfungsgestaltung und Prüfungspraxis der Rechtswissenschaft.Sie verknüpfen die juristischen Lehr-Lern-Diskurse mit den Debatten der allgemeinen Hochschuldidaktik und tragen zur Herausbildung einer juristischen Fachdidaktik bei, indem sie spezifische Aspekte rechtswissenschaftlicher Lehre - auch in praktischer Hinsicht - erörtern. Dazu zählen etwa Kriterien der Gestaltung lernförderlicher Lehrmaterialien, Fragen didaktischer Visualisierung rechtlicher Inhalte, aber auch die Bedeutung von Praxisformaten wie Law Clinics oder E-Learning-Szenarien in der Juristenausbildung. Das Handbuch richtet sich gleichermaßen an die in der rechtswissenschaftlichen Lehre Tätigen wie auch an all diejenigen, die an Grundlagen der Rechtswissenschaft und ihrer Fachdidaktik interessiert sind.

Read more less

Book SynopsisAls Reaktion auf die Finanzkrise wurde die europäische Finanzmarktarchitektur auf ein neues Fundament gestellt. Ein Kernanliegen des europäischen Gesetzgebers war es, den rechtlichen Rahmen für Banken in einem einheitlichen Regelwerk (Single Rulebook) zu harmonisieren. Malte Wundenberg stellt die Grundlagen des europäischen Bankenaufsichtsrechts systematisch dar und erfasst dieses als eigenständiges Rechtsgebiet. Studenten, Praktikern und Wissenschaftlern soll der Zugang zu der immer komplexer werdenden Rechtsmaterie der Bankenregulierung erleichtert werden. Das Werkwill damit zugleich einen Beitrag zur Diskussion über die Weiterentwicklung des Single Rulebooks im Finanzsektor leisten. Im ersten Teil werden die Grundlagen und die wichtigsten Entwicklungen des europäischen Bankenaufsichtsrechts behandelt. Gegenstand des zweiten Teils bildet das europäische System der Aufsicht. Im Zentrum steht der einheitliche Aufsichtsmechanismus unter der Führung der EZB als erste Säule der Bankenunion. Im dritten Teil werden die Anforderungen an den Marktzugang und das Erlaubnisverfahren von Instituten erörtert. Gegenstand des vierten Teils sind die Ansprüche an die laufende Bankenaufsicht (Eigenmittel- und Liquiditätsanforderungen sowie Großkreditregelungen, Corporate-Governance-Anforderungen, Offenlegungsregime). Im fünften Teil werden die Aufgaben der Regulierung und Beaufsichtigung von Institutsgruppen erörtert. In einem sechsten Teil wird schließlich ein Resümee zum gegenwärtigen Stand des Single Rulebooks gezogen und es werden mögliche Reformansätze zur Diskussion gestellt. Das Werk berücksichtigt die jüngsten Änderungen des europäischen Rechtsrahmens (u.a. CRD V/CRR II) und gibt einen Ausblick auf die kommenden Entwicklungen (u.a. CRD VI/CRR III).

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisDie Universität Göttingen gehörte zu den ersten deutschen Universitäten, die nach dem Ende des Zweiten Weltkriegs wieder eröffnet wurden. Am 17. September 1945 begann für rund 4.300 Studierende der Lehrbetrieb. Mit zwei Veranstaltungen im Wintersemester 2015/2016 hat die Georg-August-Universität an dieses Ereignis erinnert und dies zum Anlass genommen, sich aktiv mit der Vergangenheit auseinander zu setzen.Mit der Wiedereröffnung der Universität waren eine Vielzahl von Herausforderungen verknüpft. Sowohl Umbrüche als auch Kontinuitäten in den Inhalten, beim Lehrkörper und in den Köpfen prägten die ersten Jahren nach dem Ende der NS-Herrschaft.Der Band enthält die Reden von Bernd Weisbrod und Kerstin Thieler sowie die Grußworte der Präsidentin der Georg-August-Universität Göttingen Ulrike Beisiegel und des Vorsitzenden des Stiftungsrates der Georg-August-Universität Göttingen Wilhelm Krull.

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less