Higher education, tertiary education Books

Book SynopsisThis book provides a call to action for post-compulsory teacher education professionals, both in the UK and internationally, to unite around key principles and practices. The professional, educational and funding turbulence experienced by post-compulsory teacher education since 2008 has been significant. Austerity financing and increasing government intervention have provided many new and difficult challenges. At the same time evidence is building that the quality of teaching is the most important contributor to the quality of learning and achievement, and teacher education is demonstrably one of the most important influences on that teaching quality. The mainly workplace-based partnership model of teacher education used in the post-compulsory education (PCE) sector resonates well with a number of key current developments in the UK and broader field of teacher education. PCE teacher educators are particularly well placed to tell their story and share their vision of a better future for teachers through their own experiences, values and principles. Written by a range of post-compulsory teacher educators, the text therefore is an informed and passionate argument for: improving the professional recognition of teacher education and teacher educators; demonstrating how teacher education already connects teaching professionals into an engaged and collaborative professional community; providing strategies to enact this vision through connected, democratic professionalism. This title is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.Trade ReviewThe text offers a wide range of suggestions and ideas for educators engaging in post compulsory education. It touches on the fact that this sector is often a ‘forgotten’ area and more needs to be done to develop colleagues within this area. The text offers a wide range of practical advice, guidance and models of good practice. It is accessible, engaging and allows the busy practitioner an opportunity to develop core skills in a succinct and thoughtful way. It is a compact read filled with helpful support and an insightful chapter on ‘[e]nacting teacher education values, by Dr Vicky Duckworth. The text makes clear links to theory and specific advice on how to address core issues. -- Lizana Oberholzer, NASBTTTable of Contents1) Becoming visible: introducing the ‘invisible educators’ 2) Teacher Educators: the ‘even more’ quality 3) The filling in the educational sandwich: the context of Post Compulsory Education 4) The history and development of Post Compulsory Teacher Education 5) Enacting teacher education values 6) Invisibility or connecting professionals? 7) Going global 8) Growing connections for the future of a connected profession

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Book SynopsisWhat if we have lost the ability to think straight? And what if this is why the shocking injustices of contemporary life go unchallenged in spite of being widely acknowledged? And what if the university, the institution that is supposed to help us to think, is in on the act? In this polemical account of how universities are failing both their students and society, Sinead Murphy shows how the Zombie University of the twenty-first century is keeping us down rather than raising us up, and asks whether, in spite of everything, it could be brought back to life, and whether we could dare to think again.

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Book SynopsisImpressing at interview is a vital part of the admissions process for students hoping to win a place on the most competitive and popular university courses. To be successful, you'll need to prepare thoroughly and be able to demonstrate passion and flair for your subject to admissions tutors. Covering every aspect of the planning stages and packed with sample questions, guided answers and practical activities throughout, this book will support you through every stage of the interview process to enable you to perform to the best of your ability and tackle tough questions with confidence. Featuring insider tips from admissions tutors, this guide will help you avoid the common pitfalls, offering essential advice on how to shine at interview, including: Interview format and outline: what to expect from panel, group and multiple mini interviews A unique overview of the psychology of the interview process and the soft skills needed to succeed How to answer common questions, with worked through examples of what to say and what not to say Subject-specific questions and answers for popular courses, including Medicine and Oxbridge interviews – and how to approach them Preparing for higher and degree apprenticeship interviews, with information on major employers. This a student's must-read handbook on university interviews, giving you all the tools at your fingertips to find your competitive edge and win a place at your dream institution. Table of ContentsPREFACE PART ONE: PLANNING AND PREPARATION Introduction Chapter One: The psychology of the interview process Chapter Two: Planning and preparation Chapter Three: Interview formats PART TWO: THE INTERVIEW ITSELF – SAMPLE QUESTIONS AND ANSWERS Chapter Four: How to prepare to answer tough interview questions Chapter Five: Subject-specific advice Biological sciences Business, management and economics Education – Postgraduate Certificate in Education (PGCE) Engineering Medicine and dentistry Nursing and midwifery Occupational therapy and radiotherapy Performing and creative arts – drama, music and art Physiotherapy Social work Veterinary medicine Oxbridge interviews PART THREE: HIGHER AND DEGREE APPRENTICESHIPS Chapter Six: The higher and degree apprenticeship route

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Book SynopsisAre you considering studying pharmacology or pharmacy at university? Do you want to know more about the course? Or where it could take you? From employment prospects and places to work to finding funding and writing the personal statement, this fully revised and updated edition of Getting into Pharmacy and Pharmacology provides you with all the information and guidance to submit your application and start a career in one of the UK’s growing industries. Learn what it takes from experienced admissions tutors from top universities to have your application at the top of the pile. Getting into Pharmacy and Pharmacology Courses includes: - A typical day in the life of a pharmacy and pharmacology student - Examples of courses and teaching methods - The requirements of entry for different pharmacy and pharmacology courses - Future career paths and industries to work in Founded in 1973, MPW, a group of independent sixth-form colleges, has one of the highest number of university placements each year of any independent school in the UK and has developed considerable expertise in the field of applications strategy. They author the Getting Into Guides which explain the application process for many popular university subjects.Table of ContentsAbout the author Acknowledgements Introduction Chapter 1 What are pharmacy and pharmacology? Chapter 2 Studying pharmacy and pharmacology Chapter 3 Choosing your course Chapter 4 Work experience Chapter 5 The UCAS application process Chapter 6 Personal statement Chapter 7 Interviews Chapter 8 Non-standard applications Chapter 9 Results day Chapter 10 Fees and funding Chapter 11 Careers in pharmacy and pharmacology Further information Glossary

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Book SynopsisThis is the latest volume in the Learning in Higher Education series. Active Learning has at least two major benefits: 1) it engages students in their learning, and 2) it enhances their deeper learning outcomes. In this book, authors from universities in Australia, Canada, Italy, New Zealand, Romania, Turkey, the UK and the USA show how they have used active learning to engage their students and improve their deeper learning outcomes. Reading the book, you will gain insight into how the authors designed and carried out their teaching, using one of these eleven active learning methods: authentic project-based learning; case-based learning; experience-based learning; flipped and peer learning; inquiry-based learning; learning space design; project-based learning; research-based learning; students as partners framework; technology-enhanced learning; and virtual exchange co-design. The deeper learning outcomes documented by surveying or interviewing students include: a sense of belonging for improving retention; development of graduate attributes; digital pedagogy and professional skills; engaged and enhanced learning experiences; enhanced well-being; graduate employability; interpersonal and leadership skills; reflective practitioners; research communication competencies; and retention and employability. All the chapters in the book are underpinned by contemporary learning theories and methodologies on active learning. Yet, they are written in a direct and accessible language to inspire the reader to engage in teaching practices that enhance active learning in higher education.

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Book SynopsisAsGenerative AI accelerates its impact on the educational landscape, Generative Artificial Intelligence inHigher Education provides a visionary roadmap for universityprofessionals to navigate this transformative era.

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Book SynopsisThe ultimate guide to securing your place at university to study art, design or architecture.Now in its 13th edition, Getting into Art & Design Courses is packed with detailed advice and up-to-date information to guide you through the decision-making process and help you prepare a strong university application.This practical and comprehensive book will lead you through every stage of the process, including: What to consider when choosing the right course and university for you Support on preparing a winning UCAS application Advice on putting together a portfolio of your work Information on what to expect at interview and tips on how to shine First-hand advice from admissions tutors, students and industry professionals Features a chapter dedicated to architecture with specific personal statement advice MPW Guides explain the complex procedures for get

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Book SynopsisThis book unapologetically celebrates the achievements of the University. Major drivers of enlightenment and powerhouses of the economy, universities have evolved and thrived for over a thousand years. The author recounts this exciting evolution, before turning to the major issues with which higher education is concerned today, broadly following the student journey from admission to graduation and beyond.

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Book Synopsis"Applying to Law School can be daunting, but needn''t be..." Feeling nervous at the prospect of applying to Law School is only natural. You can''t help and wonder <"font-size: 1rem;">what awaits you on the path of becoming a Law Student. This is a seemingly lengthy process, with a <"font-size: 1rem;">lot of hard work along the way but this is all worth it to fulfill your dream of becoming a lawyer. <"font-size: 1rem;">Published by the UKs Leading Admissions Company, the Ultimate Law School Application <"font-size: 1rem;">Guide is the most comprehensive law application book available. It contains all you need to sail <"font-size: 1rem;">through your application, from writing your Personal Statement, through tackling the <"font-size: 1rem;">Cambridge Law Test and LNAT, to preparing for Interviews. <"font-size: 1rem;">With contributions and advice from over 10 Expert Law Tutors, this is your Ultimate  companion to Law School Applications and a MUST-BUY for those applying to law school.

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Book SynopsisThis book highlights the importance of academic staff having focused conversations about teaching. The emphasis is on using this approach to build individual and team capacity and to bring about institutional change. It emphasises the distributed nature of expertise in teaching which exists at all levels in universities and how conversation can be harnessed to develop and share this. Drawing on research related to dialogue, coaching, communities of practice and building learning organisations, the text identifies simple yet effective ways to engage in learning conversations, develop educational practice, and achieve institutional goals. Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Trade ReviewPublished during the COVID-19 global pandemic, Conversations to Change Teaching is likely to be remembered by its readers far into the future. Readers will reflect and remember where they were when they first read this important and timely book. At home. At home and in isolation, physically removed and separated from their students and colleagues, missing the very thing this book investigates - conversation. Building on notions of reflective and collaborative practice, the authors have found ways to share their deep knowledge of and passion for the role of conversation in personal, professional and pedagogical practice. What is unique is the way they have surfaced, revealed and framed the contribution of the daily practices of work place conversations in higher education. The reader never loses sight of the students who are the raison d’être for the authors. As one reads the words of Jarvis, Clark and Smith something magical occurs as they describe, analyse and structure the way conversations can help individuals and institutions develop their understandings and practices of teaching. The joy of this book is the way it is written. A book about conversation is rendered in ways that are at once academically sinewy and delightfully accessible. The metaphor used for giving feedback on teaching - the popular television programme The Great British Bake Off - initially appears quirky and charming, but what it does is to nail what works and what doesn’t when talking about teaching with colleagues. Moreover, the power of this cleverly chosen popular reference will surely launch future conversations over a piece of cake about pedagogy. Here again, the authors render the complex business of development of teaching in accessible and memorable ways. Finally, an observation about this book’s written style. I read the book across a bank holiday weekend and found myself reading aloud huge chunks of written words. Somewhat surprised at first, I realised I was hearing and savouring the cadences, rhythms and tones of the writers’ voices and also appreciating the rich and generous content of the chapters. I have already shared this book with my colleagues in the university I lead. I am longing for the day when we can have conversations about this book, hopefully face to face, as we focus on the future of teaching and learning in higher education in an uncertain world. Conversations to Change Teaching will, I am sure, become a much read, well-thumbed, treasured and talked about book in many higher education contexts. -- Dr Keith Robert Thomas, Director General, University of Technology, MauritiusIn Conversations to Change Teaching, Jarvis and Clark provide rich illustrations of the different forms of conversations around teaching that can and are held formally and informally in universities today. Through examples from their own practice and drawing on some pertinent literature we are led through different strategies and approaches that reflect the potential strengths of conversations whilst being mindful of the power relations involved in some conversations, for example, teaching observations and the observee-observer dynamic. The authors bring to the fore the importance of paying close attention to our language and willingness to listen and learn by all involved with the conversations and how to use noticing as a way of structuring how we talk with each other about teaching and learning. Throughout the book, the authors reflect the values of the scholarship of teaching and learning to underpin teaching conversations so practice is enhanced based on evidence-informed approaches. Opportunities for staff to engage with the scholarship of teaching and learning through and as a consequence of their conversations are identified. Each chapter finished with a useful set of critical questions for practice and a short summary with 1 or 2 key articles suggested for the reader to follow up on. This short book would be of value to all staff involved in supporting and developing the teaching practice of peers, leading teaching development programmes and staff keen to maintain their own professional development with regards to their own teaching practice. -- Dr Jane Pritchard, Oxford Brookes UniversityTable of ContentsChapter 1 Why conversations to change teaching? Chapter 2 Conversations around peer review Chapter 3 Developing collegial conversations Chapter 4 Creating and sustaining group conversations Chapter 5 Conversations with students about teaching Chapter 6 Building reflective conversation in assessment of teaching Chapter 7 Leading conversations to change teaching

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Book SynopsisCo-creation of learning and teaching, where students and staff collaborate to design curricula or elements of curricula, is an important pedagogical idea within higher education, key to meaningful learner engagement and building positive student-staff relationships. Drawing on literature from schools’ education, and using a range of examples from universities worldwide, this book highlights the benefits of classroom-level, relational, dialogic pedagogy and co-creation. It includes a focus on the classroom as the site of co-creation, examples of practice and practical guidance, and a unique perspective in bringing together the concept of co-creation with relational pedagogy within higher education learning and teaching. Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Table of ContentsChapter 1: Introduction Chapter 2: Relationships in learning and teaching Chapter 3: Interactive teaching, learner engagement and co-creation of learning and teaching Chapter 4: The classroom as a site of radical possibility: changing classroom culture through co-creation and relational pedagogy Chapter 5: What does this mean for my teaching practice? Chapter 6: Conclusions

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Book SynopsisThe number one resource for UCAS Applications. Completely revamped and updated for 2021Getting the UCAS personal statement right is probably the hardest part of your UCAS application. You''ve never written anything like it before, and there is so much conflicting advice on where to begin.We''ve worked with actual admissions officers to get definitive, actionable advice, and it''s all here in this Ultimate Guide.The Ultimate UCAS Personal Statement Guide gives you more than 100 examples of great personal statements, covering every major subject (and some minor ones too), so that you know what you''re aiming for. Every statement is analysed, helping you understand what makes a strong or weak statement, as well a complete guide to writing your own, from opening sentence to the finishing touches.Writing a great UCAS Personal Statement shouldn''t be have to be hard, and with the help of over a hundred successful applicants to top universities, including Oxbridge, it won''t be.With detailed, specific advice for every subject and every kind of student, The Ultimate UCAS Personal Statement Guide will help you get into your top choice university.Subjects covered include: Medicine Veterinary Science Dentistry Biology Biochemistry Chemistry Physics Natural Sciences Earth Sciences Geology Geography Engineering Computer Science Maths Law Law with Foreign Languages Classics Archaeology Psychology English Modern Languages History Art History Philosophy Economics PPE Not enough for you? The book also comes with access to UniAdmissions online resources, as well as our top tips on admissions tests, picking the right university, and much more!

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Book SynopsisAn accessible, practical and up-to-date book on digital learning and teaching, relevant for all those involved in teaching and assessment in higher and further education (HE and FE), whatever your academic or vocational specialism. Fully supports learners in developing skills for the new Diploma in Teaching (Further Education and Skills) qualification . It is essential reading for HE or FE practitioners, or those undertaking level 3, 4 and 5 qualifications in Education and Training, Postgraduate Certificates in Education (PGCEs), Certificates in Education (CertEds) and Postgraduate Certificates in Academic Practice (PGCAPs), as well as those in learning technologist roles. The impact of the Covid-19 pandemic has highlighted the importance of understanding and developing your digital capabilities as a basic competence in order to embrace current digital technologies and pedagogies to improve student outcomes. This book provides you with the practical knowledge and skills required to source and apply technology enhanced learning, teaching and assessment (TELTA) and adapt traditional learning and teaching materials and approaches for an online environment. It is designed around each aspect of the teaching and training cycle – identifying needs, planning and designing, delivering and facilitating, assessing and evaluating – and also includes: • how to build a positive and effective relationship with digital technology; • guidance on topics such as selecting appropriate digital technologies and creating digital and online activities, resources and assessments; • an emphasis on digital well-being and accessibility issues, and digital leadership; • ways of keeping up to date and continuing professional development.Trade ReviewThis is a really useful book, theoretically informed and written in clear and uncomplicated language that will be a great resource for Teacher Education, course leaders and teachers themselves. The book is situated firmly in FE, with information on familiar network modes like learningwheels, and reference paid to institutions like JISC and the FELTAG report. Throughout the book are examples, practical activities and reflective tasks that help put technology into the reader’s own personal context. This will be a really useful quick reference guide, immersed as it is in technique and with handy practical tips that make using familiar tools highly purposeful in teaching and learning. -- Howard Scott * TELL Newsletter Winter/Spring 2021 *This book is really accessible as it's written in language anyone new to using learning technology can understand (and anyone currently using it who wishes to refresh their knowledge). The chapters give lots of information regarding theory and practice, and include practical tasks for the reader to carry out. There are lots of useful links to books and websites for the reader to explore topics further. A glossary, checklists and questionnaire are included in the appendices. I would certainly recommend this book! -- Ann Gravells, author and editor of textbooks, resources and online CPD modules for those in the further education and training sector"I would recommend this book wholeheartedly to busy colleagues teaching, assessing or - in many cases -managing in Further Education, particularly those with a genuine passion for collaborative, student-centred learning. It's short, accessible, and full of prompts to help teachers describe and critique their own approaches to digital learning. The practical tasks in the book are all doable *now* - they're bite sized, not onerous - and help consolidate the messages in the book, which I'd say are: have a go; don't expect to know it all or beat yourself up when things don't work out as expected; find sources of help and use them; consider the impact of doing/not doing said activities; look for opportunities to make the learning social/interactive where you can... and get your students talking to you about (how they feel about) their learning. I've been working in the field of Learning Technology for around 20 years and this is the most straightforward ('user friendly'?) book I've ever read on the subject." -- Amazon verified Purchaser"...What sets the book apart from other learning technology texts is that it is primarily an educational guide, not a technical manual. It does not seek to review or explain how to use specific software in lessons. Instead, it encourages readers to use the planning frameworks and resources to consider how they could use technology with their own students in a way that truly makes an impact on their learning. Although the case studies concentrate on further education, the content is equally applicable to higher education...Practitioners or managers who are experienced with learning technology will find the body of the book a useful reference to the latest trends within digital education. I would recommend the average teacher who’s not a digital expert to start with the specific practical tasks and online tools outlined within each chapter before exploring the wider material. As a teacher trainer, I would particularly encourage student practitioners to study the excellent frameworks in order to help them plan and deliver effective lessons with technology." -- James Michael Maltby, learning technology manager at Plumpton College * InTuition magazine *"This Learning Technology Handbook is a rich resource for anyone looking to improve their practice and its content is well-researched. The passion Daniel Scott has for his subject clearly comes across as does his strong expertise and practical know-how – giving his readers a real sense of how achievable and important it is to use learning technology for the benefit of all learners." See the full review: https://tinyurl.com/ALTLTbookFEreview -- Maren Deepwell, Chief Executive of the Association for Learning Technology (ALT)‘Learning Technology’ is a key player in post-16 teaching and assessment With the use of technology and social media becoming ever more important within our lives today, it is understandable that it should also play an important role within teaching and learning. Daniel Scott presents this clear, concise and easy-to-use handbook to assist FE teachers and assessors in embedding ILT ‘Information Learning Technology’ as an integral part of their teaching practices..... -- Louise Ford, education and skills tutor at PM TrainingTable of ContentsForeword and introduction Identify needs Plan and design Deliver and facilitate Assess Evaluate Keep up to date Glossary Appendices

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Book SynopsisSocial workers and health professionals are often placed in situations where they are verbally or physically threatened by service users and others. This book helps them recognise potential risks in situations, when to avoid involvement, and how best to manage these risks, giving them the confidence to work effectively. Suitable for practitioners, students, leaders and supervisors, this book covers topics such as managing risks, improving safety awareness, teamwork and organisational support within the modern-day context. Specifically, this second edition includes: Interviews from current senior and first line managers in children’s and adult social care and health services, front line staff and more. A new chapter on managing online and digital issues including managing the transition of back to work after Covid-19. Greater emphasis on the responsibilities of employers and their duty of care to staff. Further elaboration on the impairment of decision-making under stress caused by imitation and threat. The use of new therapeutic approaches in reducing threat from service users and better responding to their needs. This book helps students to become aware of the factors which may affect judgement in child protection cases and assist in managing cases on placement. It helps professional practitioners in managing the anxieties associated with their current case load and provides strategies to manage these unfortunately common workplace experiences.Table of ContentsIntroduction – the extent of violence against social workers. The psychological impact of threat and violence on decision-making. What practitioners can do to keep themselves safe. What organisations can do to keep staff safe. What practitioners can do keep themselves safe in an incident Post incident responses Links to working with resistant families Staff safety training Working in non-responsive institutions Performance management in social care Working effectively in stressful situations Summary of issues

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Book SynopsisThe inspiration for this timely book is the pressing need for fresh ideas and innovations in U.S. higher education. At the heart of the volume is the realisation that higher education must evolve in fundamental ways if it is to respond to changing professional, economic, and technological circumstances, and if it is to successfully reach and prepare a vast population of students—traditional and non-traditional alike—for success in the coming decades.This collection of provocative articles by leading scholars, writers, innovators, and university administrators examines the current higher education environment and its chronic resistance to change; the rise of for-profit universities; the potential future role of community colleges in a significantly revised higher education realm; and the emergence of online learning as a means to reshape teaching and learning and to reach new consumers of higher education.Combining trenchant critiques of current conditions with thought-provoking analyses of possible reforms and new directions, Reinventing Higher Education is an ambitious exploration of possible future directions for revitalised American colleges and universities.

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Book SynopsisEarly and ongoing intervention is known to be a critical element in increasing the likelihood that students in underserved communities will attend college and then thrive there and beyond. Crucially, intervention is most effective when it starts at an early age—planting the seeds in young minds that college is a realistic option for them—and continues from elementary school through high school. The Leadership U. program provides grade-appropriate preparation scaffolded through four curriculum manuals, each tailored to a specific stage of learning, and includes a supplement to guide high school students through the college application process. The interactive lessons of the Grades 11-12: Thriving in College and Beyond curriculum focus students on getting into and succeeding in college. In addition to building on the skills of the Grades 9-10: Preparing for Postsecondary Success curriculum, this program for high school juniors and seniors provides a safe framework in which they can further explore identity, step into their roles as leaders in their community and the wider world, understand college-level expectations, enhance communication skills, learn from their mistakes, define and plan for success, manage personal finances, and develop the skills to balance social and academic life. All lessons follow The Leadership Program’s proven-effective approach to enrichment and social and emotional learning, which has been implemented in thousands of classrooms for hundreds of thousands of students.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisThis open access book offers unique and novel views on the social innovation landscape, tools, practices, pedagogies, and research in the context of higher education. International, multi-disciplinary academics and industry leaders present new developments, research evidence, and practice expertise on social innovation in higher education institutions (HEIs), across academic and professional disciplines.The book includes a selected set of peer-reviewed chapters presenting different perspectives against which relevant actors can identify and analyse social innovation in HEIs. The volume demonstrates how HEIs can respond to societal challenges, support positive social change, and contribute to the development of international public policy discourse. It answers the question ‘how does the present higher education system, in different countries, promote social innovation and create social change and impact’. In answering this question, the book identifies factors driving success as well as obstacles. Furthermore, it examines how higher education innovation assists societal challenges and investigates the benefits of effective social innovation engagement by HEIs.The interdisciplinary approach of the volume makes it a must-read for scholars, students, policy-makers, and practitioners of economics, education, business and management, political science, and sociology interested in a better understanding of social innovation.Table of ContentsIntroduction: An Overview of the Research.- Facets of Social Innovation in Higher Education.- Pathways towards Enhancing HEI’s Role in the Local Social Innovation Ecosystem.- Digital Transformation in Higher Education Institutions as a Driver of Social Oriented Innovations.- Design of a Social Innovation Competence Framework to Educate Entrepreneurs in Developing on the International Stage.- Higher Education Practices for Social Innovation and Sustainable Development.- The Role of Higher Education Institutions in Development of Social Entrepreneurship: The Case of Tallinn University Social Entrepreneurship Study Program, Estonia.- Fostering Research with Societal Impact in Higher Education Institutions: A Review and Conceptualization.- The Role of Higher Education in Creating Socially Responsible Innovations – A Case Study of the EIT Food RIS Consumer Engagement Labs project.- Defining ‘Responsible’ in Responsible Research and Innovation: The Case of Quadruple Helix Innovation in the Energy Sector in the Tampere Region.- A Human-Centric Co-Creation Platform for Solving Wicked Social Challenges.- “Thinking Outside the Box”: Social Innovations Emerging from Academic Nursing-Community Partnerships.- Social Innovation in Higher Education from a Disability Studies Perspective.- Possibilities of Social Bonds Using to Finance Higher Education Institutions.

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Book SynopsisThis book explores the experiences of working-class women undergraduates at three universities in the North of England. The author examines the women’s identities, choices and emotions in relation to higher education; and how they reframe their constrained university choices to maximise their chances of academic success. Highlighting differences in working-class women’s learner identities, caring commitments and quests for upwards social mobility, the book offers an understanding of working-class female student journeys and their mixture of compromise, uncertainty and hope. It will be of interest and value to scholars of working-class women students, widening participation, and sociologists of education.Table of ContentsChapter 1. Introduction.Chapter 2. Women’s university education: history and policy.Chapter 3. The Study.Chapter 4. Deciding to go to university.Chapter 5. Learner identities.Chapter 6. Balancing Acts.Chapter 7. Stepping stones.Chapter 8. Conclusion.

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Book SynopsisThis book centers equity in the approach to trauma-informed practice and provides the first evidence-based guide to trauma-informed teaching and learning in higher education. The book is divided into four main parts. Part I grounds the collection in an equity approach to trauma-informed care and illustrates one or more trauma-informed principles in practice. Chapters in Part II describe trauma-informed approaches to teaching in specific disciplines. In Part III, chapters demonstrate trauma-informed approaches to teaching specific populations. Part IV focuses on instruments and strategies for assessment at the institutional, organizational, departmental, class, and employee levels. The book also includes a substantial appendix with more than a dozen evidence-based and field-tested tools to support college educators on their trauma-informed teaching journey. Table of ContentsIntroduction​Section I. INFUSING TRAUMA-INFORMED PRINCIPLES 1. Employing Trauma-Informed Principles through a Feminist Model of Practice 2. Leveraging the Neuroscience of Now to Cultivate a Pedagogy of Purpose and Empowerment3. Building Resiliency through the Trauma Informed Classroom4. Fostering a Spirit of Collaboration by Sharing Power with Students about Course DecisionsSection II. TRAUMA-INFORMED TEACHING ACROSS THE CURRICULUM5. Processing Critical Knowledge Through Trauma-Informed Musical Travel6. Stumbling My Way to Trauma-Informed Teaching and Learning7. Humanizing Social Work Education: Resetting for Healing Purposes8. Section III. APPROACHES TO WORKING WITH SPECIFIC POPULATIONS9. Trauma-Informed Approaches to Teaching Students with Marginalized Identities during Times of Crisis10. How Trauma-Informed Care Principles Can Contribute to Academic Success for Students in Hispanic-Serving Institutions11. Trauma Informed Educational Practices at Community College12. Not a Hero and not a Stranger: Serving Veterans in Higher Education13. The Benefits of Reflective Journaling during COVID-19: Contingent Faculty Exploring Teaching and Learning during a Crisis14. Developing Trauma-Informed Practice: Coordinating Indigenous Adult Education Programs as a Non-Indigenous EducatorSection IV. (RE)ASSESSMENT15. Measuring Trauma Resilience in Higher Education Settings16. An Educator's Scope of Practice: How Do I Know What Is Mine?17. What are We Centering?: Developing a Trauma-Informed Syllabus18. Utilizing an Ecological, Trauma-Informed, Equity Lens to Build an Understanding of the Context for and Experience of Self-Care in Higher Education Section V. TRAUMA-INFORMED TEACHING TOOLBOX 19. Higher Education Trauma Resilience Assessment20. Educator and Department Self-Assessment Tools21. Creation of Brave Space22. First Day of Class Introductions: Trans Inclusion in Teaching23. The Basket: Setting the Stage for Learning24. Moment of Action25. Trauma-Informing your Attendance (Policy)26. No Questions Asked Late Days27. The Revise & Resubmit 28. Content Warnings29. Panels and Pain: Teaching with Comics During Times of Trauma30. Partner Exams31. Best Practices for Online Content Design

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Book SynopsisThis guide draws on English-related errors from around 6000 papers written by non-native authors, 500 abstracts written by PhD students, and over 2000 hours of teaching researchers how to write and present research papers. This new edition has chapters on exploiting AI tools such as ChatGPT, Google Translate, and Reverso, for generating, paraphrasing, translating and correcting texts written in English. It also deals with contemporary issues such as the use of gender pronouns. Due to its focus on the specific errors that repeatedly appear in papers written by non-native authors, this manual is an ideal study guide for use in universities and research institutes. Such errors are related to the usage of articles, countable vs. uncountable nouns, tenses, modal verbs, active vs. passive form, relative clauses, infinitive vs. -ing form, the genitive, link words, quantifiers, word order, prepositions, acronyms, abbreviations, numbers and measurements, punctuation, and spelling. Other titles in this series: Grammar, Vocabulary, and Writing Exercises (three volumes) 100 Tips to Avoid Mistakes in Academic Writing and Presenting English for Writing Research Papers English for Presentations at International Conferences English for Academic Correspondence English for Interacting on Campus English for Academic CVs, Resumes, and Online Profiles English for Academic Research: A Guide for Teachers Adrian Wallwork is the author of more than 40 English Language Teaching (ELT) and English for Academic Purposes (EAP) textbooks. He has trained several thousand PhD students and researchers from 50 countries to write papers and give presentations. He edits research manuscripts through his own proofreading and editing service.Table of ContentsIntroduction.- 1. Abbreviations, acronyms, and punctuation.- 2. Adverbs and prepositions.- 3 Articles: a / an / the / zero article.- 4. Genitive: the possessive form of nouns.- 5. Infinitive versus gerund (−ing form).- 6. Link Words.- 7. Measurements and numbers, abbreviations, symbols, comparisons, use of articles.- 8. Modal verbs: can, may, could, should, must etc...- 9. Nouns: countable vs uncountable, plurals.- 10. Personal pronouns, names, titles.- 11. Proofreading tools: checking the correctness of your English.- 12. Quantifiers: any, some, much, many, much, each, every etc..- 13. Readability.- 14. Tenses: present and past.- 15. Tenses: future, conditional, passive forms.- 16. Translating using AI.- 17. Word order.- 18. ChatGPT.- Acknowledgements.- Index.

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Book SynopsisThis textbook develops and presents a new hybrid pedagogy that integrates the best practices of both face-to-face and online teaching within community colleges and other access-oriented institutions.

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Book SynopsisThe Kiltartan History Book was written as a historical masterpiece by Lady Gregory, an Irish playwright, folklorist, and literary icon. With an eye-catching new cover and a beautifully typeset copy, this version of THE KILTARTAN HISTORY BOOK is both modern and legible. The story is full of unexpected twists and turns that will keep the reader engaged. Some narratives are violent and strange, whereas others creep up on you and slowly bother you in. Readers are compelled to keep reading because the title character is so self-indulgent. Lady Gregory's work, noted for its painstaking research and enthralling storytelling, contributes significantly to Irish history and literature. The literary work sheds light on many aspects of Kiltartan's past, including its cultural legacy, social traditions, and historical events. Lady Gregory weaves a lovely tapestry of the region's past using her deep knowledge of Irish folklore and oral traditions.

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Book SynopsisThis open access collection examines how higher education responds to the demands of the automation economy and the fourth industrial revolution. Considering significant trends in how people are learning, coupled with the ways in which different higher education institutions and education stakeholders are implementing adaptations, it looks at new programs and technological advances that are changing how and why we teach and learn. The book addresses trends in liberal arts integration of STEM innovations, the changing role of libraries in the digital age, global trends in youth mobility, and the development of lifelong learning programs. This is coupled with case study assessments of the various ways China, Singapore, South Africa and Costa Rica are preparing their populations for significant shifts in labour market demands – shifts that are already underway. Offering examples of new frameworks in which collaboration between government, industry, and higher education institutions can prevent lagging behind in this fast changing environment, this book is a key read for anyone wanting to understand how the world should respond to the radical technological shifts underway on the frontline of higher education.Table of Contents

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Book SynopsisExamines how book history and digital humanities practices are integrated through approach, access, and assessment. Contributors consider and reimagine the interconnected futures and horizons at the intersections of texts, technology, and culture and argue for a return to a more representative and human study of the humanities.Trade Review“Book history and digital humanities are increasingly entangled, and it makes sense why: we cannot understand our digital moment without knowing the technologies and textual cultures that came before. Intermediate Horizons shows how these fields speak to each other, and why we need to pay attention.”—Whitney Trettien, University of Pennsylvania “Intermediate Horizons offers a vital set of reports on the history and future of the book. Traversing the shared territory of the digital humanities and book-historical studies, the essays in this volume provide fresh perspectives on the wonderful complexities of media and mediation.”—Andrew Stauffer, University of Virginia “Impressively informative and thought-provoking throughout.”—Midwest Book Review“Offers something for every book historian, regardless of familiarity with or enthusiasm for digital integration. . . . As we continue to reflect on the intersections of bibliography and digital humanities, we must also reflect on what we want new technologies to do and why. Book historians have long been reflecting on technologies of the past, highlighting the disruptive nature of text. These same book historians also need to turn their heads towards the future. Intermediate Horizons represents a sharp glance in the right direction.”—The Papers of the Bibliographical Society of AmericaTable of ContentsList of Illustrations Foreword: Intermediate Horizons by Matthew KirschenbaumIntroductionby Mark Vareschi and Heather WachaSection I. Approach1 Benjamin Franklin’s Postal Workby Christy L. Pottroff2 Linking Book History and the Digital Humanities via Museum Studiesby Jayme YahrSection II. Access3 Material and Digital Traces in Patterns of Nature: Early Modern Botany Books and Seventeenth-Century Needleworkby Mary Learner4 Opening the Book: The Utopian Dreams and Uncertain Future of Open Access Textbook Publishingby Joseph L. Locke and Ben Wright5 Books of Ours: What Libraries Can Learn About Social Media from Books of Hoursby Alexandra AlvisSection III. Assessment6 Whose Books Are Online? Diversity, Equity, and Inclusion in Online Text Collectionsby Catherine A. Winters and Clayton P. Michaud7 Electronic Versioning and Digital Editionsby Paul A. Broyles8 Materialisms and the Cultural Turn in Digital Humanitiesby Mattie Burkert Contributors Index

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Book SynopsisUpdated and completely revised, the ultimate family guide to managing a college search in a positive way. Is your family just starting to think about visiting colleges? Maybe you are in the throes of the college search, feeling stressed out and overwhelmed. Miss a deadline? Should you be looking in-state or out-of-state, big school or small? How do you pay for it, and what is a FAFSA anyway? The Truth about College Admission is the easy-to-follow, comprehensive, go-to guide for families. Brennan Barnard and Rick Clarkwith combined decades of experience and insight from both the high school and university sides of the processprovide critical advice, thoughtful strategies, helpful direction, and invaluable reassurance during the long and often bewildering college admission journey. This book covers every important step: searching for colleges, creating a list of prospective schools, weighing financial considerations, crafting an application, learning what schools are looking for academTable of ContentsPrefaceIntroduction: How to Use This BookPart IChapter 1. Why Are You Going to College?Chapter 2. Remapping the Admission LandscapeChapter 3. Wedges of College AdmissionPart IIChapter 4. Paying for CollegeChapter 5. Creating a College ListChapter 6. The College VisitPart IIIChapter 7. Admission Plans, Deadlines, and Application ReviewChapter 8. Classes, Grades, and TestingChapter 9. Essays and Short AnswersChapter 10. Activities, Interviews, and RecommendationsPart IVChapter 11. Admission DecisionsChapter 12. Making Your College ChoiceChapter 13. Closing LettersAcknowledgmentsSuggested Further ReadingWeb ResourcesGlossaryReferencesIndex

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Book SynopsisIn Poor Queer Studies Matt Brim shifts queer studies away from its familiar sites of elite education toward poor and working-class people, places, and pedagogies. Brim shows how queer studies also takes place beyond the halls of flagship institutions: in night school; after a three-hour commute; in overflowing classrooms at no-name colleges; with no research budget; without access to decent food; with kids in tow; in a state of homelessness. Drawing on the everyday experiences of teaching and learning queer studies at the College of Staten Island, Brim outlines the ways the field has been driven by the material and intellectual resources of those institutions that neglect and rarely serve poor and minority students. By exploring poor and working-class queer ideas and laying bare the structural and disciplinary mechanisms of inequality that suppress them, Brim jumpstarts a queer-class knowledge project committed to anti-elitist and anti-racist education. Poor Queer StudiesTrade Review“Through his ethnographic accounts of the lives of his students, Matt Brim charts out in startling detail how queer studies produces class inequity. Having all the makings of a classic in queer studies and pedagogy studies, his book should be required reading in every intro to queer studies course at the undergraduate and graduate level. The field has needed Poor Queer Studies for a long time.” -- E. Patrick Johnson, author of * Honeypot: Black Southern Women Who Love Women *“Matt Brim's stunning Poor Queer Studies forces us to look at higher education through the lens of inequality to consider the ramifications of what he calls the ‘overrepresentation of affluence’ within academe. He assesses the ways faculty in programs dedicated to race, gender, and sexuality are marginalized, overworked, and undercompensated, then flips the equation to examine inequalities within and across these fields. Whether amassing demographic data or offering beautiful and challenging readings of key texts, Brim is relentlessly on target. His sweep and depth are breathtaking.” -- Cathy N. Davidson, author of * The New Education: How to Revolutionize the University to Prepare Students for a World in Flux *"A damning critique of the impact of academic elitism on poor and working-class students. . . . Poor Queer Studies lays bare the structural and disciplinary mechanism of inequality, from overcrowded classrooms and inadequate educational resources to more basic deficiencies of the underprivileged such as homelessness, lack of access to food, healthcare, and childcare, and more." -- Donald Padgett * The Advocate *"Provocative and timely. . . . Poor Queer Studies will be valuable reading if you work at any institution of higher education—poor or rich; public or private; urban or rural; elitist or not—because it offers indispensable tools for navigating the crises of the academy. Brim challenges readers to imagine what a queer-class analysis might yield not just for their own scholarship and teaching, but for the lives of their students and the worlds they inhabit." -- Nino Testa * Women's Review of Books *"This is a huge theoretical, methodological and political contribution to Queer Studies and in particular, Queer Pedagogies. Finishing this book leaves an uncomfortable doubt about how much and for whom are we allegedly queering academy and universities." -- Luan C. B. Cassal * Ethnic and Racial Studies *"Any professional concerned with equity in higher education would do well to read this analysis of the stultifying inattention to the lives of poor and working-class LGBTQ individuals within the field of queer studies. . . . This is not a guide for instruction (i.e., there is no recommended curriculum or a listing of suggested texts), but rather a powerful examination of the field of queer studies and, more broadly, of its place within the context of efforts to make higher education more inclusive and welcoming to all seeking its benefits. Highly recommended. Faculty and professionals." -- H. M. Miller * Choice *"Ostensibly a book about the discipline of queer studies, it actually provides a searing, astute indictment of what's wrong with the academy writ large. If you read only one book about the state of the academy, it ought to be Poor Queer Studies." -- Rhea Rollmann * Popmatters *“Brim provides thorough, detailed, researched explanations of the arguments regarding just what Poor Queer Studies is and what it aims to do…. Poor Queer Studies is a much-needed resource to challenge us all to think about how we engage in Queer Studies, Queer Theory, and Queer Pedagogy across class and race. It is especially timely given where we find ourselves as a country with respect to issues and discussions of race and class as well as discussions regarding the importance of higher education.” -- R. Bradley Johnson, et al * Teachers College Record *“This is a compassionate book, a book written by someone who possesses enough humility to learn from his poor and working-class students, particularly those of color, and to put that learning at the center of a book that is ironically—as he points out himself—published by a high-end university press.” -- Renny Christopher * Journal of Working-Class Studies *"Poor Queer Studies offers nothing short of a proposal for a radically inclusive queer pedagogy." -- Velina Manolova * Public Books *“Where Poor Queer Studies offers field-upending provocations, its author comes across as modest and pragmatic, evincing an admirable solidarity in his insistence on the significance of his students’ experiences and his colleagues’ contributions.... It should be assigned in every proseminar on college teaching.” -- Kim Emery * GLQ *"[Brim's] reflections on the frustrations and joys of teaching queer studies classes to poor and working-class students at the chronically underfunded CSI are heartfelt and enraging. . . . The book is at its best when chronicling the many obstacles facing CSI’s students, many of whom live at home with parents and siblings, have children of their own, and more-likely-than-not hold down full-time jobs while enrolled." -- Eleanor J. Bader * The Indypendent *Table of ContentsAcknowledgments ix Introduction. Queer Dinners 1 1. The College of Staten Island: A Poor Queer Studies Case Study 29 2. "You Can Write Your Way Out of Anywhere": The Upward Mobility Myth of Rich Queer Studies 64 3. The Queer Career: Vocational Queer Studies 99 4. Poor Queer Studies Mothers 135 5. Counternarratives: A Black Queer Reader 159 Epilogue. Queer Ferrying 194 Notes 203 Bibliography 225 Index 241

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Book SynopsisA cutting-edge view of the digital humanities at a time of global pandemic, catastrophe, and uncertaintyWhere do the digital humanities stand in 2023? Debates in the Digital Humanities 2023 presents a state-of-the-field vision of digital humanities amid rising social, political, economic, and environmental crises; a global pandemic; and the deepening of austerity regimes in U.S. higher education. Providing a look not just at where DH stands but also where it is going, this fourth volume in the Debates in the Digital Humanities series features both established scholars and emerging voices pushing the field’s boundaries, asking thorny questions, and providing space for practitioners to bring to the fore their research and their hopes for future directions in the field. Carrying forward the themes of political and social engagement present in the series throughout, it includes crucial contributions to the field—from a vital forum centered on the voices of Black women scholars, manifestos from feminist and Latinx perspectives on data and DH, and a consideration of Indigenous data and artificial intelligence, to essays that range across topics such as the relation of DH to critical race theory, capital, and accessibility.Contributors: Harmony Bench, Ohio State U; Christina Boyles, Michigan State U; Megan R. Brett, George Mason U; Michelle Lee Brown, Washington State U; Patrick J. Burns, New York U; Kent K. Chang, U of California, Berkeley; Rico Devara Chapman, Clark Atlanta U; Marika Cifor, U of Washington; María Eugenia Cotera, U of Texas; T. L. Cowan, U of Toronto; Marlene L. Daut, U of Virginia; Quinn Dombrowski, Stanford U; Kate Elswit, U of London; Nishani Frazier, U of Kansas; Kim Gallon, Brown U; Patricia Garcia, U of Michigan; Lorena Gauthereau, U of Houston; Masoud Ghorbaninejad, University of Victoria; Abraham Gibson, U of Texas at San Antonio; Nathan P. Gibson, Ludwig-Maximilians-Universität, Munich; Kaiama L. Glover, Barnard College; Hilary N. Green, Davidson College; Jo Guldi, Southern Methodist U; Matthew N. Hannah, Purdue U Libraries; Jeanelle Horcasitas, DigitalOcean; Christy Hyman, Mississippi State U; Arun Jacob, U of Toronto; Jessica Marie Johnson, Johns Hopkins U and Harvard U; Martha S. Jones, Johns Hopkins U; Annette K. Joseph-Gabriel, Duke U; Mills Kelly, George Mason U; Spencer D. C. Keralis, Digital Frontiers; Zoe LeBlanc, U of Illinois at Urbana-Champaign; Jason Edward Lewis, Concordia U; James Malazita, Rensselaer Polytechnic Institute; Alison Martin, Dartmouth College; Linda García Merchant, U of Houston Libraries; Rafia Mirza, Southern Methodist U; Mame-Fatou Niang, Carnegie Mellon U; Jessica Marie Otis, George Mason U; Marisa Parham, U of Maryland; Andrew Boyles Petersen, Michigan State U Libraries; Emily Pugh, Getty Research Institute; Olivia Quintanilla, UC Santa Barbara; Jasmine Rault, U of Toronto Scarborough; Anastasia Salter, U of Central Florida; Maura Seale, U of Michigan; Celeste Tường Vy Sharpe, Normandale Community College; Astrid J. Smith, Stanford U Libraries; Maboula Soumahoro, U of Tours; Mel Stanfill, U of Central Florida; Tonia Sutherland, U of Hawaiʻi at Mānoa; Gabriela Baeza Ventura, U of Houston; Carolina Villarroel, U of Houston; Melanie Walsh, U of Washington; Hēmi Whaanga, U of Waikato; Bridget Whearty, Binghamton U; Jeri Wieringa, U of Alabama; David Joseph Wrisley, NYU Abu Dhabi. Cover alt text: A text-based cover with the main title repeating right-side up and upside down. The leftmost iteration appears in black ink; all others are white.Trade Review "Debates in the Digital Humanities 2023 is a brilliant collection of provocative essays by many of our moment’s richest thinkers and doers in the fields of Black, Latinx, Indigenous, queer, and multilingual digital humanities. As a collective call to action, this volume is an essential read for anyone who wants to understand the purpose of the humanities today."—Jim Casey and Gabrielle Foreman, co-directors, Colored Conventions Project

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Book SynopsisThe Future of University Credentials offers a thorough and urgently needed overview of the burgeoning world of university degrees and credentials. At a time of heightened attention to how universities and colleges are preparing young people for the working world, questions about the meaning and value of university credentials have become especially prominent. Sean Gallagher guides us through this fast-changing terrain, providing much-needed context, details, and insights.The book casts a wide net, focusing on traditional higher education degrees and on the myriad certificates and other postsecondary awards that universities and other institutions now issue. He describes the entire ecosystem of credentials, including universities and colleges, employers, government agencies, policy makers and influencers - and, not least, the students whose futures are profoundly affected by these certifications. And he looks intently at where university credentials might be headed, as educational institutions seek to best serve students and employers in a rapidly changing world.The result is an unprecedented, comprehensive look at the current credentialing landscape in higher education—as well as at the future challenges and opportunities for this vital field.

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Book SynopsisTeaching Students About the World of Work argues that educational institutions - especially two-year and four-year public institutions serving low-income students - need to make the topic of employment a central element in their educational offerings. Indeed, the book demonstrates that a far greater emphasis on teaching students about the work world will be necessary if colleges are to give disadvantaged students a realistic chance for professional and economic success. The recommendation is a reconfiguration of postsecondary education that represents a paradigm shift in career preparation and learning. Editors Nancy Hoffman and Michael Lawrence Collins and their authors provide a rich and comprehensive view of both today's work world and the challenges facing many young people who are determined to find a place within it. The book offers detailed accounts of how several community colleges have put employment at the center of the curriculum; provides practical insights into the twenty-first century labor market and ways to improve the choices and outcomes for low-income job seekers; and explores the daunting structural barriers to securing successful and satisfying employment. Throughout all its chapters, the book highlights increasing inequalities - in both opportunities and outcomes - within our society. In order to redress those disparities, it argues, postsecondary educators will need to offer enhanced insights and sophistication to disadvantaged young people preparing to enter and navigate the work world. An urgent but unfailingly reasonable book for our times, Teaching Students About the World of Work will be required reading for educators determined to create practical opportunities for young people in search of good employment and better lives.

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Book SynopsisThis book addresses Mohan’s (1986) concept of a social practice, an educational activity that can be considered as action in a frame of meaning, or a “knowledge framework” (KF). The KF, grounded in systemic functional linguistics, is a heuristic that provides both a theoretical framework for researching the language of social practices and a springboard for organizing lessons that can help teachers bring explicit language development into content teaching. This volume brings together the latest research on using Mohan’s SFL-based theory at institutions of higher learning. One outcome of this book is to show how a functional approach to language research can be a major tool for research in the experiential tradition of John Dewey who, as a pragmatist, regarded knowledge functionally “as arising from an active adaptation of the human organism to its environment” (www.iep.utm.edu/dewey). Another outcome is to illustrate the complexity of the role activities play in education. This is the first book to examine the linguistic demands of the activities that occur in higher education. It provides empirically grounded examples of how Mohan’s work is being implemented in universities worldwide. It thus adds to conversations addressing the use of educational activities to teach and describe disciplinary literacy and the integrated development of language and content.Table of Contents1. A Knowledge Framework Approach to Linguistic Research and Teaching Tammy Slater 2. Corpus-based Knowledge Framework Analysis: A Deliberation of Methodology and Outcomes Elena Cotos, Iowa State University 3. Student Academic Writing: Situated Enactment of Genre, Argument, and Knowledge Structure Constant Leung, Kings College London 4. Perceived Effectiveness of AWE: Focus on Forms, Focus on Meaning, and Interactional Modifications Aysel Saricaoglu (University of Ankara), Evgeny Chukharev-Hudilainen (Iowa State University) & Hui-Hsien Feng (National Kaohsiung University of Science and Technology, Taiwan) 5. Coaching as Activity/Social Practice Carolyn Kristjansson (Trinity Western University, Canada) & Bernard Mohan (University of British Columbia) 6. Voting as a Social Activity: Voter Suppression, the Common Good, and Evidence Bernard Mohan 7. Disciplinary Differences in the Knowledge Structures in University Lecture Slides Zhi Li, University of Saskatchewan 8. Causal Explanations in Physics: A Functional Analysis of EFL Lectures and Textbook Excerpts Kimberly Becker (Iowa State University) & Xiaoping Liang (California State University, Long Beach) 9. Online Teacher Training Using the Knowledge Framework and the Teaching–Learning Cycle for Literacy Development Stephanie Link (Oklahoma State University) & Jesse Gleason (Southern Connecticut State University) 10. Opportunities and Challenges of the KF for In-service Teacher Development: A Case Study Jingzi Huang & Margaret Berg, both at University of Northern Colorado 11. The Knowledge Framework for Building Teacher Awareness of Language in Content Instruction Jesse Gleason & Elena Schmitt (Southern Connecticut State University) 12. Learning and Using the Knowledge Framework as a Language and Content Teaching Unit Project: A Case Study Amy Walton & Gulbahar H. Beckett, both at Iowa State University 13. The Role of Functional Recasts in EFL Undergraduate Students’ Learning of Intercultural Communication Masaki Kobayashi (Kanda University of International Studies, Tokyo) & Emi Kobayashi (Kyoai Gakuen University) 14. Enhancing Disciplinary Learning Experience through an Adjunct English-Across-the-Curriculum Model Esther Tong, Cecilia Pun, & Phoebe Siu, all at Hong Kong Polytechnic University 15. Implementing the KF in a Content-based Language Teaching Classroom Hong Ma (Zhejiang University) & Jian Zhou (Hangzhou Normal University) 16. Knowledge Structures as Designs: Tracing Patterns Across Textual Trajectories Diane Potts, Lancaster University

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Book SynopsisSince the 1990s, the concern to define areas of research in design has dominated academic debates. As a result, we are now facing a multitude of understandings. This is especially true for practice-based design research. Sandra Dittenberger, Hans Stefan Moritsch and Agnes Raschauer discuss how the concept of learning by research can be integrated into product design studio teaching. They show different international approaches for integrating research into teaching and contrast the areas of design research with scientific standards. The book features study results that helped generate both a general orientation for research in design education and guidelines for students of how to integrate research into their project work.

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Book SynopsisA practical guide to building the connections students need to thrive in and after college from the authors of the best-selling Relationship-Rich Education. Decades of research demonstrate how important the relationships with peers and professors are for students academically, personally, and professionally. Yet many students lack the strategies to develop educationally purposeful relationships in college. Connections Are Everything shows students the simple steps they can take to make their own college experience meaningful and transformational. In short, practical chapters, this guide helps readers learn how to build relationships through various strategies, including using relationship accelerators like internships and mentorships, undergraduate research, and campus employment. Undergraduate demographics have changed dramatically as students of color and first-generation students become the new majority at colleges and universities across the United States. Connections are particuTrade ReviewWhile steeped in research, Connections Are Everything is accessible. It's a quick read, and its tone is friendly and practical....The pandemic has frayed students' connections to campus in ways that colleges are still struggling to understand, much less repair. After reading the book, I'm confident it could be enormously helpful to just about any student who reads it.—Beckie Supiano, Chronicle of Higher EducationTable of ContentsIntroduction: Read This First!Section 1: Relationships and You1. Start with One2. College Comes with Challenges3. You Have What It TakesSection 2: You Never Know Who Will Change You (or How)4. Connecting with Peers: Find Your People5. Connecting with Professors: In and Out of Class6. Connecting with Staff: Allies EverywhereSection 3: You Can Do It7. Relationship Accelerators8. Make the Most of Mentoring Conversations9. Building Your Relationship ConstellationConclusion: Take These Ideas with YouAfterword, by Mohamed A. Farge and Timothy K. EatmanAcknowledgementsWords to Know (Glossary)NotesIndex

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Book SynopsisTrade Review"What drives student politics at the American university? And why do so many students-on both sides of the political aisle-seem to shout past each other? Amy Binder and Jeff Kidder have produced a fresh set of answers. Whether you sit on the left or the right-or somewhere in between-you should read this smart book. It might change where you stand." -- Jonathan Zimmerman, author of The Amateur Hour: A History of College Teaching in AmericaTable of Contents1 The Channels of Student Activism 2 Generation Z and Campus Politics (with Ellen Stolzenberg) 3 Doing Campus Politics 4 The Conservative Channel—Pulled Outside from the Right (with Zosia Sztykowski) 5 The Progressive Channel—Pushed Inside from the Left 6 The Politics of Speech on Campus 7 Genuine Openness in Polarizing Times and a Look toward the Future Acknowledgments Notes References Index

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Book SynopsisThe United States is the global leader in higher education, but this was not always the case and may not remain so. William Kirby examines sources ofand threats toUS higher education supremacy and charts the rise of Chinese competitors. Yet Chinese institutions also face problems, including a state that challenges the commitment to free inquiry.Trade ReviewTimely…he makes a powerful argument about what it takes to be a leading university dedicated to the creation of new knowledge…Kirby’s book shows how catalytic is the combination of strong nations and universities that advance knowledge and foster critical and creative thinking. Now more, perhaps, than ever. -- Michael S. Roth * Wall Street Journal *Substantive on virtually every page, the author actually understands how universities work…An impressive performance. -- Tyler Cowen * Marginal Revolution *Although Empires of Ideas is nominally about the rise of the research university from its origins in 19th-century Germany though America’s global leadership in the 20th, it will probably be what Kirby has to say about China in the 21st that will generate the most interest…Rigorous in its arguments, Empires of Ideas is also well-written. -- Peter Gordon * Asian Review of Books *What factors make research universities great—and, conversely, what variables threaten these institutions’ eminence? [Kirby’s] case studies are highly revealing…[A] fascinating book. -- Steven Mintz * Inside Higher Ed *Rather than offering an overview of the university landscape, Kirby adopts the case-based approach employed in the curricula of the Harvard Business School. He traces the history of eight institutions whose trajectories he views as exemplary…There are advantages to Kirby’s case study approach. Tracing the history of an individual institution offers the reader a vivid sense of the interplay of historical contingency, policy mandates, and individual actors. -- Robert Frodeman * Issues in Science and Technology *A masterful account of higher education in Germany, the United States, and China. -- Lee Trapanier * University Bookman *Kirby weaves together traditional historical analysis with personal narratives and experiences with German, American, and Chinese higher education systems…Offers a genuine insider’s glimpse into the inner workings of these universities. -- Ryan M. Allen * Hansa Review of Books *William Kirby’s new book is unique. I know of nothing else on higher education that resembles it in breadth, scope, and sheer comparative information and analysis. He has plotted the rise and evolution of the modern university in three major societies—Germany, the United States, and China—in a way that illuminates the strengths and weaknesses of each model. Anyone interested in the nature of universities during the past two centuries will want to read this volume. -- Neil L. Rudenstine, President Emeritus, Harvard UniversityKirby is in a unique position to tell this story, since nobody else can equal his extensive knowledge of the subject. His insights take us behind the scenes and beyond the university rankings. Fascinating and compelling. -- Yingyi Qian, Professor and Dean Emeritus, Tsinghua UniversityThis superb and compelling book is both a vast scholarly achievement and an essential guide to the future of universities under conditions of increasing global competitiveness. It places contemporary trends in their historical context and draws on Kirby’s unique personal experiences of engagement with some leading universities in three countries. It is essential reading for everyone interested in the future of higher education and research as a global phenomenon. -- Sir Malcolm Grant, Chancellor, University of YorkThis timely and important book by one of the world’s leading historians on global higher education makes the compelling case that the center of innovation and creativity is and always has been moving within the highly competitive global landscape of universities. Kirby cogently argues that in recent decades we witness a shift of the dynamics to China. Government backing and incentives have greatly enhanced China’s innovation potential in higher education. The growing success of Chinese universities discredits the idea that only the West is amenable to innovation. A must-read! -- Klaus Mühlhahn, President, Zeppelin UniversityThis book takes off from the simple if little explored idea that no country has emerged as a great power without also developing great universities. But what feature of universities have allowed them to play this role, and how might the answer change over space and time? To answer this question, Kirby sets off on a comparative history of emerging models of higher education ranging from Germany in the early nineteenth century through twentieth-century United States to the China of this very day. With his extraordinary breadth of curiosity and equal ease in the histories and cultures of these countries, only Bill Kirby could have written this book. It is must-reading for everyone who cares about universities, a thought-provoking lesson in the strange mix of durability and vulnerability that defines this key modern institution. -- Richard Brodhead, President Emeritus, Duke UniversityEmpires of Ideas offers deep insights on the practical achievement of institutional excellence, as well as the relationship between power and learning. The book raises profound questions about the outlook for America’s public universities as state governments continue to cut educational budgets, and the country’s ability to compete globally with other institutions in Europe and China. This learned work is a tour de force in the art of academic governance. -- Wen-hsin Yeh, University of California, BerkeleyA lively and insightful analysis of modern research universities in three key countries. Kirby is the perfect author—he brings personal experience of each country, academic expertise, and an analytic framework. Empires of Ideas provides an unparalleled perspective on the origins and contemporary challenges of research universities. -- Philip G. Altbach, Center for International Higher Education, Boston College

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Book SynopsisMedical students are the medical workforce of the future, responsible for both individual and population health. With an ageing global population, changes brought about by the COVID-19 pandemic, and the increased computerisation and roboticization of medicine, doctors will require ever more flexibility, foresight, and courage going forward. It is crucial that their training equips them for the challenges ahead. However, recent research has found worryingly high levels of stress and burnout amongst these individuals, leading to more students dropping out or leaving the profession early. This volume presents research findings on the rates of burnout in medical students from around the world and provides ideas for a model of care to help educators and individuals take steps towards better student wellbeing. The first section covers the development of medical teaching, likely future directions of healthcare and the role of doctors, the current global situation in high-, middle-, and low- iTable of ContentsPart 1 1: Dinesh Bhugra, Daniel Poulter, and Max Pemberton: Medical Education: History and Challenges 2: Nyapati Rao: Globalization and Medical Education in a Post Pandemic World: A Historical Review 3: Debbie Cohen and Thomas Kitchen: Future Perspectives in Medical Education 4: Thomas Hewson, Sridevi Sira Mahalingappa, Roshelle Ramkisson, and Santosh K. Chaturvedi: Healthcare Systems in Low- and Middle-income Countries, Future Directions, and Anticipated Medical Workforce Needs 5: Gemma Simons and Raymond Effah: Measuring Wellbeing: A Methodological Systematic Review of the Challenges and Controversies Part 2 6: Israel Kanaan Blaas and João Mauricio Castaldelli-Maia: Brazil: Mental Health of Brazilian Medical Students 7: Nancy Brager, Mike Paget, Johanna Holm, and T. Chris Wilkes: Canada: A Review of Canadian Medical Student Wellbeing 8: Jesper Nørgaard Kjær: Denmark: Medical Student Wellbeing in Denmark 9: Umakant Dave, Andrew Grant, Liz Forty, Chris Horn, and Sara Hunt: Wales: Initiatives to Support Medical Students' Mental Health in Wales 10: Tarek Okasha, Nermine Shaker, and Dina Aly El-Gabry: Egypt: Burnout, Mental Health, and Wellbeing among Egyptian Students 11: Ekaterine Berdzenishvili, Eteri Machavariani, and Eka Chkonia: Georgia: Mental Health and Wellbeing of Medical Students in Georgia 12: Julie Chen, Linda Chan, and Weng Chin: Hong Kong: Medical Student Wellbeing in Hong Kong 13: Avinash Shekhar, Sharad Philip, Santosh K. Chaturvedi, and Dinesh Bhugra: India: Stress and Burnout amongst Medical Students in India 14: Theresia Citraningtyas, Rossalina Lili, Darien Alfa Cipta, and Nabila Ananda Kloping: Indonesia: Supporting Indonesian Medical Student Wellbeing in Medical Education: A Call to Action to Address Burnout 15: Antonio Ventriglio, Gaia Sampogna, and Andrea Fiorillo: Italy: Mental Health and Wellbeing among Italian Medical Students 16: Rawan Masri and Almu'atasim Khamees: Jordan: Medical Student Wellbeing in Jordan 17: Maha Lemtiri Chelieh, Redouane Abouqal, and Jihane Belayachi: Morocco: Mental Health among Moroccan Medical Students 18: Bikram Kafle: Nepal: Medical Student Wellbeing in Nepal 19: Fiona Moir, Kristy Usher, and Hamish Wilson: New Zealand: The Power of Connection: Perspectives on Medical Student Wellbeing in New Zealand 20: Olatunde Ayinde and Oye Gureje: Nigeria: Mental Health of Medical students: Nigeria 21: Julio Torales and Israel González: Paraguay: The Mental Health of Medical Students: The Case of Paraguay 22: Telma Almeida: Portugal: The Mental Health of Medical Students in Portugal 23: Egor Chumakov, Nataliia Petrova, and Ivan Pchelin: Russia: The Mental Health of Medical Students in Russia 24: Dulangi Dahanayake and Anuprabha Wickramasinghe: Sri Lanka: The Mental Health of Medical Students: Supporting Wellbeing in Medical Education in Sri Lanka 25: Andrew Molodynski and Sarah Marie Farrell: Regional Themes Part 3 26: Sarah Marie Farrell, Amy Schranz, Sharad Philip, Hannah Koury, Harmani Daler, and Nabila Ananda Kloping: Medical Student Reflections 27: Sapna Agrawal: Considering the Needs of Those Studying Medicine Abroad 28: Hannah S. Barham-Brown: Supporting the Wellbeing of Medical Students with Disabilities and Long-Term Health Conditions 29: Kate Irvine, Christopher Mohan, Eimear O'Neill, and Mary Cannon: Substance Misuse amongst Medical Students 30: Evie Kemp: How Can Universities and Health Systems Look After Medical Students? 31: Anna Collini and Caroline Elton: How Can Medical Students Look After Themselves? 32: Grace W. Gengoux, Yamilka Alsina Martin, and Isheeta Zalpuri: Aiming for Fulfilment 33: Jay Kaplan: What is Being Done, and Does It Work? 34: Andrew Molodynski, Sarah Marie Farrell, and Dinesh Bhugra: Conclusions Appendix: Medical Student Wellbeing Charter

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Book SynopsisFinally! A workbook that guides youand your familythrough a positive college admission experience. College admission has always been complicatedand COVID-19 has changed the college search and selection process in profound and challenging ways. But the authors behind the best-selling The Truth about College Admission are here to help with a new college admission workbook that puts the complex process into the hands of students and those who support them. Packed with activities and exercises, it's designed to help students find multiple colleges where they can not only get in, afford to go, and thrive on campus but also enjoy the adventure along the way. From building a balanced list of schools to research and visit to writing essays, preparing for interviews, and ultimately choosing a college to attend, the interactive exercises in this comprehensive workbook provide students with important questions to ask, information to consider, and the preparation they need to help them focus Table of ContentsHow To Use This BookIntroductionPlaylist PlayerPart 11. Why Are You Going to College?2. Re-mapping the Admission Landscape3. Wedges of College AdmissionPart 24. Creating a College List5. The College VisitPart 36. Admission Factors: What Are Colleges Looking For Academically?7. Admission Factors: What Are Colleges Looking For Outside The Classroom?8. Admission DecisionsPart 49. Making Your College Choice10. Closing LettersAfterwordResourcesReferencesAcknowledgementsIndex

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Book SynopsisWritten in an accessible and engaging style, this book is for anyone embarking on a research project or beginning to think about a career involving research, and for those in need of refocusing on why they started research in the first place.Trade ReviewNew and Noteworthy! * The Lunar and Planetary Information Bulletin *Table of Contents1: Introduction 2: Origin stories 3: God or clockwork? The importance of ignorance 4: Careful observation 5: Ideas under pressure 6: Choosing a solution 7: The ideal and the reality 8: Consensus 9: Designing research - from description to theory-building 10: Designing research - experiments 11: Designing research - alternatives to experiments 12: Designing research - R&D 13: Communication 1 - getting published 14: Communication 2 - getting known 15: Money 16: Power and politics 17: How to be a researcher - some conclusions

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