Higher education, tertiary education Books

Book SynopsisWhy do we feel uncomfortable talking about class? Why is it taboo? Why do people often address class through coded terminology like trashy, classy, and snobby? How does discriminatory language, or how do conscious or unconscious derogatory attitudes, or the anticipation of such behaviors, impact those from poor and working class backgrounds when they straddle class? Through 26 narratives of individuals from poor and working class backgrounds – ranging from students, to multiple levels of administrators and faculty, both tenured and non-tenured – this book provides a vivid understanding of how people can experience and straddle class in the middle, upper, or even elitist class contexts of the academy.Through the powerful stories of individuals who hold many different identities--and naming a range of ways they identify in terms of race, ethnicity, gender, sexuality, age, ability, and religion, among others--this book shows how social class identity and classism impact people's experience in higher education and why we should focus more attention on this dimension of identity. The book opens by setting the foundation by examining definitions of class, discussing its impact on identity, and summarizing the literature on class and what it can tell us about the complexities of class identity, its fluidity, sometimes performative nature, and the sense of dissonance it can provoke.This book brings social class identity to the forefront of our consciousness, conversations, and behaviors and compels those in the academy to recognize classism and reimagine higher education to welcome and support those from poor and working class backgrounds. Its concluding chapter proposes means for both increasing social class consciousness and social class inclusivity in the academy. It is a compelling read for everyone in the academy, not least for those from poor or working class backgrounds who will find validation and recognition and draw strength from its vivid stories.Trade Review"Straddling Class in the Academy is a must read for students and educators. Ardoin, martinez, and their contributors masterfully challenge the myth that class is invisible by sharing their lived experiences navigating class and classism in and outside of the academy. The intersectional nature of contributors’ narratives and Ardoin and martinez’s analysis highlights the powerful effects of classism and calls for action if we are to create more inclusive and socially just institutions."Rosemary J. Perez, Assistant Professor, School of EducationIowa State University“Straddling Class in the Academy is an important book, filled with honest and powerful narratives from students, staff and faculty. It expands our understanding of poor and working class backgrounds and informs our next steps in addressing the dynamics of social class in our college classrooms and workspaces. Read this book and discover truths that confirm our own reality about social class on campus, challenge us to think differently, and compel us to take action.”Paulette M. Dalpes, Vice President of Student AffairsCommunity College of Aurora“Grasping social class identity—not only what it is, but how it also affects one’s life—is essential for higher education professionals. Ardoin and martinez assembled stories of social class identity to illuminate its complexity. This book begins the conversation on pervasive classism within the academy. This needed contribution draws on the power of stories to highlight how social class permeates higher education contexts, professional roles, and lived realities.”David J. Nguyen, Assistant Professor of Higher Education & Student AffairsOhio University“Ardoin and martinez have compiled a vital resource for all in academia. Together with their co-authors, they provide invaluable first-hand accounts that help readers take ownership of their own class identity while also providing possibility models and pathways for persistence. Perhaps the largest contribution this book makes to higher education is that it provides narratives and tools to build campuses that serve equitably across class. This book is a must-read for all in higher education.”Peter Paquette, Dean of StudentsCoastal Carolina University"Straddling Class in the Academy belongs in any collection strong in educatior resources, offering firsthand stories designed to help students and teachers better understand their own diverse classrooms. Models of success are accompanied by narratives from students and administrators that discuss some of the basic challenges of poor and working-class attendees, offering discussions which address racism, class bias, and more in the educational process. No administrator or education holding should be without this candid collection of insights."Midwest Book Review“The takeaways from this book are enriched by the intentionality of the editors as they strived to be inclusive among the pages. Class works in tandem with other socially constructed identities to create a whole sense of self, and the diversity of race, gender, and family dynamics among others was apparent throughout the text.Although Ardoin and martinez intentionally highlight the diversity among contributors’ identities and lived experiences, they also work to illuminate ‘shared social class experiences’ between all of the contributors. These shared experiences form the ‘key learnings’ that the editors briefly described and include things like stereotype threat, imposter syndrome, code-switching, and making systemic change, among others.As you read the 26 stories in this volume you can feel the passion, and sometimes pain, of how class-based experiences have impacted the lives of so many. It is apparent that Ardoin and martinez care deeply about improving the conversations that are (or are not) happening about class in higher education. As the first book of its kind, there is no doubt that it will make a positive impact across campuses.This book would be a meaningful addition to the education and professional development of student affairs students and current practitioners. The contributors’ stories and editors’ analytical contributions provide an important introduction to the social class conversation.”Journal of Student Affairs Research and Practice"What Straddling is at its core is 26 individual stories, each written in an individuals’ own words, recounting their experiences of having been raised in a poor or working-class family/neighborhood and finding, each in their own way, the wherewithal to at least attend a four-year institution and, for most of the contributors, to graduate with a bachelor’s degree and then go on to graduate work. As one might imagine, the struggles, challenges, setbacks, put-downs, confusion and, importantly, triumphs they experience on their journeys in higher education, not only while earning their degrees but sometimes even after earning their degrees and working in higher education as administrators and faculty, are sometimes difficult to grasp and appreciate. That one might not have to scratch very deep beneath the surface of these individuals to see the extent to which their poor or working-class background still affects and influences their lives in the academy is one of the most compelling aspects of the book.In order to open up the space for the contributors to tell their stories, Ardoin and martinez introduce the work with a brief primer on social class, social class identity, classism, and the narrative inquiry method used in their work. The authors also use the Introduction to tell us their stories of poor and working-class upbringing and how, after each having earned doctorates and having logged years of work experience beyond those doctoral degrees, they now find themselves “straddling” the class of their upbringing and the newly arrived at middle class in which they find themselves living and working. Right from the beginning, then, the reader is alerted that what follows is going to be a deeply personal accounting and not merely a theoretical exercise.Straddling Class in the Academy is a highly personal book, and the authors and contributors are to be commended for their courage in stepping forward and detailing their accounts, knowing that they will be read largely by those who work in a world that perhaps all too frequently is dismissive of such personal stories. But the classism that is regularly faced by the poor and working-class members of the academy, whether students, administrators, or faculty, is something that for decades, if not longer, has lingered beneath the surface. Ardoin and martinez do well by bringing these compelling stories to light."Teachers College Record“In Straddling Class in the Academy, Sonja Ardoin and becky martinez bring 26 individuals together to discuss how social class has impacted their journeys through higher education. They do this because “there is critical learning to be had from those poor or working-class backgrounds, particularly in the academy, because it is founded on and immersed in elitism” (p. 6). Each chapter focuses on a particular group of people, starting with current undergraduate students, moving to faculty and administrators, and ending with individuals who have left higher education. Within each chapter are narratives from three individuals on how they experienced class, because “stories can be used as a platform to inform higher education how it maintains social class inequities” (p. 5). The narratives are powerful, highlighting how class and continued time within the academy shape identities. Additionally, each story provides a concrete example of how higher education often excludes those from poor and working- class backgrounds. At the end of each chapter, Ardoin and martinez briefly provide their analysis of the three narratives and then conclude the book with a thematic analysis of all of the narratives. This book provides nuanced and realistic examples of how social class impacts educational journeys. This text would be appropriate for graduate courses in education.”Journal of College Student Development“Employing narrative inquiry as the methodology, each chapter includes the personal accounts of two to four individuals serving as the chapters’ shared stories, followed by a narrative analysis from Ardoin and martinez. By applying a critical lens, the authors conscientiously explore the accounts of those identifying as poor and working class and the impact this socioeconomic characteristic has had on their time within the postsecondary environment. As a whole, the text provides a thoughtful approach to examine a membership within the postsecondary environment that, as the authors note, is not frequently discussed or advocated for. Including the personal accounts of students, administrators, and faculty members who have experienced the obstacles associated with, and identify as, being a current or previous member of a poor and working-class background, Ardoin and martinez create an incredible setting to share the various life stories that shaped and influenced the journeys to and within the academy for the individuals highlighted throughout the text. The authors begin the text with a detailed explanation of the placement on social class within society, as well as within the higher education environment. Presenting a comprehensive description of social class identity, as well as the constructs of classism and social justice, the authors provide current findings and statistics that serve as an empirical foundation for the subsequent personal accounts from individuals sharing their experiences of identifying as poor or working class. The opening of the text also creates a robust groundwork for the concept of class straddling—a theme that will be routinely addressed by the included stories of the undergraduate and graduate students, faculty, and administrators included within the book. The authors frame the text through several theoretical models. Through the use of these theoretical frameworks, the authors create a distinct lens for the reader to look through as they progress through the chapters and shared stories. By incorporating the noted frameworks, the authors create a unique stance on the topic; through the use of the three models, the authors construct a conceptual understanding that lends to each chapter’s narrative analysis. In Chapter 1, Ardoin and martinez identify. Overall, the text engages the reader and provides the opportunity to explore social class challenges and experiences of the many who participate in the postsecondary environment. This book serves as a welcomed contribution, providing vital insight on a topic in need of further investigation." The Review of Higher Education“Higher education is meant to be the great equalizer- and yet if we do not courageously speak about social class, and understand the lived truths of poor and working class students, we continue to underserve and ignore salient and significant dimensions of our students’ lives. Ardoin and martinez have given us words, a textbook, life stories, and a theoretical frame to further deepen our self-work and institutional work in the area of social class. Just thinking about the ripple effect of their book, which has resulted in institutions and educators doing active reflection, training, and education on social class is awe-inspiring. Their book is, and will continue to be a transformative guide, that compels all of us to ask ‘What is your class story?’”Mamta Accapadi, Vice ProvostUniversity Life at University of Pennsylvania"[The book offers] many important implications for practice. First, as institutions engage in diversity, inclusion, and justice work, they should more intentionally include social class in the conversations. Second, institutional leaders should reconsider how their policies, practices, and cultures are classed, work to address the barrier that low Socio Economic Status community members may experience. This is especially important for new practitioners transitioning into the field. Practitioners, across different levels of class, must do self-work necessary to address the classist messaging and behaviors that they have internalized. Lastly, there are ways that everyone in institutions can engage in this work because all are impacted by social class. This is important to reduce the burden of change that is often carried by marginalized people. Recognition that social class needs to be a central consideration, and continued conversations in higher education, will create space for structural, cultural, and policy changes."College Student Affairs JournalTable of ContentsForeword—Jamie Washington Acknowledgements Introduction 1. Social Class in the Academy 2. The Undergraduate Student Perspective—Narratives by Daniel Espiritu, Kevyanna Rawls, and Téa N. Wimer 3. The Graduate Student Perspective—Narratives by Constanza A. Cabello, Dylan R. Dunn, and Carmen Rivera 4. The Early Career Administrator Perspective—Narratives by Armina Khwaja Macmillan, Timothy M. Johnson, and Brenda Lee Anderson Wadley 5. The Mid Career Administrator Perspective—Narratives by Sara C. Furr, Jacinda M. Félix Haro, and Sally G. Parish 6. The Senior Administrator Perspective—Narratives by Mamta Motwani Accapadi, Thomas C. Segar, and Jeremiah Shinn 7. The Nontenured Faculty Perspective—Narratives by Loren Cannon, Raul Fernandez, and Tori Svoboda 8. The Tenured Faculty Perspective—Narratives by Nancy J. Evans, Rudy P. Guevarra Jr., and Larry D. Roper 9. The External Educator Perspective—Narratives by Briza K. Juarez, Edward Pickett III, and Roxanne Villaluz 10. Shared Social Class Experiences and the Intersectionality of Identity 11. Conclusion. Increasing Social Class Consciousness and Inclusivity in Higher Education References Authors and Contributors Index

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Book SynopsisA major new contribution to college student development theory, this book brings "third wave" theories to bear on this vitally important topic.The first section includes a chapter that provides an overview of the evolution of student development theories as well as chapters describing the critical and poststructural theories most relevant to the next iteration of student development theory. These theories include critical race theory, queer theory, feminist theories, intersectionality, decolonizing/indigenous theories, and crip theories. These chapters also include a discussion of how each theory is relevant to the central questions of student development theory.The second section provides critical interpretations of the primary constructs associated with student development theory. These constructs and their related ideas include resilience, dissonance, socially constructed identities, authenticity, agency, context, development (consistency/coherence/stability), and knowledge (sources of truth and belief systems). Each chapter begins with brief personal narratives on a particular construct; the chapter authors then re-envision the narrative’s highlighted construct using one or more critical theories.The third section will focus on implications for practice. Specifically, these chapters will consider possibilities for how student development constructs re-envisioned through critical perspectives can be utilized in practice.The primary audience for the book is faculty members who teach in graduate programs in higher education and student affairs and their students. The book will also be useful to practitioners seeking guidance in working effectively with students across the convergence of multiple aspects of identity and development.Trade Review"Framing development through the lens of emancipation will forever shift graduate preparation and professional practice in student affairs. Abes, Jones, Stewart, and chapter authors have transformed the theoretical foundation of student affairs into a more complex and liberatory understanding of student development, and for that I am eternally grateful."Jason C. Garvey, Associate Professor of Higher Education and Student Affairs Administration - University of Vermont"The field has been waiting for this book. It brings together in one place a host of the most thoughtful scholars working in, with, and through critical frameworks in student development theory. On their own, each chapter offers valuable insight; the volume as a whole takes the reader into the latest thinking using critical theory to understand and work with college students."Kristen A. Renn, Professor of Higher, Adult, & Lifelong Education, and Associate Dean of Undergraduate Studies for Student Success Research - Michigan State University"This book is exactly what we need to push our thinking about student development theory forward. As a field, we have been stymied for some time around SDT, and the authors of this book give permission for educators to pursue new and different questions and practices through critical and post-structural lenses. I am excited to use this text in my courses and have already been inspired by the authors’ ideas to create new assignments pushing students to better integrate critical praxis in their work as student affairs educators."Chris Linder, Assistant Professor, Higher Education - University of Utah"My read of Rethinking College Student Development Theory Using Critical Frameworks generated one thought: "It’s about time!" This must-read volume is a major contribution to the field of student affairs. The editors have assembled a book that not only unpacks and acknowledges the vast complexities that shape students’ college experiences, but also raises educators’ critical consciousness in translating theory to practice. This book should be required reading in graduate programs, especially within advanced student development theory courses."Lori Patton Davis, Professor of Higher Education and Student Affairs and Chair, Department of Educational Studies - The Ohio State UniversityTable of ContentsPreface Acknowledgments Part One: Student Development Entering the Third Wave 1. Waves of Change:The Evolving History of Student Development Theory 2. Critical Race Theory: Interrogating Race and Racism in College Students’ Development 3. Intersectionality and Student Development: Centering Power in the Process 4. (Re)Framing Student Development Through Critical Feminist Theories 5. Indigenous Paradigms: Decolonizing College Student Development Theory Through Centering Relationality 6. Queer Theory: Deconstructing Sexual and Gender Identity, Norms, and Developmental Assumptions 7. Crip Theory: Dismantling Ableism in Student Development Theory Part Two: Living and Thinking with Theory 8. Resilience 9. Dissonance 10. Social Construction of Identities 11. Complexities of Authenticity 12. A Black Feminist Reconstruction of Agency 13. It’s More than Us: Knowledge and Knowing 14. Context and Contextualizing Student Development Using Critical Theory Part Three: Implications for a Critical Student Affairs Practice 15. Student Involvement and Engagement 16. Principles of Good Practice in Student Affairs 17. High-Impact Practices Part Four: Conclusion 18. Rethinking Student Development Editors and Contributors Index

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Book SynopsisContested Issues in Troubled Times provides student affairs educators with frameworks to constructively think about and navigate the contentious climate they are increasingly encountering on campus.The 54 contributors address the book’s overarching question: How do we create an equitable climate conducive to learning in a dynamic environment fraught with complexity and a socio-political context characterized by escalating intolerance, incivility, and overt discrimination?Rather than attempting to offer readers definitive solutions, this book illustrates the possibilities and promise of acknowledging multiple approaches to addressing contentious issues, articulating a persuasive argument anchored in professional judgment, listening attentively to others for points of connection as well as divergence, and drawing upon new ways of thinking to foster safe and inclusive campuses.Among the issues this volume addresses are such topics as sexual violence; historically underrepresented racial and ethnic groups; transgender and undocumented students; the professional skills, knowledge and/or dispositions needed to thrive and facilitate systemic change in contemporary higher education organizations; the implications of maintaining personal and professional identities via social media; and self-care.In this companion volume to Contested Issues in Student Affairs (whose issues remain as relevant today as they were upon publication in 2011), a new set of contributors explore new questions which foreground issues of equity, safety, and civility – themes which dominate today’s higher education headlines and campus conversations.The book concludes with calls to action, encouraging student affairs educators to exhibit the moral courage needed to critically examine routine practices that (un)knowingly perpetuate inequity and enact the foundational values and principles upon which the student affairs profession was founded.Trade Review"Contested Issues in Troubled Times offers fresh perspectives on the role of student affairs educators and practitioners in engaging in the difficult but crucial work of promoting inclusive environments on college campuses. Importantly, it does so in a way that does not hide—and indeed celebrates—the diversity of viewpoints shared among colleagues. This book will undoubtedly serve as a valuable springboard for rich discussions in the classroom and in the student affairs profession."Linda J. Sax, Professor of Higher Education and Organizational Change, Graduate School of Education & Information StudiesUniversity of California Los Angeles"Just as the first, the second edition of Contested Issues will become a go-to book for student affairs graduate courses and professional development opportunities on campus. Magolda, Baxter-Magolda, and Carducci have assembled a timely book that engages the most difficult and important issues facing student affairs professionals today—and likely into the future. The array of authors—representing faculty members and professional staff at all stages of careers—lends to the usefulness of this volume through the presentation of diverse and challenging perspectives."Robert D. Reason, Professor, Student Affairs and Higher EducationIowa State University"In this update to the original Contested Issues, a new generation of scholars challenges the usefulness and authenticity of many of the habits that we have lazily and superficially adopted. They rightly question best practices and position the profession of student affairs to focus on changing systems and structures to increase equity for marginalized students.”Anna Ortiz, Professor of Educational LeadershipLong Beach State University“A cross between professional development resource and inspirational essays, Contested Issues in Troubled Times artfully draws readers into a series of carefully crafted conversations about contentious issues in higher education, invites personal reflection and then encourages courageous action. The book promises to help student affairs educators channel their potential to put professional philosophy, commitments, research, and competencies to work to become agents for cultivating and sustaining inclusive learning environments."Jillian Kinzie, Assistant Director, Center for Postsecondary ResearchIndiana University Bloomington"Just as the first, the second edition of Contested Issues will become a go-to book for student affairs graduate courses and professional development opportunities on campus. Magolda, Baxter Magolda, and Carducci have assembled a timely book that engages the most difficult and important issues facing student affairs professionals today—and likely into the future. The array of authors—representing faculty members and professional staff at all stages of careers—lends to the usefulness of this volume through the presentation of diverse and challenging perspectives."Robert D. Reason, Professor of Higher Education and Student AffairsIowa State University"Contested Issues in Troubled Times invites readers to engage some of the most perplexing issues confronting college and university educators in the 21st century. As the essayists wrestle with provocative questions that defy simplistic solutions, they model productive dialogue and offer a rich constellation of perspectives for the reader to consider. Contested Issues urges those of us invested in the student affairs profession to think beyond traditional field assumptions and strategies as we construct novel and nuanced practices that will help us move from troubled times toward a promising future."Alyssa Rockenbach, Professor of Higher EducationNorth Carolina State University"Magolda, Baxter-Magolda, and Carducci have curated an impressive volume, assembling an impressive collection of leading voices to grapple with how student affairs scholars and practitioners can and should promote growth, learning, and development for all students as they navigate environments marked by various forms of oppression and marginalization. In addition to tackling everything from how to support students managing trauma to student affairs’ larger role as an agent of social justice, this text is a primer on how to engage in complex, sometimes contentious, discourse around difficult issues. So much can be learned from how the authors affirm, challenge, and push each other and our field to have the hard conversations necessary to move colleges and universities forward. We don’t always agree and there isn’t always a clear-cut 'right' or 'wrong,' but the authors of this text show us how authentic, thoughtful, critical engagement can lead to action and progress towards real solutions to persistent challenges facing the academy."Kimberly A. Griffin, Associate ProfessorUniversity of Maryland; Editor, Journal of Diversity in Higher Education"In an era where overt oppression, righteous indignation, and name-calling are on the rise, an important skill for student affairs educators to practice is engaging about difficult issues productively. The contributors of this book model this kind of dialogue in thoughtful ways. Stemming from their previous innovative Contested Issues in Student Affairs volume, this companion book by Peter Magolda, Marcia Baxter Magolda, and Rozana Carducci adds a unique perspective on the important goal of building coalitions across differences."Stephen John Quaye, Past PresidentACPA: College Student Educators International, Associate Professor, Miami UniversityFrom the Foreword:"Contested Issues in Troubled Times: Student Affairs Dialogues on Equity, Civility, and Safety is a resource that has the capacity to bridge the gap between who we say we are as student affairs educators, who we actually are, and who we hope to become. The contributors effectively grapple with issues plaguing our campuses and influencing our roles as professionals. The ques­tions to which contributors respond not only raise awareness of critical and contested issues but also prompt readers to do the difficult work of consider­ing how the field both fuels and works to disrupt them."Lori D. Patton, Assistant Professor in the Department of Educational Leadership and Policy StudiesIowa State University"Contested Issues is structured in four parts. The first provides an introduction to the book’s purpose and an overview of key issues in higher education and student affairs administration. The second addresses challenges and opportunities related to the creation of inclusive campus learning environments. The third explores how to engage in socially just, intentional student affairs practice. Finally, in its fourth section, Contested Issues comes close to answering the question it posed at the outset, suggesting both that the creation of 'an equitable climate conducive to learning' is possible and that the responsibility for doing so belongs to individual higher education and student affairs administrators acting in a variety of big and small ways every day. In short, the book describes how colleges and universities ought to be more so than it offers the precise steps for how to get to that point. The scope and scale of the contemporary issues covered across the volume’s 24 paired contributions is daunting. The chapters make clear both the challenges associated with the current socio-political reality and also that it has merely brought to the foreground long-simmering issues associated with equity, inclusion, and social justice in higher education institutions. That is, the challenges described in Contested Issues are not new, they merely appear so to some because the current socio-political environment has swept away the thin veil of civility and laid bare the fact that college and university campuses have long disregarded their role in perpetuating systems of power, privilege, and oppression.Taken as a whole, Contested Issues makes the case that higher education and student affairs administrators must change the way they approach their work to navigate the troubled times in which colleges and universities find themselves. It does not make the case that the problems they must confront are new nor that the solutions to them are simple. It does not provide the answers but rather the questions that will lead to this change. In so doing, Contested Issues is a powerfully useful tool for anyone who seeks to understand colleges and universities in a thoughtful, reflexive way and appreciate more fully the systems of power, privilege, and oppression that are fundamentally intertwined with higher education."Teachers College RecordTable of ContentsForeword—Lori D. Patton Preface—Peter M. Magolda, Marcia B. Baxter Magolda, and Rozana Carducci Acknowledgments Companion Social Media Opportunities—Nick Rathbone Part One. Introduction 1. Why Is It So Hard for the Student Affairs Profession to Foster Inclusive Environments for Learning? • Bonding and Bridging for Community and Democracy—Penny Rue • History Matters. Against Romanticizing Student Affairs' Role in Inclusion—Dafina-Lazarus (D-L. Stewart 2. How Do Student Affairs Educators Help Students Learn to Engage Productively in Difficult Dialogue? • Learning Dialogic Skills for Effective Campus Conversations—Kelly E. Maxwell and Monita C. Thompson • Systemic Integration of Dialogic Skills. An Opportunity for Student Affairs/Academic Affairs Partnerships—Jeannie Brown Leonard Part Two. Cultivating Inclusive Learning Environments. Equity, Civility and Safety 3. How Should Institutions Address Student Demands Related to Campus Racial Climate? • To Address Today’s Student Demands for Racial Justice, Institutions Must Shift From Multiculturalism to Polyculturalism—Ajay Nair • Critical Considerations in Advancing Social Justice Agendas in Higher Education—Samuel D. Museus 4. What Are the Responsibilities and Limits of Student Affairs’ Roles in Preparing Students for Political Activism? • Student Affairs Educators’ Brokering Role in Political Activism—Sandra Rodríguez • Brokering Students’ Political Activism. Expanding Student Affairs Professionals’ Views—Cassie L. Barnhardt 5. What Does It Mean for Student Affairs Educators to Establish Safe and Just Responses to Campus Sexual Violence? • Moving Beyond Policy to Address Campus Sexual Violence—Chris Linder • Abating Campus Sexual Violence Requires a Multifaceted Approach—Frank Shushok Jr. 6. How Do Student Affairs Educators Navigate the Tension Between the First Amendment Right to Free Speech and the Expression of Ideas That Create a Hostile Campus Climate? • Free Expression, Civic Education, and Inclusive Campuses—Rafael E. Alvarado • Balancing Free Speech and Inclusive Campus Environments. A Worthy Yet Complicated Commitment—Naomi Daradar Sigg 7. How Should Institutions Redefine and Measure Student Success? • Student Success as Liberal Education Escapes Definition and Measurement—Laura Elizabeth Smithers • Redefining Student Success to Foster More Inclusive Learning Environments—Molly Reas Hall 8. What Are the Risks of Assuming the Sharing of Proper Pronouns Is a Best Practice for Trans* Inclusion? • More Than Pronouns. Problematizing Best Practices of Trans* Inclusion—Kathryn S. Jaekel and D. Chase J. Catalano • What Happens to a Dream Deferred?. Sharing Proper Pronouns as an Act of Gender Self-Determination—Z Nicolazzo 9. How Should Institutions Support Students With Marginalized Identities? What Practices Are Essential for the Establishment of Safe and Inclusive Learning Environments? • What is Equitable?—Engaging the Four Is of Oppression to Support Students of Color—Jonathan A. McElderry and Stephanie Hernandez Rivera • Intersectionality, Culture, and Mentoring. Critical Needs for Student Affairs Educators—Julie A. Manley White 10. What Role Should Student Affairs Educators Play in Supporting Undocumented Students in the Current Political Climate? • Confronting Anti-Immigration Rhetoric on Campus. A Student Affairs Imperative—Susana M. Muñoz • Emphasizing Institution-Wide Strategies to Support Undocumented Students in Higher Education—Maria Sanchez Luna and Mei-Yen Ireland 11. How Does Social Class Influence Student Learning and the Work of Student Affairs Educators? • Social Class Complexities in Curricular and Cocurricular Learning. Options Do Not Mean Access—Sonja Ardoin • Disrupting Educational Privilege. Partnering With Students and Communities to Create True Inclusion—Angela Cook 12. What Is the Role of Student Affairs Educators in Helping Students Whose Learning Is Complicated by Experiencing Trauma? • Navigating the Complex Space of Supporting Student Survivors of Trauma—Tricia R. Shalka • A Focus on Relational and Narrative Aspects of Trauma. Challenges and Opportunities for Higher Education—Kelli D. Zaytoun 13. Why Is Religion a Difficult Issue In American Higher Education and How Should Student Affairs Respond? • Balancing Competing Interests Through Principled Practice—P. Jesse Rine and Brian D. Reed • Supporting Interfaith Climates and Outcomes. Considerations and Practices for Student Affairs Educators—Benjamin S. Selznick 14. What Is the Student Affairs Educator’s Role in Navigating Tensions Between Legislative Action and Institutional Policy? • From Guns to Transgender Students’ Rights. When Policy and Personal Positions Do Not Align—Amelia Parnell and Jill Dunlap • Passion and Policy. How Student Affairs Educators Navigate Their Roles in the Face of Legislative Restrictions—R. Bradley Johnson Part Three. Cultivating Professional Capacities to Foster Inclusive Learning Environments 15. Given the Complexity Associated With Fostering Equitable, Civil, and Safe Learning Environments, How Should Graduate Preparation Programs Prepare Students to Work in Higher Education? • Advancing Power- and Identity-Conscious Student Affairs Graduate Programs—Rosemary J. Perez • A Systemic Approach to Enacting Equitable, Civil, and Safe Learning Environments—Jessica C. Harris 16. What Professional Development Opportunities Are Necessary to Ensure that Professionals Have the Capacities and Competencies to Make Good Decisions When Faced With the Unknown? • Trust Your Instincts, Pack a Compass, and Never Hike Alone—Cynthia H. Love • Professional Development as a Healing Community Practice—Michelle M. Espino 17. What Responsibility Does Student Affairs Have to Help Graduate Assistants Navigate the Ambiguity Between Their Student and Professional Roles? • Navigating Two Worlds. Supporting Graduate Students in Their Dual Roles as Students and Professionals—Jessica Gunzburger • Caught in the Middle. A Stable Anchor for Graduate Students Amid a Discursive Struggle—Hoa Bui 18. How Should Student Affairs Professional Preparation Programs Address Discrimination and Bias in the Graduate Classroom? • No Struggle, No Progress. The Complexities of Pre-Tenure Minoritized Faculty Addressing Bias, Discrimination, and Oppression in Student Affairs Graduate Preparation Programs—David Pérez II • You Are Not Alone. Graduate Preparation Programs’ Responsibility and Commitment to Addressing Discrimination and Bias in Classrooms and Beyond—Bridget Turner Kelly 19. What Is the Value of Student Affairs Research as It Relates to Issues of Equity, Civility, and Safety? • The Value and Disconnect of Student Affairs Research Related to Equity, Civility, and Safety—JoNes R. VanHecke • Considering the Practical Usefulness of Higher Education Research and Theory in Promoting Equity, Civility, and Safety—Nicholas A. Bowman 20. How Can/Should Student Affairs Educators Use Assessment to Improve Educational Practices Related to Equity, Civility, and Safety? • Using Deconstructed Assessment to Address Issues of Equity, Civility, and Safety on College Campuses—Gavin W. Henning • Assessment as Power. Using Our Privilege to Center the Student Voice—Abby C. Trout 21. What Would It Take for Student Affairs Educators to Facilitate a Personal Learning Design Approach That Enhances Equity, Civility, and Safety? • Pursuing Equity, Civility, and Safety Through Personal Learning Design—Taran Cardone • A Personal Learning Design Approach. Are Student Affairs Educators Ready?—Matthew R. Johnson 22. How Do Student Affairs Educators Integrate Personal and Professional Identities in Digital Spaces/Social Media? • Orchestrated in Harmony or Forced With a Disconnect—Josie Ahlquist • Speaking Up. How Student Affairs Professionals of Color Navigate Social Media with Authenticity—Julia R. Golden 23. What Does It Mean for Student Affairs Educators to Maintain Self-Care in Turbulent Times? • Practicing Self-Care Is a Radical Notion in Student Affairs and It Shouldn’t Be—Tiffany J. Davis • More Than Consumption. Creating Space for Self-Care in Higher Education—Shamika N. Karikari Part Four. Epilogue 24. What Is the Promise/Potential of the Student Affairs Profession to Foster Inclusive Environments for Learning? • Putting Potential to Work—Susan R. Jones • It’s the Means, Not the Ends. Incorporating Humanity Into Our Practice—Craig R. Berger Contributors Index

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Book SynopsisThe role of Dean of Students is pivotal: in students’ lives; for their institutions as a conduit to senior administration about issues of concern to students; as a figure who can coordinate disparate campus constituencies -- from academic affairs and athletics to campus safety and relationships with parents and alums; and as a crisis manager.What preparation, skills, dispositions, and knowledge do DOSs need to be effective in their role; and, indeed, what areas and range of activities generally fall under their responsibility?Through chapters by experienced DOSs – from early career to veterans and in between – this book provides vivid first-hand accounts of what’s involved in managing the multiple roles of the deanship, its immense personal rewards, the positive impact that practitioners can make in the lives of students, and on campus policy and environment, without glossing over the demands on time and the concomitant stresses. The contributors describe the paths they followed to take on the role, and what they do to keep current.Each chapter offers a wealth of anecdotes that provide an insider’s feel for the daily life of the DOS, and how incumbents have found ways to integrate family and personal needs with the discharging of their often demanding responsibilities. The contributing authors offer valuable advice on setting priorities and dealing with issues as varied as setting budgets, creating an effective team, delegation, and addressing student conduct issues. They offer guidance on developing allies across campus, keeping up to date with trends and legislation, and building a network of mentors and advisors through professional associations and connection with their peers at institutions around the country. The book concludes with some perspectives about the meaning and purpose of the dean of students role in our current era and as we look to the future of higher education.The dean of students is a challenging role because it is often the one administrator thrust onto the frontlines to meet students not only at their best, but also at their worst. This person is an advocate and educator, disciplinarian and friend, confidant and counselor, and advisor and parent all rolled into one. Keep Calm and Call the Dean of Students offers a unique window into this challenging and rewarding position that will appeal to sitting deans; to those seeking this role; and to senior leaders in higher education seeking to appoint a DOS and/or organize a dean of students portfolio of responsibilities.Trade Review"The role of the Dean of Students on campus has provided a home for student support, advocacy and crisis management for decades. Keep Calm and Call the Dean of Students uses the voices of past and present student affairs professionals to provide insight into 'a day in the life' of the Dean of Students. This is an excellent resource for those in current Dean of Students positions and for those aspiring to be in the role at some point in their career.”Vernon A. Wall, Director, Business Development at LeaderShape and President and Founder, One Better World, LLC; 2020–2021 President ACPA – College Student Educators International“Keep Calm and Call the Dean of Students is a publication which honors one of the most legendary and important positions of student affairs. Regardless of our position in student affairs, all of us serve in some form of a Dean of Students capacity to our students and campus. This book helps us understand the complexities of this important role, skills necessary for success, and strategies for thriving. I appreciate the diverse voices represented in this book from the legends to the current to the future."Lori Reesor, Vice Chancellor for Student AffairsUniversity of Wisconsin-Madison"A timely contribution to the literature, Keep Calm and Call the Dean of Students provides insight into the complexity of the Dean of Student position and the skills and abilities that one must have to be successful in the position. The authors capture the diversity within the position across different institutions and the commonalities among those serving in these roles. A must read for those contemplating the role and those responsible for hiring and supervising Dean of Students!"Amy Hecht, Vice President for Student AffairsFlorida State University"When most people hear the term 'Dean of Students' they attach great importance to that role, given the historical prominence of the position in campus life. The authors included in this book bring the DOS position to life and validate the significance that is attached to the role. In this volume readers will gain essential insights into the role from pioneering Deans and contemporary innovators. This book will stimulate your thinking and enrich your practice."Larry D. Roper, Professor of Language, Culture and SocietyOregon State University"Bridging the gap between students, administration, and campus constituents can be stressful, time-consuming, unpredictable—and extraordinarily fulfilling. Keep Calm is a must-read for student affairs professionals tasked with balancing the responsibilities of an educator, mentor, and crisis manager. From relatable challenges to humbling experiences, each anecdote explores the evolving nature of student advocacy, emphasizes the importance of engaging in difficult but necessary conversations, and captures just how rewarding this career can be."Ajay Nair, Ph.D. PresidentArcadia University; Former Senior Vice President and Dean of Campus Life at Emory University"Being a Dean of Students should be a TV series with both drama and comedy episodes but mostly filled with inspirational scripts of changing the lives of college students. The Deans in this book have hundreds of those stories that inform, warn, teach, envision, and inspire! This book is a must-read, behind-the-scenes perspective into this fascinating position."Susan R. Komives, Professor EmeritaUniversity of Maryland, former Dean on three campuses, and former President of ACPA and CAS"This is the ideal handbook that provides much needed advice and insight to one of the most important, essential roles on a college campus. From dealing with complex and challenging student situations, crisis management, and work-life balance, this will be useful in setting a foundation on what to expect from a Dean of Students. Being the first of its kind, this is a must read for higher education professionals, at any stage in their career.”Patricia A. Whitely, Vice President for Student AffairsUniversity of MiamiTable of ContentsForeword—Bridget Turner Kelly and Robert D. Kelly Acknowledgments1. Setting the Stage—Art Munin 2. The Roads Traveled. On Becoming a Dean of Students—Jacob Diaz, Adam Goldstein, and Lauren Scott Rivera 3. The Juggling Act. Navigating Competing and Complicated Demands—Shadia Sachedina and Anna Gonzalez 4. Student Concerns, Advocacy, Support…and YOU!—Denise Balfour Simpson and Akirah J. Bradley 5. Dean on Call. Life Skills for the Effective Dean of Students—Anne Flaherty and Rob Wild 6. The 360-DegreeView of the Dean of Students—Penny Rue and Marla Morgen 7. By the Seat of One’s Pants. Reflections of a First-Year Dean of Students—Vijay Pendakur 8. Wrinkles, Gray Hair, and Enormous Gratitude. Four Decades as a Dean of Students—Sue Wasiolek 9. The Dean of Students in Retrospect and Prospect—James J. Rhatigan and James W. Lyons 10. The Essence of Being a Dean of Students—Lori S. White Editors and Contributors Index

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Book SynopsisThe curricular approach aligns the mission, goals, outcomes, and practices of a student affairs division, unit, or other unit that works to educate students beyond the classroom with those of the institution, and organizes intentional and developmentally sequenced strategies to facilitate student learning. In this book, the authors explain how to implement a curricular approach for educating students beyond the classroom. The book is based on more than a decade of implementing curricular approaches on multiple campuses, contributing to the scholarship on the curricular approach, and helping many campuses design, implement, and assess their student learning efforts. The curricular approach is rooted in scholarship and the connections between what we know about learning, assessment, pedagogy, and student success. For many who have been socialized in a more traditional programming approach, it may feel revolutionary. Yet, it is also obvious because it is straightforward and simple.Trade Review“The message at the heart of this pathbreaking book is clear: We cannot truly understand and respond to students as whole people without supporting their learning holistically across the entirety of the college experience. Learning outside the classroom should be as curricular as is the academic experience—not ‘cocurricular,’ but fully curricular, integrated, and aligned with an institution’s academic mission and values. An accidental, situational, or happenstance approach to learning in student affairs (still easy to find) is a wasted opportunity; it fails to deliver on the promise of higher education. Starting with the principle that we must not bifurcate students’ experience (academic versus out-of-classroom), these authors guide us capably and carefully toward a curricular approach that preserves the potential of both students and higher education.”Richard P. Keeling, PrincipalKeeling & Associates, LLC; and Editor, Learning Reconsidered“Too many professional books are written by people with great ideas and who care deeply but who have not lived the work. This book exemplifies the best of the late Lee Knefelkamp’s practice-theory-practice model (PTP). These experienced authors have done this hard work, reflected on their experiences to identify principles, created theories and useful models, and pushed that wisdom back into practice on every page. Institutions have a moral imperative to make all students’ experiences educationally purposeful. This book takes that quest to new levels of excellence. Even something obvious becomes revolutionary when implemented in practice built on the integrity of years of wise experience.”Susan R. Komives, Professor EmeritaUniversity of Maryland; and Past President, Council for the Advancement of Standards in Higher Education“This book will serve as a valuable resource for anyone seeking to provide rigorous, empirical, and theory-based student experiences beyond the classroom. With students from increasingly diverse backgrounds—culturally, socially, technologically, academically—attending college in the 21st century, higher education needs to be prepared to facilitate learning in every aspect of its work, and this book provides a strong foundation for student affairs practitioners.”Karen Kurotsuchi Inkelas, Associate ProfessorCurry School of Education; Research Director, Crafting Success for Underrepresented Scientists and Engineers; and Research Director of Undergraduate Initiatives, Contemplative Sciences Center, University of Virginia“The Curricular Approach to Student Affairs: A Revolutionary Shift for Learning Beyond the Classroom is a ground-breaking text in which the authors deftly describe a comprehensive, student-centered approach for learning outside of the classroom. They detail the rationale behind this approach, use poignant examples to explain how this approach can be implemented, and provide direction to senior student affairs administrators regarding leadership and organizational change. Following the guidance offered in this book will transform how a division of student affairs operates and actualize student learning and development.”Gavin Henning, Professor of Higher Education and Program DirectorMaster of Higher Education and Doctorate of Education Programs, New England College; and Past-President, Council for the Advancement of Standards in Higher Education“Drawing on the expertise of faculty and residence life educators, the curriculum-based approach to student learning constructs a comprehensive goal-directed learning experience for students. This well-researched book provides a detailed guide to developing and implementing this educational approach to advance student learning in residence halls. Residence life educators committed to engaging students in intentional goal-directed learning experiences must read this book.”Gregory S. Blimling, Professor (retired)College Student Affairs Program, Rutgers University Graduate School of Education“This book offers an exciting synthesis of over a decade’s committed work to improve students’ cocurricular learning in a variety of beyond-the-classroom environments. The systemic and intentional approach is a leading paradigm shift. The passion and dedication of the team delivering this book and the wisdom offered are guaranteed to improve the student affairs work on any campus.”Adrianna KezarDean’s Professor of Higher Education Leadership, Director of the Pullias Center, and Director of the Delphi Project on the Changing Faculty and Student Success“The curricular approach to student learning and engagement beyond the classroom is a fundamental need for all campus communities. I am excited that my professional colleagues now have a definitive resource to develop sequenced, mission-driven, and scholarship-based initiatives that will ultimately enhance the college student experience.”Vernon A. Wall, DirectorBusiness Development, LeaderShape, Inc.; and President, ACPA–College Student Educators International, 2020–2021"When divisions of student affairs are increasingly required to provide a rationale for their work, particularly as institutions navigate the financial repercussions of the pandemic, this book provides outstanding guidance. Not only does the book explain how, what, and why the curricular approach supports student affairs, the text includes appendices that serve as guides to practice for putting this approach into action. Chapters 1 and 2 provide a rationale/argument for the approach and the basic tenets/elements of the approach. Chapters 3 and 4 provide a roadmap/guide to designing curricular learning aims as well as how to implement and assess the curricular approach. What readers leave this text with is a rationale, strategies to identify unit goals, and a blueprint for building this work in their divisions at their unique institutions.This text is a great resource for reflection at the very least. It provides prompts for professionals to consider their institutional contexts and histories related to out-of-class learning. This work not only inspires reflection but also serves as a call to action with an offer to walk alongside those who are interested in transforming their campuses. There will no doubt be resistance from those who have dedicated time, work, and even careers to the traditional model of learning beyond the classroom, as well as from campus partners who feel that curriculum is something for classrooms only. However, this book can also inspire those who are open to critiquing, rethinking, and engaging with new ways of fostering holistic learning in higher education."Teachers College RecordTable of ContentsForeword—Stephen John Quaye Preface 1. Why a Curricular Approach in Student Affairs? 2. What Is a Curricular Approach in Student Affairs? 3. How to Identify Learning Aims 4. How to Design, Implement, and Assess a Curricular Approach 5. Facilitating Student Learning Beyond the Classroom 6. Leadership for a Curricular Approach Appendix A. Ten Essential Elements for a Curricular Approach Appendix B. Traditional Approaches Versus Curricular Approach to Learning Beyond the Classroom Appendix C. Development and Refinement of Educational Aims Leading to the Development of Educational Plans Appendix D. Sample List of Artifacts Appendix E. Examples of Learning Aims Appendix F:Checklist for Assembling an Education Plan Appendix G. Sample Developmental Sequencing Chart Appendix H. Example of Mapping Learning Initiatives Across Departments Appendix I. Facilitation Guide Template Appendix J. Metacognition Appendix K. Some Potential Pedagogical Strategies Appendix L. The Divisional Barometer for the Curricular Approach in Student Affairs Appendix M. Recommended ResourcesReferences About the Authors Index

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Book SynopsisThis book argues that the current structure of student affairs work is not sustainable, as it depends on the notion that employees are available to work non-stop without any outside responsibilities, that is, the Ideal Worker Norm. The field places inordinate burdens on staff to respond to the needs of students, often at the expense of their own families and well-being. Student affairs professionals can meet the needs of their students without being overworked. The problem, however, is that ideal worker norms pervade higher education and student affairs work, thus providing little incentive for institutions to change. The authors in this book use ideal worker norms in conjunction with other theories to interrogate the impact on student affairs staff across functional areas, institutional types, career stage, and identity groups. The book is divided into three sections; chapters in the first section of the book examine various facets of the structure of work in student affairs, including the impact of institutional type and different functional areas on employees’ work-lives. Chapters in the second section examine the personal toll that working in student affairs can take, including emotional labor’s impact on well-being. The final section of the book narrows the focus to explore how different identity groups, including mothers, fathers, and people of color, navigate work/life issues. Challenging ideal worker norms, all chapters offer implications for practice for both individuals and institutions.Trade Review“Every once in a while a book is published that changes our profession and how we do our work. Creating Sustainable Careers in Student Affairs is that book! This book is a must-read series of insightful chapters as contributors unpack the norms associated with the concept of the ‘ideal worker.’ As we think about student affairs work of the future, this book should be required reading for every educator and practitioner.”Tony Cawthon, Alumni Distinguished Professor, and Director, Graduate Studies, Student Affairs & Higher EducationClemson University“In Creating Sustainable Careers in Student Affairs, Margaret W. Sallee and colleagues provide a new dimension to the dialogue and research literature on invisible labor in the academy. Using the ideal worker model to frame the institutional cultures and structures that create and perpetuate inequitable work demands, Sallee and colleagues offer evidence of and recommendations for actions to reduce these inequities. This is a must-read for all higher education leaders, faculty, and human resource professionals who work in or support the student affairs profession.”Jaime Lester, Associate Dean of Faculty Affairs and Strategic Initiatives, and Professor, Higher Education Program, College of Humanities and Social ScienceGeorge Mason University“This book could not have come at a better time. For years, we’ve behaved as if you can’t have a successful student affairs operation if your team isn’t 24/7, never-saynever, go-down-with-the-ship, . . . and we’ve watched as promising professionals sadly, and sometimes defiantly, walk away. 2020 has showed us there are, and must be, other paths forward, and Creating Sustainable Careers in Student Affairs will help illuminate the way.”Melissa S. Shivers, Vice President for Student LifeThe Ohio State UniversityTable of ContentsForeword—Kristen A. Renn Acknowledgments Introduction. Problematizing the Ideal Worker in Student Affairs—Margaret W. Sallee Part One. The Structure of Student Affairs Work 1. How the Structure and Demands of Student Affairs Reflect Ideal Worker Norms and Influence Work-Life Integration—Laura Isdell and Lisa Wolf-Wendel 2. “That’s the Job”. Agency and Control in Greek Life, Student Activities, and Campus Recreation—Benjamin B. Stubbs 3. Work-Life Integration in Student Affairs. A Closer Look at Housing and Residence Life—Amy S. Hirschy and Shannon D. Staten 4. The Influence of Institutional Type and Socialization Processes on Ideal Worker Norms of Student Affairs Professionals—C. Casey Ozaki and Anne M. Hornak 5. Problematizing Socialization in Student Affairs Graduate Training—Rosemary J. Perez Part Two. The Toll of Student Affairs Work 6. Whose Ideal Worker? Student Affairs and Self-Care in the Neoliberal Academy—Pamela Graglia, Karla Pérez-Vélez, and D-L Stewart 7. Burnout and Compassion Fatigue in Student Affairs—Moly A. Mistretta and Alison L. DuBois 8. Emotional Labor and Well-Being—R. Jason Lynch and Kerry L. B. Klima Part Three. How Various Identity Groups Navigate Student Affairs Work 9. Disclosure, Inclusion, and Consequences for LGBTQ Student Affairs Professionals—Carrie A. Kortegast 10. (En)Counterspaces. An Analysis of Working Conditions for Student Affairs. Professionals of Color in an Un-Ideal World—Ginny Jones Boss and Nicole Bravo 11. The Classed Construct of Student Affairs Work—Sonja Ardoin 12. Interrogating the “Ideal” New Professional in Student Affairs—Melanie Lee and Megan Karbley 13. Fathers in Student Affairs. Navigating a Gendered Organization—Margaret W. Sallee, Alyssa Stefanese Yates, and Michael Venturiello 14. Work-Life Integration. Women Administrators in Student Affairs and Higher Education Managing Work and Family—Sarah Marshall Conclusion. Reimagining Student Affairs—Margaret W. Sallee About the Contributors Index

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Book SynopsisServing as a call to action for educators to recognize and address inequities in gateway courses, this book offers an evidence-based model for improving teaching, learning, and student success within the foundational college classroom.Gateway courses often reflect broader societal, cultural, and economic issues; this book argues that inequitable outcomes result from specific practices and policies, rather than occurring naturally. Using data and examples from his work with various colleges and universities, Andrew K. Koch highlights the systemic issues that perpetuate inequality in higher education. He examines how and why race and class divisions are reinforced through current practice and the impact that these courses have on students' sense of belonging. By giving suggestions for policy changes on how to combat high failure rates and challenging myths such as grade inflation and curve grading, this text seeks to critique and ultimately dismantle the toxic culture of weeding out students.This accessible book is for any college instructor who wants to transform gateway courses into true opportunities for student success, ultimately advancing higher education''s broader equity and social justice goals.

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Book SynopsisWith costs rising, traditional college student populations shrinking, and pundits predicting that huge numbers of colleges will close in the next few decades, small colleges cannot afford to pretend that business-as-usual can sustain them. This book offers five emerging models for how small colleges can hope to survive and thrive in these very challenging times: Traditional; Integrative; Distinctive Program; Expansion, and Distributed. In addition to offering practical guidance for colleges trying to decide which model is for them, the book includes brief institutional profiles of colleges pursuing each model. The book also addresses the evolving role of consortia and partnerships as an avenue to provide additional innovative ways to manage cost and develop new opportunities and programs while maintaining fidelity to mission and strategic vision.Trade Review“Mary Marcy’s Small College Imperative is an urgent reminder that the all too familiar status quo approach in no longer viable, and offers a timely blueprint for institutional transformation: five basic business and educational models for small colleges; institutional examples under each model; and risk evaluations for each. Higher education’s challenging “new normal” environment calls for decision making at a pace heretofore unknown within the academy. Consequently her Imperative is a clarion call for an immediate and rigorous analysis of sustainable institutional mission, market and outcome expectations.”Doug Orr, AGB Senior Fellow and Consultant, and President EmeritusWarren Wilson College“If there is a more astute analysis of the state of small colleges and universities in the U.S., or a savvier articulation of how to adapt and lead in this complex environment, I am unaware of it. Marcy forthrightly describes the key challenges facing small colleges, provides an accessible and comprehensive framework for categorizing strategies for innovation, and utilizes case studies that showcase different paths forward, thereby avoiding being pejorative and suggesting a panacea or silver bullet solution for every institution. This book is essential reading for academic leaders, board members, and students aspiring to leadership positions in higher education.”Cathy A. Trower, President, Trower & Trower, Inc., and former research director at Harvard Graduate School of Education“Anyone interested in the future of small private institutions—presidents, faculty, board members, administrators, and others—will find much value in The Small College Imperative by Mary Marcy. The thoughtful overview of the environment in which these colleges function is coupled with clear descriptions of five emerging models for small institutions. Marcy’s imperative—that fundamental change is necessary for survival and mission delivery—is spot-on and offered in compelling terms and with thoughtful guidance. The book provides readers with a clear-eyed look at challenging trends as well as reasons to hope for a healthy future for small institutions.”Susan Whealler Johnston, President and CEONational Association of College and University Business Officers (NACUBO)“Mary Marcy offers a compelling narrative, detailing the ways in which small independent colleges and universities make significant contributions to the diversity and richness of American higher education. In the process, she outlines five models for addressing the rapidly changing landscape of higher education, while issuing an invitation to presidents and boards to lead change. The result is a comprehensive roadmap which charts the path toward a sustainable future for independent higher education and responds to an increasingly skeptical public.”Lynn Pasquerella, PresidentAssociation of American Colleges & Universities“Over the years I’ve worked with college and university leaders, I’ve seen many shift from confidence to apprehension about their institution’s future. For them, Mary Marcy’s book is a must-read. Identifying a taxonomy of approaches that small private colleges and universities are adopting to respond to challenges in the current higher education environment, Marcy offers examples of each approach and suggests how institutions might consider which is best for them. Her book should be used to stimulate and inform conversations among trustees, administrators, and faculty about how they might move their institution from ‘survival to sustainability.’”Judith McLaughlin, Faculty Director, Higher Education Program, and Educational Chair, Harvard Seminar for New PresidentsHarvard Graduate School of Education“Mary Marcy's book is an essential read for everyone who cares about the future of small colleges. Such institutions are woven into the fabric of the United States, yet a demographic shift across the country threatens their future. Most of the conventional wisdom is that small colleges are on the brink of closure. But Marcy provides a different, hopeful, and inspiring outlook. This book is the blueprint for how these institutions can reinvent themselves for a future where they both survive and prosper.”Jeffrey Selingo, author of the New York Times bestsellers, College (Un)Bound and There Is Life After CollegeTable of ContentsForeword Acknowledgments 1. The Shifting Landscape 2. From Survival to Sustainability 3. Five Emerging Models of Small Colleges and Universities 4. Understanding the Traditional Model 5. Understanding the Integrated Model 6. Understanding the Distinctive Program Model 7. Understanding the Expansion Model 8. Understanding the Distributed University Model 9. Choosing a Path 10. Going it Alone? The Evolving Role of Consortia and Partnerships Epilogue References About the Author Index

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Book SynopsisAt this time of social flux, of changing demographics on campus and the world beyond, of recognition of intersectional identities, as well as the wide variety of aspirations and career goals of today's women undergraduates, how can colleges and universities best prepare them for the demands of modern leadership? This text speaks to the changing context of today’s women students' experiences, recognizing that their work life goals may go beyond climbing the corporate ladder to include social innovation and entrepreneurial goals, policy and politics, and social activism.This book is a product of multiple collaborations and intellectual contributions of a diverse group of undergraduate and graduate women who helped shape the course on which it is based. They provided research support, critical readings, as well as the diverse narratives that are included throughout the book, not as an ideal for readers to aspire to but as an authentic expression of how their distinct and sometimes non-conforming lived experiences shaped their understandings of leadership. It goes beyond hero/she-ro person-centered approaches to get at the complex and intrapersonal nature of leadership. It also situates intersectional identities, critical consciousness, and student development theory as important lenses throughout the text.Recognizing that there are many possible manifestations of leadership or gender, this text encourages students to embrace the contradictions rather than engaging in dualistic, black-and-white thinking, challenging them to address such questions as, Should women “lean in” and work harder to achieve their own leadership goals, or should they focus on bigger systemic issues to create equity in the workplace?Each chapter concludes with a brief chapter review, a narrative from a current college student, and critical reflection questions. Trade ReviewFrom the Foreword:"We Are The Leaders We’ve Been Waiting For is the student leadership textbook WE have been waiting for!Julie’s student-facing book is particularly accessible to college students because she features students’ voices throughout the text.The book situates intersectional identities, critical consciousness, and student development theory lenses. Centering the experiences and concerns of women from a range of backgrounds and identities makes space for intersectional considerations, creates counter-spaces within leadership literature, and provides possibility models for a world where leaders come in all genders, races, ethnicities, and other identities. It complicates the gendered notions of 'women’s leadership' by separating these two words… in what ways is the possessive 'women’s' limiting the readers broader understanding of leadership? Is there such a thing as a universal 'woman' whose leadership should be emulated? This text also delves more deeply into the concept of 'feminine' versus 'feminist' leadership, which is sorely needed.We believe this book will be useful for students interested in women’s experiences in leadership and the educators who work with them. It will be useful to leadership educators in all settings, and particularly those educators who seek to center women’s experiences. Student affairs administrators across functional areas may find it useful in their work with students and for their own professional development and exploration. Faculty teaching leadership courses will resonate with the content, as will advisors of student organizations. Activists on and off campus will find inspiration, challenge, and resonance."Heather D. Shea and Kristen A. RennMichigan State University“We are the Leaders We've Been Waiting For is the book that many of us who are gender and leadership scholars have been waiting for to use with our women-identified students for years! Julie Owen has put together a brilliant volume that highlights the ways socially constructed ideas of leadership and gender influence girls and women's practice of leadership. In particular, the narratives and counternarratives from students in Dr. Owen's courses shed powerful light on their experiences and illuminate real-life examples of the concepts discussed in this book.”Daniel Tillapaugh, Associate Professor and Chair, Counselor EducationCalifornia Lutheran University“Julie Owen’s book We are the Leaders We’ve Been Waiting For is masterful. Far more than a book about women’s leadership. Owen weaves a complex yet accessible narrative that is rooted in feminist and intersectional theory and exposes so much more than just barriers to women’s leadership, but also a range of areas of gender inequality from the pay gap to sexual violence. In each chapter, Owen features the narrative of one of her students or colleagues, a strategy that makes accessing complex ideas feel like a conversation the reader is having with a trusted friend. The active learning exercises make this book a must have not only for courses on feminist leadership, but also an ideal tool for anyone exploring their own leadership. I finished the book more confident that I can be and maybe am a leader I’ve always waited for!”Angela Hattery, Professor and Director, Women and Gender StudiesGeorge Mason University"This book covers complex topics spanning the personal and professional lives of women and the connection to leadership using a thorough explanation of relevant theories and narratives. Context matters, and Julie Owen covers concisely the social and historical developments that have defined our identities, how we think, how we feel, and how we shape our lives and actions. This book is truly a must-read and, as the author suggests, it is a 'a critical moment for women and leadership.'” Sadhana Warty Hall, Deputy DirectorThe Nelson A. Rockefeller Center at Dartmouth College"We Are the Leaders We’ve Been Waiting For is a compelling and necessary contribution to the scholarship on leadership and gender. Julie Owen integrates foundational and contemporary concepts and frameworks with powerful narrative in thoughtful and critical ways to advance our understanding of women’s leadership. The book will undoubtedly transform students, educators, and our world. I can confidently say this is the book I’ve been waiting for."Paige Haber-Curran, Associate ProfessorTexas State UniversityTable of ContentsForeword—Heather D. Shea and Kristen A. Renn Acknowledgments 1. We are the Leaders We’ve Been Waiting For 2. A Critical Moment for Women and Leadership 3. Who am I to Lead? The Role of Identity, Intersectionality, and Efficacy in Leadership Development 4. How Did We Get Here? How Gender Socialization Shapes Women in Leadership 5. Feminine or Feminist Approaches? Leading Across Campus and Communities 6. What Difference Does Difference Make? The Effects of Stereotypes, Prejudice, and Discrimination on Gender Representation and Leadership 7. Navigating Organizations and Systems. Metaphors for Women in Leadership 8. Beware of Precarious Pedestals. Degendering Leadership 9. Reimagining Women and Leadership. Strategies, Allies, and Critical Hope Glossary References About the Author Index

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Book SynopsisThe experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education. Designed for use in classrooms and for use by the higher education practitioner on a college campus today, At the Intersections will be of value to the reader throughout their professional career.The book is divided into four parts with chapters of research and theory interspersed with thought pieces to provide personal stories to integrate the research and theory into lived experience. Each thought piece ends with questions to inspire readers to engage with the topic.Part One: Who is a First-generation College Student? provides the reader an entrée into the topic, with up-to-date data on both four-year and two-year colleges. Part One ends with a thought piece that asks the reader to pull together some of the big ideas before moving on to look more closely at students’ identities.Part Two: The Intersection of Identity shares the research, experience and thoughts of authors in relation to the individual and overlapping identities of LGBT, low-income, white, African-American, Latinx, Native American, undocumented, female, and male students who are all also first-generation college students. Part Three: Programs and Practices is an introduction to practices, policies and programs across the country. This section offers promise and direction for future work as institutions try to find a successful array of approaches to make the campus an inclusive place for the diverse population of first-generation college students.Trade Review"In this edited volume, Robert Longwell-Grice and Hope Longwell-Grice, alongside the contributing authors, have extended to us an invitation and a challenge to honor the whole identities and lived truths of first-generation students. This book is a necessary read for educators, policy makers, and administrators looking to support first-generation students. Through research that highlights the complexities of the first-generation student population, features identity-based support programs, and calls attention to how we can center the dignity of our first-generation students, I am moved to be a more loving and informed educator. This is a significant justice issue of our time."Mamta Motwani AccapadiVice Provost for University Life, University of Pennsylvania"Robert and Hope Longwell-Grice are among a very select group of scholars who can be considered respected authorities on the demographics and issues of first-generation college students. They have presented and published on this topic for the past twenty years. In this volume, they complement their own considerable knowledge by gathering an impressive assemblage of other renowned scholars to explore carefully a wide array of identities and nuanced topics within the first-gen community. The result is one of the most comprehensive and thorough examinations of first-generation college students ever produced."Michael J. CuyjetProfessor Emeritus, University of Louisville"FINALLY…A BOOK THAT “GETS IT!” At the Intersection is an aptly titled new work from the team of Robert and Hope Longwell-Grice that offers tremendous insight on the complicated journey taken by First-Generation students to and through college. What is different about this book is that, as the collective authors note, the First-Generation students of today hail from a diverse array of demographic, cultural, and socioeconomic backgrounds that are not some sort of inconvenient challenges to be transcended — as some prior 'experts' seem to have suggested — but, rather, strengths and characteristics to be understood and appreciated as these students stand at the complex intersection of their respective personal worlds and the institutions of higher education they attend. As a university graduate school faculty member whose students are preparing to work as higher education administrators, I consider At the Intersection to be a critical resource, offering the sort of essential guidance these future professionals are going to need to support, and learn from, the First-Generation students with whom they will be working. Kudos to Rob and Hope Longwell-Grice for not only the content but also the long overdue tone and message of the book!Thomas GraceCollege of Education and Human Services, Montclair State University"The phrase First-Generation Student has become such a ubiquitous moniker in higher education that the diversity of experiences and needs of the first-in-family enrolled college students it denotes has been obscured and reduced to a hollow catchphrase. In their edited text, At the Intersection: Understanding and Supporting First-Generation Students, Robert and Hope Longwell-Grice—along with an assemblage of expert scholar-practitioners—recapture the value and substance of the designation by providing readers with an accessible primer and guidebook. At the Intersection offers readers an instrumental resource for understanding and effectively responding to these students’ divergent, shared, and intersectional identities in service of their access, retention, learning, well-being, and success."Jason A. LakerProfessor of Higher Education, Student Affairs, and Community Development, San José State University"I loved At the Intersection. As a first-generation college student myself who ended up a dean at a major university, the content of this book tells a lot of my story, both the challenges I had to work through and the supports I needed to make it. The section on identity makes this an imperative read for understanding today’s first-gen population. The section on recommended programs, policies, and practices makes it essential reading for faculty and students in student affairs, student success, counseling, and higher education. It’s also a quick and lively read!"Ellen McIntyreDean, College of Education, Health, and Human Sciences, University of Tennessee"If you care deeply about the dynamic, lived experiences of first-generation college students, then this book is a must-read. This book has garnered critical conversations and insightful contributions to embolden our deep understanding of the kaleidoscope of identities first-generation college students possess. This is the book I longed to see when I first started researching first-generation college students! This book is surely seminal and paves a path forward for all of us to recognize the untold stories of first-generation college students."Lindsay RomasantaDirector of Student Success Programs, UC San Diego, and Co-editor, NASPA Journal on First-Generation Student Success"This book beautifully and boldly unveils the marriage between the body of research and on-the-ground experiences of first-generation students--from an intersectional approach that is often overlooked. As a first-generation graduate, I urge every staff and faculty member to read At the Intersection to understand the complexities of a student’s journey beyond academic determinants. If you are passionate about understanding, cultivating, and amplifying first-gen students’ success, start here."Jocelyn G. SalcedoMember, Class Action First Gen Summit Planning Committee and Career Engagement Coordinator, Bennington College"This exciting new text is a welcomed addition to the higher education landscape and offers a critical, and deeply important, examination of the intersectional nature of the first-generation college student identity. As we attempt to rid the first-generation space of misconceptions and deficit-based approaches, this book thoughtfully considers the importance of understanding how multiple identities shape the college-going experience. Moreover, the intersectional nature of the first-generation identity must be central in scholarship and service-provision as we welcome a shifting demographic into higher education. The premise that we must consider and reconsider all that we know and do not know about first-generation students is a consequential and necessary reminder for us all."Sarah E. WhitleyAssistant Vice President, Center for First-generation Student Success, NASPA"A large body of literature has demonstrated that first-generation college students face more challenges than their peers in accessing, persisting in earning, and completing degrees. Importantly, these challenges vary on the basis of social class, race, ethnicity, gender, sexual identity, and citizenship status. However, the literature too often treats first-generation college students as a monolith whose needs can be met in a one-size-fits-all approach. Enter At the Intersection: Understanding and Supporting First-Generation Students, edited by Robert Longwell-Grice and Hope Longwell-Grice. This volume includes many nuanced and timely contributions that use an intersectional lens to explore the diversity of experience and needs among first-generation college students.The editors carefully designed the volume with the needs of instructors in mind. The three sections, which focus on defining the first-generation college student, exploring intersections of this identity, and describing program supports targeted to this population, each begin with a review of the literature followed by chapters focused on relevant research and theory. Each section also contains a couple of thought pieces called “Critical Conversations,” which encourage the readers to delve more deeply into the ideas discussed in the sections and which include discussion questions helpful for organizing students’ thoughts and reactions. Overall, the book provides an excellent introduction to the literature on first-generation college students. The organization of the volume makes for a welcome addition to college courses."Teachers College RecordTable of ContentsPreface— Hope Longwell-Grice Introduction—Robert Longwell-Grice and Hope Longwell-Grice Part One. Who Is a First-Generation College Student? 1. A Review of the Data—Robert Longwell-Grice 2. Unpacking First-Gen Discourse. A Sociological Perspective—Steven P. Dandaneau 3. Setting the Foundation. Understanding the Impact of College on First-Generation Students—Ryan D. Padgett Critical Conversation One. First-Gen or Working Class? The Politics of Terminology—Sherry Lee Linkon 4. Background Characteristics of First-Generation Students and Their Reasons for Pursuing Higher Education—Khanh Bui 5. Message Received. Parental Encouragement and Its Effect on the College-Choice Process—Michael J. Smith Critical Conversation Two. Inheriting Inequality. Hidden Challenges of First-Generation Students—David Hernández Part Two. The Intersections of Identity 6. The Nuances of First-Generation College Students’ Social Class Identity—Sonja Ardoin 7. I Don’t Need Any Help. Working With First-Generation, Low-Income, White Males—Roxanne Moschetti Critical Conversation Three. Reflections on Being a First-Generation, African-American Male College Student—Nate Deans Jr. 8. Dual Invisibilities. The Intersection of First-Generation and LGBTQ Identities—Pheng Xiong 9. First-Generation Latinx Students’ Information Seeking at College—Vasti Torres, Lucy LePeau, and Yvonne Garcia Critical Conversation Four. First-Generation and Undocumented—Ana K. Soltero López 10. It’s All About the Journey. Exploring the College Experience of First-Generation Women—Nicole Zervas Adsitt 11. Crossing Bridges. First-Generation Native American Students at College—Les Riding-In and Scott Amundsen Critical Conversation Five. Project MALES—Victor B. Sáenz, Emmet Campos, Mike Gutierrez, and Rodrigo Aguayo Part Three. Programs and Practices 12. And the Research Says… Program Supports Across the Spectrum—Robert Longwell-Grice and Mackenzie Hoffman 13. College Preparation Through College Access and Support Programs— Staci Weber Critical Conversation Six. It’s All a Bunch of B.S.. How Institutional Jargon Creates In-Groups and Out-Groups in Higher Education—Sonja Ardoin 14. Supporting Transfer for First-Generation Community College Students—Gloria Crisp, Rebecca Robertson, and Elizabeth Cox Brand Critical Conversation Seven. Moving on in Milwaukee. Easing the College Transition Process for 2-Year College Students—Pablo Muirhead 15. Learning Where They Live. First-Generation College Students in the Residence Halls—Paul Gallagher Critical Conversation Eight. Advice for Advisers—Hadyn K. Swecker and Matthew Fifolt 16. Career Development Needs of First-Generation College Students—Heather Maietta Critical Conversation Nine. They’re Here, Now, What Can We Do to Keep Them?—Katharine Moffat 17. Admissions Isn’t Access. First-Generation College Graduates in Medical Schools—Hyacinth Mason, Jeffrey Winseman, and Erin Ayala Critical Conversation Ten. Becoming the Architect. First-Gen Graduate Students Claiming the Label—Adj Marshall 18. When First-Generation College Students Become Doctoral Candidates—Heather Maietta Critical Conversation Eleven. How a College Rebuilt Itself by Centering First-Generation College Students—Staci Weber Epilogue. What’s in a Name? Narratives and Counternarratives of the First-Generation Moniker—Rashné Jehangir and Kelly Collins Contributors Index

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Book SynopsisDespite continued growth in enrollments, graduate program attrition rates are of great concern to academic program coordinators. It is estimated that only 40 to 50 percent of students who begin Ph.D. programs complete their degrees. This book describes programs, initiatives, and interventions that lead to overall student retention and success.Written for graduate school administrators, student affairs professionals, and faculty, this book offers ways to better support today’s graduate student population, addresses the needs of today’s changing student demography and considers the challenges today’s graduate students face inside and outside of the classroom. The opening section highlights the shifting demographics and contextual factors shaping graduate education over the past 20 years, while the second describes institutional practices to develop the requisite academic and professional development necessary to succeed in master’s and doctoral programs. In conclusion, the editors curate a conversation about different ways institutions can support graduate students beyond the classroom.Trade Review“This book is timely and important because the experiences and education of today’s graduate students relate directly to the future of our country and the broader world—to the innovation, insight, creativity, health, collaborative skill, and imagination that graduates bring to the work that they will do for many decades, in education and across a wide range of other sectors."Ann E. AustinFrom the ForewordTable of ContentsForeword—Ann E. Austin Introduction—David J. Nguyen and Christina W. Yao Part One. Navigating Contexts and Identities 1. Trends in Graduate Education Participation Between 1998 and 2018 —David J. Nguyen 2. Moving Towards Culturally Responsive and Inclusive Support for Online Students —Christina W. Yao and Crystal Garcia 3. Mentoring Domestic and International Graduate Students of Color — Francena Turner, HyeJin (Tina. Yeo, and Eboni M. Zamani-Gallaher 4. First Generation Graduate Students. Reducing Barriers with Support Mechanisms — Sonja Ardoin and Maria Erb 5. How Unique Ways of Knowing, Being, and Learning Contribute to Persistence Factors Among Underrepresented Graduate Students — Colin Ben and Jessica Solyom 6. Unveiling the Hidden Curriculum within Graduate Education — Chelsea Lyles, Natali Huggins, and Claire Robbins Part Two. Addressing Academic and Professional Skill Development 7. Teaching Professional Development for Graduate Students — Lucas B. Hill 8. Fostering Unique Scholarly Voices. Developing Graduate Student Writing Skills — OiYan Poon, Josefina Carmona, Carmen Rivera, and Kim Nehls 9. Participating in Professional Associations — Kim Nehls 10. Engaging in International Opportunities —Meggan Madden and Jennifer Donaghue Part Three. Supporting Graduate Students Beyond the Classroom 11. Considering Graduate Student Mental Health —Carmen M. McCallum, Sarah Kurz, Emily Boerman, and Allison Boone 12. Exploring the Role of Graduate Student Career Development in Higher Education. How Resources Evolved —Jake Livengood 13. Graduate Student Financial Considerations —Phillip Schumann, Salome Aluso, and David J. Nguyen 14. Engagement in Graduate Students Organizations and Programming —Matthew M. Couch and Kerry Hodak 15. Doing it All But Not All the Time. Shaping Work-Life Balance for Graduate Students —A. Emiko Blalock, Katy B. Mathuews, and Nichole Lor Conclusion. New Directions for Supporting Graduate Students Editor and Author Biographies Index

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Book SynopsisIn response to national concerns a decade ago, driven by research that showed that higher education was making little impact on students’ development of broad competencies and critical thinking, the provost and president of Purdue University, a research university, instituted a program whose goals were to build on the accumulated knowledge on effective teaching to facilitate student learning, improve outcomes, and change the institutional culture around teaching and learning – objectives to which many institutions aspire, but which few consistently attain, or attain at scale.This book describes the development of Purdue’s IMPACT program (Instruction Matters: Purdue Academic Course Transformation), from its tentative beginning, when it struggled to recruit 35 faculty fellows, to the present, when 350 have been enrolled and the university has more applications than it can currently handle. Overall, more than 600 courses have been impacted, many of which have seen significantly reduced DFW rates. Chantal Levesque-Bristol, whose Center for Instructional Excellence is part of an institutional team that comprises the Provost’s Office, Teaching and Learning Technologies Unit, Institutional Assessment, the Purdue University Library and School of Information Studies, and the Evaluation and Learning Research Center, describes the evolution of IMPACT, lessons learned, and the central tenets that have led to its success. The purpose of this book is notonly to describe the program, but also to highlight the importance and implications of the underlying motivational theoretical framework guiding the initiative. Having started as a course redesign program that faltered in achieving its objectives, the breakthrough came with the introduction of the fundamental motivational principles of self determination theory (SDT) followed by the applications of these principles to the research in higher education leadership and pedagogy. Giving faculty fellows the autonomy to build on their disciplinary expertise, pursue their interests and predilections, within a guided framework, and leveraging interactions with colleagues through FLCs, stimulated faculty fellows’ motivation and creativity.This book describes the core and structure of the IMPACT program, presents details of faculty learning curriculum, explains how the focus on SDT principles shaped the program’s evolution and transformation from a course redesign to a professional faculty development program, and covers the considerations behind the formation of faculty fellow IMPACT teams A concluding chapter addresses how the IMPACT program, having helped faculty pivot to emergency remote teaching when the campus closed owing to the COVID-19 pandemic, is being modified so it can be successfully sustained online if circumstances require, or as a means to expand its reach in the future.While the principles behind this initiative will be of compelling interest to its primary audience of faculty developers, several chapters will have appeal to instructors and administrators.Trade ReviewFrom the Foreword:“Espousing the value of deep, relevant student learning and effective teaching is one thing. Creating the institutional conditions that encourage and reward the use of promising approaches to scale and sustain such work is quite another. This is what sets Purdue University’s ‘Instruction Matters: Purdue Academic Course Transformation’ (IMPACT) apart from many well-designed faculty development and institutional improvement efforts.Effective professional development programs do not just happen. Considerable planning and expertise are required to determine what instructional staff ‘need’ (as distinguished from what they may ‘want’) to improve their performance. But poor implementation can derail the best devised plans. The planning, implementation activities, and perceived benefits must be relevant and meaningful to sustain the interest and participation by university faculty who are highly autonomous skilled professionals. In these regards, there is much to learn from IMPACT and this book about how to successfully deliver timely, substantive high quality professional development experiences to a particularly discerning audience.”George D. Kuh, Chancellor’s Professor Emeritus of Higher EducationIndiana University“John Thibaut was Kurt Lewin’s last student and talked of walking along the Charles with him. He was my advisor. It’s great to read a book so grounded in Lewin’s maxim that there’s nothing so practical as a good theory. Chantal Levesque-Bristol and her colleagues at Purdue University West Lafayette employed Self-Determination Theory (SDT) to operationalize environments for faculty and their students characterized by autonomy, competence, and relatedness. They designed, implemented, and assessed this powerful program of professional development entitled 'Instruction Matters: Purdue Academic Course Transformation' (IMPACT) to transform particular courses, which is proving transformational for the campus. Levesque-Bristol and her colleagues have clearly put an important theoretical approach to work in supporting student learning and achievement. Equally powerfully, she reports how she and her colleagues modified the program for Emergency Remote Teaching (ERT) in response to the pandemic, and the success of that program in continuing support to faculty and thus students through very difficult times. This raises interesting long term possibilities for remote faculty development.”Scott Evenbeck, Founding PresidentGuttman Community College, and Founding Dean and Professor Emeritus at IUPUITable of ContentsForeword —George D. Kuh Preface Acknowledgments 1. Situating IMPACT 2. Understanding SDT 3. Application of SDT in Education 4. The Core, Content, Structure, and Evolution of IMPACT 5. Active Learning Strategies 6. Professional Development 7. Assessment. Documenting IMPACT’s Effectiveness 8. Learning Spaces 9. Institutional, Culture, and Organizational Change 10. IMPACT and the COVID-19 Pandemic. Implications for Faculty Development Appendix A. Faculty Learning Community Syllabus Appendix B. IMPACT Service-Level Agreement Appendix C. IMPACT Survey Appendix D. Informed Learning Scale References About the Author Index

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Book SynopsisThis book emerges from the author’s ongoing work as director of Elon University’s Center for Engaged Learning, where for the past decade, more than 200 scholars from over 120 post-secondary institutions across more than a dozen countries have participated in multi-institutional scholarship of teaching and learning (SoTL). This book focuses on six key practices:· Acknowledging and building on students’ prior knowledge and experiences · Facilitating relationships · Offering feedback · Framing connections to broader contexts · Fostering reflection and metacognition · Promoting integration and transfer of knowledge and skills.Following the introduction, the author devotes individual chapters to each of the six practices, and the concluding chapter focuses on implementing the six practices as an integrated approach.A Series on Engaged Learning and Teaching Book. Visit the books’ companion website, hosted by the Center for Engaged Learning, for book resources.Table of ContentsChapter 1: Key Practices for Fostering High-Quality Engaged Learning in Higher Education Chapter 2: Acknowledging and Building on Students' Prior Knowledge and Experiences Chapter 3: Facilitating Relationships Chapter 4: Offering Feedback Chapter 5: Framing Connections to Broader Contexts Chapter 6: Fostering Reflection on Learning and Self Chapter 7: Promoting Integration and Transfer of Knowledge and Skills Chapter 8: Conclusion: Implementing High-Quality Engaged Learning

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Book SynopsisIn this book, the authors bring together in one place essential information about college students in the US in the 21st century. Synthesizing existing research and theory, they present an introduction to studying student characteristics, college choice and enrollment patterns, institutional types and environments, student learning, persistence, and outcomes of college.Substantially revised and updated, this new edition addresses contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments (such as residential, commuter, online, hybrid), and a range of outcomes including learning, development, and achievement.The book is organized around Alexander Astin’s Inputs-Environment-Outputs (I-E-O) framework. Student demographics, college preparation, and enrollment patterns are the "inputs." Transition to college and campus environments are the substance of the "environment." The "outputs" are student development, learning, and retention/persistence/completion.The authors build on this foundation by providing relevant contemporary information and analysis of students, environments, and outcomes. They also provide strategies for readers to project forward in anticipation of higher education trends in a world where understanding "college students in the United States" is an ongoing project. By consolidating foundational and new research and theory on college students, their experiences, and college outcomes in the US, the book provides knowledge to inform policies, programs, curriculum and practice.As a starting point for those who seek a foundational understanding of the diversity of students and institutions in the US, the book includes discussion points, learning activities, and further resources for exploring the topics in each chapter.Trade Review"True to its purpose, College Students in the United States provides foundational information about college student diversity accessible to new and experienced higher education scholars and practitioners. Every college and university student success initiative that strives to be evidence-based and data-informed should take advantage of this comprehensive and concise synthesis of research framed by a classic assessment model to ensure their efforts truly make a difference for all students."Jillian Kinzie, Associate Director, Center for Postsecondary Research - Indiana University Bloomington"This updated text deepens our understanding of college students in the United States, for example, the authors’ inclusion of digital/screen time on learning and internet accessibility. Their inclusion of the pandemic, racial/social justice movement, and understanding of multiple identities and intersections are vital as they will have lasting implications on higher education."Stephanie J. Waterman, Associate Professor and Coordinator, Student Development/Student Services Stream, Ontario Institute for Studies in Education - University of Toronto"The second edition of College Students in the United States provides new and updated information about processes that affect students. From choosing where to attend to retention strategies at the institution, this book provides both theoretical and practical information to help administrators and those studying higher education. Each chapter ends with implications for students, institutions, and policy – making the material informative and useful to various levels of expertise, including college students while in college."Vasti Torres, Professor and Chair, Department of Educational Leadership and Policy Studies - Indiana University Bloomington"Using an anti-deficit framework that resists seeing college students as problems in need of fixing, College Students in the United States is a timely read. The authors emphasize that students are not monolithic and leave readers with a wealth of knowledge about the different environments in which college students are situated. The hallmarks of the book are the discussion questions and learning activities at the conclusion of each chapter, providing readers with a generous roadmap for supporting 21st-century college students."Stephen John Quaye, Associate Professor, Department of Educational Studies - The Ohio State UniversityTable of ContentsPreface Acknowledgments Part One: Inputs 1. Characteristics of College Students in the United States 2. The College Choice Process 3. Student Enrollment Patterns Part Two: Environments 4. Transition to College 5. College Environments 6. College Student Learning and Development Part Three: Outcomes 7. Retention and Persistence 8. Student Outcomes 9. Serving College Students in the United States Today and Tomorrow References About the Authors Index

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Book SynopsisTeaching Gradually is a guide for anyone new to teaching and learning in higher education. Written for graduate student instructors, by graduate students with substantive teaching experience, this resource is among the first of its kind to speak to graduate students as comrades-in-arms with voices from alongside them in the trenches, rather than from far behind the lines. Each author featured in this book was a graduate student at the time they wrote their contribution. Consequently, the following chapters give scope to a newer, diverse generation of educators who are closer in experience and professional age to the book’s intended audience. The tools, methods, and ideas discussed here are ones that the authors have found most useful in teaching today’s students. Each chapter offers a variety of strategies for successful classroom practices that are often not explicitly covered in graduate training.Overall, this book consists of 42 chapters written by 51 authors who speak from a vast array of backgrounds and viewpoints, and who represent a broad spectrum of experience spanning small, large, public, and private institutions of higher education. Each chapter offers targeted advice that speaks to the learning curve inherent to early-career teaching, while presenting tangible strategies that readers can leverage to address the dynamic professional landscape they inhabit. The contributors’ stories and reflections provide the context to build the reader’s confidence in trying new approaches in their his or her teaching. This book covers a wide range of topics designed to appeal to graduate student instructors across disciplines, from those teaching discussion sections, to those managing studio classes and lab sessions, to those serving as the instructor of record for their own course. Despite the medley of content, two common threads run throughout this volume: a strong focus on diversity and inclusion, and an acknowledgment of the increasing shift to online teaching.As a result of engaging with Teaching Gradually, readers will be able to:·Identify best teaching practices to enhance student learning ·Develop a plan to implement these strategies in their teaching ·Expand their conception of contexts in which teaching and learning can take place ·Evaluate and refine their approaches to fostering inclusion in and out of the classroom ·Assess student learning and the efficacy of their own teaching practices ·Practice professional self-reflection Trade Review“The authors in this volume are generous in offering readers a seat in their classrooms. Their willingness to share their insights, innovative practices, perspectives on how best to promote learning, and useful 'hacks' will invigorate your teaching wherever you are in the career span.What I find so persuasive about this volume is that it lifts the conversation on teaching development from a unidirectional expert-to-novice perspective to a side-by-side one of peers. And, by bringing together a wide array of contributors representing a range of institutions, they reshape the community from intra-institutional to inter-institutional membership.The editors and authors of this volume are generally starting out now on their teaching careers and already deeply embrace the power of a community of teachers. The genesis of this collection came out of the values they found they shared as a graduate students and post-doctoral fellows preparing for their careers: curiosity about learning, mutual support, and shared love of teaching as they each experimented, innovated, and evolved. With this volume, they invite us to join this community, as well.With this collection we move from others writing about the graduate student experience in learning to teach to hearing graduate student teaching assistants speaking for themselves. Together, they invite the reader into a collegial and generous dialogue that I believe will resonate with readers across disciplines, career stages, and institution types.”Mathew L. OuellettExecutive Director, Center for Teaching Innovation, Cornell University"Teaching Gradually is a unique resource for graduate student instructors at all levels. In brief, highly readable chapters, the authors draw on the wisdom of their practice grounded in pedagogical research and the unique positionality of graduate students as teachers. Readers will find themselves returning regularly to this volume for field-tested discussions of teaching contexts as varied as discussions, labs, field experiences, and undergraduate research, with a welcome and timely emphasis on diversity and inclusion."Matt KaplanExecutive Director, Center for Research on Learning and Teaching, University of Michigan“The most important reform of graduate education over the past three decades has been the increased preparation of graduate students planning careers in the professoriate in the teaching and mentoring of undergraduate students. Both inspiring and practical, Teaching Gradually is a sophisticated work and evidence itself of how far the movement to prepare future faculty has progressed. This thoughtful, well-planned volume will be an indispensable companion on the journey to becoming a professor ready to engage today’s students.”Leo M. LambertPresident Emeritus and Professor, Elon University"Grounded, engaging, and thorough! Teaching Gradually provides a plethora of evidence-based strategies for any new (or even seasoned) instructor. The example teaching practices and professional development approaches apply across the disciplines, and are made even more powerful coming from graduate student teachers who understand that context best. The diverse voices and chapter formats make for an interesting read. An excellent resource for a college teaching course or for supervisors to read with their graduate students. Thank you for this book!"Donna EllisDirector of the Centre for Teaching Excellence at the University of Waterloo (Canada) and Past President of the Professional and Organizational Development (POD) Network"Teaching Gradually is an exciting collection of essays about the theory and practice of teaching in higher education, written for graduate students (who are new to teaching) by other graduate students (who have become experienced teachers). The book includes 42 chapters addressing critically important teaching topics, ranging from ways to implement effective pedagogical practices relevant to a wide array of learners and contexts to assessment of student learning and strategies for self-reflection. As near-peers, the chapter authors speak directly from their various disciplinary perspectives, discussing what they know from theory, research, and practice, and providing specific practical examples from their own teaching experiences. I highly recommend this book to all graduate students who are eager to be effective, stimulating, and innovative teachers. This engaging and well-written book is filled with evidence-based strategies that will help teachers in higher education excel!"Ann E. AustinUniversity Distinguished Professor of Higher Education and Interim Dean, College of Education, Michigan State UniversityTable of ContentsForeword—Mathew Ouellett Preface Introduction Part One. The Science Behind Learning 1. Opportunities and Precarities of Active Learning Approaches for Graduate Student Instructors — Diana Rose Newby 2. Introducing Metacognition (or Thinking About Your Thinking. in the Classroom — Stephany Santos 3. Teaching Students How to Effectively Take Notes — Julia Nolte and Hamid B. Turker 4. What Do They Already Know? Tackling Differences in Students' Prior Knowledge—Aditya Anupam Part Two. The Instructional Role of Graduate Student Instructors Developing a Teaching Identity 5. The Not-So-Smooth Transition From Teaching Assistant to Instructor of Record — Becky Tang 6. Teaching Practices Advocating Against Gender Bias and Combatting Impostor Syndrome — Sarah Klanderman and Reshma Menon Leading Discussions and Holding Office Hours 7. Using Deliberate Practice to Help Students Learn From Discussion — Cory Davia 8. Standing-Room-Only Office Hour Strategies — Rachel Bristol Conducting Lab Sessions 9. Supporting Inquiry and Inclusion in Science Labs —Danny Doucette 10. An Innovative, Interactive Class Design for an Engineering Laboratory — Amir Saeidi Navigating Studio-Based Pedagogy 11. Teaching History for the Studio. Engaging Studio-Based Students — Athanasiou Geolas 12. Teaching Interdisciplinary Travel Studio Courses. Practical Experiences From the Urban Humanities —Jonathan Banfill Serving as an Instructor of Record 13. Creating New Courses Using Backward Design — Jessica Kansky and Jessica Taggart 14. Teaching in the Moment. Lessons From Improv — Alexander Bower 15. The Power of Productive Struggle — Arielle Grim-McNally 16. Using Mastery Objective to Foster Inclusive Teaching — Sean Colonna 17. Making Groupwork Work — Valentin B. Küchle and Jihye Hwang 18. Is This Above My Pay Grade? Turning a Cheating Scandal Into a Teaching Moment — Dean Jordan 19. Difficult Conversations in Class. How Not to Panic — Kirsten Darby Smith Incorporating Technology in the Classroom 20. Tackling the Challenges of the Online Classroom. Student Motivation and Active Learning — Dana Simionescu 21. Facilitating Meaningful Interactions in Synchronous Online Courses — Jack Ryan Sturm 22. Setting Digital Projects in Undergraduate Courses — Krithika Vachali and John Wyatt Greenlee Part Three. The Inclusive Classroom Empowering All Learners 23. Building Rapport. How Active Learning Strategies Create Inclusivity in the First-Year Classroom — Stephen Reaugh 24. Transparent and Flexibile Teaching for the Inclusive Classroom — Dana Mirsalis 25. UDL Practices. Contextual Difference and the Difference It Makes — Maya Hey 26. Beyond Group Discussions. Differentiated Instruction in the College Writing Classroom —Sara Lovett Utilizing the Strength of a Diverse Classroom 27. Increasing Diversity, Decreasing Alienation. Teaching Liberal Arts Courses to Diverse Student Bodies — Lindsey Peterson 28. Embracing the Value of Cultural Wealth From Underrepresented Groups — Edgar Virguez Overcoming Instructor Challenges 29. Renegotiating Power in Teaching and Learning. Feminist Pedagogical Practices for an Inclusive Composition Classroom — Alex Brostoff and Marlena Gittleman 30. Making My Classroom Accessible for Me. Digital Practice as Inclusive Pedagogy — Andrew Jenks 31. Positions in Communication. Creating Space for International Graduate Students and Teachers — William Kingsland Part Four. Assessment of Teaching and Learning 32. Engaging and Assessing Gen Z — Alisha Nypaver 33. Reframing Learning Goals Through Assessment — Rachana Bhave 34. Accretive Method. Feedback for Student Writing Growth — Kailana Durnan and Ariel Martino 35. What Is a Participation Grade? Inclusive Strategies for Engaging Students and Assessing Participation — Valeria Bondura Part Five. Research Skills for Students 26. Teaching Your Students How to Critically Read the Primary Literature — Lauren A. Genova and Kacie L. Armstrong 37. Multiple Modes of Learning, Multiple Means of Belonging. Special Collections and the Undergraduate Classroom — Gina Marie Hurley 38. Course-Based Undergraduate Research Experiences (CUREs). Scaffolding Research and Writing — Lindsey Hendricks-Franco Part Six. Professional Development and Reflection 39. Learning by Observing. The Art of an Effective Teaching Observation — Zachary Domach 40. Mentoring Undergraduate Students — Eugene Law 41. Queer Graduate Pedagogies. Destabilizing Power Binaries and Negotiating Authority — Ruth Book and Alex Gatten 42. Feedback. Why You Need It, How to Get It, and What to Do With It —Emily Kerr Index Editor and Contributors

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Book SynopsisThis book is a step-by-step guide for improving student learning in higher education. The authors argue that a fundamental obstacle to improvement is that higher educators, administrators, and assessment professionals do not know how to improve student learning at scale. By this they mean improvement efforts that span an entire program, affecting all affiliated students. The authors found that faculty and administrators particularly struggle to conceptualize and implement multi-section, multi-course improvement efforts. It is unsurprising that ambitious, wide-reaching improvement efforts like these would pose difficulty in their organization and implementation. This is precisely the problem the authors address. The book provides practical strategies for learning improvement, enabling faculty to collaborate, and integrating leadership, social dynamics, curriculum, pedagogy, assessment, and faculty development. In Chapter 2, the authors tell a program-level improvement story from the perspective of a faculty member. Chapter 3 inverts Chapter 2. Beginning from the re-assess stage, the authors work their way back to the individual faculty member first pondering whether she can do something to impact students’ skills. They peel back each layer of the process and imagine how learning improvement efforts might be thwarted at each stage. Chapters 4 through 9 dig deeper into the learning improvement steps introduced in Chapters 2 and 3. Each chapter provides strategies to help higher educators climb each step successfully. Chapter 10 paints a picture of what higher education could look like in 2041 if learning improvement were embraced. And, finally, Chapter 11 describes what you can do to support the movement.Table of ContentsForeword—Stephen Hundley Afterword—Natasha Jankowski Acknowledgments Preface Part One. Introduction to Learning Improvement at Scale 1. Laying Out the Problem 2. What Could Learning Improvement Look Like in Higher Education? 3. Dismantling Learning Improvement Part Two. A Step-By-Step Guide to Improving Learning at Scale 4. Testing the Collective Will to Improve 5. Vision 6. Where are We Now? 7. Developing Interventions 8. Intervention Implementation 9. Re-Assessment Part Three. Expanding Learning Improvement at Scale 10. Doing Higher Education as If Learning Improvement Matters Most 11. Join the Improvement Movement. What You Can Do Now Appendix A Appendix B Appendix C References About the Authors Index

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Book SynopsisCo-published with “While assessment may feel to constituents like an activity of accountability simply for accreditors, it is most appropriate to approach assessment as an activity of accountability for students. Assessment results that improve institutional effectiveness, heighten student learning, and better align resources serve to make institutions stronger for the benefit of their students, and those results also serve the institution or program well during the holistic evaluation required through accreditation.” – from the foreword by Heather Perfetti, President of the Middle States Commission on Higher EducationColleges and universities struggle to understand precisely what is being asked for by accreditors, and this book answers that question by sharing examples of success reported by schools specifically recommended by accreditors. This compendium gathers examples of assessment practice in twenty-four higher education institutions: twenty-three in the U.S. and one in Australia. All institutions represented in this book were suggested by their accreditor as having an effective assessment approach in one or more of the following assessment focused areas: assessment in the disciplines, co-curricular, course/program/institutional assessment, equity and inclusion, general education, online learning, program review, scholarship of teaching and learning, student learning, or technology. These examples recommended by accrediting agencies makes this a unique contribution to the assessment literature.The book is organized in four parts. Part One is focused on student learning and assessment and includes ten chapters. The primary focus for Part Two is student learning assessment from a disciplinary perspective and includes four chapters. Part Three has a faculty engagement and assessment focus, and Part Four includes four chapters on institutional effectiveness and assessment, with a focus on strategic planning.This book is a publication of the Association for the Assessment of Learning in Higher Education (AALHE), an organization of practitioners interested in using effective assessment practice to document and improve student learning. Trade Review“The authors emphasize the notion that there is no one right way to do assessment with the breadth of institutional examples featured in this book. Tackling the tension of accountability and improvement head-on, the editors allow each institution to lay bare their own institutional assessment story and discuss future directions of assessing student learning within their context. By collaborating with accreditors to spotlight institutions with effective assessment approaches, AALHE might just be on to something—envisioning accreditors as partners in this work.”Gianina BakerActing Director, National Institute for Learning Outcomes Assessment (NILOA)“In a time when higher education professionals must step-up their efforts to assess teaching and learning in order to improve outcomes for all students, this book provides exemplars in the field of assessment from colleges and universities who represent diverse missions and student populations. Recommended by their respective accreditor, the institutions highlighted in this book provide the reader a wealth of information about effective assessment structures and practices that can be molded to fit a variety of educational cultures and environments."Stephanie DrokerPresident, Accrediting Commission for Community and Junior Colleges“This collection puts a human face on assessment activity, revealing challenges and innovations as institutions try to meet accreditation requirements while improving teaching and learning. The full range of complexity of the task is on display in the chapters, each centering on the difficult task of understanding student development and acting on the results. Anyone facing challenges in their own assessment program (and who isn’t?) needs to read this book.” David A. EubanksAssistant Vice President for Assessment and Institutional Effectiveness Office of Assessment and Institutional Research, Furman University“Exemplars of Assessment in Higher Education celebrates institutional and program success as measured by authentic assessment and student learning, providing a welcome respite from a national higher education environment that so often equates higher education’s success solely with student loan metrics and graduation rates. It illustrates cooperation, partnership, and shared purpose among accreditors and the institutions and programs that they accredit. Faculty, administrators, and accreditors will find ideas and inspiration from others who have gone before on the assessment journey.”Laura Rasar KingExecutive Director, Council on Education for Public Health"Souza and Rose have produced a wonderful and much-needed volume that engages practitioners in bringing the oft-described assessment for accountability together with assessment for improvement in learning. By focusing on the major regional accreditors' standards for assessment of student learning and then examining how a diverse set of campuses and programs use those standards, they illustrate how their actions and policies to achieve improved student learning provide the evidence that accreditors need for summative assurance of quality standards. A truly welcome change from check-the-box routines that may satisfy the minimum report requirements but do not help students, faculty, or organizations achieve quality.”Terrel L. Rhodes and Kate McConnellSenior Scholar, AAC&U; and Vice President, AAC&U“Exemplars of Assessment in Higher Education provides a one-of-a-kind insider’s look into higher education as it relates to the undeniable importance of assessment – both of students and of an institution as a whole. Exemplars of Assessment in Higher Education provides the building blocks that allow the reader to embrace assessment and understand its critical role in ensuring the quality of education being provided. I am delighted to endorse this publication and hopeful that it provides the reader with a go-to manual in understanding and utilizing assessment at their own institutions.” Heather M. StaglianoDirector of the Council on Podiatric Medical Education American Podiatric Medical Association“If I were granted one wish, it would be that all of higher education would better use assessment data to guide the ongoing enhancement of student learning. Exemplars of Assessment in Higher Education shows us how meaningful assessment can help to guide us as we work to ensure that our students are learning what we promise in our institutional or program mission statements. Whether you are a faculty member, an assessment professional, or an administrator, this book shows how the assessment process can provide a roadmap to institutional effectiveness and is, most certainly, a wish come true.”Catherine WehlburgEditor-in-Chief, New Directions for Teaching and Learning.“Student learning assessment is not often linked with the word 'inspiring.' This book is truly inspiring and affirming that programs and institutions are finding real value in committing to assessing and improving student learning all across the United States. It puts to shame the occasional naysayers that assessment is of no value. The stories and case studies presented here cover a useful range of experiences across a diverse group of institutions showing that assessment can be done thoughtfully and with impact. There is so much to learn here with so many helpful approaches that address not only how to undertake assessment but to identify steps to success. It is definitely a good read at all levels within institutions.” Ralph WolffPresident of the Quality Assurance Commons and former President of the Senior College Commission of WASCTable of ContentsForeword —Heather F. Perfetti Preface —Jane Marie Souza Introduction. An Overview of Exemplars in Assessment —Tara A. Rose Part One. Student Learning and Assessment 1. The Evolving Measure of Learning —Bill Moseley and Sonya Christian 2. Students as Partners in Cocurricular Assessment — Jessica Greene, Burton Howell, and Michael Sacco 3. Assessment of Student Learning in the Arts, Humanities, Social Sciences, and Sciences — Jeffrey R. Lindauer and Patricia A. Coward 4. Leveraging Technology to Facilitate Assessment Processes — Scott Carnz, Mary Mara, and Amy Portwood 5. Indigenous Assessment. Cultural Relevancy in Assessment of Student Learning — Stephen Wall, Lara M. Evans, and Porter Swentzell 6. One Institution's Journey to Annual Program Assessment — Carol Traupman-Carr, Dana S. Dunn, and Debra Wetcher-Hendricks 7. A Systematic Approach to Building a Culture of Assessment. A Multiyear, Cohort-Based Professional Development Model — Mary Kay Helling, Jana Hanson, and Kevin Sackreiter 8. Introducing Assessment-Task Choice in an Online Bachelor's Course — Ryan Jopp, Keryn Chalmers, Sandra Luxton, and Jay Cohen 9. Employing Peer Learning Assessment at Scale — Brian Harlan, Shawn Moustafa, and Roxie Smith 10. Many Birds With One Stone. Developing a Multipurpose Student Assessment System — David D. Dworak Part Two. Student Learning and Assessment in the Disciplines 11. Assessment of Public Health Competencies at Multiple Levels —Sondos Islam 12. Elevating Assessment Processes Through Stakeholder Engagement —Leigh M. Onimus and Joyce A. Strawser 13. Competency-Based Student Assessment in Online and In-Person Master of Public Health Programs —Kimberly Krytus, Sarah Cercone Heavey, and Gregory G. Homish 14. Designing and Assessing Cocurricular Strategies to Promote Personal and Professional Development —Burgunda V. Sweet, Katherine A. Kelley, Melissa S. Medina, and Marianne McCollum Part Three. Faculty Engagement and Assessment 15. Giving Life to Institutional Student Learning Outcomes —Dan Shapiro 16. Assessing for Learning. The Scholarship of Teaching and Learning and Campus Assessment Culture — Kristina A. Meinking Part Four. Institutional Effectiveness and Assessment 17. A Structured Protocol for Demonstrating Institutional Effectiveness —Eric D. Stamps 18. Transforming From Within. Strategic Planning as a Tool for Institutional Reflection, Direction, and Transformation — R. Ray D. Somera and Marlena Montague 19. Being Sage About Institutional Effectiveness —Elisa Hertz 20. Do We Have It? Do We Do It? Does It Work?. A Three-Question Framework for Addressing Accreditation Standards and Ensuring Institutional Effectiveness — Dawn L. Hayward, Nancy Ritze, and Rebecca Gullan Editor and Contributor Biographies Index

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Book Synopsis2023 Silver Winner of the IBPA Benjamin Franklin Award in the Professional and Technical CategoryThis comprehensive and integrated resource prepares leadership educators to develop their training and facilitation practice that is informed by theory, imbued with healthy leadership habits, and imparted with time-tested facilitation techniques—particularly experiential learning and reflective dialogue.There are plenty of resources for those who desire to practice leadership more effectively. What has been absent until now is an extensive and accessible compilation of resources and preparatory materials for those who facilitate the leadership training and development of others. Leadership educators are responsible for preparing the next generations of change-makers to develop the leadership skills and capacities they need to navigate the challenges in the decades ahead. They engage organizations and communities to become the holding environments and learning laboratories that empower connections of meaning and depth, embolden courageous exploration, and enable needed structural and systemic change. Jonathan Kroll offers this book as a resource to help readers become exceptional leadership educators—those who can empower others to enhance their leadership skills, capacities, and efficacy.Designed to prepare those who are charged with the leadership training and development of others, this book includes: two dozen leadership theories, models, frameworks, and topics; an extensive collection of leadership practices; and tactics for facilitating powerful training experiences that are infused with experiential learning activities and reflective dialogue. Included with each theory and practice (40+) are detailed and easy-to-follow instructions on how to facilitate specific experiential learning activities—along with go-to reflective dialogue questions—that bring the topics to life and ensure this book serves as a practical resource.Trade Review"Jonathan Kroll has interpreted the mammoth body of literature on leadership development with his wisdom and years of experience. The result is this terrific handbook for all leadership educators—whatever approaches to leadership they may prefer—and advances the growing profession of leadership education."Susan R. Komives, Professor Emerita, University of Maryland. Former president of ACPA, CAS, and 2022 Life Time Legacy award recipient from the International Leadership Association."As someone who teaches courses on leadership and facilitation, I am excited for Preparing Leadership Educators. Dr. Kroll has composed an informative and engaging text that includes both the "what" of leadership theory and literature as well as the "how" of facilitation. This combination of theory and practice is essential to the future of leadership education. I'll definitely be adopting this as my textbook the next time I teach!"Annemarie Vaccaro, Professor and Associate Dean, University of Rhode Island"Preparing Leadership Educators is a critical text that furthers the conversation around the training and development of leadership educators. The text explores theoretical frameworks as a foundation for practice and empowers leadership educators to dive into the historical, foundational, and paradigmatic influences of leadership education—while reflecting on their own leadership praxis. The impact of the text is two-fold among leaders on college campuses: those who educate students and the students who are identified as emergent leaders."Amber Manning-Ouellette, Assistant Professor and Coordinator, College Student Development Program, Oklahoma State University."Preparing Leadership Educators fills a niche need for professionals in leadership education, training, and development, with a resource-rich compendium of facilitative tools. This text builds quickly from knowledge to effective praxis in leadership education spaces and focuses on the ubiquitous dialogical approach integrated across experiential approaches to leadership learning. This is a must-read for leadership educators who are looking to fine-tune their training and facilitation skills or pick up a few new pedagogical strategies for teaching the most common leadership theories and practices."Dan Jenkins, Professor of Leadership & Organizational Studies, University of Southern Maine and co-author of The Role of Leadership Educators: Transforming Learning"Preparing Leadership Educators is a critical resource for leadership educators charged with developing the next generation of leaders. However, it extends beyond the resource gap. Jonathan Kroll illuminates the art and science of leadership education, which makes this text a go-to resource for the training and development industry and growing field of leadership education."Katie Friesen, Assistant Professor of Education and Director of First Year Experience, William Woods University"This book provides a masterful blend of leadership theories and practices that will equip educators with the knowledge and skills necessary to prepare leaders for an ever-changing world. It is a powerful and important resource for anyone engaged in working with leaders."Kari Taylor, Assistant Professor and Director, Student Affairs Administration Program, Springfield College."Bridging the gap between theory and practice, this book provides valuable information to those tasked with training future leaders. Throughout the book, Jonathan Kroll shares personal experiences of training leaders, which bring leadership theories, practices, and facilitation approaches to life and allow readers to visualize how they may apply this knowledge in their own praxis."Gudrun Nynut, Assistant Professor, Northern Illinois University"As a result of Jonathan's dedication and vision, we now have a resource to fulfill a role which was envisioned from the founding days of student affairs. Through an unusual breadth of experiences and constant reflection on what worked and didn't work in leadership learning, Jonathan compiled a book of gems to help leadership educators be more effective in facilitating the leadership training and development of their participants. Not until Preparing Leadership Educators has there been a resource to help those with responsibility for leadership learning to rise to higher levels of competence in this crucial arena of talent development."Denny Roberts, Independent Consultant, New Dimensions in Education, Past President, American College Personnel Association, Former Assistant Vice President for Education, Qatar Foundation."In a time where there is such hunger for leadership development, Preparing Leadership Educators book is both inspiring and practical. If you are responsible for leadership training, then this book is a must read! It is filled with leadership theories, experiential learning opportunities, and reflective questions that will assist any leadership educator in enhancing both their own knowledge, as well as those they are educating."Christine Gravelle, Director of Student Activities, Texas A&M University"Jonathan Kroll gets it! Leadership education, while in dire need of a new approach, must also stand on the shoulders of the theory, scholarship, and approaches before it. In Preparing Leadership Educators, he does both. Incorporating the importance of identity, efficacy, facilitation, execution, and leadership development, this book is an important resource and guide for leadership educators."Daymyen Layne, Director of Multicultural Education and Training, Quinnipiac University"Preparing Leadership Educators is an amazing leadership tapestry: it weaves together leadership theory, leadership practices, and hands-on facilitation tips. One could use this to not only grow oneself and others as leaders and facilitators themselves, but with the scope of topics covered you could create a tailored and multifaceted leadership curriculum."Lisa Slavid, Leadership & Strategy Consultant & Facilitator, (Former Higher Education Executive, 25+ years)"A stark reality has plagued our world for far too long: 'Bad leadership kills.' Thankfully, as leadership trainers, there is a way to both treat the suffering that exists at the hands of these leaders as well as prevent subsequent bad leaders from being produced: Preparing Leadership Educators. Having studied medicine and leadership my entire professional career I can say that no panacea exists - but this book is a prescription that approaches that ideal. A must read for leaders, educators, and every person interested in making the world a healthier and happier place."Gary Redfeather, Programme Lead and Senior Lecturer of Clinical Leadership, Education, and Research, De Montfort University, Executive Leadership Coach, ExecOnline"Organizations spend around $359 billion per year on leadership development worldwide, with dubious results. Leadership scholar and Master Trainer Jonathan Kroll has big ideas about how to improve things, and it starts with preparing leadership educators to be more effective with their training and facilitation. His book expertly navigates the whitewater between theory and practice and steers the reader into the clear channels of experiential learning and reflective dialogue. I recommend it highly."Doug Kirkpatrick, Founder, D’Artagnan Advisors—Global thought leader on leadership and self-management"In times of uncertainty, the world needs more leaders. Jonathan Kroll has passionately written a foundational must-read for those that are in the business of training and developing leaders. It is packed with resources and exercises to help leadership educators, and anyone involved in developing the next generation of leaders to level up like never before."Ethan Huynh, Founder & CEO, Acellent Plus"Preparing Leadership Educators is the go-to guide for all who have the honor to facilitate and hold space for leadership training and development. While this is a great resource for those in higher education, those in the corporate or non-profit sector can benefit greatly from the depth and ease of this book. By utilizing this text, you will have the knowledge and skills to move participants forward by through the use of experiential learning and reflective dialogue."Annalyn Cruz, CEO of Grounded In Wisdom, LLC, Leadership & Empowerment Coach / Instructional Designer / Group Facilitator"I am impressed with Preparing Leadership Educators because of how it fills a learning gap in my leadership journey! In this book, Jonathan Kroll offers facilitation tools for leaders to hone their training craft through experiential methods that center on personal identities, narratives, and reflections. I am relieved that this resource is finally available for leaders to become exceptional. This book should be essential reading for all leadership educators."Elsie Gonzalez, Director of Diversity, Equity, and Inclusion, CREC (Capitol Region Education Council)"Preparing Leadership Educators is an asset for those who facilitate leadership training and development. Jonathan is a masterful leadership educator and facilitator with decades of experience that are illuminated within these pages. This book is accessible and practical and will be of value for folks across industries who want to create structural change within their teams and organizations - through training and facilitation."Faustina Cuevas, Diversity, Equity and Inclusion Officer, City of Lynn, MA"Jonathan Kroll has an incredible depth of knowledge of leadership that shines in Preparing Leadership Educators. This book is an incredible resource for leaders of all organizations—especially nonprofit organizations—because it prepares us to be better leadership educators who can dynamically assist others advance in their leadership journey."Michael Cipoletti, Executive Director, FNE International"In a student affairs division with multiple staff and departments responsible for student leadership development, Preparing Leadership Educators is the ideal resource. Jonathan Kroll provides an accessible overview of leadership theories, models, and frameworks that a cross-division team with varying areas of expertise can use to form a shared understanding and approach to leadership education. The detailed and numerous training activities shared in the book are a gold mine of promising practices that are easily adapted to a unique institutional context."Dave Stanfield, Vice President of Student Affairs, Yale-NUS College (Singapore)Table of ContentsForeword Acknowledgments PART I 1. INTRODUCTION 2. Leadership. What and Who PART II. LEADERSHIP THEORIES, MODELS, FRAMEWORKS, AND THEMES 3. Industrial Leadership Theories 4. Post-Industrial Leadership Theories 5. Contemporary Leadership Theories 6. Leadership Themes PART III. LEADERSHIP PRACTICES, SKILLS, AND COMPETENCIES 7. Cognitive Leadership Practices 8. Emotive Leadership Practices 9. Cooperative Leadership Practices 10. Generative Leadership Practice PART IV. LEADERSHIP TRAINING & FACILITATION 11. Experiential Learning & Reflective Dialogue 12. Creating a "Training Story" 13. Training and Facilitation Practices 14. Conclusion APPENDIX A. Praxis Grid (Theories and Practices in Relationship to Experiential Learning Activities. About the Author Index

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Book SynopsisBy blending norm-challenging, robust discussion on enrollment management with practical guidance for administrative and academic leaders, this book seeks to tackle long-standing issues of recruitment, retention, persistence, and completion in higher education.Traditional service delivery and the notion of what we have always done is no longer adequate for a new generation of college students within the evolving landscape of higher education. This text will redefine current approaches, strategies, timelines, and infrastructure for encouraging student success, communication, and delivery of student services in unique campus settings. Readers will be challenged to adapt to the shifting paradigm of enrollment management as a constant priority for university leaders who seek to shift, create, or revise enrollment planning. Discussion and recommendations in this book will reveal how a collaborative enrollment model that remains in sync with the academic enterprise can increase recruitment yield, improve student success outcomes, and impact generation of revenue.This text will provide a relevant and practical framework that guides campus policymakers to integrate academic prioritization, strategic enrollment planning, student services, and policies while emphasizing collaboration to achieve long-term and measurable outcomes.

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Book SynopsisMentoring demonstrably increases the retention of undergraduate and graduate students and is moreover invaluable in shaping and nurturing academic careers. With the increasing diversification of the student body and of faculty ranks, there’s a clear need for culturally responsive mentoring across these dimensions.Recognizing the low priority that academia has generally given to extending the practice of mentoring – let alone providing mentoring for Black, indigenous, and people of color (BIPOC) and first generation students – this book offers a proven and holistic model of mentoring practice, developed in the field of psychology, that not only helps mentees navigate their studies and the academy but provides them with an understanding of the systemic and racist barriers they will encounter, validates their cultural roots and contributions, and attends to their personal development.Further recognizing the demands that mentoring places on already busy faculty, the model addresses ways of distributing the work, inviting White and BIPOC faculty to participate, developing mentees’ capacities to mentor those that follow them, building a network of mentoring across generations, and adopting group mentoring. Intentionally planned and implemented, the model becomes self-perpetuating, building an intergenerational cadre of mentors who can meet the growing and continuing needs of the BIPOC community.Opening with a review of the salient research on effective mentoring, and chapters that offer minority students’ views on what has worked for them, as well as reflections by faculty mentors, the core of the book describes the Freedom Train model developed by the godfather of Black psychology, Dr. Joseph White, setting out the principles and processes that inform the Multiracial / Multiethnic / Multicultural (M3) Mentoring Model that evolved from it, and offers an example of group mentoring.While addressed principally to faculty interested in undertaking mentoring, and supporting minoritized students and faculty, the book also addresses Deans and Chairs and how they can create Freedom Train communities and networks by changing the cultural climate of their institutions, providing support, and modifying faculty evaluations and rewards that will in turn contribute to student retention as well as creative and productive scholarship and research.This is a timely and inspiring book for anyone in the academy concerned with the success of BIPOC students and invigorating their department’s or school’s scholarship.Trade ReviewFrom the Foreword: "In this volume, Dr. Jeanett Castellanos, Dr. White, and Veronica Franco share practical information, actionable steps, resources, and powerful narratives connected to the seven tenets of Dr. White’s teachings. The authors’ depth of knowledge, passion, and care comes across in each chapter. Riding the Academic Freedom Train exemplifies Dr. Joseph White’s transformative mentoring practices.We believe [this book] will inspire you to work or continue working for the liberation of People of Color wherever we may be on this planet. It will also remind us to never forget that the light has never been at the end of the tunnel, it has always been inside of us."Nayeli Y. Chavez-Dueñas and Hector Y. Adames"As a former student of Dr. Jeanett Castellanos and the late Dr. Joe White, I can attest that Riding the Academic Freedom Train is a comprehensive, critical, and practical guide to mentorship - based on decades-long experience in mentoring and empowering hundreds of students. It is a genuine act of solidarity that the authors share their expertise, so that future generations can benefit from the guidance that changed the trajectory of my life."Kevin Nadal, Distinguished Professor, John Jay College of Criminal Justice, City University of New York, USA"Riding the Academic Freedom Train offers inspiration for those who believe in the promise of inclusive higher education. Dr. Joseph White was the preeminent icon for mentorship for students often rendered invisible and marginalized because of their ethnic and racial visible identity. Mentorship is an intentional relationship and Dr. White’s multiracial multiethnic multicultural mentoring (M3) model has persisted for over 5 decades. The book amplifies the essence of culturally responsive mentorship, a practice of empowerment and community cohesiveness in academic spaces."Patricia Arredondo, President, Arredondo Advisory Group"Riding the Academic Freedom Train should be mandatory reading for all university faculty, Deans, Department Chairs, and Presidents. For those who are committed to creating a truly inclusive environment, this book provides a roadmap supporting BIPOC students so that classrooms and campuses can be culturally relevant and enriched. The authors, all of whom are BIPOC, offer this timely and much needed guide with meticulously researched frameworks and practical strategies. Particularly noteworthy is their culturally responsive mentoring model that offers transformation and liberation for all students."Anne Chan, Author and Diversity Consultant"Riding the Academic Freedom Train provides an important resource in understanding the BIPOC student mentoring. As the nation continues to experience diversity and multiculturalism, it is imperative that we understand BIPOC student experiences and their needs. We must provide deans, faculty, and chairs the necessary tools to best support BIPOC students. Culturally responsive mentoring models that account for the intersectionality of identities while facilitating educational pathways are imperative. This book explains the complexities of students’ experiences, factors that promote their success, and practices that can ensure inclusivity, engagement, and the pursuit of a graduate education."Loui Olivas, Professor Emeritus, Arizona State University, and Past President, American Association of Hispanics in Higher Education (AAHHE), USA“Mentoring from the perspectives of student and faculty relationships, model programs and practices, theoretical frameworks and research, and scholars and practitioners continue to be examined in the literature. Riding the Academic Freedom Train: A Culturally Responsive, Multigenerational Mentoring Model approaches mentoring in more deeply nuanced ways than previously written. The authors take a critical look at culturally responsive mentoring models and cases that begin with segregation followed by the educational experiences of black, indigenous faculty and students of color in colleges and universities. This book is an excellent read for college and university faculty, students, and administrators who seek to broaden our understanding of how American heritage impacts liberty and social justice for all.”Christine A. Stanley, Regents Professor, Texas A&M University, USA"For a dedicated audience looking to create meaningful institutional change, this book would make an apt accompaniment for a learning group or task force of faculty, student and academic affairs staff, and administrators."Camille Johnson, Professor of Management in the Lucas College and Graduate School of Business at San Jose State University, USATable of ContentsContents Foreword - The Light Is Not at the End of the Tunnel; It Is Inside of Us Acknowledgements Author Poem. Learning to be Free Introduction Part I. Historical Overview and Mentoring Literature 1. Segregation in Education. The Power of Each One Teach One 2. Mentoring. Its Roots and Centrality in Higher Education 3. Mentoring Theories and Research. The Role of Race, Ethnicity, Gender, and Other Identities Part II. Mentoring. Cultural Competency Theories, Needs, Practices, and Application 4. Black, Indigenous, People of Color (BIPOC. Students. Educational Experiences, the Role of Culture, and Persistence Patterns 5 –Black, Indigenous, People of Color (BIPOC. Student Voices. Insights to Culturally Responsive Mentoring Practices 6. Faculty Mentors. Culturally Responsive Practices Part III. The Multiracial Multiethnic Multicultural (M3. Mentoring Model 7 –The Freedom Train. Keeping the Faith 8– The Multiracial Multiethnic Multicultural (M3. Mentoring Model. Fundamentals and Processes 9– Cohort Mentoring in a Research Lab. Application of the Multiracial Multiethnic Multicultural (M3. Mentoring Model 10. Conclusion. Paying It Forward Appendix A. Example Cases Application Appendix B. About the Authors in the Context of Mentoring Glossary of Terms Recommended Readings Index

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Book SynopsisHigher education and America stand at a perilous moment brought about by economic and social inequality, racism, and the fracture of civic cohesion and structures. From its origins, the mission of American higher education was to promote democratic governance and a free, fair, and orderly society through the education of responsible citizens. Just as its mission has become more urgent, it is being undermined as colleges and universities find themselves trapped in a fiscal crisis that threatens their very institutional viability—a crisis in large part brought about by the very perpetuation of economic and racial inequity, and the consequent erosion of consensus about civic purpose and vision.This book argues that higher education can and must again take leadership in promoting the participatory processes and instilling the democratic values needed to build a vibrant and fair society. How to do that when, as Guarasci argues, a majority of colleges and universities are floundering under a business model that generates insufficient net revenue while making college unaffordable?Guarasci offers a model of civic mission and engagement whereby, through relatively modest investment, colleges can develop reciprocal partnerships with local institutions, civic, and business groups to raise the quality and outcomes of K-12 education, promote local entrepreneurship and community involvement, raise incomes, and increase the attainment of postsecondary education to benefit the wider national economy and colleges around the region and country. He demonstrates how civic engagement can revitalize communities and generate developmental and foundation funding.Vividly illustrated by the examples of success of students from the shadow community to which Wagner College committed its energies and resources, by the stories of the local schools and their principals, and the voices of local partners, this book offers a compelling and detailed account of what it takes to transform an institution and a neighborhood—and a model of renewal.A Co-Publication with AAC&UTrade Review“Neighborhood Democracy is an incredibly timely and important book, which rightly highlights the interdependence between American democracy and higher education. It is incumbent upon higher education to renew its civic mission in order to strengthen an increasingly fragile democracy. Dr. Guarasci appropriately challenges higher education to take responsibility for its unique role in democratic societies. As enduring organizations remaining in their geographic areas, institutions of higher education are anchor institutions within and around neighborhoods in which the impact of a crisis in democracy and persistent inequities are experienced. As Dr. Guarasci maintains, this continuous local presence of colleges and universities is essential to how higher education can deepen democratic civic engagement with a wide array of stakeholders in neighborhoods with a special emphasis on communities of color. This responsibility is not a departure from higher education’s mission and purpose. In fact, the civic learning and practice stressed in Neighborhood Democracy is a fundamental and mutually transformative pursuit for colleges and universities in our contemporary context and into the future.”Dr. David MaurrasseFounder and President of Marga Incorporated; Director of the Anchor Institutions Task Force; Adjunct Research Scholar at the Earth Institute; Adjunct Associate Professor at the School of International and Public Affairs at Columbia University"A timely, informative, and inspirational book highlighting the importance of educating for democratic citizenship. It speaks to transformative university and community partnerships with an exciting vision to help solve society's grand challenges: climate change, education access, immigration, mass incarceration, public health, race and inequality, and voter engagement. A must read for Presidents, Provosts, and faculty who are working to develop the next generation of exceptional leaders our society needs."Jan Risë LissExecutive Director, Project Pericles"American democracy and our system of higher education both face perilous times. Drawing on his years of innovation and community engagement as president of Wagner College, Richard Guarasci makes a compelling case that these bedrock institutions can be revitalized through meaningful university neighborhood partnerships. Moving beyond theory to actual practice, Neighborhood Democracy is both an important call to action and a helpful guide for solution-seeking institutional leaders everywhere. Well worth reading!"Beverly Daniel TatumPresident Emerita, Spelman College"Dr. Guarasci has show that liberal arts colleges can do remarkable good in society by developing partnerships with the community, especially communities in economic need. Guarasci shows that higher education can effect change in tangible, meaningful ways. Should be required reading for all college presidents."Kurt M. Landgrafformer President of Washington College, COO of DuPont, and President of the Educational Testing Service"What Neighborhood Democracy does so well is provide the historical context and real-world examples to help educators understand how successful partnerships work and how the benefits to both the communities served and institutions create positive, sustaining contributions."Emily HolmesThe University of Southern Mississippi, Hattiesburg, Mississippi, USA, Community College Journal of Research and PracticeTable of ContentsForeword—Timothy K. Eatman Preface Acknowledgments 1. Democracy in Peril 2. Universities in Crisis 3. The Democratic Mission of Higher Education 4. Democratic Education and Civic Purpose 5. Making the Case for Neighborhood Partnerships 6. Models of University Neighborhood Partnerships 7. Profiles in Practice 8. Anchor Partnerships and Community Impact 9. The Role of the National Associations of Higher Education 10. Toward Neighborhood Democracy and the Engaged University About the Author Index

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Book SynopsisResearch shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences – collectively known as High-Impact Practices (HIPs) – are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students – particularly for historically underserved students, including first-generation students and racially minoritized populations. While HIPs’ potential benefits for student learning, retention, and graduation are recognized and are being increasingly integrated across higher education programs, much of that potential remains unrealized; and their implementation frequently uneven. Colleges are eager to use the HIP nomenclature for recruitment, promoting equity for traditionally underserved student populations, and preparing lifelong learners and successful professionals. However, HIPs defy easy categorization or standardized implementation. They rely on fidelity, quality, and consistency – being “done well” – to achieve their learning outcomes; and, above all, require attention to access and equity if they are to fulfill their promise of benefitting all student populations equally.The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.Trade Review“Privileging students who would benefit most from HIPs is the final shift I am calling for here. A middle-class student who routinely traveled internationally with family members for several years prior to enrolling in college would probably benefit less from an overseas study abroad experience than would a lower-income classmate who has never been on an airplane. Ideally, every student would have full access to HIPs, but few campuses have the capacity and resources to offer these experiences to everyone. Hence, I insist on placing students who are not typically engaged in HIPs at the front of the line and making every strategic effort to connect them with these experiences. That would be equity. This new book is another incredibly useful contribution to the student engagement and assessment literature. Inequity is our past and present. We must embrace the shifts I have presented here to deliver on the promise of a more equitable future."From the epilogue by Shaun R. Harper, University of Southern California"Whether one is an enthusiastic advocate of High Impact Practices or in the “I’d like more evidence, please” camp, Delivering on the Promise of High-Impact Practices is the book to read now. Taking an equity-focused approach to interpreting research on HIPs, this book answers – and asks – questions about how these practices might be done with fidelity and at scale to improve educational outcomes for all students. It sets an agenda for the third decade of HIP implementation and assessment."Kristen A. Renn, PhD, Mildred B. Erickson Distinguished Chair and Professor of Higher Education, Associate Dean of Undergraduate Studies for Student Success Research, Michigan State University“Universities are waking up to their kuleana. Institutional leaders, including those of us in educational development, need to read, reflect on, and discuss the chapters of this book with the aim of centering equity in HIPs – of (re)assessing and (re)imagining HIPs, and creating new entry points for historically marginalized and excluded students. It’s time to be equity-minded educators and, as Shaun Harper writes, this means strategically moving some students to the front of the line.”Fay Yokomizo Akindes, Director, Office of Professional & Instructional Development (OPID), University of Wisconsin System“Our ability to give students a valuable college experience requires us to provide the instruction, programs, services, and connections that will prepare them for their myriad future goals. High impact practices, when delivered equitably and effectively across an institution, can ensure students are ready for the complex challenges that await them. This collection of discussions from national experts is a perfect guide for institutions that seek a robust strategy for providing the high impact practices that students need and deserve.”Amelia Parnell, Ph.D., Vice President for Research and Policy, NASPA – Student Affairs Administrators in Higher Education“Thoughtful. Timely. Courageous. This book addresses many of the critical issues that higher ed leaders must address, including the need to scale up HIPs and the equity imperative. Moreover, this book provides much needed clarity on the evolution of high impact practices while highlighting measurement and evaluation as critical steps for implementation.”Michael T. Stephenson, Provost and Senior Vice President for Academic Affairs, Sam Houston State UniversityTable of ContentsAcknowledgements Introduction—John Zilvinskis, Jillian Kinzie, Jerry Daday, Ken O'Donnell, and Carleen Vande Zande Part 1. Advancing Equity 1. Designing Equity-Centered High-Impact Practices— Ashley Finley, Tia McNair, and Alma Clayton-Pedersen 2. Mapping the Connections of Validation and High-Impact Practices —Adrianna Kezar, Ronald E. Hallett, Joseph A. Kitchen, and Rosemary J. Perez 3. Methodological Challenges of Studying High-Impact Practices for Minoritized Populations— Cindy Ann Kilgo 4:Promoting Equity by Design. Stacking HIPs for Faculty and Students in a First-Year Experience Program — Denise Bartell and Caroline Boswell 5. Intentionally Designing Learning Communities to Advance Authentic Access and Equity. Key Communities —Heather Novak, Taé Nosaka, and Ryan P. Barone Part 2. Assuring Fidelity 6. A Design Approach to Undergraduate Research for First-Year Students —William Loker and Thia Wolf 7. Themed Learning Communities and Service-Learning-Leveraged for Student Success— Michele J. Hansen and Thomas W. Hahn 8. Data Collection in Course-Based Undergraduate Research Experiences (CUREs). Best Practices and Lessons Learned—Sara Z. Evans and Jocelyn Evans 9. Internships for All? How Inequitable Access to Internships Hinders the Promise and Potential of HIPs and Work-Based Learning—Matthew T. Hora 10. Living Up to the Capstone Promise. Improving Quality, Equity, and Outcomes in Culminating Experiences—Caroline J. Ketcham, Anthony G. Weaver, Jessie L. Moore, and Peter Felten 11. Identity and Community amongst First-Generation Students. High-Impact Practices and Communicating Belonging Throughout Development Design—Adrienne Viramontes and Theresa Castor Part 3. Achieving Scale 12. High-Impact Practices and Equity. Pathways to Student Success in General Education Courses at a Large Urban Community College—Dallas M. Dolan, Jennifer Kilbourne, Monica Walker, and Glenda Breaux 13. Documenting High-Impact Practices in Institutional Data—Pam Bowers and Lara Ducate 14. Required Experiential Learning. Cultural Change and Commitment to Student Success—Jon C. Neidy, Kelly McConnaughay, Jennifer Gruening Burge 15. Increasing Student Access and Learning in Employment and Internship Experiences—Joe O’Shea, Myrna Hoover, and James Hunt 16. HIPs in the curriculum. Implementing and Assessing a HIP Course-Designation Program—Bradley Wilson, Brian Danielson, Jason Hilton, and Kevin McCarthy 17. Using Assessment Data to Expand Access to HIPs for Every Student—Kimberly Yousey-Elsener and Kirsten Pagan 18. Tracking HIP Participation and Student Success with Fidelity Across a Community College System—Heidi Leming Part 4. Assessing Outcomes 19. High-Impact Practice Connections as Catalysts for Equitable Retention—Meena C. Naik, Adam N. Wear, Scott Peecksen, Regina Branton, and Mike Simmons 20. Measurement and Evaluation of HIPs within a Centralized Model— Rasha Qudisat and Frederick H. White 21. Using Propensity Score Matching to Assess High Impact Practices Outcomes—Angela Byrd, Heather Haeger, Wendy Lin, A. Sonia Ninon, and Steven S. Graunke Afterword. The HIPs Just Keep Coming!—George D. Kuh Epilogue—Shaun Harper Editor and Contributors Biographies Volume Index Table Index

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Book Synopsis-Chapters include reflective questions and challenge readers to examine the work of advising administration through the lenses of social justice, globalization, and the nature of the academy itself -Chapters and "Voices from the Field" vingnettes are authored by scholar-practitioners in the field -Presents theories, scholarship, and practical applications that offer opportunities for personal and professional growth, self-reflection, and inspirationTrade Review"A resource beneficial to new and seasoned advising administrators alike, this edition comprehensively engages readers across a broad base of knowledge, theories, tools, and practices. The editors and contributors highlight advising administrators as campus leaders, the ‘scholar-in-chief’ of academic advising, straddling the third space between academic and administrative roles within institutional structure and politics. This book supports advising administrators through changing technology, different advising models, data-driven decision-making, and so much more."Lisa M. Rubin, Associate Professor, Kansas State University"The authors of the Academic Advising Administration 2nd Edition have done an exceptional job summarizing the contemporary literature on advising administration, with a critical focus on justice, diversity and inclusion. Several authors have provided a real service by drawing upon models and research from human resources and higher education, addressing advising’s position in the liminal, third space between student and academic affairs. Critically, some authors moved beyond concentration on individual administrators/advisors to exploring the systemic impact of advising in the higher education eco-system. Focused predominantly on larger institutions with staffs of primary role advisors, much can also be found here for administrators at smaller institutions with faculty advisors."Victoria A. McGillin, Associate Vice President, John N. Gardner Institute for Excellence in Undergraduate Education"Simply put – academic advising administrators at all levels should consider this book as their ‘go to resource’ for a clear understanding of both the explicit and implicit challenges they face as leaders who must be ‘integrated practitioners,’ ‘scholar-in-chief,’ and function as ‘third space professionals.’ The authors define a leadership space that exists across higher education contexts and cultures. ‘Third Space’ clearly places academic advising within the teaching/learning missions of our institutions. Each chapter is grounded in the language of academe and provides theoretical constructs, knowledge and tools that connect to daily practice. Embracing the methodologies and strategies presented will empower advising administrators to lay claim to their leadership role as the individuals best positioned on campus to cocreate a comprehensive academic advising culture that supports student learning and success."Dr. Ruth A. Darling, Associate Provost for Student Success, Emerita (The University of Tennessee), NACADA Past President, Virginia Gordon Award Service to NACADA Award"This book recognizes and amplifies the liminal or ‘third’ space in higher education as a place of leadership, powerful platform, and lever for transformation. Further, this volume recognizes academic advisors as unique educators and advocates in that space to advance student learning, equity, and success and draws from current research, theory, policy, and ‘voices from the field’ to frame advising as a leading example of the scholarship of practice. The authors provide relevant, thoughtful, empirically driven yet student-centered strategies for academic advisors and advising administrators as critical agents of holistic student support and campus leadership, whether they are beginning their career in this role or are veterans." Dr. Jennifer R. Keup. Executive Director, National Resource Center for The First-Year Experience and Students in TransitionTable of ContentsIntroduction; PART I The Advising Administrator in the Context of the Academy 1 The Advising Administrator in the Context of the Academy; 2 The Academic Advising Administrator as Integrated Practitioner; Voices from the Field: Developing Third Space Leadership in Advising; 3 Advising Structures and the Administrator’s Role; Voices from the Field: Considerations in Working with Online Populations; 4 Academic Advising Leadership and Change Management; 5 Legal and Ethical Implications for Advising Administrators; Voices from the Field: Legal and Compliance Issues in Working with International Students; 6 The Role of the Administrator in Scholarly Advising and the Scholarship of Advising; 7 Socially Just Advising Administration; Voices from the Field: Socially Just Advising Administration in Action; PART II Advising Program Structures, Planning, Design, and Implementation 8 Strategic Partnerships: Cultivating Advising Leaders across the University; Voices from the Field: Working Together to Support Students in Crisis; 9 Assessment of Academic Advising; Voices from the Field: Assessment in Action; 10 Data-Informed Planning and Decision-Making; 11 Program Design/Redesign for Academic Advising Administration; Voices from the Field: Program Design/Redesign; 12 Financial Leadership and Advising Advocacy; 13 Strategic Communications: Culture Is Key; Voices from the Field: Building Relationships for Successful Communication; 14 Succession Planning and Development; PART III Building and Retaining the Advising Team 15 Advisor Recruitment, Selection, and Hiring; 16 Advisor Training and Professional Development; Voices from the Field: Making Academic Advising Work in Japanese Universities: The Case of Study Abroad Advising; 17 Advisor Performance Management; 18 Advisor Retention and Intentional Career Paths; 19 Mitigating Burnout and Promoting Professional Well-Being in Advisors; 20 Leading and Creating a Culture of Authenticity; 21 Concluding Thoughts and Future Thoughts for Research and Scholarship

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Book SynopsisSupplying an insightful introduction to current trends in general education reform, this second edition of General Education Essentials: A Guide for College Faculty gives an important, timely overview of general education curricular design.General education curricula provide students with the intellectual flexibility they need to adapt thoughtfully and productively to the rapid changes of the workplace and the world at large. This book offers methods for engaging in curricular reform efforts that support university culture and teachers and examines the implications of general education reform in the classroom, with a keen eye toward syllabi, course content, and student work. By expertly blending theory with curricular ideas for implementation, this text offers an impactful illustration of the shift from distributive to integrative to high impact models of general education.Featuring plentiful examples from a variety of fields and disciplines, this book is essential reading for any higher education faculty member tasked with equipping students with the skills they need to become perceptive scholars and productive citizens.A Co-Publication with AAC&UTrade Review"This is THE ONE BOOK for academics to get up to speed about reforming general education." -- Jerry Gaff, senior scholar, Association of American Colleges and Universities"This is THE ONE BOOK for academics to get up to speed about reforming general education."Jerry Gaff, Senior Scholar, Association of American Colleges and Universities, USATable of ContentsPart 1: The Big Picture 1. Gen Ed 2.0: Integrative Models 2. Gen Ed 3.0: High Impact Models Part 2: General Education at the Course Level 3. Designing Effective General Education Courses 4. How the Purposes of General Education Can Reshape a Course Part 3: General Education at the Assignment Level 5. Designing Appropriate Assignments for General Education Part 4: Structuring an Effective Revision Process 6. Leading Gen Ed Conversations: An Overview and the Early Stages 7. Leading Gen Ed Conversations: Developing Models Curricular Models 8. Leading Gen Ed Conversations: Deciding on and Implementing A New Model 9. Creating Meaningful Assessment of General Education Conclusion

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Book SynopsisThis book equips instructors with fresh, practical teaching and training methods to support adult learning in both formal and continuing educational environments.An extensive, how-to guide, Methods for Facilitating Adult Learning covers adult teaching and learning fundamentals, collaborative teaching methods, methods for facilitating autonomous learning, community-based teaching methods, and technology-enhanced teaching and learning approaches. Readers will emerge with an in-depth understanding of each method, made comprehensive by the inclusion of definitions, philosophical and/or theoretical underpinnings, advantages and limitations, practical guidelines for application, and ample real-world examples.Ideal for any educator working with adult learners, this book offers a toolbox of approaches designed to enhance reader understanding and practice of adult instruction.

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Book SynopsisThis book provides a palette of practical strategies that higher education leadersadministrators, faculty members, academic advisors, and the likecan apply to the task of rebuilding support.Once closely associated with the common good, higher education is now regarded principally as a benefit for individuals. As a consequence, support for colleges and universities has declined dramatically over the past 50 years, having serious implications for both public and private institutions. After summarizing the erosion of public funding, acknowledging examples of self-inflicted damage, and proposing tactics for improvement, this book suggests how to engage natural allies and advocates of higher education, describes three key priorities that every higher education leader should pursue, and emphasizes the importance of maintaining rigorous and conspicuous transparency.Offering a clear-eyed account of this widely lamented issue and innovative approaches for addressing it, this book is essential reading for new, seasoned, and aspiring leaders in higher education.

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Book SynopsisIs 'Romeo and Juliet' really a love story, or is it a play about young people living in dangerous circumstances? How might life under occupation produce a new reading of 'Julius Caesar'? What choices must a group of Palestinian students make, when putting on a play which has Jewish protagonists? And why might a young Palestinian student refuse to read? For five months at the start of 2013, Tom Sperlinger taught English literature at the Abu Dis campus of Al-Quds University in the Occupied West Bank. In this account of the semester, Sperlinger explores his students' encounters with works from 'Hamlet' and 'The Yellow Wallpaper' to Kafka and Malcolm X. By placing stories from the classroom alongside anecdotes about life in the West Bank, Sperlinger shows how his own ideas about literature and teaching changed during his time in Palestine, and asks what such encounters might reveal about the nature of pedagogy and the role of a university under occupation.

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Book SynopsisAccording to the research underpinning this book, 85% of trans students and staff faced barriers. This practical guide enables post-secondary education professionals to create a safe and supportive environment for gender diverse applicants, students and staff. Using real life examples to explore common experiences and challenges for trans people in further and higher educational settings, it sets out policies, interventions and advice that have proven effective in providing impactful support on a wide range of issues such as learning, teaching, mental health, recruitment, support services, and institutional policies. Included is an easy-to-follow introduction to transgender terminology and identities, as well as legal and medical considerations.Trade ReviewBased upon extensive data drawn from an outstanding research project, this book is a must for leadership teams in universities and colleges wishing to ensure their institutions are trans inclusive. From basic guidance on the use and misuse of pronouns to legal and academic implications of not being trans aware, Matson Lawrence and Stephanie McKendry have produced a readable and informative text grounded in evidence and best practice. -- Professor Ian Rivers, CPsychol, FBPsS, FInstLM, FAcSS Senior Vice-Dean Faculty of Humanities & Social SciencesThis is an excellent, empirically rich, and much needed contribution of concern to everyone in further and higher education. It achieves a sophisticated understanding of trans and non-binary gender inequality, accessibly conveyed, offering generous and thought-provoking practical solutions, tasking everyone with 'doing diversity'. It is much more than a practical 'how to' guide; it is a superb example of intersectional thinking applied in the educational context, with much interdisciplinary relevance. -- Professor Yvette Taylor, University of StrathclydeTable of ContentsIntroduction. 1. The Basics of Trans Awareness. 2. The TransEdu Research Project and Findings. 3. Getting in to College and University. 4. Studying at College and University. 5. Student Life at College and University. 6. Securing Employment at College and University. 7. Working in College and University. 8. Developing a Trans and Gender Diversity Policy. 9. Supporting Transitions.

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Book SynopsisWritten for 14+ year olds, this accessible book empowers young people with dyslexia to make a smooth transition to college, university or the workplace. An engaging and informative guide, it will help you plan and make decisions about the next stage of your education or employment.Ann-Marie McNicholas, who has worked with young people with dyslexia for many years, answers the questions that you will have as you plan for life at university or college. She covers the differences between school and college and university, lists the different types of dyslexia assessment available and gives you simple, tried-and-tested tips to help you to manage your time, your workload and your revision. Beyond information about further and higher education, the book is full of advice on preparing for the next stage in your life, such as moving into the workplace.A must-read pocket guide for teenagers with dyslexia and an essential resource for parents, teachers, SENCOs, career advisers, and anyone else involved in supporting learners with dyslexia to make a successful transition to further education and the world of work.Trade ReviewAn essential read for young people with dyslexia about to embark on their post-16 education. Armed with this information young people and their families will have the confidence to get the best out of the services available. Everyone who provides information, advice and careers guidance should add this informative and easy to read book to their tool kit. -- Susan Dwyer, Support Manager, Grade 1 Ofsted Rated College of Further EducationThis book will fill a gap in the market for both students and their parents. It explains clearly what support is available in further education. It provides good, concise information. I especially liked the revision template and the information in the appendices on how to use the technologies that students often have on their phones. I think the book will also be useful to teachers, careers advisors and other professionals. It is well written and easy to read and understand. -- Carol Pilkington, Teacher, Shaftesbury High SchoolTable of ContentsForeword. Introduction. 1. What is college life like for someone with dyslexia? 2. What course should I study? 3. How can I get support at college? 4. Will I need to have a dyslexia assessment? 5. What kind of support is available? 6. Can I get help in exams? 7. What technology is helpful? 8. How do I stay organised? 9. What do I need to know about life outside college? 10. What happens after college? Appendix 1: Microsoft Word text reader. Appendix 2: Windows Speech Recognition. Appendix 3: Checklist of Items Needed for College. Appendix 4: Weekly Work Planner.

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Book SynopsisThis practical book covers issues related to suicide risk, prevention and postvention in Higher and Further Education communities. Compiled by 37 experts, it is an authoritative guide to an issue that is causing increasingly large concern for FE and HE institutions and covers multiple evidence-backed approaches with a pragmatic focus. It is the first that specifically deals with student suicide in FE Colleges and universities, encouraging a holistic, institutional response. Chapters are split into three sections, beginning with understanding and preventing student suicide among students, followed by responses to risk, including a model for student prevention in HE settings. The book concludes with the response to student death by suicide with advice on postvention, and how to support bereaved family, staff, and students.Trade ReviewThis comprehensive book is written with compassion and understanding, with a rigorous focus on the latest evidence. The team have managed to make a complex field accessible, and crucially to ask and answer the questions that matter most. Like me, I'm sure it will leave you feeling informed and hopeful. -- Rosie Tressler OBE, CEO, Student MindsAn important and thought-provoking book to help the HE sector to better understand the issues of student suicide. It offers practical changes to institutional mental health and wellbeing provision which develops supportive, compassionate and inclusive learning communities for both our staff and students. -- Kate Wicklow, Policy Manager at GuildHEThis is such an important book and enables everyone to understand the importance of wellbeing and good mental health in every aspect of life in further and higher education. It also provides a real challenge to the sector to position the mental health of all staff and students as a strategic priority, from knowing how to keep well to ensuring that the right support is in place when needed... all through a community wide, whole organisation approach. -- Hamish Elvidge Chair, The Matthew Elvidge Trust Founder Member, Mental Health in Higher Education Advisory Group Member, National Suicide Prevention Advisory GroupTable of ContentsCONTENTS Part 1: Understanding and preventing suicide among studentsEditorial Introduction: Jo Smith and Sharon Mallon.Chapter 1: The Problem of Suicide in The Higher Education Institution Sector, Joanna McLaughlin and David Gunnell.Chapter 2: Suicide Prevention in Further Education, Kate Parker and Jo Smith. Section 1: RiskChapter 3: Student Suicide Risk: Factors Affecting Suicidal Behaviour in Students In Northern Ireland, Margaret McLafferty and Siobhan O'Neill.Chapter 4: Student Suicide: The Policy Context, Diana Beech and Sally Olohan MBE.Chapter 5: The Influence of Social Media on Suicidal Behaviour Among Students, Rachel Cohen and Lucy Biddle.Chapter 6: From Suicidal Thoughts to Behaviour: Theoretical Perspectives on Student Suicide, Katie Dhingra, Peter J. Taylor, E. David Klonsky.Chapter 7: Transitions and Student Suicide: The Role Of Higher And Further Education Sectors, Katie Rigg and Ellen Mahoney.Chapter 8: The Integrated Motivational-Volitional (IMV) Model and Suicide Risk In Students: The Role Of Perfectionism, Seonaid Cleare, Dave Sandford, Heather McClelland, Tiago Zortea and Rory O'Connor.Chapter 9: Suicide Clusters and Contagion In The HE And FE Student Population, Ann John. Section 2: Responses to RiskChapter 10: A Model for Student Suicide Prevention In Higher Education, Treasa Fox and Jo Smith.Chapter 11: How Can We Support Staff to Talk Safely About Suicide? Clare Dickens and Stuart Guy. Chapter 12: Supporting Student Mental Health and Wellbeing In Higher Education, Mark Ames.Chapter 13:How can we talk safely about suicide with students? Katie Stafford and Jo SmithChapter 14: Supporting Students: The Role of The NHS, Clare Dickens.Chapter 15: Supporting Students: The Parents' Perspective, Natalie Day.Chapter 16: Suicide Safety Planning with HE And FE Students, Carmen Betterridge and Alys Cole-King. Part 2: Responding to a Student Death by SuicideChapter 17: Responding to Student Suicide: A Student Services Perspective, Nic Streatfield.Chapter 18: Responding to Family Needs After A Student Suicide, David Mosse.Chapter 19: Student Suicide: Responding to The Needs Of Bereaved Students, Deirdre Flynn.Chapter 20: Responding to The Needs Of Staff Impacted By A Student Suicide, Hilary Causer.Chapter 21: Understanding and Responding To Bereavement After A Suicide, Sharon Mallon. Chapter 22: Suicide Postvention In Higher Education Settings, Karl Andriessen and Karolina Krysinska.Chapter 23: Media Portrayal of Suicide: Who Is Most At Risk And Why. Key Findings From International Research Evidence, Lorna Fraser.

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Book SynopsisFeminism is broken: the current attempts to protect women from sexual abuse on campus, and on line. Regulation is replacing education, and women's hard-won right to be treated as consenting adults is being repealed by well-meaning bureaucrats.In Unwanted Advances, passionate feminist Kipnis, find the object of a protest march by student activists at her university for writing an essay about sexual paranoia on campus. In response she starts to question women's role in national debates over free speech and "safe spaces". She explores the astonishing netherworld of accused professors and students, campus witch hunts, rigged investigations, and demonstrates the chilling effect of this new sexual McCarthyism on higher education. Without minimizing the seriousness of campus assault, Kipnis argues for more honesty: a timely critique of feminist paternalism and the covert sexual conservatism of hook-up culture.Trade ReviewAbove all else, though, "Unwanted Advances" is necessary. Argue with the author, by all means. But few people have taken on the excesses of university culture with the brio that Kipnis has. Her anger gives her argument the energy of a live cable. -- Jennifer Senior * New York Times *A bracing book, its message delivered with fierce intelligence and mordant humor -- Cathy Young * Wall Street Journal *a persuasive and valuable contribution to the continuing debate over how to deal with sexual assault on college campuses -- Jill Filipovic * New York Times *this book is harrowing; this book is hilarious (like Dorothy Parker channeling Franz Kafka); but the main thing it is is BRAVE. On top of which, it is urgently necessary. -- Lawrence Weschler, author of Waves Passing in the NightA revelation: a great work of investigative journalism and a thorough examination of a case that feels like it couldn't happen in America... Kipnis makes you fear for a whole new set of reasons. -- Hanna Rosin, author of The End of MenC]hilling, shocking, meticulously reported, eminently readable, and in places perversely hilarious...most of all it is a crucial piece of a burgeoning conversation about threats to free speech and intellectual freedom on college campuses...Kipnis's voice is as clarion as her insights are astute. -- Meghan Daum, author of The UnspeakableKipnis is everything the academic bureaucrats she writes about are not: brave, honest, judicious, mature, and self-aware, with a seasoned understanding of both sexual politics and campus politics. She has struck a mighty blow for sanity, equality, and academic freedom. -- William Deresiewicz, author of Excellent Sheepa brave, disturbing, yet scrupulously fair book: a brilliant and pragmatic manifesto for a kind of 'adult' feminism that rejects the campus cult of female victimhood. -- Terry Castle, author of The Professor

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Book SynopsisLearning through dialogue brings a powerful opportunity for individuals to connect to colleagues, navigate professional demands, and meet the challenges posed by a turbulent world. Written for all who mentor or coach in universities, this book addresses a critical question: how can mentoring and coaching conversations be effective and accessible ways to support researcher and academic development? Drawing on their wide range of experiences of coaching and mentoring, and designing and leading institutional programmes and policy, Guccione and Hutchinson provide an insight into the founding principles of reflective ethical practice, as well as a pragmatic and easy to navigate toolkit supporting you to understand the needs of the people you want to develop. Including bite-sized chapters packed full of applied solutions, the authors help you to design, re-design, or troubleshoot your mentoring or coaching approach, and offer up go-to guidance for building and enhancing a culture of developmental dialogue at the individual, programme and organisational level.Trade Review'Guccione and Hutchinson not only show that universities can provide solid support for their staff, but also that principled and well-grounded coaching and mentoring is integral to more equitable employment practices. Highly recommended.' -- Pat Thomson, Professor of Education, The University of Nottingham, UK'This is an astute, evidence-based handbook that’s enjoyable to read and very welcome for both professional staff and academics whose roles involve supporting scholars (emerging or established). The need for precisely this kind of flexible, savvy resource is high! Guccione and Hutchinson have extensive experience of the higher education sector and academic development, and their ability to synthesise complex ideas into clear, compelling guidance for practical strategies is gold.' -- Dr Tseen Khoo, La Trobe University, Australia / The Research WhispererTable of ContentsSECTION 1 Chapter 1. Coaching and Mentoring: Concepts and Terminologies Explored Chapter 2. Contextualising Mentoring and Coaching - Examining The Role of Universities and Higher Education Chapter 3. The Academic Context for Mentoring and Coaching Chapter 4. A Doctorate is no Longer Enough Chapter 5. Situating mentoring and Coaching within Educational Practice Chapter 6. Placing the Focus on Planning, not Problems Chapter 7. Building Repertories of Practice ‘beyond advice’ Chapter 8. Amplifying the Learner’s Voice Chapter 9. What Makes a Good Coaching Question? Chapter 10. Using a Coaching Style as Principal Investigator, Supervisor or Manager SECTION 2 Chapter 11. Creating Agreement and Alignment Chapter 12. Giving and Receiving Feedback: Coaching Style Chapter 13. Supporting Through Change and Transitions Chapter 14. Supporting Personal Development Planning Chapter 15. Enabling Efficiency and Effectiveness Chapter 16. Building Productive Writing Habits Chapter 17. Shaping and Managing Working Relationships Chapter 18. Gaining First Funding and Research Independence Chapter 19. Mentoring Career Changers Chapter 20. Developing Leadership Capabilities Chapter 21. Sustaining Change Over Time Chapter 22. Supporting Stressed Colleagues SECTION 3 Chapter 23. Designing and Launching a Mentoring Programme Chapter 24. The Reputation of Coaching and Mentoring Chapter 25. Aligning your Programme with Humanistic Principles Chapter 26. Designing a Workshop: Orientation to Practice Chapter 27. How to Recruit, Retain and Develop your Coaches and Mentors Chapter 28. Enhancing Practice through Peer-Conversations Chapter 29. Matching Mentoring and Coaching Pairs Chapter 30. Anticipating Disengagement from Mentoring and Coaching Chapter 31. Evaluating Mentoring and Coaching Chapter 32. An Institutional Code of Practice Chapter 33. How to Find and Recruit your Own Mentor

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Book SynopsisHigher education is undergoing radical changes with the arrival of emerging technology that can facilitate better teaching and learning experiences. However, with a lack of technical awareness, technophobia, and security and trust issues, there are several barriers to the uptake of emerging technologies. As a result, many of these new technologies have been overlooked or underutilized. In the information systems and higher education domains, there exists a need to explore underutilized technologies in higher education that can foster communication and learning. Fostering Communication and Learning With Underutilized Technologies in Higher Education is a critical reference source that provides contemporary theories in the area of technology-driven communication and learning in higher education. The book offers new knowledge about educational technologies and explores such themes as artificial intelligence, digital learning platforms, gamification tools, and interactive exhibits. The target audience includes researchers, academicians, practitioners, and students who are working or have a keen interest in information systems, learning technologies, and technology-led teaching and learning. Moreover, the book provides an understanding and support to higher education practitioners, faculty, educational board members, technology vendors and firms, and the Ministry of Education.

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Book SynopsisToday’s world is fraught with perils and pandemics. Education offers structure, stability, and hope for the future, supporting conflict resolution, peacebuilding efforts, and scientific research that can help prevent and mitigate both natural and manmade disasters. With these values in mind, how can universities apply their experiences from the COVID-19 pandemic to other emergency situations? How can they ensure accessibility to education under any circumstances without compromising on quality? With diverse contributions from Qatar, Kosovo, Turkey, Austria, Israel, Sweden, and the United States, Higher Education in Emergencies: Best Practices and Benchmarking challenges educators to design curriculums that focus on resilience and equip staff with the capability to navigate future scenarios, and students with the skills they need to someday solve them. Avoiding prescriptive standards and advocating for programmes that address the needs of individual campuses, chapters focus on effective methods for evaluating and assessing emergency preparedness, as well as exhibiting exemplary responses that have set a precedent for institutional adaptability moving forward. Championing tangible action and its measurable impacts, Higher Education in Emergencies: Best Practices and Benchmarking provides a critical toolkit for preparing universities for the next pandemic, earthquake, or civil conflict.Table of ContentsPart I. Transformation in Higher Education Chapter 1. Introduction to Higher Education in Emergencies: Best Practices and Benchmarking; Enakshi Sengupta Chapter 2. Response of Higher Education Leadership in Times of Crisis: A Global Insight; Armend Berisha, Elif Bengü, Renate Nantschev, and Nissim Harel Chapter 3. Beyond the Emergency Civilization: The Urgency of Educating Towards Unpredictability; Piero Dominici Part II. Successful Support Structures Chapter 4. Post-disaster Research Study: An HBCU’s Academic Resilience in the aftermath of Hurricanes Irma and Maria; Kula A. Francis and Kenny A. Hendrickson Chapter 5. Challenges Facing Educators and Displaced Students during Emergencies: Implications for Higher Education; Rose Cardarelli Chapter 6. The Influence of an SQD-Based Practicum Experience on Student Teachers’ TPACK-Practical Development: Opportunities and Challenges; Youmen Chaaban and Rania Sawalhi

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Book SynopsisGlobally, researchers are being asked to plan for and demonstrate the impact that their research has on culture, society, health, and the economy. Higher education is changing, moving away from rewarding academics primarily for peer-reviewed academic publications and asking academics to report on how their work contributes to society more broadly. For many academics, impact poses a worrisome proposition. Impact has not generally been integrated into PhD training and many universities have been slow to respond to the emerging impact agenda, leaving a knowledge, training, and support gap. The Impactful Academic offers a holistic, all-of-career approach to impact aimed at active researchers and those who support research impact. It ruminates on the question of what an academic with impact looked like in the past, and what it will look like going forward as concepts around impact are solidified by government and granting agencies. The authors come from various backgrounds including engaged scholars who are generating impact, and impact professionals who have been critical to supporting academics across disciplines on their impact journeys. The reader will emerge with more than an impact plan for a single research project or grant, but rather a holistic, career-centric approach to impact.Trade ReviewThe Impactful Academic is a must read for the academic community. It effortlessly demystifies impact, bringing together a range of expert voices whose collective experience covers everything from planning pathways through to demonstrating effects. The book is full of actionable advice from those working within the research sector, reflecting the realities of ‘doing impact’ in a range of settings and within differing national agendas. The Impactful Academic will steer any reader in the right direction as they embark on impact for the first time or are looking to strengthen their existing practice. -- Dr Julie Bayley, Director of Research Impact Development & the Lincoln Impact Literacy Institute, University of Lincoln, UKWritten in an accessible and colloquial style, The Impactful Academic is a how-to guide for academics with the courage to step out their comfort zone and dip their toe into the impact world to demonstrate the benefits of the work they do. Authors lure the reader into a reflective impact state of mind while providing actionable tips on how to immerse themselves in impactful scholarship. For those keen to become more impactful, this book will prepare you for the journey. Essential reading for early career academics and those seeking faculty promotion. -- Melanie Barwick, Senior Scientist, SickKids Research Institute,The Impactful Academic is a comprehensive guide that includes everything an academic needs to achieve impact from their research. It contains invaluable practical advice that is both evidence-based and accessible, drawing on experience from around the world. This is an essential guide to impact for early career and senior researchers alike. -- Mark Reed, CEO, Fast Track ImpactThe Impactful Academic provides practical strategies for success in a contemporary landscape that values societal impact. This book is a valuable resource for those in the early stages of their academic careers, for senior scholars embarking on new projects with community partners, and for university staff and administrators who support impact work. The book’s focus on self-assessment and reflection, including tips and techniques from experts working in various disciplinary contexts, means there is something here for everyone. By covering such topics as community engagement strategies, research translation practices, and ways to track evidence of impact, this book serves as a go-to guide for academics to foster social change and make a difference in the world. -- Prof Lisa M. Given, Director, Social Change Enabling Capability Platform and Professor of Information Sciences at RMIT University in Melbourne, Australia.Table of ContentsPreface; Andrew Hill Chapter 1. Impact primer: The what, why, and how of impact; Wade Kelly Chapter 2. Identifying and leveraging collegial and institutional supports for impact; Rebekah Willson Chapter 3. Strategic digital engagement for impact: Building your academic presence online; Erika Smith and Richard Hayman Chapter 4. Writing impact for grants — Pack your bags. We are going on an impact journey!; Lucy Jowett and Alisha Peart Chapter 5. Towards impact: Best Practices in community and stakeholder engagement; Caroline Osborne Chapter 6. Knowledge Mobilization: Creating a path to impact; Lauren Albrecht and Catherine M. Scott Chapter 7. Demonstrating impact: Considerations for collecting and communicating the evidence of impact; David Phipps, Anneliese Poetz, and Michael Johnny Chapter 8. The long view: Building an impact plan on your terms; Faith Welch Chapter 9. Towards the Impactful Academic: The Impactful Researcher’s Settings for Success; Wade Kelly

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Book SynopsisThe ebook edition of this title is Open Access and freely available to read online. Over past decades, scholars and practitioners around the world observed an emergence of professionals, research managers and administrators (RMAs) who play an essential role in the advancement of academic research. RMAs have extensive knowledge of the research ecosystem, including funding opportunities, proposals, budgeting and pricing, ethics, open research, project management, finance, negotiation, strategy, systems, and assessment. Until now, limited efforts have been made to investigate RMAs in a cross-regional, comparative manner, or to understand the recent surge of the profession in a larger policy context. Addressing this gap, an international group of experts share diverse perspectives to provide a comprehensive account of RMA as a profession, offer an analytical framework to understand their role in higher education and academic science. Covering countries in Africa, Australasia, East Asia and India, Western Europe, Central and Eastern Europe, the Middle East, North America, and South America, the work provides trans-cultural coverage of the profession. Drawing on theories from related fields, it also provides insights and understanding of RMAs as a social phenomenon. The Emerald Handbook of Research Management and Administration Around the World is the most comprehensive book about practitioners working in research management and administration. The book provides basic knowledge for students and professionals considering a career in this field, and serves as reference material for policymakers as well as academic researchers. By presenting evidence-based observations from around the world and discussing global trends, this text promotes social awareness of RMAs, shares state-of-the-art knowledge on the profession, and offers insights into the future of academic research.Table of ContentsPreface; Celia Whitchurch and Nik Claesen Introduction and Structure of the Book; Simon Kerridge, Susi Poli, and Mariko Yang-Yoshihara PART 1: History and Theory Section 1: History Chapter 1: Introduction to Part 1; Mariko Yang-Yoshihara, and Susi Poli Chapter 1.1. The Contribution of International Donors to African Research Management; John Kirkland Chapter 1.2. History of Research Administration/Management in North America; Kris Monahan, Toni Shaklee, and Deborah Zornes Chapter 1.3. Research Managers and Administrators in Asia: History and Future Expectations; Makiko Takahashi Chapter 1.4. History of Research Management in Australia and New Zealand; Mark B M Hochman, Tania Tambiah, and Campbell J Thomson Chapter 1.5. History of RMA Central and Eastern European Countries; Virág Zsár Chapter 1.6. The development of research and innovation in Europe: a short history; Anna Groeninx van Zoelen Chapter 1.7. The Establishment and History of the International Network of Research Management Societies; Elliott Kulakowski Section 2: Context Chapter 2.1. A novel definition of professional staff; Stefan de Jong Chapter 2.2. The Research Administration as a Profession (RAAAP) Survey; Cristina Oliveira, Melinda Fischer, Simon Kerridge, and Madhuri Dutta Chapter 2.3. Routes into Research Management and Administration; Madhuri Dutta, Cristina Oliveira, Melinda Fischer, and Simon Kerridge Chapter 2.4. Research management as labyrinthine - How and why people become and remain research managers and administrators around the world; Susi Poli, Simon Kerridge, Patrice Ajai-Ajagbe, and Deborah Zornes Chapter 2.5. Where do RMAs Work?; José M. R. C. A. Santos, Carolina Varela, Simon Kerridge, and Melinda Fischer Chapter 2.6. The establishment of a Research Project Management Office at a Medical School in University of São Paulo, FMRP-USP, Brazil; Michele Aparecida Dela Ricci Junqueira and Regina Célia da Rocha Bezerra Chapter 2.7. RMA Education, Training and Professional Development in North America and Europe; Jeff Ritchie, Emma Lythgoe, and John Donovan Chapter 2.8. Pathways towards the creation of RMA associations ; Jan Andersen and Valentina Romano Section 3: Identity Chapter 3.1. From conceptualisation to action - The quest for understanding attitudes of research managers and administrators in the wider world; Susi Poli, Cristina Oliveira, and Virág Zsár Chapter 3.2. Exploring forms of knowledge and professionalism in RMA in a global context; Susi Poli, Fernanda Oliveira, and Alice Trentini Chapter 3.3. Understanding organisational structures in RMA – An overview of structures and cases in a global context; Fernanda Oliveira, Alice Trentini, and Susi Poli Chapter 3.4. Research-related Information Management: reflections from Southern African practitioners; Maryke Hunter-Hüsselmann, Dalene Pieterse, and Changu Batisani Chapter 3.5. Empirical and Empathetic Approaches: Science, Technology and Innovation Coordinators and Area Studies in Southeast Asia; Taro Sonobe and Chisato Saito Chapter 3.6. The influence of RMA associations on identity and policymaking internationally; Virág Zsár Chapter 3.7. Evolution of Professional Identity in Research Management and Administration; Mariko Yang-Yoshihara, Susi Poli, and Simon Kerridge Section 4: Professionalism Chapter 4.1. Professionalisation of Research Management in Southern Africa–a case study; Karin Dyason and Pamisha Pillay Chapter 4.2. Professionalisation of research support in Hungary through the lens of the non-research specific requirements of Horizon Europe; Virág Zsár and Zsuzsanna Mária Balázs Chapter 4.3. Professional staff in support services in education and research – How to connect research with practice; Susi Poli and Daniela Taccone Chapter 4.4. Professional Associations and Professional Development Frameworks; Valentina Romano, Adele Del Bello, and Annalisa Albanesi Chapter 4.5. RASPerS: Prevalence of occupational stress and associated factors in RMA professionals; Jennifer Shambrook Chapter 4.6. A profession in the making: insights from Western Balkan countries; Siniša Marčić and Anđela Pepić Chapter 4.7. Meaningful relationships between long-term career, perspective, and skill for RMAs - Statistical analysis of international data for a new profession; Shin Ito and Makiko Takahashi Chapter 4.8. Diversity and internationalisation: A new core competence for research managers?; Jakob Feldtfos Christensen and Lachlan Smith PART 2 Section 5: Country Specific Chapters Chapter 5.01: Introduction to the RMA by Country Chapters; Simon Kerridge Africa Chapter 5.02. Research Management and Administration in Kenya in a challenging research environment; Patrizia Rampioni and Carol Wangui Hunja Chapter 5.03. The Profession of Research Management and Administration in Nigeria; Abiodun Akindele and Makinde Opeyemi Chapter 5.04. The Profession of Research Management and Administration in South Africa; Les Labuschagne North America Chapter 5.05. The Profession of Research Management and Administration in Canada; Deborah Zornes Chapter 5.06. The Profession of Research Management and Administration in the Caribbean Community; Paul W. Ivey Chapter 5.07. Research Administration in the United States; Toni Shaklee South America Chapter 5.08. Research Management and Administration in Brazil; Juliana Juk and Renata Ben Baisch Chapter 5.09. Maturity in the professionalisation of the research managers and administrators in Colombia; Salim Chalela Naffah and Andrea Navas Calixo Asia Chapter 5.10. Development of RMA in China; Xu Fang and Wenjie Lu Chapter 5.11. The Profession of Research Management and Administration in India; Savita Ayyar Chapter 5.12. The Profession of Research Management and Administration in Japan; Makiko Takahashi and Shin Ito Chapter 5.13. Development of Research Management in Malaysia; Shaliza Ibrahim and Tan Hsiao Wei Chapter 5.14. Research Management and Administration in Pakistan’s Context; Mir Asghar Ali Khan Chapter 5.15. Research Management and Administration (RMA) in Singapore: Development of RMA Capability in Nanyang Technological University (NTU); Alana M. Soehartono and Khiam Aik Khor Chapter 5.16. Research Management and Administration in VietNam; Dao Thanh Truong and Nguyen Thi Quynh Anh Australasia Chapter 5.17. The Emergence of the Research Management Profession in Australia; Campbell J Thomson, Tania Tambiah and Mark B M Hochman Chapter 5.18. The Profession of Research Management and Administration in Aotearoa New Zealand; Heather Thomas Central and Eastern Europe Chapter 5.19. The Profession of Research Management and Administration in the Baltic countries: Estonia, Latvia and Lithuania; Aurelija Povilaike Chapter 5.20. RMA in Belarus: Not Yet a Full-fledged Profession but an Important Part of R&D Activities; Olga Meerovskaya Chapter 5.21. Research Management and Administration in Cyprus; Andri Charalambous and Pierantonios Papazoglou Chapter 5.22. The profession of RMA in the Czechia; Jaroslav Sip Chapter 5.23. RMA - Case study from Poland; Zygmunt Krasinsky and Cyprian Tomasik Chapter 5.24. The Profession of Research Management and Administration in Romania; Toró Tibor, Szenkovics Dezső and Varga Szilvia Chapter 5.25. Evolution of RMA in Slovenia; Primož Petek, Tjaša Baloh and Vanda Baloh Chapter 5.26. Research Management and Administration in the Western Balkans; Siniša Marčić and Anđela Pepić Western Europe Chapter 5.27. Areas of Research Management and Administration in Austria; Bruno Woeran, Elisabeth Denk, and Michael Parik Chapter 5.28. The Profession of Research Management and Administration in Denmark; John Westensee, Annedorte Vad, Olaf Svenningsen, and Jan Andersen Chapter 5.29. The Profession of Research Management and Administration in Finland; Jaana Backman, Soile Haverinen, and Ella Bingham Chapter 5.30. The Profession of Research Management and Administration in France; Eleonora Zuolo, Géraldine Sauty, and Sandra Mereu Chapter 5.31. The Profession of Research Management and Administration in Germany; Paul Winkler, Jens-Peter Krüger, and Katrin Steinack Chapter 5.32. The Profession of Research Management and Administration in Iceland; Gréta Björk Kristjánsdóttir, Úlfar Kristinn Gíslason, and Ásta Sif Erlingsdóttir Chapter 5.33. The Profession of Research Management and Administration in Ireland; John Donovan, Susie Cullinane, Doris Alexander, Peter Scott, and Jean van Sinderen Law Chapter 5.34. The Profession of Research Management and Administration in Italy; Valentina Romano, Annalisa Albanesi, Danilo Aceto Zumbo, Mirella Collini, Adele Del Bello, Daniela Grisi, and Francesca Mura Chapter 5.35. The Profession of Research Management and Administration in the Netherlands; Anna Groeninx van Zoelen and Edwin Kanters Chapter 5.36. The Profession of Research Management and Administration in Norway; Nichole Elgueta Silva and Hege Nedberg Chapter 5.37. The Profession of Research Management and Administration in Portugal; Cláudia Barbosa, Filipa Borrego, Teresa Costa, Ana Ferreira, Madalena Martins, Susana Moreira, José M. R. C. A. Santos, and José Avelino Silva Chapter 5.38. The Development of the RMA Profession in Catalonia (Spain); Cristina Borras and Aïda Díaz Chapter 5.39. The Profession of Research Management and Administration in Sweden; Eva-Lisa Ahnström, Evelina Brännvall, Ylva Hultman and Anders Jonsson Chapter 5.40. The Profession of Research Management and Administration in the UK; Simon Kerridge Middle East Chapter 5.41. Research Management and Administration in Qatar; Fikria El Kaouakibi Chapter 5.42. Research Management and Administration in Saudi Arabia: Transitioning from an oil to a knowledge-based economy; Silke Blohm Chapter 5.43. Research Management and Administration: An Emerging Profession in the UAE; Cira Mathis Summary Chapter 5.44. Reflections on Research Management and Administration in Various Countries around the World; Simon Kerridge, Jan Andersen, Melinda Fischer, Mark B M Hochman, Fernanda Oliveira, Makiko Takahashi, Therina Theron, and Virág Zsár Section 6: Reflections Chapter 6. Emerging Trends and Insights in Research Management and Administration; Mariko Yang-Yoshihara, Simon Kerridge, and Susi Poli

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Book SynopsisThe ebook edition of this title is Open Access and freely available to read online. The higher education and research system faces a constant dilemma. On the one hand, research and higher education are run by autonomous, interrelated academic communities, often described as collegial governance. On the other hand, they are an instrument for the fulfillment of goals that are often external to the academic community. What, then, is the role of academics and academic knowledge in governance of higher education and research, and how does this reflect on and impact their aims and overall place in society? Fostered through joint workshops and an open dialogue, this double volume of Research in the Sociology of Organizations develops a deeper understanding of collegiality, examining through a unique comparative perspective how it is translated and practiced in different settings across the world. Considering ways in which collegiality can be revitalized, this second installment argues for reintroducing collegiality both in analyzing the development of higher education systems and research and in the actual governing of universities. Revealing the globalization, homogenization and variation that have come to characterize the collegiate system, Revitalizing Collegiality critically considers the state of and future of the higher education system, and how we can consciously shape it moving forward.Table of ContentsIntroduction: Revitalizing Collegiality: Restoring Faculty Authority in Universities; Ulla Eriksson-Zetterquist and Kerstin Sahlin Section 1. Maintaining Collegiality Chapter 1. How to Remain Collegial When Pressure for Change is High?; Audrey Harroche and Christine Musselin Chapter 2. Sustaining a Collegiate Environment: Colleagueship, Community and Choice at an Anonymous Business School; Jakov Jandrić, Rick Delbridge, and Paolo Quattrone Section 2. Revitalizing Collegiality Chapter 3. An Unsettling Crisis of Collegial Governance: Reality Breakdowns as Antecedents of Institutional Awareness; Logan Crace, Joel Gehman, and Michael Lounsbury Chapter 4. Who’s a Colleague? Professionalizing Academic Leadership as a Platform for Redefining Collegiality; Ravit Mizrahi-Shtelman and Gili S. Drori Chapter 5. Manifestations of Collegiality Within Universities: Delocalisation and Structural Hybridity as Governance Forms and Practices; Jean-Louis Denis, Nancy Côté, and Maggie Hébert Chapter 6. Collegiality Washing? New Translations of Collegial Practices; Kerstin Sahlin and Ulla Eriksson-Zetterquist “Outroduction”: A Research Agenda on Collegiality in University Settings; Nico Cloete, Nancy Côté, Logan Crace, Rick Delbridge, Jean-Louis Denis, Gili S. Drori, Ulla Eriksson-Zetterquist, Joel Gehman, Lisa-Maria Gerhardt, Jan Goldenstein, Audrey Harroche, Jakov Jandrić, Anna Kosmützky, Georg Krücken, Seungah S. Lee, Michael Lounsbury, Ravit Mizrahi-Shtelman, Christine Musselin, Hampus Östh Gustafsson, Pedro Pineda, Paolo Quattrone, Francisco O. Ramirez, Kerstin Sahlin, Francois van Schalkwyk, and Peter Walgenbach

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Book SynopsisLiving and Studying at Home: Degrees of Inequality explores the social characteristics, experiences, and outcomes of commuting students in an old Scottish university, highlighting the social class dimension of commuting.

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Book SynopsisA practical and accessible guide that researchers will draw on time and time again, The Guide to LGBTQ+ Research has at its heart, a commitment to inclusivity. Following the conventions of a doctoral thesis and drawing on the expertise of almost 40 contributors from the field of LGBTQ+ research, this guide offers invaluable support to anyone undertaking research with LGBTQ+ participants.Sharing examples of good practice from those with experience of researching the LGBTQ+ community, each section comprises of vignettes, advice, and case studies from those working in this field. Contributors include a range of experienced academics, early career researchers, research supervisors and doctoral students working in the UK and internationally. Together their vast and diverse voices combine to create a network of support for anyone undertaking LGBTQ+ research.The Guide to LGBTQ+ Research is an essential resource for anyone embarking on master?s or doctoral level study. Each chapter aims to build your confidence as a researcher as those with experience and expertise guide you through each stage of your studies. From drawing up your research proposal, right through to publishing from your studies and finding your first academic role, this book will be a vital source of support throughout your research with the LGBTQ+ community.

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Book SynopsisEngaging with sensitive topics is crucial for students to develop classroom and workplace resilience. These should be taught in a way that supports the acquisition of new knowledge, skills, and attributes, and that enables students to prepare for and thrive in their future professional life. Providing educators with a comprehensive understanding of the issues involved in teaching sensitive subjects and topics, this collected work invites them to consider their position and practice in the classroom, as well as the implications that this might for the learner and their learning experience. Presenting illustrative examples from the fields of public health, social care, psychology, social work, education, and criminology, contributors draw on the work of active academics and empirical researchers with extensive experience developing and designing relevant teaching activities. Recognising the range of sensitive concerns that staff may need to handle, chapters provide theoretical and practical guidance across a range of subjects, including cultural sensitivity, colonialism, faith and religion, homelessness, care experience, poverty, mental health, trauma, violence, and substance use. Rooted in actual practice, Developing and Implementing Teaching in Sensitive Subject and Topic Areas identifies the best methodology for creating learning environments that feel both safe and critically stimulating for all involved.Table of ContentsForeword; Dr Claire Hart Chapter 1. Key Concept and Concerns of Teaching Sensitive Subjects and Topics; David Nichol, Dr William McGovern, and Dr Ruth McGovern Chapter 2. Cultural Sensitivity in the Curriculum; Dr Alison McInnes and Professor Janet Walker Chapter 3. Teaching the Impacts of Colonialism to UK Higher Education Students; Dr Andie Reynolds Chapter 4. Exploring, and Engaging with Faith and Religion in University Settings; Dr Aidan Gillespie Chapter 5. Female, Muslim and British: A Personal Reflection on the Experiences of Holding Multiple Identities; Rahida Mohammed Chapter 6. Teaching about Homelessness – Embodied Learning, Recognising Prior Learning and Experience, and The Key Role of Empathy; Dr Adele Irving, Dr Jamie Harding, and Dr Oliver Moss Chapter 7. Educating the Educator- Teaching around Care Experience; Dr Hayley Alderson and Carrie Harrop Chapter 8. Teaching about Perceptions of Care and Young Caring; Deborah Smart, Lucy Jane Henshall, and Libby Oldham Chapter 9. “Teachers Need to Understand the Position That They Have”: Discussing Poverty in Diverse Classes; Dr Pamela Louise Graham, Nicole Fisher, Connie Dalton, and Dr Richard Lee Chapter 10. Accredited Research Training with People with Lived Experience of Mental Health Distress; Chris Gibbs, Dr Toby Brandon, Dr Christina Cooper, and Dr Mick Hill Chapter 11. ‘Don’t Just Say No’: Managing Learning Around Substance use in a Demographically Diverse HE Institution; Craig Ancrum Chapter 12. Using Lived Experience to Teach Trauma: Containment and Attunement for Yourself and your Students; Kevin Ward Chapter 13. Teaching and Representing the Needs of Those who Experience Exploitation and Serious Violence; Lydia Lochhead Chapter 14. Moving beyond Surviving to Supporting the Ability to Thrive: Sharing the Experiences of Young People whose Parents use Substances; Cassey Muir Chapter 15. Sharing Life-stories about Recovery from Substance Use in Higher Education Settings; Rachel Wease, Trevor Croft, Dr Will McGovern, and Dr Ruth McGovern

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Book SynopsisThe University of Oxford offers 800 years of history: its 39 colleges are inextricably linked with the daily life of a busy city with beautiful buildings, cobbled lanes, and turrets and spires. Fully revised for 2019, and with a map to guide visitors, this guide explores each college, detailing the historical and architectural magnificence, and tales of famous men and women who founded them.

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Book SynopsisWith increasing numbers of students with invisible disabilities attending college and university, faculty and staff find themselves faced with new challenges. This practical handbook provides lecturers, tutors, disability services, and administrative staff with an overview of the invisible disabilities they may encounter, dispelling common myths and offering practical advice to support the needs of these students.Students with invisible disabilities are often academically talented but struggle with certain aspects of higher education such as keeping track of appointments or maintaining concentration in lecture halls. By providing detailed information on a range of disabilities including autism, AD/HD, dyslexia, OCD, and affective disorders, this book facilitates a better understanding of the unique needs of these students and what their strengths and limitations may be. With ideas for adapting teaching methods, offering suitable accommodations, and improving institutional policy, this is vital reading for all university faculty and staff.Trade ReviewSupporting College and University Students with Invisible Disabilities provides clear and focused explanations of important concepts in the field of disability. This is information that all administrators and faculty should know when working with students with invisible disabilities. The chapters provide necessary legal explanations, address the myths around invisible disability, and provide useful guides and strategies to help administrators and faculty work with students. As an administrator and faculty member, I found this text invaluable. I highly recommend it. -- K. Alex Ilyasova, Director of the Professional and Technical Writing program in the English Department at the University of Colorado at Colorado SpringsThis book is an invaluable guide for understanding and including students with disabilities in post-secondary institutions. The descriptive information about developmental and emotional issues truly enables the reader to identify with someone struggling with a particular issue, while simultaneously learning scientific and practical applications. The author convincingly identifies the social imperative to improve the way we include students with learning and emotional challenges, and offers provocative ideas for institutional changes that feel doable and make sense. -- Sarita Freedman, PhD, Licensed Psychologist and author of Developing College Skills in Students with Autism and Asperger's SyndromeIn this book, Dr. Christy Oslund uses academic research, pedagogical experience, and common sense to help faculty, administrators, and staff in academic settings navigate one of the most prevalent issues in higher education today: understanding and accommodating invisible disabilities. Employing a gentle humor immediately relatable to other educators, Oslund provides practical information on how these invisible disabilities affect students, parents, and colleagues while providing actionable ideas for making campuses better environments for everyone. -- Casey J Rudkin, PhD, Department of Writing, Linguistics and Creative Process, Western Connecticut State UniversityThis book should be required reading for all higher education instructors. In thoughtful yet practical terms, Dr. Oslund illustrates how to recognize and respond to diverse learners, which is an ethical and moral necessity too often neglected during new teacher orientations and the competing demands of ongoing professional life. -- Dr. Moe Folk, Assistant Professor of English, Kutztown University of PennsylvaniaTable of ContentsIntroduction. 1. Dispelling Myths. 2. How Legalities and New Students will Change Post-Secondary Work. 3. Autism Spectrum Disorder including Asperger's Syndrome. 4. Attention Deficit/Hyperactive Disorder. 5. Language Processing Disorders including Dyslexia. 6. Generalized Anxiety Disorder and Obsessive Compulsive Disorder. 7. Affective/Mood Disorders. 8. Universal Design and Lecture Hall Based Classes. 9. Universal Design in the Smaller Classroom. 10. Institutional Policy. References.

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How confident do you feel in your personal tutoring role? In the face of ever-increasing and demanding learner issues, do you feel equipped to provide the essential support to meet their needs? This timely book provides you with essential help in an area which has often been given little attention in comparison with curriculum delivery by: contextualising the support side of a teacher’s role within further education; looking beyond conventional notions of personal tutoring and coaching; appreciating the real world applications of issues; recognising the benefits personal tutoring and coaching bring to learners and educational institutions; reflecting on a variety of different approaches to support learners’ achievement as well as positively affecting institutional key performance indicators. It provides proven practical advice and guidance for planning and delivering group tutorials, undertaking one to ones, identifying and managing vulnerable learners and those at risk of not achieving, as well as helping learners to progress onto their chosen career paths. It explores methods to engage the most disaffected and hard to reach learners, as well as stretching and challenging the more able. It includes clear aims, detailed case studies, learning checklists and a unique self-assessment system for the reader and the educational institution. You are encouraged to develop your skills in order to influence individual learners as well as the systems, processes and performance of your educational institution by becoming an outstanding personal tutor. The text is an excellent foundation for the majority of modules on teacher training qualifications and is relevant to any pre-service or in-service trainee teacher or existing practitioner with a personal tutoring role, a specialised personal tutor, manager or anyone in a learner-facing role within further education.

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