Resources

The role of an academic dean is extremely complex, involving budgeting, community relations, personnel decisions, managing a large enterprise, mastering numerous details, fundraising, and guiding a school or college toward a compelling vision for the future. But no academic dean can quickly master all of the intricacies involved in this challenging position. For instance, how do you build support for a shared vision of your unit's future? How do you interact effectively with all of the different internal and external constituencies that a dean must serve? How do you set, supervise, and implement a budget? How do you handle the volume of documents that cross your desk? How do you fire someone, ask a chair to step down, respond to a reporter on the telephone, and settle disputes about intellectual property rights? How do you know when it's time to consider leaving your current position for another opportunity? The Essential Academic Dean is about the "how" of academic leadership. Based on a series of workshops given by the author on college administration and management, each topic deals concisely with the most important information deans need at their fingertips when faced with a particular challenge or opportunity. Written both as a comprehensive guide to the academic deanship and as a ready reference to be consulted when needed, this book emphasizes proven solutions over untested theories and stresses what deans need to know now in order to be most successful as academic leaders. (From the Publisher)

Drawn from a series of lectures that Wm. Theodore de Bary delivered in honor of the Chinese philosopher Tang Junyi, Confucian Tradition is a unique synthesis of essay and debate concerning the future of Chinese education and the potential political uses of Confucianism in the contemporary world. (From the Publisher)

The Role of Self in Teacher Development explores some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points. The contributors examine not only pre-service teachers, but also the first years of teaching, the characteristics of the master teacher, and the processes of reexamining and affirming one's identity as a teacher. A recurrent theme throughout the book is the importance of balancing the personal development of teachers with their professional development. (From the Publisher)

Journal Issue.

The Red Cross is studied and criticized. The Royal Family is studied and criticized. Churches and hospitals are studied and criticized. Canadian universities are seldom studied and criticized and are worse off for this neglect. This book seeks to repair this damage by casting a critical eye on how Canadian universities work - or fail to work. Arguing that too much emphasis is placed on absurdly specialized research and too little on teaching, No Place to Learn contends that students seeking higher education in Canada are drastically short-changed. In clear, non-technical language, the book explains the current structure of the Canadian university and outlines several practical reforms that, if implemented, would greatly improve it. If you've never known what deans do, what tenure is, and what professors do when they're not teaching, No Place to Learn is a must-read: an eye-opening introduction that raises serious questions about the state of higher education in this country. No Place to Learn adds thought-provoking fuel to the incendiary debate about the role of the Canadian university today and in the future. (From the Publisher)

Harris helps teachers discover their own creative resources and aid their students in doing the same. (From the Publisher)

Journal Issue.

The quality of religious education in schools is highly influenced by the quality of teacher practice. Especially in times of cultural change and pluralisation we need better knowledge about the actual practice in schools. The contributions of this volume present the results of a research project on religious education teachers in Europe set up by the ENRECA group during the last years. But who is teacher and who is researcher? On the one hand, there are academics researching religious education in schools. On the other hand, there are teachers in religious education who reflect on their own teaching continuously. What kind of relationships do they have, yielding which kind of cooperation? This project takes teachers in RE as objects and at the same time perceives practicing teachers as 'reflective practitioners'. The contributions intend: * to provide information about the multicultural and multi-religious background of RE teachers in different European countries, * to develop new research methodologies fitting to the particular objective of teacher practice in various RE settings, * to improve teacher education by way of fostering partnership between researcher and teacher, * to contribute to refreshed European educational policies, matching religious and cultural diversity (From the Publisher)

A major and continuing problem for theological education and the practice of Christian ministry is how to best achieve a genuine integration between theory and practice, theology and experience. The key claim of this book is that theological reflection, beginning with experience, is a method of integration and that pastoral supervision is a vehicle for theological reflection. In establishing this claim, John Paver demonstrates that the model and method have potential to be a catalyst for reform within theological colleges and seminaries. Three different theological reflection models are developed and critiqued in this book, and their capacity to be developed in particular contexts is explored. This book does not stop at ministry, cultural and personal integration, but is bold enough to make recommendations for structural integration within the theological institution. (From the Publisher)

This classic and rather poignant argument that education is the answer to the questions posed by Anglo-Saxon cultures was written by Meiklejohn (late president of Amherst College and founder of the U. of Wisconsin's Experimental College) as the horrors of World War II were a daily event. In such a time and with such a background, it is no surprise Meiklejohn freely ties theory to practice, policy, and pedagogy as he describes Protestant-capitalist education, the problem of reconstruction according to Rousseau, pragmatism according to Dewey, and the social contract as the primary basis of a form of education that will result in brotherhood and reasonableness. (From the Publisher)