Resources

Doll offers a post-modernist, process-oriented vision of teaching and curriculum built from the base of a constructivist and experiential epistemology where we engage ourselves in a conversation with each other in the context of our collective history and seek meaning through alternative interpretations and transformations. In this book he ably demonstrates the power of historical reflection to illuminate our present position on the cusp of change, and he provides a powerful vision of what might be. (From the Publisher)

Have three decades of integration and multicultural initiatives in higher education delivered a better education to all students? Are majority and minority students reaping similar benefits, specifically in predominantly white colleges? Do we know what a multicultural campus should look like, and how to design one that is welcoming to all students and promotes a learning environment? Through a unique qualitative study involving seven colleges and universities considered national models of commitment to diversity, this book presents the views and voices of minority students on what has been achieved and what remains to be done. The direct quotations that form the core of this book give voice to Black, Hispanic, Asian, Native American and bi-racial students. They offer in their own words their perceptions of their campus cultures and practices, the tensions they encounter and what works for them. Rather than elaborating or recommending specific models or solutions, this book aims to provide insights that will enable the reader better to understand and articulate the issues that need to be addressed to achieve a well-adapted multicultural campus. Presidents, academic affairs professionals, student affairs personnel and faculty concerned with equity and diversity will find this book helpful and enlightening. (From the Publisher)

Teaching College in an Age of Accountability provides professors with the insights and tools necessary to achieve higher levels on accountability assessment outcomes while preparing students for enhancing their own career success in a more complex future. In recent years, many initiatives have been implemented by a number of state legislatures and boards of trustees to increase "institutional effectiveness." These measures have made colleges and universities aware that practices once accepted as sacrosanct within the culture will, from this time forward, be assessed regularly for their contribution to achieving more accountable outcomes. Teaching College in an Age of Accountability is the first book that focuses exclusively on the implications of this trend on the work of individual professors. Accountability proponents generally call for increased access to higher education for all citizens, improved retention of students once they are enrolled, and graduation and placement rates that recognize the investment of tax and institutional funds in students' success. This book equips professors to address each of these outcome goals in a proactive manner. (From the Publisher)

This book focuses on the terms "collaborative learning," "cooperative learning," and "learning community" in which they have been bandied about in American higher education with great frequency and enthusiasm. One primary purpose of this monograph is to provide a more precise delineation of postsecondary practices that are subsumed or assumed to be embraced by the umbrella terms, collaborative learning, cooperative learning, and learning community, and organize these practices into a coherent classification system or taxonomy. Other major objectives of the taxonomy are to: (a) create a common language for improving the clarity of communication and discourse about diverse forms of collaboration in higher education; (b) articulate a strong, research-based rationale for greater use of collaboration practices in postsecondary education, (c) provide a panoramic overview of, and a convenient catalogue for, the wide range of collaborative initiatives that have been imp! lemented at colleges and universities; and (d) serve as a stimulus for triggering wider use of collaborative practices in higher education. (From the Publisher)

A relative newcomer in higher education, service-learning nevertheless has caught on at campuses across the country. While thousands of students, teachers, and community partners are realizing the benefits of this experiential form of education, many others still have questions, particularly, "What exactly is service-learning?" and "How can I do it effectively?" This volume of New Directions for Higher Education answers both questions, beginning with a brief overview and then presenting a series of chapters on getting started, promoting reflection, and otherwise making service-learning work effectively in a variety of settings, from liberal arts colleges to research institutions. Both newcomers and veterans will appreciate the clear, practical advice on such matters as finding community partners, reaching diverse populations, and integrating service-learning and research. (From the Publisher)

This book's basic premise is that present demographics suggest concepts of inclusion and cultural reflection are essential to any academic endeavor. Teachers and future teachers need to be aware of the emergence of multicultural education and how that plays out in the classroom. The volume presents a historical overview of the concept and stresses the need for greater awareness. (From the Publisher)

Reinventing Ourselves examines the experiences of and lessons learned from a variety of institutions that pioneered new approaches for more effective teaching and learning. Many of the colleges included in this volume began as both educational and social experiments, representing new ways of thinking about educational goals, curricular organization, institutional governance, and faculty roles and rewards. With new calls for both rethinking our approaches to teaching and learning, and for reviewing the traditional boundaries within institutions and between disciplines, this book offers a rich store of ideas from which to draw. (From the Publisher)