Student life Books

Book SynopsisThe Real World is a collection of practical ideas to empower young adults as they enter and adjust to the real world. The ideas are simple, straightforward and easy to adapt; no major life changes are needed (though some could result). Most high schools and colleges still focus primarily on academics and ignore teaching practical skills needed to thrive in the real world.Role models for young adults are often entertainers, Olympic athletes and sports figures, all of whom devote much time to achieve their goals. Self-help media most often teach about major changes that are needed to succeed with a new approach to living. Instead, The Real World offers simple yet powerful ideas that can be harnessed immediately and successfully to one's life without a major internal overhaul.Some of the book's more than 160 powerful ideas include how to:-Interview successfully and enter the workforce-Get great reference letters-Think for oneselfTable of ContentsForeword to the First EditionForeword to the Second EditionAcknowledgmentsIntroduction1: Entering the Real World2: If You Are Still in School3: Think for Yourself4: Communicating with Others and Yourself5: Entering and Adjusting to the Workplace6: Life’s Situations with Challenging Personalities7: Personal Improvement8: Time Management9: A View of Corporate America10: Wealth and Finances11: Thinking of Your Own Small Business?12: Dealing with a Mental Illness13: Suggested Videos14: Venturing OutReferencesAbout the Author

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Book SynopsisFor much of the twentieth century, the definition of success for most community colleges revolved around student retention and graduation. This definition no longer worksif it ever did. In Student Success in the Community College: What Really Works? respected community college leaders, researchers, and innovators argue that student success is about redesigning community colleges in a manner that is consistent with each college's mission, goals, student population, and resources. Concluding that there is no one-size-fits-all approach to increasing student success, chapter authors analyze national, state, and regional efforts to increase student success; identify principles institutions can use to frame student success initiatives; and outline specific actions community colleges can take to increase studentand institutionalsuccess. Student Success in the Community College: What Really Works? also provides concrete examples of effective student success initiatives in a variety of commuTable of ContentsForeword: Tom BaileyPreface: Terry O'Banion and Maggie CulpIt Is Time to Reimagine the American Community CollegeMaggie Culp and Terry O’BanionGuideline for Student and Institutional SuccessTerry O’Banion Leveraging Technology to Increase Student SuccessSarah Zauner and Melinda KarpStudent Success Requires a Culture of EvidenceArchie CubarrubiaThe Role of Presidents, Trustees, and College Leaders in Student SuccessJosh Wyner Collaboration between Academic and Student Affairs: A Key Factor in Increasing Student Success Maggie Culp and Steven HelfgotCollective Impact: Building Pathways to Student Success David Harrison and Jennifer AndersonRealizing Potential for Transformational Change: It’s about the PeopleEdwin Massey and Christina HartIncreasing Student Success: A Never-Ending Process David Kowalski, Victoria Bastecki-Perez, Celeste Schwartz and Phil NeedlesWhat Really Works in Student Success? Elisabeth A. Barnett and Elizabeth Kopko About the ContributorsAbout the Editors

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Book SynopsisFor much of the twentieth century, the definition of success for most community colleges revolved around student retention and graduation. This definition no longer worksif it ever did. In Student Success in the Community College: What Really Works? respected community college leaders, researchers, and innovators argue that student success is about redesigning community colleges in a manner that is consistent with each college's mission, goals, student population, and resources. Concluding that there is no one-size-fits-all approach to increasing student success, chapter authors analyze national, state, and regional efforts to increase student success; identify principles institutions can use to frame student success initiatives; and outline specific actions community colleges can take to increase studentand institutionalsuccess. Student Success in the Community College: What Really Works? also provides concrete examples of effective student success initiatives in a variety of commuTable of ContentsForeword: Tom BaileyPreface: Terry O'Banion and Maggie CulpIt Is Time to Reimagine the American Community CollegeMaggie Culp and Terry O’BanionGuideline for Student and Institutional SuccessTerry O’Banion Leveraging Technology to Increase Student SuccessSarah Zauner and Melinda KarpStudent Success Requires a Culture of EvidenceArchie CubarrubiaThe Role of Presidents, Trustees, and College Leaders in Student SuccessJosh Wyner Collaboration between Academic and Student Affairs: A Key Factor in Increasing Student Success Maggie Culp and Steven HelfgotCollective Impact: Building Pathways to Student Success David Harrison and Jennifer AndersonRealizing Potential for Transformational Change: It’s about the PeopleEdwin Massey and Christina HartIncreasing Student Success: A Never-Ending Process David Kowalski, Victoria Bastecki-Perez, Celeste Schwartz and Phil NeedlesWhat Really Works in Student Success? Elisabeth A. Barnett and Elizabeth Kopko About the ContributorsAbout the Editors

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Book SynopsisHonoring Identities argues that creating culturally responsive learning communities is a process which begins with building community, cultivating certain student and teacher dispositions, nurturing social justice, leveraging the power of talk and dialogic exchange, using Cultural Identity Literature (CIL) to build bridges and to normalize difference, and fostering a culture of civil discourse. Honoring Identities provides both theory and practice to advance the important mission of building culturally responsive mindsets and to ensure that all students feel like they have a place at the learning table. CIL reflects and honors the lives of all young people, and GREEN APPLE questions focus their reading on key facets of identity, multiplying the effectiveness of the reading experience. GREEN APPLE questions also provide a lens for anyone else wishing to select CIL. The questions not only illuminate different perspectives of a text but make readers aware that individual experiences colorTrade ReviewDonna Miller has spent much of her career studying the fluid roles of identity and culture inliteracy learning. In her book Honoring Identities, she describes classroom theory, dispositions, and activities that help students learn about themselves and others, which ultimately helps students make better sense of the world. Experienced classroom teachers and preservice teachers alike will find this book helpful when shaping culturally responsive practices. -- Casey Casey Olsen, ELA Teacher, Columbus High School (MT); 2015 Montana Teacher of the Year Finalist; National Writing Project "College, Career, & Community Writers Program" Leadership Team MemberDonna Miller’s Honoring Identities gives busy teachers and teacher educators numerous strategies for enacting critical thinking and multicultural literacies instruction in their classrooms. With suggestions for self-reflection and classroom activities, readers will find much to gain through the tried-and-tested strategies Miller outlines. This book is a must-have for teachers and teacher educators who have long searched for practical activities that can launch serious inquiry into means for accomplishing culturally relevant and culturally sustaining pedagogies. -- Heather E. Bruce, Professor Emerita, English Education; former Director of the Montana Writing Project, University of MontanaHonoring Identities is a must-have for every university teacher preparation program, as well as every English language arts teacher who is looking for concrete steps in improving culturally sustaining pedagogy. Dr. Miller’s experience as a teacher of secondary English language arts methods courses, and student teaching supervisor at Arizona State University play almost as important a role in her understanding of this topic as her time as a director in the teacher education program at Aaniiih Nakoda Tribal College in Montana. Dr. Miller grounds her work in theory, but spends most of the book in the what, how and why of honoring the identities of students. Her acronym GREEN APPLE is brilliant, and provides a guide for meeting the National Council of Teachers of English brief on multicultural literacy for “seeing, thinking, reading, writing, listening, and discussing in ways that critically confront and bridge social, cultural, and personal differences” (NCTE, 5). Throughout the book, Dr. Miller explains and provides resources in the practical formats that teachers actually use to address issues of “gender identity, religion, ethnicity and race, economic class/socioeconomic status, name/family, age, place, perception of belonging, and exceptionality” (Miller, Honoring Identities, 3). The process for leading students into and through what could be troubled waters of political dialogue are especially well-conceived, practical, and useful. This book is reminiscent of Harold Wong’s First Days of School, in that it provides detailed resources on how to meet the needs of students in ways that set up the teacher and students, both, for success. Honoring Identities is a useful book from one of our nation’s most experienced experts!! -- James Blasingame Jr., Executive Director of the Assembly on Literature for Adolescents of the National Council of Teachers of EnglishTable of ContentsForewordPrefaceIntroduction: Finding PurposeChapter One: Cultural IdentityChapter Two: Building Community and ConnectionsChapter Three: Teacher and Student DispositionsChapter Four: Nurturing Social JusticeChapter Five: The Power of Talk and Dialogic ExchangeChapter Six: Reading Cultural Identity Literature with a GREEN APPLE GuideChapter Seven: Pause and Ponder MomentsAppendix: Annotated List of Cultural Identity LiteratureReferencesAbout the Author

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Book SynopsisHonoring Identities argues that creating culturally responsive learning communities is a process which begins with building community, cultivating certain student and teacher dispositions, nurturing social justice, leveraging the power of talk and dialogic exchange, using Cultural Identity Literature (CIL) to build bridges and to normalize difference, and fostering a culture of civil discourse. Honoring Identities provides both theory and practice to advance the important mission of building culturally responsive mindsets and to ensure that all students feel like they have a place at the learning table. CIL reflects and honors the lives of all young people, and GREEN APPLE questions focus their reading on key facets of identity, multiplying the effectiveness of the reading experience. GREEN APPLE questions also provide a lens for anyone else wishing to select CIL. The questions not only illuminate different perspectives of a text but make readers aware that individual experiences colorTrade ReviewDonna Miller has spent much of her career studying the fluid roles of identity and culture inliteracy learning. In her book Honoring Identities, she describes classroom theory, dispositions, and activities that help students learn about themselves and others, which ultimately helps students make better sense of the world. Experienced classroom teachers and preservice teachers alike will find this book helpful when shaping culturally responsive practices. -- Casey Casey Olsen, ELA Teacher, Columbus High School (MT); 2015 Montana Teacher of the Year Finalist; National Writing Project "College, Career, & Community Writers Program" Leadership Team MemberDonna Miller’s Honoring Identities gives busy teachers and teacher educators numerous strategies for enacting critical thinking and multicultural literacies instruction in their classrooms. With suggestions for self-reflection and classroom activities, readers will find much to gain through the tried-and-tested strategies Miller outlines. This book is a must-have for teachers and teacher educators who have long searched for practical activities that can launch serious inquiry into means for accomplishing culturally relevant and culturally sustaining pedagogies. -- Heather E. Bruce, Professor Emerita, English Education; former Director of the Montana Writing Project, University of MontanaHonoring Identities is a must-have for every university teacher preparation program, as well as every English language arts teacher who is looking for concrete steps in improving culturally sustaining pedagogy. Dr. Miller’s experience as a teacher of secondary English language arts methods courses, and student teaching supervisor at Arizona State University play almost as important a role in her understanding of this topic as her time as a director in the teacher education program at Aaniiih Nakoda Tribal College in Montana. Dr. Miller grounds her work in theory, but spends most of the book in the what, how and why of honoring the identities of students. Her acronym GREEN APPLE is brilliant, and provides a guide for meeting the National Council of Teachers of English brief on multicultural literacy for “seeing, thinking, reading, writing, listening, and discussing in ways that critically confront and bridge social, cultural, and personal differences” (NCTE, 5). Throughout the book, Dr. Miller explains and provides resources in the practical formats that teachers actually use to address issues of “gender identity, religion, ethnicity and race, economic class/socioeconomic status, name/family, age, place, perception of belonging, and exceptionality” (Miller, Honoring Identities, 3). The process for leading students into and through what could be troubled waters of political dialogue are especially well-conceived, practical, and useful. This book is reminiscent of Harold Wong’s First Days of School, in that it provides detailed resources on how to meet the needs of students in ways that set up the teacher and students, both, for success. Honoring Identities is a useful book from one of our nation’s most experienced experts!! -- James Blasingame Jr., Executive Director of the Assembly on Literature for Adolescents of the National Council of Teachers of EnglishTable of ContentsForewordPrefaceIntroduction: Finding PurposeChapter One: Cultural IdentityChapter Two: Building Community and ConnectionsChapter Three: Teacher and Student DispositionsChapter Four: Nurturing Social JusticeChapter Five: The Power of Talk and Dialogic ExchangeChapter Six: Reading Cultural Identity Literature with a GREEN APPLE GuideChapter Seven: Pause and Ponder MomentsAppendix: Annotated List of Cultural Identity LiteratureReferencesAbout the Author

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Book SynopsisHigher education is undergoing a reinvention. More and more instruction is moving beyond the traditional lecture to include active learning and engagement supported by technology. Without training, many instructors simply continue to lecture, but those wishing to develop their pedagogy can take action and move beyond passive methods of delivering content. This book is essential reading for novice instructors, for those wishing to shift from lecturing to active learning, and for experienced educators wishing to examine their teaching practice.A detailed discussion of academic research empowers instructors to examine, develop, and justify their approach to teaching. The focus across topics rests on effective interactions and the overall classroom dynamic, grounded in psychology, the science of learning, and perspectives on critical thinking. Each chapter includes self-assessments and things to try in order to understand current practice and develop the ability to Table of ContentsAcknowledgements1. Introduction2. Beyond the Lecture3. The Basics of Effective Communication4. Tips for the Online Instructor5. Four Key Concepts and the Classroom Dynamic6. Quality Not Quantity: Defining effective engagement when promoting active learning7. (Non)Evaluative Responses: Promoting Critical Thinking and Psychological Safety8. Complex Questioning: Framing Questions to Promote Deep Thinking, Analysis, and Creativity9. Silence is Golden: Keeping a Handle on “Prof Talk” in the Classroom10. The Bomb Squad: Identifying and Managing Challenging DynamicsAppendix 1: Example Discussion and CommentaryAppendix 2: Coding Thinking Skills in Classroom InteractionsAppendix 3: The Response RepertoireGlossaryReferencesIndex

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Book SynopsisHigher education is undergoing a reinvention. More and more instruction is moving beyond the traditional lecture to include active learning and engagement supported by technology. Without training, many instructors simply continue to lecture, but those wishing to develop their pedagogy can take action and move beyond passive methods of delivering content. This book is essential reading for novice instructors, for those wishing to shift from lecturing to active learning, and for experienced educators wishing to examine their teaching practice.A detailed discussion of academic research empowers instructors to examine, develop, and justify their approach to teaching. The focus across topics rests on effective interactions and the overall classroom dynamic, grounded in psychology, the science of learning, and perspectives on critical thinking. Each chapter includes self-assessments and things to try in order to understand current practice and develop the ability to Table of ContentsAcknowledgements1. Introduction2. Beyond the Lecture3. The Basics of Effective Communication4. Tips for the Online Instructor5. Four Key Concepts and the Classroom Dynamic6. Quality Not Quantity: Defining effective engagement when promoting active learning7. (Non)Evaluative Responses: Promoting Critical Thinking and Psychological Safety8. Complex Questioning: Framing Questions to Promote Deep Thinking, Analysis, and Creativity9. Silence is Golden: Keeping a Handle on “Prof Talk” in the Classroom10. The Bomb Squad: Identifying and Managing Challenging DynamicsAppendix 1: Example Discussion and CommentaryAppendix 2: Coding Thinking Skills in Classroom InteractionsAppendix 3: The Response RepertoireGlossaryReferencesIndex

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Book SynopsisThis book is a guide for students writing their college admissions essays, primarily the 650-word Common App essay and supplementary essays that many schools require as part of their admission applications. With more students applying to college, and those students applying to more schools than ever before, college admission selection is far more competitive than in the past and the college essay is a key component.We offer suggestions on good topics to write about without getting too specific (and just as importantly what not to write about), vital tips on writing approach, grammar, and usage. This guide can be for anyone who wants to write better, more clearly and crisply. If used properly, this book will help you craft a readable, interesting essay that will attract the college admissions reader by giving you a creative voice and the means to express yourself. No guarantees, but it just might make a difference in the final admission process.Trade ReviewAs admission officers give less weight to ACT and SAT scores, they give more attention to crisp, clear, authentic essays. This pragmatic guide from four proven pros teaches applicants and their parents how to craft essays that capitalize on each student’s strengths. -- John P. McCormick, former editorial page editor, Chicago TribuneEven though I am a college professor, I was unsure how to advise my children when they asked for feedback on their college admission essays. Of course, I told them to check grammar rules and avoid typo's at all costs, but that was not much help.This book would have been the perfect guide, providing a clear road map of what to avoid (hackneyed themes) and how to use the essay writing process as a way to learn more about themselves. What a great blessing to families navigating the college admissions process! -- Cynthia Conlon, JD, PhD, adjunct faculty Northwestern UniversityThe Franklins and their coauthors are knowledgeable and caring parents whose practical suggestions for writing college application essays are effective and to the point (which you will learn from this book is an improvement over “impactful and focused"). -- Eugene Sunshine, former chief administrative, business, financial and personnel officer of Northwestern UniversityTable of ContentsEpigraphPrefaceIntroduction Starting Out: Confronting the Blank Screen The First Step: Picking a Prompt What To Do and What Not To Do When You Begin Writing More Advice As You Write The Prompts and Some Illustrative Essays The Supplemental Essay Special Creative Questions Special Usage Rules for College Essays Special Usage Rules II Editing An Interview With An Experienced College Counselor You Hit the Submit Button, Now What? What If You Don’t Get Your First Choice? Hint: Life Doesn’t End

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Book SynopsisAs a former teacher, school board chair, and state legislator, Kristen J. Amundson has spent decades answering parents' questions about school. This book highlights 81 questions, covering a child's school journey from preschool to postsecondary education. It includes some of the school secrets parents need to knowthe often unwritten rules that can make a child's K-12 experience the best it can be. Should you redshirt your kindergartener (and hold them out for a year)? How much parent help on homework is too much? And why could playing in the band be a secret to getting your child into a good college? For parents who are struggling to teach their child at home during a pandemic-related school closure, there are lots of tips on how to do that while still keeping your sanity (and your own job). 81 Questions for Parents combines common sense, research, and a little humor to help parents support their child to get the best possible education.

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Book SynopsisFrom research that has taken place on youth sports, to the structure you should use when starting your team, and the importance of winning, this book gives you valuable information for you as a coach. A coach will learn the science of how a player learns and techniques to be used to increase motivation. The best coaches are the best teachers and this book gives coaches the most important tricks that great teachers use. Trade ReviewThe values which can accrue from youth sport participation are many including: increased fitness, mental acuity, positive attitudes, social development, and self-esteem. Unfortunately there can also be negative consequences from participation. The development of these qualities in youth sport, whether positive or negative, are dependent upon the environment provided by the leaders of youth sport.This book provides a guide, based upon the most current research, regarding youth sport … including both the “uses and abuses”, as well as tips for parents’ coaches, fans, and leaders in youth sport as to how we can ensure that children can reap only positive benefits from youth sport participation. -- Mimi Murray, PhD, certified consultant sport psychology, professor emeritus Sport & Exercise Psychology, Springfield CollegeTable of ContentsForewordPrefaceAcknowledgementsIntroductionChapter 1 – Youth sport Research – what we need to know about youth sportsChapter 2 – How to structure your team – Methods to set your team up for successChapter 3 – Winning is important...but – Channeling your team’s focus to play at their best Chapter 4 – The science of how players learn – What we know about Motor learningChapter 5 - Competition and Deliberate Goals – How to increase focus in your practices Chapter 6 – Communication and Feedback – The art and science of how you should talk to playersChapter 7 – Coaching Like a teacher- Strategies all great teachers use that will improve your coachingChapter 8 – Reactions to Errors – Let errors show your players the path to improvementChapter 9– Game Day – Things to consider when preparing for competitionChapter 10 – Youth Sports in Norway – are we moving in the right direction?About the Author

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Book SynopsisFrom research that has taken place on youth sports, to the structure you should use when starting your team, and the importance of winning, this book gives you valuable information for you as a coach. A coach will learn the science of how a player learns and techniques to be used to increase motivation. The best coaches are the best teachers and this book gives coaches the most important tricks that great teachers use. Trade ReviewThe values which can accrue from youth sport participation are many including: increased fitness, mental acuity, positive attitudes, social development, and self-esteem. Unfortunately there can also be negative consequences from participation. The development of these qualities in youth sport, whether positive or negative, are dependent upon the environment provided by the leaders of youth sport.This book provides a guide, based upon the most current research, regarding youth sport … including both the “uses and abuses”, as well as tips for parents’ coaches, fans, and leaders in youth sport as to how we can ensure that children can reap only positive benefits from youth sport participation. -- Mimi Murray, PhD, certified consultant sport psychology, professor emeritus Sport & Exercise Psychology, Springfield CollegeTable of ContentsForewordPrefaceAcknowledgementsIntroductionChapter 1 – Youth sport Research – what we need to know about youth sportsChapter 2 – How to structure your team – Methods to set your team up for successChapter 3 – Winning is important...but – Channeling your team’s focus to play at their best Chapter 4 – The science of how players learn – What we know about Motor learningChapter 5 - Competition and Deliberate Goals – How to increase focus in your practices Chapter 6 – Communication and Feedback – The art and science of how you should talk to playersChapter 7 – Coaching Like a teacher- Strategies all great teachers use that will improve your coachingChapter 8 – Reactions to Errors – Let errors show your players the path to improvementChapter 9– Game Day – Things to consider when preparing for competitionChapter 10 – Youth Sports in Norway – are we moving in the right direction?About the Author

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Book SynopsisCommunity college student mental health is a critical topic among community college leaders, faculty, and staff. Mental health concerns among community college students are more prevalent and more pronounced than among students at four-year institutions. The recent pandemic has further amplified students' mental health concerns. Poor mental health can negatively affect student success outcomes such as persistence within courses, grade point average, and credential completion. Even though the research in this area is growing, additional work is necessary to fully grasp the scope and details of the issue. Within this book, Latz outlines the contours of the issue by explaining what is already known. She then uses data from a study involving interviews with community college faculty to further explain the issue from their unique and important vantage points. Readers will learn about both the professional lives of community college faculty and their experiences with and perspectivTrade ReviewAmanda Latz’s book couldn’t be more timely and necessary for community colleges and those who teach in them. Student mental health has been identified as reaching crisis levels in colleges, intensified by the COVID pandemic, and faculty are on the front lines—this is especially true in community colleges. In Community College Student Mental Health, Latz provides critical insight into community college faculty experiences, drawing on her own research and providing practical insights into “what we can do now.” This book is an exceptionally valuable resource to anyone working with community college students. -- C. Casey Ozaki, professor of Higher Education and Teaching & Learning at the University of North DakotaAmanda Latz makes a timely and critical contribution to helping community college leaders understand the current landscape of student mental health. Her unique approach of open-ended discussions with faculty -- who see students every day -- brings nuance and a welcome reminder that mental health is central to the academic mission of a college. Highly recommended. -- Matthew Reed, PhD, Senior Executive Officer at the New Jersey Council of County CollegesDr. Amanda Latz's work in this book is nothing short of intentional and thoughtful. Finally we have work that encompasses the extraordinary world of the community college—the students, the staff and the college’s vital role in higher education. Dr. Latz’s ability to recognize the essential, yet often unseen role community college faculty play in the lives of their students, including their mental health, is unmatched. This book lays the groundwork for beginning to better support the mental health needs of this often-overlooked population of students. It is a must read for all administrators, educational advocates, and policy makers. -- Mia D. Johnson, chancellor of the Anderson Campus of Ivy Tech Community CollegeThe COVID-19 pandemic shone a light on the mental health issues our students deal with, and Amanda O. Latz focuses that light on a key group (faculty) who work with those students daily. Latz herself is a former community college instructor, and her love and respect for the community college, its faculty and students shines throughout the text. Drawing heavily from interviews with 22 community college faculty, the wider literature, and her own experience, Latz paints a portrait of the important role that community college faculty play in the lives of their students and the passion, strength, and care with which they approach their involvement. She recognizes the critical role that faculty members play in supporting students experiencing mental health issues and the resulting impact on the faculty themselves. This book provides insight and much needed information that will be helpful to those leading community colleges at all levels. This book is a unique and relevant contribution that I highly recommend for current and future leaders in the field. -- Regina Garza Mitchell, professor of Educational Leadership in Higher Education at the Western Michigan UniversitySimply put, I can’t think of anyone connected to community colleges or community college research who doesn’t need to read this book, now! Latz’s years of research on students’ mental health intersects with our critical need for information and triangulates with great writing, resulting in a book you can’t put down! The comprehensive review of the literature on students’ mental health is presented via engaging writing followed by faculty stories of their experiences which will be familiar to many. The book thankfully ends with specific, doable steps for faculty and staff (who are not mental health professionals), to be able to use. Today. -- Susan Kater, project manager at the League for Innovation in the Community College and associate professor at Idaho State UniversityIn Community College Student Mental Health: Faculty Experiences and Institutional Actions, Latz describes how colleges struggle to meet the surging demand for mental health services on campus. Latz is at the forefront of researching the mental health crisis students are encountering coming out of the global COVID-19 pandemic and how community colleges can play an important part in addressing these concerns. -- Vincent Bowhay, president of Independence Community CollegeIn this book, Dr. Latz adds to the conversation by focusing on the mental health of community college students and she helps us to understand how faculty might enhance their impact and effectiveness by truly knowing and supporting the whole student. -- Gregory D. Williams, PhD, president, Odessa College, Aspen Prize Top 10 Community CollegeDr. Latz uses her research in a way that brings to life the very real mental health needs of community college students. Faculty and student experiences are used to describe the growing concerns of leaders across the country. Dr. Latz concludes with practical approaches to addressing the concerns and issues that must be addressed by community colleges if they want to contribute to the wellbeing and success of their students. -- Andy Bowne, President & CEO, Johnson County Community CollegeTable of ContentsTable of ContentsAcknowledgmentsList of TablesIntroductionSECTION ONE: THE BACKGROUNDCommunity College Faculty and their StudentsResearch on Community College Student Mental HealthSECTION TWO: THE FACULTYCareer Pathways, Dispositions, and PedagogiesStudents’ Assets and ObstaclesSECTION THREE: THE DISCUSSIONSDoing Emotional LaborRejecting the MonolithNavigating Institutional Structures and SystemsMaking It WorkSECTION FOUR: THE FUTUREWhat Can We Do Now?How Might the Future Look?Appendix A: Methodological OverviewAppendix B: Interview Script and ProtocolAbout the Author

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Book SynopsisCommunity college student mental health is a critical topic among community college leaders, faculty, and staff. Mental health concerns among community college students are more prevalent and more pronounced than among students at four-year institutions. The recent pandemic has further amplified students' mental health concerns. Poor mental health can negatively affect student success outcomes such as persistence within courses, grade point average, and credential completion. Even though the research in this area is growing, additional work is necessary to fully grasp the scope and details of the issue. Within this book, Latz outlines the contours of the issue by explaining what is already known. She then uses data from a study involving interviews with community college faculty to further explain the issue from their unique and important vantage points. Readers will learn about both the professional lives of community college faculty and their experiences with and perspectivTrade ReviewAmanda Latz’s book couldn’t be more timely and necessary for community colleges and those who teach in them. Student mental health has been identified as reaching crisis levels in colleges, intensified by the COVID pandemic, and faculty are on the front lines—this is especially true in community colleges. In Community College Student Mental Health, Latz provides critical insight into community college faculty experiences, drawing on her own research and providing practical insights into “what we can do now.” This book is an exceptionally valuable resource to anyone working with community college students. -- C. Casey Ozaki, professor of Higher Education and Teaching & Learning at the University of North DakotaAmanda Latz makes a timely and critical contribution to helping community college leaders understand the current landscape of student mental health. Her unique approach of open-ended discussions with faculty -- who see students every day -- brings nuance and a welcome reminder that mental health is central to the academic mission of a college. Highly recommended. -- Matthew Reed, PhD, Senior Executive Officer at the New Jersey Council of County CollegesDr. Amanda Latz's work in this book is nothing short of intentional and thoughtful. Finally we have work that encompasses the extraordinary world of the community college—the students, the staff and the college’s vital role in higher education. Dr. Latz’s ability to recognize the essential, yet often unseen role community college faculty play in the lives of their students, including their mental health, is unmatched. This book lays the groundwork for beginning to better support the mental health needs of this often-overlooked population of students. It is a must read for all administrators, educational advocates, and policy makers. -- Mia D. Johnson, chancellor of the Anderson Campus of Ivy Tech Community CollegeThe COVID-19 pandemic shone a light on the mental health issues our students deal with, and Amanda O. Latz focuses that light on a key group (faculty) who work with those students daily. Latz herself is a former community college instructor, and her love and respect for the community college, its faculty and students shines throughout the text. Drawing heavily from interviews with 22 community college faculty, the wider literature, and her own experience, Latz paints a portrait of the important role that community college faculty play in the lives of their students and the passion, strength, and care with which they approach their involvement. She recognizes the critical role that faculty members play in supporting students experiencing mental health issues and the resulting impact on the faculty themselves. This book provides insight and much needed information that will be helpful to those leading community colleges at all levels. This book is a unique and relevant contribution that I highly recommend for current and future leaders in the field. -- Regina Garza Mitchell, professor of Educational Leadership in Higher Education at the Western Michigan UniversitySimply put, I can’t think of anyone connected to community colleges or community college research who doesn’t need to read this book, now! Latz’s years of research on students’ mental health intersects with our critical need for information and triangulates with great writing, resulting in a book you can’t put down! The comprehensive review of the literature on students’ mental health is presented via engaging writing followed by faculty stories of their experiences which will be familiar to many. The book thankfully ends with specific, doable steps for faculty and staff (who are not mental health professionals), to be able to use. Today. -- Susan Kater, project manager at the League for Innovation in the Community College and associate professor at Idaho State UniversityIn Community College Student Mental Health: Faculty Experiences and Institutional Actions, Latz describes how colleges struggle to meet the surging demand for mental health services on campus. Latz is at the forefront of researching the mental health crisis students are encountering coming out of the global COVID-19 pandemic and how community colleges can play an important part in addressing these concerns. -- Vincent Bowhay, president of Independence Community CollegeIn this book, Dr. Latz adds to the conversation by focusing on the mental health of community college students and she helps us to understand how faculty might enhance their impact and effectiveness by truly knowing and supporting the whole student. -- Gregory D. Williams, PhD, president, Odessa College, Aspen Prize Top 10 Community CollegeDr. Latz uses her research in a way that brings to life the very real mental health needs of community college students. Faculty and student experiences are used to describe the growing concerns of leaders across the country. Dr. Latz concludes with practical approaches to addressing the concerns and issues that must be addressed by community colleges if they want to contribute to the wellbeing and success of their students. -- Andy Bowne, President & CEO, Johnson County Community CollegeTable of ContentsTable of ContentsAcknowledgmentsList of TablesIntroductionSECTION ONE: THE BACKGROUNDCommunity College Faculty and their StudentsResearch on Community College Student Mental HealthSECTION TWO: THE FACULTYCareer Pathways, Dispositions, and PedagogiesStudents’ Assets and ObstaclesSECTION THREE: THE DISCUSSIONSDoing Emotional LaborRejecting the MonolithNavigating Institutional Structures and SystemsMaking It WorkSECTION FOUR: THE FUTUREWhat Can We Do Now?How Might the Future Look?Appendix A: Methodological OverviewAppendix B: Interview Script and ProtocolAbout the Author

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Book SynopsisOld and new media are adversely effecting children in many ways. The doctors in this volume discuss their thoughts on the subject. Table of ContentsPrefaceChapter 1: Why “Old” Media Matter More Than New Media Victor C. Strasburger, MDChapter 2: Social Media for Teens and Preteens - Good or Bad? Margie J. Hogan, MDChapter 3: Is Cyberbullying Worse than In-Person Bullying? Ed Donnerstein, PhDChapter 4: Prescription for an Infodemic: A Pedagogical Response in an Era of “Fake News” Christopher Sperry, PhDChapter 5: How Classroom Media Literacy Could Save the World – A very personal reflection Frank W. BakerChapter 6: Children’s Educational Media: Promises, Challenges, and Solutions Sandra L. Calvert, PhDChapter 7: Media violence and youth aggression – What is the role of education? Kristine Paulsen and Lt. Col. (Ret.) David Grossman

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Book SynopsisOld and new media are adversely effecting children in many ways. The doctors in this volume discuss their thoughts on the subject. Table of ContentsPrefaceChapter 1: Why “Old” Media Matter More Than New Media Victor C. Strasburger, MDChapter 2: Social Media for Teens and Preteens - Good or Bad? Margie J. Hogan, MDChapter 3: Is Cyberbullying Worse than In-Person Bullying? Ed Donnerstein, PhDChapter 4: Prescription for an Infodemic: A Pedagogical Response in an Era of “Fake News” Christopher Sperry, PhDChapter 5: How Classroom Media Literacy Could Save the World – A very personal reflection Frank W. BakerChapter 6: Children’s Educational Media: Promises, Challenges, and Solutions Sandra L. Calvert, PhDChapter 7: Media violence and youth aggression – What is the role of education? Kristine Paulsen and Lt. Col. (Ret.) David Grossman

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Book SynopsisThis book was written to demonstrate as a society, how self-absorbed we have become. How this self-absorption has affected our relationships at home and in life. How high school students have become consumed with instant gratification and have lost sight of selfless deeds. Social media is here to stay, and we must address the negative effects and lead our youth in a direction of selfless service. Thousands of children in schools across the country suffer from low self-esteem and this book will explain how we can improve a child's opinion of themselves. This book will provide a plan and the path to seeing this accomplished.Table of ContentsPreface: Rewriting a Child’s StoryIntroduction: What Is the Link Up Internship?Section 1: How Mentoring Creates Selflessness1. Learning Selflessness in a Self-Absorbed World2. Don’t Wait for Them; Go Find Them3. Like, Comment, Share4. Starting the Day Off RightSection 2: Foundations of a Mentorship Program Identifying Socially At-Risk Children Laying Foundations Through Building Relationships Building Momentum through Self Esteem Link Up and Own It Caregiver Involvement Section 3: Working with Mentors Free Human Capital Preparing the Next Generation of Teachers Identifying the Link Up Mentor The Mentor’s Daily Tasks Modeling Behavior Section 4: As Your Program Grows Listen, Love, and Learn Now More than Ever Author’s Note: My Life-Changing Link

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Book SynopsisThis book was written to demonstrate as a society, how self-absorbed we have become. How this self-absorption has affected our relationships at home and in life. How high school students have become consumed with instant gratification and have lost sight of selfless deeds. Social media is here to stay, and we must address the negative effects and lead our youth in a direction of selfless service. Thousands of children in schools across the country suffer from low self-esteem and this book will explain how we can improve a child's opinion of themselves. This book will provide a plan and the path to seeing this accomplished.Table of ContentsPreface: Rewriting a Child’s StoryIntroduction: What Is the Link Up Internship?Section 1: How Mentoring Creates Selflessness1. Learning Selflessness in a Self-Absorbed World2. Don’t Wait for Them; Go Find Them3. Like, Comment, Share4. Starting the Day Off RightSection 2: Foundations of a Mentorship Program Identifying Socially At-Risk Children Laying Foundations Through Building Relationships Building Momentum through Self Esteem Link Up and Own It Caregiver Involvement Section 3: Working with Mentors Free Human Capital Preparing the Next Generation of Teachers Identifying the Link Up Mentor The Mentor’s Daily Tasks Modeling Behavior Section 4: As Your Program Grows Listen, Love, and Learn Now More than Ever Author’s Note: My Life-Changing Link

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Book SynopsisThis book focuses on how parents and other caregivers can have richer and more fruitful conversations with their children. Parents will be able to use the ideas in this book to improve conversations with their children in ways that help them (a) more effectively learn in school, (b) develop stronger and more lasting relationships in and out of school, and (c) increase their critical thinking and problem-solving abilities. Some children are more prepared for school than others. Much of this preparation comes from the types of conversations that children have and listen to at home. Many children need more practice in developing and using key conversation skills that are expected in school and life. They need more practice co-constructing ideas with other people, face to face, and they need more practice engaging in respectful collaboration and argumentation. This book helps parents to provide such practice.Table of ContentsIntroduction Chapter 1: Conversing to Cultivate your Child’s Mind & HeartChapter 2: Developing Conversation Habits, Skills, and MindsetsChapter 3: Conversations about StoriesChapter 4: Conversations about HistoryChapter 5: Conversations about Science Chapter 6: Conversations about MathChapter 7: Conversations that Grow the HeartAbout the Author

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Book SynopsisAll school districts have written statements of the educational values and goals that members of the school community believe are important and worth pursuing. They display these on the front page of all school district public relations packets and on the walls of school and district offices. While all segments of the school community enthusiastically embrace the values and goals stated in the documents, rarely, if ever, do they practice these goals and values in classrooms or administrative offices.The gap between the educational ideals spoken from auditorium stages and the instructional regimes students experience in classrooms is the result of schools designed to achieve institutional goalsaccountability, standardization, and efficiencyrather than educational goalsthoughtfulness, deep knowledge, and critically-informed citizens. This book is aimed at school administrators whose goal is restoring the why of schooling to the organizational structuresTable of ContentsIntroductionChapter One: The Goal MazeChapter Two: ChampioningChapter Three: Main Office CChapter Four: Silver BulletsChapter Five: Following ThroughChapter Six: The Crisis of the DayChapter Seven: NoticingChapter Eight: Tools in the ToolboxChapter Nine: Getting to YESChapter Ten: Restoring the Why to Schooling

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Book SynopsisAll school districts have written statements of the educational values and goals that members of the school community believe are important and worth pursuing. They display these on the front page of all school district public relations packets and on the walls of school and district offices. While all segments of the school community enthusiastically embrace the values and goals stated in the documents, rarely, if ever, do they practice these goals and values in classrooms or administrative offices.The gap between the educational ideals spoken from auditorium stages and the instructional regimes students experience in classrooms is the result of schools designed to achieve institutional goalsaccountability, standardization, and efficiencyrather than educational goalsthoughtfulness, deep knowledge, and critically-informed citizens. This book is aimed at school administrators whose goal is restoring the why of schooling to the organizational structuresTable of ContentsIntroductionChapter One: The Goal MazeChapter Two: ChampioningChapter Three: Main Office CChapter Four: Silver BulletsChapter Five: Following ThroughChapter Six: The Crisis of the DayChapter Seven: NoticingChapter Eight: Tools in the ToolboxChapter Nine: Getting to YESChapter Ten: Restoring the Why to Schooling

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Book SynopsisThis book offers clear, actionable ways for parents and educators to create and strengthen relationships with teens during a key time of growth and development. With an emphasis on mindfulness, non-violent communication, and rooted in what we know about brain and social development during the adolescent years, this book is a great resource for anyone who is struggling to understand how to support and connect with young people. It includes practical information and activities designed to help spur adults to reflect on their goals as well as unearth their hidden biases about teens and how to direct them. Happy, Healthy Teens focuses on small ways to make a big difference in how teens see themselves and experience their interactions with us and it will help you be more intentional in your choices as you navigate the challenges of the adolescent years. Creating strong, foundational relationships with young people during these years has an enormous, lasting impact on their ability to becTable of ContentsAcknowledgmentsIntroductionChapter 1: Important Information about Adolescent Brain & Social DevelopmentChapter 2: Mindful Parenting and TeachingChapter 3: Trusting RelationshipsChapter 4: CompassionChapter 5: Shared GoalsChapter 6: ConflictChapter 7: Helping Adolescents Deal with Stress & Anxiety

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Book SynopsisThis book offers clear, actionable ways for parents and educators to create and strengthen relationships with teens during a key time of growth and development. With an emphasis on mindfulness, non-violent communication, and rooted in what we know about brain and social development during the adolescent years, this book is a great resource for anyone who is struggling to understand how to support and connect with young people. It includes practical information and activities designed to help spur adults to reflect on their goals as well as unearth their hidden biases about teens and how to direct them. Happy, Healthy Teens focuses on small ways to make a big difference in how teens see themselves and experience their interactions with us and it will help you be more intentional in your choices as you navigate the challenges of the adolescent years. Creating strong, foundational relationships with young people during these years has an enormous, lasting impact on their ability to becTable of ContentsAcknowledgmentsIntroductionChapter 1: Important Information about Adolescent Brain & Social DevelopmentChapter 2: Mindful Parenting and TeachingChapter 3: Trusting RelationshipsChapter 4: CompassionChapter 5: Shared GoalsChapter 6: ConflictChapter 7: Helping Adolescents Deal with Stress & Anxiety

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Book SynopsisAdolescent substance use is a seriousand potentially deadlyproblem with many repercussions for the adolescent, the family, and society at large. It is also an issue that too few education professionals feel prepared to address even as they see it playing out in their schools and classrooms. Struggling with Substance Use: Supporting Students' Social Emotional Learning presents evidence on the magnitude of the problem and the many underlying factors and commonly co-occurring disorders associated with student substance use. It covers the risk factors for adolescent substance use (e.g., trauma, ADHD, peer pressure, and family dysfunction) and contrasts each with specific protective factors that education professionals need to consider when designing schoolwide programs and classroom initiatives. Each chapter concludes with an example of an evidence-based program that has made a difference for students and families. Armed with knowledge, understanding, and examples of proven programs, scTrade ReviewAfter my years in the field working with dual-diagnosis, I can honestly say that a book written by an educator with knowledge in substance use disorders is the perfect supplemental resource for all educators. Research shows us the importance of understanding the impact of substance use and mental health from an early age, and allowing our educators to increase their awareness and understanding will provide the additional support our children truly need. -- Courtney J. Kibble, LP, LPC, CADC, program coordinator and assistant professor, Department of Addiction Studies and Behavioral Health, Governors State UniversityDeborah Lynch clearly has not only an excellent grasp of the research but a passionate desire to offer help, support, knowledge, and training to others. Though it’s presented through the lens of school, Struggling with Substance Use: Supporting Students’ Social Emotional Learning is a useful book for social workers, clergy, community workers, and others who are impacted by addiction. -- Charles Cooper, NBCT Chicago Public Schools Teacher, Adjunct Instructor, Graduate Education Programs, Mentor of NBCT Candidates, Chicago Teachers UnionEvery day in substance abuse treatment we see living examples of the trauma and co-occurring disorders that Struggling with Substance Use: Supporting Students’ Social Emotional Learning alerts readers to. Educators, social workers, and policy makers will change the futures of the most vulnerable by reading and responding to this exceptional well-researched book. -- Sharme Singer, addiction counselorTable of ContentsPrefaceIntroductionChapter 1. Understanding Adolescent Substance UseChapter 2. Understanding Co-Occurring Disorders: Trauma and Adolescent Substance UseChapter 3. Understanding Co-Occurring Disorders: ADHD and Adolescent Substance UseChapter 4. Understanding Co-Occurring Disorders: Conduct Disorders and Adolescent Substance UseChapter 5. Understanding Co-Occurring Disorders: Depression/Anxiety and Adolescent Substance UseChapter 6. Understanding the Role of the Family and Adolescent Substance UseChapter 7. Understanding the Role of Peers and Adolescent Substance UseChapter 8. Understanding the Role of the School in Addressing Student Substance UseChapter 9. Understanding the Role of the Community in Addressing Adolescent Substance UseChapter 10. Making a Difference: Connection, Engagement, Resilience, and HopeAppendix A: Selected Reviews of Evidence-based ProgramsAppendix B: NIDA Principles of Adolescent Substance Use Disorder TreatmentAbout the Author

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Book SynopsisThe 2nd edition of Gifted or Just Plain Smart? was revised to address the vast changes in the post COVID educational environment. It is designed to be a useful guide for all who work with gifted school-age children: parents, teachers, principals, and pre-service teachers in university settings. It covers gifted education from its origins and theories to the practical use of current technology at home or in the school. It also addresses strategies to recognize and develop overlooked gifted students such as those who are twice exceptional, those from diverse underserved populations, and those with a variety of gender issues, including students who identify with LGBTQ+ communities. It is an updated practical how-to manual with examples, anecdotes, real-life comments, and includes a guide to free resources. Table of ContentsAcknowledgements PrefaceIntroductionChapter 1. History and Definitions of Gifted EducationChapter 2. Theories, Models, Positions, Attitudes, and Controversy Chapter 3. Myths, Truths, and Characteristics of Gifted Students Chapter 4. Strategies, Tips, and DeliveryChapter 5. Virtual Instruction for Gifted StudentsChapter 6. Identifying Special Populations of Gifted StudentsChapter 7. Assessment IssuesChapter 8. Teachers of Gifted StudentsChapter 9. Building on Experience: Voices from the FieldChapter 10. Resources Epilogue: Answering the Question ReferencesAppendix Relevant Websites for Each ChapterIndex

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Book SynopsisThe 2nd edition of Gifted or Just Plain Smart? was revised to address the vast changes in the post COVID educational environment. It is designed to be a useful guide for all who work with gifted school-age children: parents, teachers, principals, and pre-service teachers in university settings. It covers gifted education from its origins and theories to the practical use of current technology at home or in the school. It also addresses strategies to recognize and develop overlooked gifted students such as those who are twice exceptional, those from diverse underserved populations, and those with a variety of gender issues, including students who identify with LGBTQ+ communities. It is an updated practical how-to manual with examples, anecdotes, real-life comments, and includes a guide to free resources. Table of ContentsAcknowledgements PrefaceIntroductionChapter 1. History and Definitions of Gifted EducationChapter 2. Theories, Models, Positions, Attitudes, and Controversy Chapter 3. Myths, Truths, and Characteristics of Gifted Students Chapter 4. Strategies, Tips, and DeliveryChapter 5. Virtual Instruction for Gifted StudentsChapter 6. Identifying Special Populations of Gifted StudentsChapter 7. Assessment IssuesChapter 8. Teachers of Gifted StudentsChapter 9. Building on Experience: Voices from the FieldChapter 10. Resources Epilogue: Answering the Question ReferencesAppendix Relevant Websites for Each ChapterIndex

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Book SynopsisUnderstanding Radicalism: How It Affects What's Happening in Education and Student's Overall examines and explores the ever-growing trend to use education, outside groups, and social media as agencies of indoctrination and moral suasion, to capture the imaginations, thus prompting students to question their own racial and gender identities. Trade ReviewIt is a well-known fact, that public education in America has been sowing the seeds of secularization for over half a century. In recent years the intolerant fruit of radical progressive ideologies is being reaped in public schools. Unsurprisingly, this has led many who hold to traditional Christian values to homeschool and private education. Dr. Zarra brilliantly exposes the harmful secular indoctrination and woke ideology that is radicalizing public schools and grooming children across America. This impressive work underscores the desperate need for truth in education. Dr. Zarra rightly appeals to wisdom in the pages of this book to address the challenges. It is a fight that requires us to heed the warning of scripture, “that no one takes you captive by philosophy and empty deceit, according to human tradition, according to the elemental spirits of the world, and not according to Christ” (Colossians 2:8). This is a battle for the young people in America. And I dare say a battle for the souls of this generation that is worth fighting. I’m grateful to have this tremendous resource! -- Wes Carpenter, Author of Woke Religion: Unmasking the False Gospel of Social JusticeDr. Zarra’s book, Understanding Radicalism, and its message, needs to be disseminated from the rooftops! The landscape of American academia has certainly been decaying for quite some time now—but has accelerated in recent years, due to movements that certainly do not have the intellect of our youths as their highest concern. As a leader in education, who is regularly making efforts to convince parents of the horrific content and strategies of progressive education, this book provides me with the lexicon necessary to effectively communicate its particulars and support my claims, with extensive citation. Dr. Zarra’s book will serve me as an encyclopedia, dictionary, exposé and training manual when engaging both skeptics and opponents in this ongoing academic battle. -- Stephen R. Schultz, Headmaster, Grace Christian Academy, Merrick, New YorkUnderstanding Radicalism is a sober warning that many educational institutions today work to radicalize students to overthrow the foundations of Western society. Dr. Zarra rightly argues that a generation is being trained to blindly and zealously follow an ideology that can only be described as divisive and destructive. This is a wake-up call to parents, civic leaders, and all citizens who care for the future of our nation. -- Dr. Joel R. Beeke, President, Puritan Reformed Theological Seminary, Grand Rapids, MichiganDr. Zarra articulates the concerns of many Christians not only in the United States but throughout the Western world. In different ways this book demonstrates that spiritually we live in a Romans 1 world which is determined to go its own way. His work should be a call above all else to prayer and informed gospel resistance by those want to see God glorified and human beings flourish in all areas of their lives. -- Kirk M. Wellum, Rev., Principal, Toronto Baptist SeminaryDr. Ernie Zarra is an indispensable watchman on the wall who keeps the faithful apprised about the ever-worsening, nightmarish, and declining path of academia. Furthermore, he helps to equip readers by warning them and responding to the troublesome direction of education. I consider it a great honor and privilege to feature Ernie on my daily live broadcast, Iron Sharpens Iron Radio, and know of no other author who is his equal on shedding light upon and into the darkness of radical, leftist, scholastic elitism. I look forward to additional interviews to introduce his invaluable new work, Understanding Radicalism, to my global audience. I pray that this exposure leads many concerned parents, students, and educators to add this vital book to their arsenal in repudiating cultural lies, preserving truth, and empowering minds. -- Chris Arnzen, host, IronSharpensIronRadio.comTable of ContentsTABLE OF CONTENTSDedicationList of TablesForewordPrefaceAcknowledgmentsChapter 1Indoctrination and EducationChapter 2Ideologies and RadicalizationChapter 3Radicals and their RadicalismChapter 4Gen Z as the New RadicalsChapter 5Top-Down RadicalismChapter 6The Battle against RadicalismAppendix 1Excerpts of Equity and Social Justice PoliciesAdopted by School BoardsOher Works by this AuthorIndexAbout the Author

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Book SynopsisUnderstanding Radicalism: How It Affects What's Happening in Education and Student's Overall examines and explores the ever-growing trend to use education, outside groups, and social media as agencies of indoctrination and moral suasion, to capture the imaginations, thus prompting students to question their own racial and gender identities. Trade ReviewIt is a well-known fact, that public education in America has been sowing the seeds of secularization for over half a century. In recent years the intolerant fruit of radical progressive ideologies is being reaped in public schools. Unsurprisingly, this has led many who hold to traditional Christian values to homeschool and private education. Dr. Zarra brilliantly exposes the harmful secular indoctrination and woke ideology that is radicalizing public schools and grooming children across America. This impressive work underscores the desperate need for truth in education. Dr. Zarra rightly appeals to wisdom in the pages of this book to address the challenges. It is a fight that requires us to heed the warning of scripture, “that no one takes you captive by philosophy and empty deceit, according to human tradition, according to the elemental spirits of the world, and not according to Christ” (Colossians 2:8). This is a battle for the young people in America. And I dare say a battle for the souls of this generation that is worth fighting. I’m grateful to have this tremendous resource! -- Wes Carpenter, Author of Woke Religion: Unmasking the False Gospel of Social JusticeDr. Zarra’s book, Understanding Radicalism, and its message, needs to be disseminated from the rooftops! The landscape of American academia has certainly been decaying for quite some time now—but has accelerated in recent years, due to movements that certainly do not have the intellect of our youths as their highest concern. As a leader in education, who is regularly making efforts to convince parents of the horrific content and strategies of progressive education, this book provides me with the lexicon necessary to effectively communicate its particulars and support my claims, with extensive citation. Dr. Zarra’s book will serve me as an encyclopedia, dictionary, exposé and training manual when engaging both skeptics and opponents in this ongoing academic battle. -- Stephen R. Schultz, Headmaster, Grace Christian Academy, Merrick, New YorkUnderstanding Radicalism is a sober warning that many educational institutions today work to radicalize students to overthrow the foundations of Western society. Dr. Zarra rightly argues that a generation is being trained to blindly and zealously follow an ideology that can only be described as divisive and destructive. This is a wake-up call to parents, civic leaders, and all citizens who care for the future of our nation. -- Dr. Joel R. Beeke, President, Puritan Reformed Theological Seminary, Grand Rapids, MichiganDr. Zarra articulates the concerns of many Christians not only in the United States but throughout the Western world. In different ways this book demonstrates that spiritually we live in a Romans 1 world which is determined to go its own way. His work should be a call above all else to prayer and informed gospel resistance by those want to see God glorified and human beings flourish in all areas of their lives. -- Kirk M. Wellum, Rev., Principal, Toronto Baptist SeminaryDr. Ernie Zarra is an indispensable watchman on the wall who keeps the faithful apprised about the ever-worsening, nightmarish, and declining path of academia. Furthermore, he helps to equip readers by warning them and responding to the troublesome direction of education. I consider it a great honor and privilege to feature Ernie on my daily live broadcast, Iron Sharpens Iron Radio, and know of no other author who is his equal on shedding light upon and into the darkness of radical, leftist, scholastic elitism. I look forward to additional interviews to introduce his invaluable new work, Understanding Radicalism, to my global audience. I pray that this exposure leads many concerned parents, students, and educators to add this vital book to their arsenal in repudiating cultural lies, preserving truth, and empowering minds. -- Chris Arnzen, host, IronSharpensIronRadio.comIt is a well-known fact, that public education in America has been sowing the seeds of secularization for over half a century. In recent years the intolerant fruit of radical progressive ideologies is being reaped in public schools. Unsurprisingly, this has led many who hold to traditional Christian values to homeschool and private education. Dr. Zarra brilliantly exposes the harmful secular indoctrination and woke ideology that is radicalizing public schools and grooming children across America. This impressive work underscores the desperate need for truth in education. Dr. Zarra rightly appeals to wisdom in the pages of this book to address the challenges. It is a fight that requires us to heed the warning of scripture, “that no one takes you captive by philosophy and empty deceit, according to human tradition, according to the elemental spirits of the world, and not according to Christ” (Colossians 2:8). This is a battle for the young people in America. And I dare say a battle for the souls of this generation that is worth fighting. I’m grateful to have this tremendous resource! -- Wes Carpenter, Author of Woke Religion: Unmasking the False Gospel of Social JusticeDr. Zarra’s book, Understanding Radicalism, and its message, needs to be disseminated from the rooftops! The landscape of American academia has certainly been decaying for quite some time now—but has accelerated in recent years, due to movements that certainly do not have the intellect of our youths as their highest concern. As a leader in education, who is regularly making efforts to convince parents of the horrific content and strategies of progressive education, this book provides me with the lexicon necessary to effectively communicate its particulars and support my claims, with extensive citation. Dr. Zarra’s book will serve me as an encyclopedia, dictionary, exposé and training manual when engaging both skeptics and opponents in this ongoing academic battle. -- Stephen R. Schultz, Headmaster, Grace Christian Academy, Merrick, New YorkUnderstanding Radicalism is a sober warning that many educational institutions today work to radicalize students to overthrow the foundations of Western society. Dr. Zarra rightly argues that a generation is being trained to blindly and zealously follow an ideology that can only be described as divisive and destructive. This is a wake-up call to parents, civic leaders, and all citizens who care for the future of our nation. -- Dr. Joel R. Beeke, President, Puritan Reformed Theological Seminary, Grand Rapids, MichiganDr. Zarra articulates the concerns of many Christians not only in the United States but throughout the Western world. In different ways this book demonstrates that spiritually we live in a Romans 1 world which is determined to go its own way. His work should be a call above all else to prayer and informed gospel resistance by those want to see God glorified and human beings flourish in all areas of their lives. -- Kirk M. Wellum, Rev., Principal, Toronto Baptist SeminaryDr. Ernie Zarra is an indispensable watchman on the wall who keeps the faithful apprised about the ever-worsening, nightmarish, and declining path of academia. Furthermore, he helps to equip readers by warning them and responding to the troublesome direction of education. I consider it a great honor and privilege to feature Ernie on my daily live broadcast, Iron Sharpens Iron Radio, and know of no other author who is his equal on shedding light upon and into the darkness of radical, leftist, scholastic elitism. I look forward to additional interviews to introduce his invaluable new work, Understanding Radicalism, to my global audience. I pray that this exposure leads many concerned parents, students, and educators to add this vital book to their arsenal in repudiating cultural lies, preserving truth, and empowering minds. -- Chris Arnzen, host, IronSharpensIronRadio.comTable of ContentsTABLE OF CONTENTSDedicationList of TablesForewordPrefaceAcknowledgmentsChapter 1Indoctrination and EducationChapter 2Ideologies and RadicalizationChapter 3Radicals and their RadicalismChapter 4Gen Z as the New RadicalsChapter 5Top-Down RadicalismChapter 6The Battle against RadicalismAppendix 1Excerpts of Equity and Social Justice PoliciesAdopted by School BoardsOher Works by this AuthorIndexAbout the Author

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Book Synopsis In this book, we describe the online world that youth begin to encounter, often without adult oversight. It is a critical time where they are first getting to know both the outside world and form their own identity. We explain the social forces and sways that influence kids' attitudes and choices, from peers in social apps to influencers. We show how the online world suggests answers that may or may not be right for individuals. Each chapter we supplies lessons that teachers, parents, counselors, and others can use to make youth aware of these online sways. Table of ContentsPrefaceIntroductionCH. 1 New World, Old ProblemCH. 2 Getting the Lay of the Virtual LandCH. 3 Nudges & Sways in the Online WorldCH. 4. Stubborn Things (fact checking online)CH. 5 Chat TalkCH. 6 How Influencers Hold SwayCH. 7 The Parasocial RelationshipAfterwordAbout the AuthorsGlossary & IndexBibliography

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Book Synopsis In this book, we describe the online world that youth begin to encounter, often without adult oversight. It is a critical time where they are first getting to know both the outside world and form their own identity. We explain the social forces and sways that influence kids' attitudes and choices, from peers in social apps to influencers. We show how the online world suggests answers that may or may not be right for individuals. Each chapter we supplies lessons that teachers, parents, counselors, and others can use to make youth aware of these online sways. Table of ContentsPrefaceIntroductionCH. 1 New World, Old ProblemCH. 2 Getting the Lay of the Virtual LandCH. 3 Nudges & Sways in the Online WorldCH. 4. Stubborn Things (fact checking online)CH. 5 Chat TalkCH. 6 How Influencers Hold SwayCH. 7 The Parasocial RelationshipAfterwordAbout the AuthorsGlossary & IndexBibliography

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Book SynopsisIn Raising Empowered Learners: Curiosity, Character, and Confidence, author Ed Madison explores how tapping into a student's intrinsic interests through journalistic learning can spark their imaginations, rekindle their spirit, and build their resilience. The approach uses a journalistic lens to inform study of English language arts, social studies, and science. Students engage in research, interviewing, writing, presenting, and publishing their findings. Table of ContentsForeword by Dr. Ronald BeghettoPrefaceChapter One - Ending the Blame GameChapter Two - The Myth of the Reluctant Learner Chapter Three - Kids Don’t Need Fixing Chapter Four - Flipping the SwitchChapter Five - The Confidence ConundrumChapter Six - Voice and ChoiceChapter Seven - AmplificationChapter Eight - Advocating for Children with Special NeedsChapter Nine - Your Child’s First Teacher Chapter Ten - Call to ActionResourcesAppendixReferences

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Book SynopsisIn Raising Empowered Learners: Curiosity, Character, and Confidence, author Ed Madison explores how tapping into a student's intrinsic interests through journalistic learning can spark their imaginations, rekindle their spirit, and build their resilience. The approach uses a journalistic lens to inform study of English language arts, social studies, and science. Students engage in research, interviewing, writing, presenting, and publishing their findings. Table of ContentsForeword by Dr. Ronald BeghettoPrefaceChapter One - Ending the Blame GameChapter Two - The Myth of the Reluctant Learner Chapter Three - Kids Don’t Need Fixing Chapter Four - Flipping the SwitchChapter Five - The Confidence ConundrumChapter Six - Voice and ChoiceChapter Seven - AmplificationChapter Eight - Advocating for Children with Special NeedsChapter Nine - Your Child’s First Teacher Chapter Ten - Call to ActionResourcesAppendixReferences

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Book SynopsisWith conversations about sexual violence, consent, and bodily autonomy dominating national conversations it can be easy to get lost in the onslaught of well-intended but often poorly executed messages. Through an exploration of research, scholarly expertise, and practical real-world application we can better formulate an understanding of what consent is, how we create consent cultures, and where the path forward lies.This book is designed with both educators and parents in mind. The tools highlighted throughout help adults unlearn harmful narratives about consent, boundaries, and relationships so that they can begin their work internally through modeling and self-reflection. We then uncover what consent truly is and is not, how culture plays an integral role in interpersonal scripting, and how teaching consent as a life skill can look in and out of the classroom. By integrating the need for consent to be taught in schools and homes we build bridges between the spaces where chTrade Review“Consent is rooted in all interpersonal exchanges,” advises McGuire, a sexual health educator, in this invaluable debut. Conversations about consent often happen between parents and children, McGuire writes, but the issue is frequently “watered down” with incomplete information. McGuire defines consent (“respect for the dignity, personhood, and well-being of every living thing”) and makes the case that it should be taught both at home and at school: while parents can model good morals, children’s exposure to morality should not “happen in a vacuum.” Consent, the author argues, can be taught as early as 18 months (when a child first understands the word no), and can be “infused” in every subject taught in school. Science class, for instance, could highlight the chemical reactions that occur in the body during decision-making or trauma, while human rights could be addressed in English or social studies classes. A list of key takeaways rounds out each chapter, and McGuire proposes questions to prompt conversations with children (asking them “what movies tell us” about how men and women should behave, for example). McGuire offers a path to create a culture that is respectful of each individual’s autonomy and personal boundaries. Teachers and parents looking to enrich their conversations about consent should give this a look. * Publishers Weekly *This volume by McGuire, a sexologist and consent educator with expertise in the areas of sex education, gender identity, and treatment of victims, addresses the need for education programs to include expanded coverage of consent. She argues that consent can only be adequately understood and explained in the context of modeling social change after the cultures of rape-free societies, removing the negative labeling of all activities surrounding sexual interaction and sexual identity. This social change can be accomplished by revising educational programs that address sexuality and sexual identity so that students are prepared to create these needed changes. There is extensive coverage of the history and issues surrounding debate about consent, concluding with curriculum recommendations. The text is clearly written and within the grasp of those with a high-school education. Limited use is made of the results of a survey, with limited attention to research methodology. The book is lightly referenced and does not have an index, limiting its use for research purposes. It will be most suitable for libraries serving the general public or those that seek expanded holdings in sex education, gender identity, or sexual victimization. Recommended. * Choice Reviews *Consent education is vast, complex, and emotionally exhausting.” Dr. Laura McGuire has tackled this challenge in her book. Her research, understanding, and professional experience offer much needed information, guidelines, and tools for parents and educators – or literally anyone who cares about the future for our children. McGuire takes the reader through history to the continued work needed in the future. -- Kathy Tiner-Sewell, PhD, faculty emerita, Fielding Graduate University

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Book SynopsisThis book is written for parents and teachers to help them guide students (Kindergarten through college), preparing them for the next steps of their education and getting into the workforce. The goal is to have students take charge of their own education and develop the career skills they need to succeed. The book provides ideas for parents and teachers to help their kids and students improve their critical thinking skills and creativity, communication skills, team and leadership skills, flexibility and adaptability, work ethic, and social skills. Also covered are suggestions on how to navigate getting a job, from online research about the field all the way to the job interview. The end of the book includes several success stories of people who took ownership of their education.Table of ContentsForeword by Emily Halvorson-OttsForeword by Stephanie Codd AndersonPrefaceAcknowledgmentsIntroductionChapter 1: Figuring Out What to Do in LifeChapter 2: The Three Most Important Skills in LifeChapter 3: The Importance of CreativityChapter 4: Communication SkillsChapter 5: Social SkillsChapter 6: Work EthicChapter 7: Collaboration and Team SkillsChapter 8: Leadership SkillsChapter 9: Flexibility, Adaptability, and AgilityChapter 10: Other Life SkillsChapter 11: Staying Physically and Mentally HealthyChapter 12: Choosing the Right Schools, Programs, and TeachersChapter 13: Mastering Study Skills and Study HabitsChapter 14: Choosing a College and Paying For ItChapter 15: Checking Out the JobChapter 16: Getting the JobChapter 17: Critical Thinking RevisitedAfterwordSuccess Story 1: “I Homeschooled Myself”Success Story 2: “Grit, Resolve, and Determination”Success Story 3: “I No Longer Feel Worthless”Success Story 4: “I Got My Dream Job”Success Story 5: “Young People Are Just as Able to Change the World”Success Story 6: “The Paper Microscope and the Paper Centrifuge”About the Author

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Book SynopsisRaising Great Kids in a Chaotic World: A Guide for Parents and Educators is a practical resource of tips that parents and educators can use to help kids acquire, practice and/or correct behaviors that are needed to become responsible and successful adults. Most examples are presented from a parent-child perspective, although by altering a few words or phrases, often demonstrated, educators can achieve excellent results in their classrooms or with individual students. It is a guide that parents and educators can use to assist their children or students develop and refine skills most need to be successful at school and in life. It offers a broad range of strategies that emphasize: -how to teach and model the values and attitudes of success -how to talk effectively so kids will listen -how to anticipate possible consequences before acting -how to equip children and teenagers with skills they can use if they feel anxious, overwhelmed, bullied or faced Table of ContentsIntroduction Chapter One: The Challenge of Raising Kids to Thrive Chapter Two: Tips for Educators when Offering Suggestions Chapter Three: What Children Need from Parents and Caregivers Chapter Four: Paving the Road to Success Chapter Five: How to Promote Responsibility Chapter Six: Limits, Rewards, Consequences Chapter Seven: Communicating effectively with your kids Chapter Eight: Helping your kids solve people problems Chapter Nine: What to do when kids push your buttons Chapter Ten: Helping your kids handle stress Chapter Eleven: Take good emotional care of yourself Chapter Twelve: Conclusion Appendix A: Conversation Starters Bibliography and Resourcesa About the Author

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Book SynopsisRaising Great Kids in a Chaotic World: A Guide for Parents and Educators is a practical resource of tips that parents and educators can use to help kids acquire, practice and/or correct behaviors that are needed to become responsible and successful adults. Most examples are presented from a parent-child perspective, although by altering a few words or phrases, often demonstrated, educators can achieve excellent results in their classrooms or with individual students. It is a guide that parents and educators can use to assist their children or students develop and refine skills most need to be successful at school and in life. It offers a broad range of strategies that emphasize: -how to teach and model the values and attitudes of success -how to talk effectively so kids will listen -how to anticipate possible consequences before acting -how to equip children and teenagers with skills they can use if they feel anxious, overwhelmed, bullied or faced Table of ContentsIntroduction Chapter One: The Challenge of Raising Kids to Thrive Chapter Two: Tips for Educators when Offering Suggestions Chapter Three: What Children Need from Parents and Caregivers Chapter Four: Paving the Road to Success Chapter Five: How to Promote Responsibility Chapter Six: Limits, Rewards, Consequences Chapter Seven: Communicating effectively with your kids Chapter Eight: Helping your kids solve people problems Chapter Nine: What to do when kids push your buttons Chapter Ten: Helping your kids handle stress Chapter Eleven: Take good emotional care of yourself Chapter Twelve: Conclusion Appendix A: Conversation Starters Bibliography and Resourcesa About the Author

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Book SynopsisThe Green Book: For Black Folks inEducation is a non-fiction book written for parents and educators to examine best practices for supporting Black children in schools. Dr. Brown addresses topics such as parenting, high expectations, unconscious bias, community, culture, and navigating the traditional American educational system. This book provides a professional and personal lens to view the experiences of Black children in schools.Table of ContentsChapter 1: Elementary SchoolBefore Entering School Home BaseKindergartenGuidance for Parents During KindergartenVeteran Parents, Other Parents, Collaborative ParentingSupport StaffPara-professionalsListen to Your ChildListen to your Child’s Body LanguageOver-discipling Black ChildrenAbusive Parenting is Worse than Racist TeachersYour Child Will Tell on YouCommunity MattersHistorical Reasoning for DivisionDivided By ColorismChapter 2: Middle School – The Middle PassageGrowing BodiesParenting MattersHumble ParentingMental/Psychological Growth, Parenting the MindPractical Application of How to Attend to the Psychological Needs of PreteensTribal AffiliationThe Importance of Reasonable ConsequencesUnderstand What You Are Going ThroughBlack Middle School TeachersWhat Should Black Middle School Teachers Do?What Ambitious Black Teacher Should Expect?The Wrong Friends/Peer PressureWhat Are Parents to Do? The Need for a Father, A Father’s RoleSingle Mothers and Absentee FathersFathers, Be HonestGood versus Bad TeachersIdentifying Good TeachersFearful TeachersOur Hood Hero, Mr. WillValue Experiential IntelligenceThe Importance of Physical ActivitiesBoxing Saves Lives – Fighting is GoodA Student’s Perspective – Teens Read Energy WellChapter 3: High School9th GradeStudent Perceptions, How Teens See the WorldEating Free LunchGymnasiumSolutions for the GymHallwaysThe Desperate MixerChoose Friends Wisely (Two Friends)Walking Away from GangsLife-Long BrothersWalking AloneWalking HomeGoing to the StoreClothing, Fits, Gear, DripMike’s Dirty Little BrotherTransformative, Revolutionary EducatorsRace, Diversity, and InclusionHurt Parents, Hurt ChildrenSmart Is the New GangsterIneffective Professional Development, Teachers That Hate LearningThe Soft Racism of Low ExpectationsSolutions for Latino Educators, Latinos are Black, Embrace your BlacknessBlack Educators That Dislike Black ChildrenSolutions: SAY IT LOUD, BE PROUD10th GradeSolutions for Tenth GradersMentoring, Big BroAlpha StudentsVillage MentalityLazy ParentingInvest in your ChildrenPacifying Adult ChildrenKids are Always WatchingPassing the Torch (Black Trauma) Effectively Commutating – Words Hurt11th GradeImmediate Finance Versus Long-Term Goals SolutionsPaycheck Collectors12th GradeDelayed GratificationTheir Expectations About CollegeWhen Students are IndependentFake Friends - Peer RelationshipsFamilyBitter TeachersSocial-Emotional Intellect of TeachersFun StuffSchool TripsProms ARE LITGraduation: End of the RoadRemember Your WhyBibliography

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Book SynopsisLearning Center Theory introduces college students to the field of peer tutoring, providing a theoretical background and practical guidance for peer tutors in higher education. Taking an innovative approach firmly grounded in the science of learning and cognition, the text empowers college students to think critically about their work as educators and to make informed choices in working with learners. A vibrant, engaging read for students, researchers, and administrators alike, the text covers topics essential for all peer tutors, across writing, mathematics, the sciences, languages, and other disciplines: the brain-based reality of learning, active & collaborative pedagogies, the role of learning centers in colleges and universities, models for tutoring, the transition to college, metacognition, study strategies, online environments, and much more. An ideal supporting text for both tutor training programs and courses for peer educators, the Guide provides support for learning and writing center administrators in welcoming college students to the field of peer-led learning, and for tutors in the work of acting as guides and mentors to the fields of inquiry that exist within the academy.

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Book SynopsisLearning Center Theory introduces college students to the field of peer tutoring, providing a theoretical background and practical guidance for peer tutors in higher education. Taking an innovative approach firmly grounded in the science of learning and cognition, the text empowers college students to think critically about their work as educators and to make informed choices in working with learners. A vibrant, engaging read for students, researchers, and administrators alike, the text covers topics essential for all peer tutors, across writing, mathematics, the sciences, languages, and other disciplines: the brain-based reality of learning, active & collaborative pedagogies, the role of learning centers in colleges and universities, models for tutoring, the transition to college, metacognition, study strategies, online environments, and much more. An ideal supporting text for both tutor training programs and courses for peer educators, the Guide provides support for learning and writing center administrators in welcoming college students to the field of peer-led learning, and for tutors in the work of acting as guides and mentors to the fields of inquiry that exist within the academy.

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Book SynopsisThis text is written for the large audience of professionals who recently entered the field of learning center and writing center administration, or who have been working in the field but are now seeking to connect to the broader professional community. The book presents a guide to the major practical concerns and best practices of which administrators should be aware in developing peer-led programming.Every learning center administrator will benefit from this practical advice, including setting a vision, designing and furnishing the physical space, going virtual, assessment and reporting, training and supervising staff, and much more.

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Book SynopsisThis text is written for the large audience of professionals who recently entered the field of learning center and writing center administration, or who have been working in the field but are now seeking to connect to the broader professional community. The book presents a guide to the major practical concerns and best practices of which administrators should be aware in developing peer-led programming.Every learning center administrator will benefit from this practical advice, including setting a vision, designing and furnishing the physical space, going virtual, assessment and reporting, training and supervising staff, and much more.

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Book SynopsisIn Experiences from First Generation College Graduates, 31 alumni who were the first in their family to obtain a college degree share their experiences in college. These stories illuminate how the struggles of first-generation students are primarily due to a combination of multiple social inequities that are ignored, reinforced, and perpetuated by exclusive college systems. These authors speak directly to current and future first generation students, offering tips and advice for success, along with powerful words of encouragement in their emotionally rich narratives. College faculty and staff are challenged to shift their perspectives from viewing these students from a deficit lens or attempting to make them more like continuing-generation students, to instead having deeply honest confrontations with the pedagogies and structures of college, which are frequently so ingrained that they are invisible, and that cater to continuing-generation students, who are often predominantly white, middle- and upper-class. Colleges can create a more equitable system in which universities are enriched by the wisdom, experiences, and talents of first-generation students while promoting a generative culture for all students.Table of ContentsForeword (Yolanda Norman)AcknowledgmentsIntroduction (Adam J. Rodríguez)Section I Introduction: Stories Featuring Academic Experiences (Adam J. Rodríguez)First Generation Students DefinedCollege CultureStructure and Content of the BookContributorsEmergence of ThemesSectionsCritical Self-ReflectionThe Strengths of First-Generation StudentsChapter 1 (Anthony Vargas, Student Affairs, Campus Living University at Buffalo)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 2: Mapping Out College to Career Goals in Real-Time (Jeremy Edwards, PhD, Lecturer for the Program in Writing and Rhetoric at Stanford University)Applying to and Preparing for CollegeExperiences in CollegeContributions Toward College SuccessRole of FamilyTips and AdviceChapter 3: Success is Not a Linear Path (Ivonne Martinez, Pursuing Master’s in Data Science)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 4 (Desireé Vega, PhD, Associate Professor, School Psychology)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 5 (Yvonne M. Luna, PhD, Associate Vice Provost and Professor of Sociology)Applying to and Preparing for CollegeExperiences in CollegeContributors to My Success: I Didn’t Do It AloneRole of Mi FamiliaTips and AdviceChapter 6 (Maria Dykema Erb, MEd, Director of the Newbury Center, Boston University)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 7 (David Winston, MD, PhD, Forensic Pathologist)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 8 (Mike Santaniello, Professor of Sociology)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 9 (Lynn Pepin, BSE, Completing PhD in Computer Science)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 10: From North Philly to Faculty: Testimonio of a First-Generation Latinx College Student Surviving and Thriving at an Historically White University (Stephen Santa-Ramirez, PhD, Assistant Professor of Higher Education, Department of Educational Leadership and Policy, University at Buffalo)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceCritical Self-Reflection 1 (Adam J. Rodríguez)Two Primary QuestionsFurther Discussion QuestionsSection II Introduction: Stories Featuring Social Experiences (Adam J. Rodríguez)Chapter 11: The Little Girl from Gay, Georgia (Patricia Harris, MA, Senior Director of Education, Operations and Initiatives, The University of North Carolina at Chapel Hill)Applying to and Preparing for CollegeExperiences in College: I Love My SSUContributors to My Success: Tell Them We Are RisingRole of FamilyTips and AdviceChapter 12:In My Own Way (David Hernández, Associate Professor, Latina/o Studies, Faculty Director of Community Engagement, Mount Holyoke College)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 13 (Jenny Lieurance, First Generation Specialist)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 14 (Glynis Boyd Hughes, Grant Writer and Storyteller)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 15 (T. Mark Montoya, PhD, Associate Professor of Ethnic Studies)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 16 (Joyce Stewart, Senior Academic Lecturer, English Department)Applying to and Preparing for CollegeExperiences in College: The Enjoyable and AnnoyingContributors to My Success: What Worked for MeRole of FamilyTips and AdviceChapter 17 (Kevin L. Wright, EdD, Senior Equity Facilitator/Consultant at the Center for Equity & Inclusion)Applying to and Preparing for CollegeExperiences in CollegeThe ClassroomReslifeCampus InvolvementContributions Toward College SuccessRole of FamilyTips and AdviceChapter 18 (Sonja Ardoin, PhD, Associate Professor & Program Director, Student Affairs Administration)Applying to and Preparing for College: LSU was my HarvardExperiences in College: Finding My Tiger StripesContributors to My Serendipitous SuccessRole of Family: It’s Not My Degree, It’s OursTips and Advice: “My Two Cents” OfferingChapter 19 (Kamina P. Richardson, Assistant Program Director and Pre-Law Advisor for Legal Studies Program at Temple University’s Fox School of Business)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 20 (Emilee Claire Inez, Admissions Representative, University of Wyoming)Applying to and Preparing for College: Before the BachelorsExperiences in College: Growth in UndergradContributors to My SuccessRole of FamilyTips and AdviceCritical Self-Reflection 2 (Adam J. Rodríguez)Two Primary QuestionsFurther Discussion QuestionsSection III Introduction: Stories Featuring Psychological Experiences (Adam J. Rodríguez)Chapter 21: To the Garden that Blossomed Seeds of Dreams (Ulises Morales, Executive Assistant)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 22 (Mayra González Menjívar, Communications Associate)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 23 (Kallie Clark, MSW, PhD, Educator and Researcher)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 24 (Dawna Jones, MEd, MSW, Director, Mary Lou Williams Center for Black Culture at Duke University)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 25: The Paths We Pave (Mytien Nguyen, MD-PhD Student)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 26 (Sean Richardson, Pursuing Master’s in Higher Education Administration)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 27: Navigating Uncharted Waters (Adj Marshall, Families Program & Policy Administrator, Massachusetts Institute of Technology)Applying to and Preparing for CollegeExperiences in College: Assets and DrawbacksContributors to My SuccessRole of FamilyTips and AdviceChapter 28 (Clifton E. Shambry, Jr., Assistant Director of Life Design for Diversity and Inclusion)The Beginning: Why CollegeApplying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of the FamilyTips and AdviceChapter 29 (Raquel Gutierrez Cortez, MSCP, Associate Marriage and Family Therapist, Associate Professional Clinical Counselor)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 30 (Karen Hill, BA, Completing Master of Science in Counseling)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceChapter 31 (Henry Rosas Ibarra, Political Consultant)Applying to and Preparing for CollegeExperiences in CollegeContributors to My SuccessRole of FamilyTips and AdviceCritical Self-Reflection 3 (Adam J. Rodríguez)Two Primary QuestionsFurther Discussion QuestionsChapter 32: Discussion and Analysis (Adam J. Rodríguez)Applying to and Preparing for CollegeExperiences in CollegeContributors to SuccessRole of FamilyThe Costs of Upward MobilityConclusionChapter 33: Tips and Advice for First-Generation College Students and Their Families (Adam J. Rodríguez)Advice for ParentsConclusionChapter 34: Creating Equity and Justice: Recommendations for Colleges, Faculty, and Staff (Adam J. Rodríguez)Laying the GroundworkInstitutional ChangesEarly InterventionAdmissions ProcessFinancial Aid AssistanceTutoring ServicesResidence HallsAcademic AdvisingMentorship ProgramsCounseling/Mental Health ServicesIncreased Representation Classroom LevelNormalizing Adjustment DifficultiesConclusionGlossary of Select College TermsAppendix A: ResourcesReferencesIndexAbout the Contributors

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Book SynopsisAs a former teacher, school board chair, and state legislator, Kristen J. Amundson has spent decades answering parents’ questions about school. 81 Questions for Parents: Helping Your Kids Succeed in School highlights the most important of these questions, covering a child’s school journey from preschool to postsecondary education. It includes some of the school secrets parents need to know—the often unwritten rules that can make a child’s K-12 experience the best it can be. Should you “redshirt” your kindergartener (and hold them out for a year)? How much parent help on homework is too much? And why could playing in the band be a secret to getting your child into a good college? And for parents who are struggling to teach their child at home, there are tips on how to do that while still keeping your sanity (and your own job). 81 Questions for Parents combines common sense, research, and a little humor to help parents support their child to get the best possible education. Trade ReviewAmundson taught in the classroom and spent nearly a decade on her local school board, but the time devoted to raising her daughter, Amundson writes, was “even more important than those professional qualifications.” This book shares Amundson's years of experience, as well as advice gathered from parents of children of all ages attending public, private, and charter schools. Amundson also draws from teachers, school administrators, and education research to get the answers parents need to know, but which schools don’t always disclose. She begins with the six “big questions all parents should ask,” and addresses the current pandemic, during which the kitchen table became the classroom for many. She moves on to the elementary years, when parents decide when and where to send their children to kindergarten; the tumultuous middle school years, when children navigate new schools, new friendships, and the influence of technology; and the high school years and beyond. Amundson's questions and valuable collection of “unwritten rules” will help parents make a child’s school experience as positive and successful as possible. * Booklist *For a parent looking for guidance this book is your assistant to helping your child succeed in school. [It's] loaded with important inquiries that were asked by other parents seeking advice. From elementary through high school, she writes about the pandemic and home schooling your children. * City Parent *While we all recognize parents as a child’s first and best teacher, but they are also a child’s most important advocate. Kris Amundson’s new book arms parents all the right information to be an effective and powerful for their child’s education. A must-read book for parents of school-aged children of all ages – from preschool through high school! Powerful tools to help navigate the waters of public education. -- Robert Hull, President and CEO, National Association of State Boards of EducationKris Amundson writes an enlightening and worthwhile guide for parents that aids them in navigating the educational questions we all face in making decisions for our children. She combines impressive research with her practical experience as a parent, lifelong educator, and policy maker. -- Eleanor B. Saslaw, educator; former president, Virginia Board of Education; former Chair, Virginia Community College System BoardKris Amundson has done—and seen-- it all. From her time as a teacher, a Mom, a school volunteer, local school board member, legislator and a national education leader, Kris knows how schools work in ways that are a mystery to most of us. And now, in 81 Questions for Parents, she shares that knowledge, helping families understand school so they can make the best school decisions for their kids and family. And while the book is chock full of research and resources, it reads like you are having coffee with your very smart, knowledgeable and sassy friend; giving you all the wisdom you need to figure out if your kid is ready for Kindergarten, or how to help your 3rd grader with fractions during remote learning, and more. This is a must-have parent manual for navigating through the school years! -- Sandy Boyd, CEO, Seek Common Ground

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Book SynopsisDo As I Say, Not Who I Did is a straightforward, unflinchingly honest, and research-backed sex and dating advice guide from sex and relationships journalist Ali Drucker, backed by experts in the field of sexuality. It helps women ages 17+ develop healthy sex lives as they prepare for and navigate the most exciting-and often the most confusing-years of their lives: college. Do As I Say tells the stories of countless young women from colleges all over the country, while also heavily drawing from the sex and dating mistakes that Ali herself made in college. This book emerged out of a simple question: What would Ali have done differently in those four years, if she had known better? Now, armed with the answers, Ali prepares college-aged women for the challenges they face in 2021. Mixing candid memoir with current research and theory, Do As I Say is the sex ed book teens and twentysomethings will actually want to read.Do As I Say tackles topics of the utmost concern to college-aged women, from consent to orgasms to long-term romantic relationships. Each chapter is rooted in a moment from Ali's college career or young adult life and expands out to include stories from a diverse set of college students and recent graduates from across the country. In four parts, this book addresses 1) the basics of bodies and sex, including consent and STIs; 2) fighting peer pressure and establishing your sexual identity; 3) sexual and emotional health; and 4) the gray areas and how to pursue healthy relationships. Each chapter offers actionable advice drawn from expert sources including prominent sex therapists, professors of human sexuality, psychologists, OBGYNs, and more.In an age with a constant stream of information available at the touch of a smartphone button, it's fair to wonder, Can't I Google this? And sure, you can try, but what you'll find on the internet isn't always judgment free or rigorously researched. Do As I Say puts that problem to bed, delivering a cohesive manual tailor-made to the specific sex quandaries young women face in those crucial years when they're first becoming independent.

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Book SynopsisThe notion of class attendance has largely been ignored, where students, faculty, and administrators substitute assumptions for empirical evidence. The data is clear: attendance matters, more so than any other known contributor to student success. Yet, policies and practices often overlook these data. Attending Student Success is a comprehensive guide for building sustainable cultures of student success in higher education, through the use of attendance data. Andrew P. Miller synthesizes decades of research pertaining to the myriad definitions, trends, and strategies of student success efforts. He explores the various perceptions and misconceptions surrounding attendance and illustrates the impetus for using these data to foster student success. Miller then provides guidance to make these data actionable through policy changes, early-alert strategies, and data-informed decision-making for cultural change management.Table of ContentsAcknowledgmentsSECTION I: DEFINING THE CONTEXTChapter 1: The competing and co-dependent interests in student successChapter 2: Defining Attendance: Historical trends and future trajectoriesChapter 3: Attitudes and Assumptions about AbsenteeismSECTION II: DEFINING THE RELATIONSHIPS Chapter 4: Attendance and Student Success – at a macro levelChapter 5: Attendance and Student Success – at a micro levelChapter 6: A Case Study: Examining the Efficacy of Attendance as a Predictor of Student PerformanceSECTION III: DEFINING THE FUTURE Chapter 7: Early alerts and interventions for AbsenteeismChapter 8: Policy & Practice: The competing and co-dependent interests in recording & reporting upon attendanceBibliography

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Book Synopsis

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Book SynopsisAn essential reference for understanding the evolution of the college student personnel field, Student Affairs: A Profession's Heritage traces the development of the field from its beginnings through the writings of Cowley, Williamson, Mueller, Lloyd-Jones, Wrenn, Penney, Greenleaf, Tripp, and Shaffer through the student development emphasis of Crookston, Parker and Hurst. This second and expanded edition of Student Affairs also discusses the development of identity during the college years and the feminization of the profession. Co-published with American College Personnel Association.

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Book SynopsisThis book is a revised and updated version of The State of the Art of Professional Education and Practice (1988), edited by Robert B. Young and Leila V. Moore. The goal of this book is to present a visionary reexamination of the status of student affairs preparation and practice by some of the field's leading thinkers. In the years since the original book was prepared, important changes have taken place within student affairs and in higher education generally. Higher education is being bombarded with issues resulting from the rapid changes in society. If student affairs are to continue to play a positive and meaningful role in the educational enterprise, its practitioners must be thoroughly familiar with these issues and take the lead in developing strategies to address them. The intent of this book is to assist practitioners and educators with these challenges. Co-published with American College Personnel Association.

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