Changes in Higher Education

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Interdisciplinary teaching, learning, and research are often heralded as necessary responses to the many pressures facing contemporary higher education. Defined as the integration of knowledge from two or more disciplines, interdisciplinary work requires a change in the boundaries and norms that have long defined the academy. Through examples from a range of disciplines and institutional types, this volume considers how successful interdisciplinary engagement necessitates a focus on the structure and rewards of academic behavior. This change is an intensely social process, involving dialogue and interation among diverse ideas, individuals, learning environments, and bodies of knowledge. It is this diversity that enables the rich potential of interdisciplinary engagement but also presents the greatest challenges for institutions. This volume considers the obstacles and opportunities inherent in interdisciplinary initiatives.

Academic administrators, faculty, and graduate students interested in understanding the disciplinary norms of higher education and cultivating interdisciplinary engagement will benefit from this volume. The author provides theoretical perspectives and practical applications for advancing interdisciplinarity in the classroom, the research laboratory, across the university campus, and outside institutional boundaries. Such endeavors entail not only interaction between scholars and professionals from normally distinct disciplines but also articulation of shared problems or topics that underscore the integration of disciplinary bodies of knowledge.

This is the second issue in the 35th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication. (From the Publisher)

Table Of Content:
Executive Summary
Foreword

Overview
Defining Interdisciplinarity
The Disciplines, Interdisciplinary, and the University
Interdisciplinary, Learning, and Cognition
Interdisciplinary and the Practice of Research
Faculty and Institutional Structure: The Conflict of Interdisciplinary
Best Practices Related to Interdisciplinary Education
Implications for Practice and the Future of Interdisciplinarity

Defining Interdisciplinarity
Conceptualizing the Disciplines
Conceptualizing Interdisciplinary Knowledge
Conclusion

The Disciplines, Interdisciplinarity, and the University
The Historical Influence of the Disciplines on Teaching and Learning
Interdisciplinary Initiatives in Twentieth-Century American Higher Education
Conclusion

Interdisciplinarity, Learning, and Congition
The Disciplinary Basis of College Student Learning
Defining Interdisciplinary Curricula in Higher Education
Conclusion

Interdisciplinarity and the Practice of Research
Challenges to the Practice of Interdisciplinary Research
Facilitating Interdisciplinary Research in Higher Education
Conclusion

Faculty and Institutional Structure: The Conflict of Interdisciplinarity
Interdisciplinarity: Faculty, and Change in Higher Education
Achieving Institutional Goals and Interdisciplinary Faculty Engagement
Fostering Faculty Connections Across Institutional Boundaries
Modifying Activity Systems to Encourage Interdisciplinarity
Conclusion

Best Practices Related to Interdisciplinary Education
Dedicated Organizational and Physical Space
Student-Centered Pedagogy
Focus on Problem- or Theme-Based Learning
Curriculum Shaped Through a Variety of Interdisciplinary Learning Experiences
Culminating Capstone Project or Student Portfolio
Focus on Collaborative Learning Rather Than Mastery of a Particular Content
Use of Independent Study, Internships, and Experiential Learning
Goal of Preparing Students for a Complex, Modern Interdisciplinary Future

Conclusion
References
Name Index
Subject Index
About the Author

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Abstract: Best Practices in Online Program Development is a practical, hands-on guide that provides the concrete strategies that academic and administrative departments within institutions of higher learning need to develop in order to create and maintain coherent and effective online educational programs. Unlike individual courses, an online education program requires a comprehensive, inter-departmental effort to be integrated into the ongoing educational project of a college or university. This book focuses on the:

Integration of online education into the institutional mission
Complex faculty-related issues including recruiting, training, and teaching
Multifaceted support required for student retention and success
Need for multilayered assessment at the course, program, technical, and institutional levels
Challenges posed to governance and by the need to garner resources across the institution
Model to insure ongoing, comprehensive development of online educational programs

Best Practices in Online Program Development covers the above topics and more, giving all the stakeholders in online educational programs the building blocks to foster successful programs while encouraging them to determine what role online education should play in their academic offerings. (From the Publisher)

Table Of Content:
Preface
Series Editor Introduction

ch. 1 The Online Challenge in Higher Education
ch. 2 The First Step Now
ch. 3 Issues and Challenges Facing Faculty
ch. 4 Issues and Challenges Facing Students
ch. 5 Institutional Issues and Challenges
ch. 6 The Generational Model for Online Program Development

Index

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Aimed primarily at higher education professionals, this book is a comprehensive guide to assessment issues, particularly for those professionals who are coming to terms with the range of new pressures on their traditional teaching practices. Agents of change such as increased use of IT, flexible assessment methods and quality assurance all converge on the area of assessment, making new demands of assessors.

Outlining how traditional assessment practices can be updated and diversified to suit these contemporary teaching and learning methods, this book is a practical resource, with reflection boxes and diagnostic tools that encourage the reader to apply the principles to their own practice.

Other areas covered include: Assessing large groups, Authentication of student work, Maintaining assessment standards, Assessing generic skills and Quality assurance. (From the Publisher)

Table Of Content:
Part A: Issues and themes in assessment
ch. 1 The link between assessment and learning
ch. 2 Roles and purposes of assessment
ch. 3 The grading game: norm- and criterion-referenced assessment
ch. 4 Valid assessment
ch. 5 Assessing in flexible modes
ch. 6 Assessing with new technology
ch. 7 Assessing in diverse contexts
ch. 8 Assessing large cohorts
ch. 9 Academic fraud and plagiarism
ch. 10 Maintaining standards in a consumer market
ch. 11 Accountability and the quality agenda: evaluative purposes of assessment

Part B: Assessing key learning outcomes
ch. 12 Communicating
ch. 13 Accessing and managing information
ch. 14 Demonstrating knowledge and understanding
ch. 15 Demonstrating procedures and techniques
ch. 16 Designing, creating, performing
ch. 17 Thinking critically and making judgements
ch. 18 Problem solving
ch. 19 Managing and developing oneself

Part C: Assessment in practice
ch. 20 Designing assessment tasks
ch. 21 Developing marking schemes
ch. 22 Communicating assessment tasks
ch. 23 Marking and grading
ch. 24 Evaluating assessment practices
ch. 25 Dealing with plagiarism

References
Index

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Adult and continuing education continues to evolve as both a strong discipline and a professional field of practice throughout the global community. Both adult educators and adult learners require a common and informed conceptual and theoretical framework to assist them in developing meaningful curricula for adult learners. This book, in a collective and unified manner, describes innovative strategies for developing curricula for adult learners in diverse social, cultural, and economic contexts. (From the Publisher)

Table Of Content:
Acknowledgments
The Editor
The Contributors
Introduction (Victor C. X. Wang)

ch. 1 Principles of Instructional Design and Adult Learners (Laura L. Bierema)
ch. 2 Andragogy: An Introduction and Implications for Curriculum and Instruction (Lisa M. Baumgartner)
ch. 3 Learner-Derived Curriculum Development (Vivian W. Mott)
ch. 4 Designing Meaningful Curriculum for Disadvantaged Learners (Claretha H. Banks and Fredrick M. Nafukho)
ch. 5 Sequencing Instruction in Global Learning Communities (Rene L. Cambiano)
ch. 6 Expanding Curriculum Development Models (Mary Ziegler)
ch. 7 Developing Curriculum for Policy Officers and Firefighters: Tips to Follow and Pitfalls to Avoid (Sandra R. Daffron, Gail M. Goulet, John L. Gray, and Jason X Viada)
ch. 8 A New Model for Effective Learning: Moving Beyond Analysis, Development, Design, Implementation and Evaluation (ADDIE) (Judith A. Cochran)

Appendix: Volume II Information
Index

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A detailed philosophical debate on the nature of expertise is long overdue and Dimensions of Expertise opens up that debate. Christopher Winch firstly explores an account of know-how, derived primarily from the pioneering work of Gilbert Ryle, and moves on to relate this epistemological debate to discussions concerning the nature of expertise in vocational and professional education, including attempts to provide a theory of expertise. (From the Publisher)

Table Of Content:
Preface

ch. 1. The Two Faces of Expertise 
ch. 2. Current Philosophical Debates about Knowing How
ch. 3.  Skills and Their Discontents
ch. 4.  Beyond Skill: The Complexities of Competence
ch. 5. To Follow a Rule…: The Normative Basis of Practical Knowledge
ch. 6. Theory, Underpinning Knowledge and Practice
ch. 7. Tacit Knowledge
ch. 8. Can There be a Theory of Expertise? 
ch. 9. Novice, Journeyman, Expert
ch. 10.  Vocational Education and the Development of Expertise

Bibliography
Index

Additional Info:
Adult and continuing education continues to evolve as both a strong discipline and a professional field of practice throughout the global community. Both adult educators and adult learners require a common and informed conceptual and theoretical framework to assist them in developing meaningful curricula for adult learners. This book, in a collective and unified manner, describes innovative strategies for developing curricula for adult learners in diverse social, cultural, and economic contexts. (From the Publisher)

Table Of Content:
Acknowledgments
The Editor
The Contributors
Introduction

Part I Curriculum Development in the Global Context
ch. 1 Culturally Relevant Curriculum Development for Teachers of Adults: The Importance of Identity, Positionality, and Classroom Dynamics (Talmadge C. Guy)
ch. 2 Transnational Identities and Instructional Designs in Adult Education (Mary V. Alfred)
ch. 3 Impact of English-Language Education of Adult Learners in China on Curriculum Development (Wei Zheng)

Part II Teaching and Learning in the Global Community
ch. 4 Teachers of Adults in the Global Community (Kathleen P. King)
ch. 5 Helping Adults Learn in the 21st Century with Information Literacy (Barbara P. Heuer)
ch. 6 Design, Implementation and Assessment of E-Learning Curriculum for Adults with Diverse Learning Needs (Fredrick M. Nafukho)
ch. 7 Implementing Andragogy in China (Victor C.X. Wang)

Appendix: Volume I Information
Index

Additional Info:
This timely and comprehensive book outlines the agenda for achieving racial justice in higher education in the next generation. It focuses on the racial transformation of higher education and the structural barriers that perpetuate racial stratification in colleges and universities--and beyond. Taking on topical issues such as shifting patterns of financial aid, the growing importance of community colleges, and identifying model programs for retaining and supporting minority students, it lays the foundation for realizing the U.S. Supreme Court Justice Sandra Day O'Connor's goal of eliminating the need for affirmative action within 25 years. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction (Gary Orfield)

ch. 1 The racial transformation of higher education (Michal Kurlaender and Stella M. Flores)
ch. 2 Necessary but not sufficient : higher education as a strategy of social mobility (David Karen and Kevin J. Dougherty)
ch. 3 Equity in educational attainment : racial, ethnic, and gender inequality in the 50 states (Derek V. Price and Jill K. Wohlford)
ch. 4 Can minority students afford college in an era of skyrocketing tuition? (Donald E. Heller)
ch. 5 Illusions of opportunity? : from college access to job access at two-year colleges (Regina Deil Amen, James E. Rosenbaum, and Ann E. Person)
ch. 6 Diversity on campus : exemplary programs for retaining and supporting students of color (Dean K. Whitla, Carolyn Howard, Frank Tuitt, Richard J. Reddick, and Elizabeth Flanagan)
ch. 7 Potential or peril : the evolving relationship between large-scale standardized assessment and higher education (Catherine L. Horn)
ch. 8 After Grutter and Gratz : higher education, race, and the law (Angelo N. Ancheta)
ch. 9 From strict scrutiny to educational scrutiny : a new vision for higher education policy and research (Patricia Marin and John T. Yun)

About the Contributors
Index

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Organizing Academic Work in Higher Education explores how managers influence teaching, learning and academic identities and how new initiatives in teaching and learning change the organizational structure of universities. By building on organizational studies and higher education studies literatures, Organizing Academic Work in Higher Education offers a unique perspective, presenting empirical evidence from different parts of the world. This edited collection provides a conceptual frame of organizational change in universities in the context of New Public Management reforms and links it to the core activities of teaching and learning.

Split into four main sections:

- University from the organizational perspective,
- Organizing teaching,
- Organizing learning and
- Organizing identities,

this book uses a strong international perspective to provide insights from three continents regarding the major differences in the relationships between the university as an organization and academics.

It contains highly pertinent, scientifically driven case studies on the role and boundaries of managerial behaviour in universities. It supplies evidence-based knowledge on the effectiveness of management behaviour and tools to university managers and higher education policy-makers worldwide. Academics who aspire to institutionalize their successful academic practices in certain university structures will find this book of particular value.

Organizing Academic Work in Higher Education will be a vital companion for academic interest in higher education management, transformation of universities, teaching, learning, academic work and identities. Bringing together the study of the organizational transformation in higher education with the study of teaching, learning and academic identity, Organizing Academic Work in Higher Education presents a unique cross-national and cross-regional comparative perspective. (From the Publisher)

Table Of Content:
List of Illustrations
Acknowledgements
Contributors
Series editors’ instruction (David Palfreyman, Ted Tapper, and Scott L. Thomas)
Organizing academic work in higher education: teaching, learning, and identities - an introduction (Liudvika Leisyte and Uwe Wilkesmann)

Part 1 - University From the Organizational Perspective
ch. 1 Universities, teaching, and learning (Jay R. Dee)
ch. 2 Teaching matters, too: Different ways of governing a disregarded institution(Uwe Wilkesmann)
ch. 3 Bridging the duality between universities and the academic profession: A tale of protected spaces, strategic gaming and institutional entrepreneurs (Liudvika Leisyte)
ch. 4 Organizing and managing university education (Hamish Coates and Emmaline Bexley)

Part 2 - Organizing Teaching
ch. 5 Toward a conceptualization of faculty decision-making about curricular and instructional change (Lisa R. Lattice and Jennifer R. Pollard)
ch. 6 Institutional (teaching) entrepreneurs wanted! - Considerations on the professoriate’s potency to enhance academic teaching in Germany (Christian J. Schmid and Sabine Lauer)
ch. 7 Organizing teaching in Chinese universities (Shuangye Chen)

Part 3 - Organizing learning
ch. 8 Learners and Organizations: competing patterns of risk, trust and responsibility (Ray Land)
ch. 9 Organizing teaching in project teacher teams across established disciplines using wearable technology – Digital Didactical Designing a new form of practice (Isa Jahnke, Eva Marell-Olsson and Thomas Mejtoff)
ch. 10 Changing organizational structure and culture to enhance teaching and learning: Cases in a university in Hong Kong (Samuel K. W. Chu and Sanny S. W. Mok)

Part 4. Organizing identities
ch. 11 Multiversities and academic identities: change, continuities and complexities (Mary Henkel)
ch. 12 Boundary crossing and maintenance among UK and Dutch bioscientists: Toward hybrid identities of academic entrepreneurs (Liudvika Leisyte and Bengu Hosch-Dayican)
ch. 13 University academic promotion system and academic identity: An institutional logics perspective (Yuzhuo Cai and Gaoming Zheng)

Conclusion (Rosemary Deem)
Index

Additional Info:
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As interest in competency-based education (CBE) continues to grow by leaps and bounds, the need for a practical resource to guide development of high-quality CBE programs led the authors to write this book. Until now, there has been no how-to manual that captures in one place a big picture view of CBE along with the down-to-earth means for building a CBE program.

A variety of pressures are driving the growth in CBE, including the need for alternatives to the current model of higher education (with its dismal completion rates); the potential to better manage the iron triangle of costs, access, and quality; the need for graduates to be better prepared for the workforce; and the demands of adult learners for programs with the flexible time and personalized learning that CBE offers.

Designed to help institutional leaders become more competent in designing, building, and scaling high-quality competency-based education (CBE) programs, this book provides context, guidelines, and process. The process is based on ten design elements that emerged from research funded by the Gates Foundation, and sponsored by AAC&U, ACE, EDUCAUSE, and the Competency-Based Education Network (C-BEN), with thought partners CAEL and Quality Matters. In short, the book will serve administrators, higher education leaders, faculty, staff, and others who have an interest in CBE by:
• Giving context to enable the audience to discover the importance of each design element and to help frame the CBE program (the “why”); • Providing models, checklists, and considerations to determine the “what” component for each design element;
• Sharing outlines and templates for the design elements to enable institutions to build quality, relevant, and rigorous CBE programs (the “how”). (From the Publisher)

Table Of Content:
Foreword by Amy Laitinen

Introduction

Ch 1. Institutional Culture
Ch 2. Program Design
Ch 3. Assessment Essentials and Strategies
Ch 4. The Learning Journey
Ch 5. Faculty and Staff Models and Considerations
Ch 6. Business Models, Processes, and Systems
Ch 7. Approval Considerations
Ch 8. Conclusion and Next Steps

References

About the Authors

Index

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In A New Agenda for Higher Education, the authors endorse higher education's utility for enhancing the practical as well as intellectual dimensions of life by developing a third, different conception of educational purpose. Based on The Carnegie Foundation for the Advancement of Teaching seminar that brought together educators from six professional fields with faculty from the liberal arts and sciences, A New Agenda for Higher Education proposes an educational aim of "practical reason," focusing on the interdependence of liberal education and professional training.
The book includes case studies of instructors from a wide array of disciplines including those who educate their students for practical responsibility. The authors document the process by which they learned to collaborate with one another across fields and, in the end, produced a new discourse of practical reason. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments
About the Authors
Introduction

ch. 1 Partners in the Field: Part One
ch. 2 Partners in the Field: Part Two
ch. 3 A Narrative of the Seminar
ch. 4 Practical Reason as an Educational Agenda

Conclusion: Taking Formative Action

Appendix 1 Partner Syllabi
Hessel Bouma III, "Human Biology," Calvin College
Elliot N. Dorff, "Issues in Jewish Ethics," American Jewish University
Gary Lee Downey and Juan Lucena, "Engineering Cultures," Virginia Tech and Colorado School of Mines
Daisy Hurst Floyd, "Advanced Legal Ethics: Finding Joy and Satisfaction in Legal Life," Mercer University School of Law
Allen S. Hammond IV, "Contracts," Santa Clara University School of Law
Robert McGinn, "Ethical Issues in Engineering," Stanford University
Timothy Murphy and Michele Oberman, Selected Cases from "Ethics and Law," University of Illinois College of Medicine
William C. Spohn, "Scripture and the Moral Life," Santa Clara University
Barbara S. Stengel, "Foundations of Modern Education," Millersville University

Appendix 2 Seminar Assignments
Assignment for Session One, September 2002
Assignment for Session Two, January 2003
Syllabus Narrative Writing Assignment, Summer 2003
Assignment for Session Three, November 2003
Follow-Up Reflection Questions, January 2004

References

Additional Info:
Praise for The Heart of Higher Education

Palmer and Zajonc have issued a compelling call for change and renewal in higher education. They show us how colleges and universities can be transformed by taking a more integrated approach to teaching and learning that focuses on the inner lives of their students and faculty.

At a moment when many are dreaming of an integrative form of higher education that unites intellectual rigor with compassion and love, Palmer and Zajonc invite us to engage in conversations designed to infuse the academy with meaning, purpose, and soul. For those who yearn to transform colleges and universities from sterile, vacuous spaces to places of hope, possibility, and respect for everything human, this is the book you have been waiting for.

Parker Palmer and Arthur Zajonc call for a renewal of our commitment to inspiring deeper thinking and educating the whole person. This book should and will inspire debate about our larger purpose, about how we can go beyond the traditional silos in which we work for the sake of individual and institutional transformation.

What should be at the center of our teaching and our students' learning? Palmer and Zajonc take up this simple but daunting question and provide the most solid ground yet on which to hold a conversation about the heart of our enterprise. They reimagine higher education in a way commensurate with the magnitude of our problems and offer us practical paths toward implementation. Integrative education is the most important reformation of higher learning since the rise of the modern university. This book can help us achieve it. (From the Publisher)

Table Of Content:
Foreword
Gratitudes
The Authors
Introduction

ch. 1 Toward a Philosophy of Integrative Education
ch. 2 When Philosophy Is Put into Practice
ch. 3 Beyond the Divided Academic Life
ch. 4 Attending to Interconnection, Living the Lesson
ch. 5 Experience, Contemplation, and Transformation
ch. 6 Transformative Conversations on Campus

Afterword

About the Appendices: Experiments in Integrative Education
Appendix A In the Classroom
Appendix B Beyond the Classroom
Appendix C Administrative and Campuswide Initiatives

Notes
Index

Additional Info:
With awareness of both the opportunities and challenges presented by globalization, there is a growing trend among colleges and universities across the country to commit goals and resources to the concept of internationalizing their campuses. This can occur in a number of different ways but a common thread involves exploring the concept of global citizenship and finding ways to embed this concept in undergraduate curricula. For faculty, this may call for moving out of a presumed comfort zone in the traditional classroom and determining new approaches to teaching a generation of students who will live and work in a more global context. A method for accomplishing this work that is growing in popularity involves offering short-term, faculty-led field courses to international settings. In fact, today more college students are participating in such short-term study abroad opportunities than the more traditional semester and/or yearlong programs.

Faculty and administrators who want to capitalize on short-term, study abroad programs as a means for internationalizing their campuses need practical resources to help them realize this challenging but important goal. They not only need support in developing the course curricula and logistics, but also in constructing authentic means for assessing the multi-faceted learning that occurs. Short-term international programs, when carefully planned and executed, engage the participants (both students and faculty) in unique learning experiences that can involve service, research, and critical analysis of what it truly means to be a global citizen. Such work helps define the somewhat nebulous but worthy goals of internationalizing campuses and fostering global citizenship.

The authors of this text are professional educators with deep experience in global education and curriculum development. They offer a valuable resource for the development, execution and assessment of faculty-led international field courses that is at once theoretical, practical and motivational. Whether readers are considering offering an international field program for the first time and need guidance; are veteran field course leaders who would like to take their work to the next level; or are administrators attempting to encourage and provide needed support for faculty-led international programs, this book will prove invaluable. (From the Publisher)

Table Of Content:
Preface
Introduction.

Part I: Faculty-Led International Programs: Examining The Value
ch. 1 Trends That Drive The Need For Change
ch. 2 Experiential Learning And Student Engagement
ch. 3 Sense Of Self And Reflective Growth
ch. 4 Promoting Global Citizenship
ch. 5 Personal And Professional Faculty Development

Part II: International Program Organization: Undertaking The Tasks
ch. 6 The World Is Your Classroom: Selecting The Country And The Setting
ch. 7 Designing And Planning The Essentials
ch. 8 Passports, Liability And Dealing With The Unexpected
ch. 9 Filling The Roster

Part III: The Learning Realizing The Potential of Faculty-Led International Programs
ch. 10 Learning Objectives And Assessment: You Can’t Have One Without The Other
ch. 11 Predeparture Preparation: Setting The Stage For International Learning
ch. 12 Learning During The Journey
ch. 13 Reentry And Beyond: Sustaining And Forwarding What Has Been Gained

Conclusion
References

Additional Info:
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In Race on Campus, Julie J. Park argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life.

Based on her analysis of extensive research and data about contemporary students and campuses, Park counters these myths and explores their problematic origins. Among the major myths that she addresses are charges of pervasive self-segregation, arguments that affirmative action in college admissions has run its course and become counterproductive, related arguments that Asian Americans are poorly served by affirmative action policies, and suggestions that programs and policies meant to promote diversity have failed to address class-based disadvantages. In the course of responding to these myths, Park presents a far more positive and nuanced portrait of diversity and its place on American college campuses.

At a time when diversity has become a central theme and goal of colleges and universities throughout the United States, Race on Campus offers a contemporary, research-based exploration of racial dynamics on today’s college campuses. (From the Publisher)

Table Of Content:
Introduction

Ch. 1. Black Students andn the Cafeteria - What's the Big Fuss?
Ch 2. Who's Really Self-Segregating?
Ch 3. Is Class-Based Affirmative Action the Answer?
Ch 4. Why Affirmative Action is Good for Asian Americans
Ch 5. Why the SAT and SAT Prep Fall Short
Ch 6. The Problem of the "Problem of Mismatch"
Ch 7. How then Should we Think?

Notes

Acknowledgments

About the Author

Index

Additional Info:
With the concept of a global village now a reality, institutions of higher learning must broaden their thinking beyond American social, cultural, and economic borders. Reforming the Higher Education Curriculum is a collection of papers that explores how a college or university can plan and implement a systemwide program for internationalizing the curriculum throughout the entire university. The contributors argue that a thorough overhaul of the higher education curriculum is necessary to turn out graduates with true international skills and perspectives. Among the strategies recommended are courses and programs that involve study abroad, intensive study of foreign languages, and opportunities to cultivate intellectual, professional, and personal associations with people from other cultures. (From the Publisher)

Table Of Content:
Contributor Biographies
Foreword
Acknowledgments
Introduction

ch. 1 Portraits of an International Curriculum: An Uncommon Multidimensional Perspective (Josef A. Mestenhauser)
ch. 2 Culture in Curriculum: Internationalizing Learning by Design (Kerry Freedman)
ch. 3 The Impossibility of Internationalizing Students by Adding Materials to Courses (Marion L. Lundy Dobbert)
ch. 4 Global Academies as Strategic Self-Organizing "Think Tanks"(Athur M. Harkins)
ch. 5 The Role of Foreign Languages in the Internationalization of the Curriculum (Michael F. Metcalf)
ch. 6 Teaching about Cognition and Cognitive Development: How to Internationalize the Topic (Herbert L. Pick, Jr.)
ch. 7 Internationalization through Networking and Curricular Infusion (John J. Cogan)
ch. 8 Mind Opening through Music: An Internationalized Music Curriculum (C. Victor Fung)
ch. 9 Internationalization of Course Work in Soil Science and Agronomy (Peter Graham)
ch. 10 Explaining Ourselves through Others' Cultural Visions: A Mini Course on America (Harvey B. Sarles)
ch. 11 Curriculum by Bytes - Using Technology to Enhance International Education (R. Michael Philson)
ch. 12 Internationalization through the Lens of Evaluation (Susan Lewis English)
ch. 13 Divisional Strategies to Internationalize a Campus Portrait: Results, Resistance, and Recommendations from a Case Study at a U.S. University (Brenda J. Ellinghoe)

Index

Additional Info:
Higher education is becoming destabilized in the face of extraordinarily rapid change. The composition of the academy's most valuable asset—the faculty—and the essential nature of faculty work are being transformed. Jack H. Schuster and Martin J. Finkelstein describe the transformation of the American faculty in the most extensive and ambitious analysis of the American academic profession undertaken in a generation.

A century ago the American research university emerged as a new organizational form animated by the professionalized, discipline-based scholar. The research university model persisted through two world wars and greatly varying economic conditions. In recent years, however, a new order has surfaced, organized around a globalized, knowledge-based economy, powerful privatization and market forces, and stunning new information technologies. These developments have transformed the higher education enterprise in ways barely imaginable in generations past.

At the heart of that transformation, but largely invisible, has been a restructuring of academic appointments, academic work, and academic careers—a reconfiguring widely decried but heretofore inadequately described. This volume depicts the scope and depth of the transformation, combing empirical data drawn from three decades of national higher education surveys. The authors' portrait, at once startling and disturbing, provides the context for interpreting these developments as part of a larger structural evolution of the national higher education system. They outline the stakes for the nation and the challenging work to be done. (From the Publisher)

Table Of Content:
Contents
Preface
Acknowledgments
List of Figures and Tables

Part One. Overview of the American Faculty
ch. 1. Establishing the Framework
ch. 2. The American Faculty in Perspective
ch. 3. The Professoriate in Profile
Part Two. The Faculty at Work
ch. 4. The Changing Complexion of Faculty Work
ch. 5. Academic Culture and Values and the Quality of Worklife

Part Three. The Academic Career
ch. 6. The Changing Academic Career
ch. 7. The Revolution in Academic Appointments: A Closer Look
ch. 8. Compensation and Academic Careers: Trends and Issues
ch. 9. Pathways to the Professoriate

Part Four. Contemporary Academic Life: An Assessment
ch. 10. American Academic Life Restructured
ch. 11. What's Ahead? Agendas for Policy Analysis, Research, and Action on Academic

Staffing

Appendixes
A. Descriptions of the National Faculty Surveys
B. Selected National Faculty Surveys: A Concordance of Contents
C. Understanding Faculty Trends: Challenges to and Strategies for Interpreting Survey Data
D. Variables for Classifying Faculty Subgroups
E. Master Notes on Contents of Tables and Figures
F. Academic Appointments: Historical Milestones
G. Faculty Compensation: Data Sources
H. Note on Accessing Survey Instruments
I. Faculty Diversity: Race and Ethnicity Categories
J. Appendix Tables and Figures

List of Tables
Tables

References
About the Authors
Index

Additional Info:
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The first edition of this book constituted a comprehensive resource for students of higher education, faculty, higher education administrators and student affairs leaders engaging with multiculturalism and diverse populations on college campuses. It was one of the first texts to gather in a single volume the related theories, assessment methods, and environmental and application issues pertinent to the study and practice of multiculturalism, while also offering approaches to enhancing multicultural programming and culturally diverse campus environments.

This second edition retains the structure and vision of the first, introducing readers to the key theories and models for understanding the complexity of the students they serve, and for reflecting on their own values and motivations. It provides an array of case studies, discussion questions, examples of best practice, and recommendations about resources for use in the classroom.

This edition includes a new chapter on intersectionality; updates several chapters, presents a number of new cultural frameworks and updated best practices for creating an inclusive environment for marginalized groups, and expands the third section of the book on cultural competent practice. (From the Publisher)

Table Of Content:
Introduction (Michael J. Cuyjet)

Part One: Awareness of Cultural Issues
ch. 1 Understanding Multiculturalism and Multicultural Competence Among College Students (Mary F. Howard-Hamilton, Michael J. Cuyjet, and Diane L. Cooper)
ch. 2 Oppression and Its Effect on College Student Identity Development (Mary F. Howard-Hamilton and Kandace G. Hinton)
ch. 3 Environmental Influences on College Culture (Michael J. Cuyjet and Jason L. Meriwether)
ch. 4 An Intersectional Approach to Supporting College Students (Chris Linder)

Part Two: Information on Cultural Populations
ch. 5 Latinx College Students (Susana Hernández and Anna M. Ortiz)
ch. 6 Asian American and Pacific Islander Students (Julie J. Park and OiYan A. Poon)
ch. 7 African American College Students (Bettina C. Shuford and Lamont A. Flowers)
ch. 8 Native America College Students (LeManuel Bitsóí (Navajo)
ch. 9 Biracial and Multiracial College Students (Kristen A. Renn and Marc P. Johnston-Guerrero)
ch. 10 Working With White College Students to Understand and Navigate White Racial Identities (Chris Linder)
ch. 11 International College Students (Sevan G. Terzian and Leigh Ann Osborne)
ch. 12 Men and Women College Students (Merrily Dunn and Philip D. Badaszewski)
ch. 13 Lesbian, Gay, Bisexual, and Transgender College Students (Dena R. Kniess, Tony W. Cawthon, and Kristin M. Walker)
ch. 14 Adult College Students- (Fiona J. D. MacKinnon and Rosiline D. Floyd)
ch. 15 College Students With Disabilities (Martha E. Wisbey and Karen S. Kalivoda)
ch. 16 Religious and Spiritual Diversity Among College Students (Laura A. Dean and Darris R. Means)

Part Three: Critical Consciousness of Cultural Competence
ch. 17 From Cultural Competence to Critical Consciousness: Creating Inclusive Campus Environments (Chris Linder and Diane L. Cooper)

Contributors
Index

Additional Info:
As recently as 2012, massive open online courses (MOOCs) looked poised to revolutionize higher education, but in just a few years their flaws and problems have made them into a less relevant model. In More than a Moment, Steven D. Krause explores MOOCs and their continuing impact on distance learning in higher education, putting them in the context of technical innovations that have come before and those that will be part of the educational future.

Krause writes about his own experiences as a participant in several MOOCs and the experiences of faculty who developed and taught MOOCs. Contrary to many early claims from educational entrepreneurs, they were never entirely “new,” and MOOCs and their aftermath are still at the heart of the tensions between nonprofit universities and for-profit entities, particularly online program management firms, in delivering distance education.

While MOOCs are no longer a threat to education in the United States, they are part of the ongoing corporatization of education and remain part of conversations about experienced-based credit, corporate training, and open education. Presenting historical, student, teacher, and administrative perspectives, More than a Moment is a well-rounded treatment that will be of interest to academics and entrepreneurs interested in distance education, online pedagogy, online program management, and public-private partnerships in higher education. (From the Publisher)

Table Of Content:
Acknowledgments

Introduction

Ch 1. MOOCs in the University Context: The Rapid Rise, Fall, and Failure of MOOCs in Higher Education
Ch 2. MOOCs as a Continuation of Distance Education Technologies
Ch 3. MOOCs in the Student Context
Ch 4. MOOCs in the Faculty Context
Ch 5. The Present and (Fuzzy and Difficult to Predict) Future of MOOCs

References

About the Author

Index

Additional Info:
Click Here for Book Review
Abstract: This exciting new text examines one of the most important and yet elusive terms in higher education and society: What do we mean when we talk in a serious way about “diversity”?

A distinguished group of diversity scholars explore the latest discourse on diversity and how it is reflected in research and practice. The chapters trace how the discourse on diversity is newly shaped after many of the 20th century concepts of race, ethnicity, gender and class have lost authority. In the academic disciplines and in public discourse, perspectives about diversity have been rapidly shifting in recent years. This is especially true in the United States where demographic changes and political attitudes have prompted new observations - some which will clash with traditional frameworks.

This text brings together scholars whose research has opened up new ways to understand the complexities of diversity in higher education. Because the essential topic under consideration is changing so quickly, the editors of this volume also have asked the contributors to reflect on the paths their own scholarship has taken in their careers, and to see how they would relate their current conceptualization of diversity to one or more of three identified themes (demography, democracy and discourse). Each chapter ends with a candid graduate student interview of the author that provides an engaged picture of how the authors wrestle with one of the most complicated topics shaping them (and all of us) as individuals and as scholars. Of interest to anyone who is following the debates about diversity issues on our campuses, the book also offers a wonderful introduction to graduate students entering a discipline where critically important ideas are still very much alive for discussion. (From the Publisher)

Table Of Content:
Foreword (Phillip J. Bowman)
Acknowledgments
Introduction: Transforming Understandings of Diversity in Higher Education: History and Context (John C. Burkhardt, Christina Morton, Marie P. Ting, Penny A. Pasque, and Noe Ortega)

ch. 1 Color-Blind Ideology and the Disconnected Power-Analysis Frame Considerations for Historically Black Colleges and Universities’ Diversification (Uma M. Jayakumar and Annie S. Adamian)
ch. 2 An Interview With Uma M. Jayakumar: Social Agency and the Power of Resistance (Diane M. Back)
ch. 3 A Theory of Equity: A Social and Legal Analysis of College Access for Low-Income Students (Jarrett T. Gupton and Karen Miksch)
ch. 4 An Interview With Jarrett T. Gupton: The Value of Uncertainty and the Need for Nuance (Sheela Linstrum)
ch. 5 Lesbian, Gay, Bisexual, Transgender, and Queer Students on Campus: Fostering Inclusion Through Research, Policy, and Practice (Michael R. Woodford, Jessica Joslin, and Kristen A. Renn)
ch. 6 An Interview With Michael R. Woodford: Bringing Invisible Communities to Light: Disciplinary Norms, Collaboration and the Quest for Legitimacy (Timothy Hickey-LeClair)
ch. 7 Racially and Socioeconomically Diverse Students’ Pathways to College: An Exploration of Latin@ Students (Angela M. Locks, Dawn Person, Michelle Cuellar, Jeanette Maduena, and Melba Schneider Castro)
ch. 8 An Interview With Angela M. Locks: Understanding the Complexities of the College-Going Process (James M. Ellis)
ch. 9 Architecture of Diversity: Using the Lens and Language of Space to Examine Racialized Experiences of Students of Color on College Campuses (Michelle Samura)
ch. 10 An Interview With Michelle Samura: How the “Blue Wall” Changes Our Discourses on Race in Higher Education: Stepping Out of the Comfort Zone and Seeing Things in a Different Light (Jimin Kwon)
ch. 11 Including Disability in the Discourse: Extending and Advancing the Defi nition of Diversity in Higher Education (Allison Lombardi and Adam Lalor)
ch. 12 An Interview With Allison Lombardi: Including Disability in the Discourse (Lloyd Edward Shelton)
ch. 13 The Impact of Media Imagery on Academic Identity Development for Black Male Student Athletes (LaVar J. Charleston and Jerlando F. L. Jackson)
ch. 14 An Interview With Jerlando F. L. Jackson: An Instrumental Diversity Researcher (Carly Wegner)
ch. 15 Racialized and Gendered Experiences of African American Female Faculty at Public Community Colleges (Tamara Nichele Stevenson and Eboni M. Zamani-Gallaher)
ch. 16 An Interview With Tamara Nichele Stevenson, Surviving Racial Battle Fatigue: Cultivating Safe Spaces in Radicalized Environments (Tonya Kneff)
ch. 17 Unpacking the Mandate Rhetoric of Historically Black Colleges and Universities’ Diversity Discourses (Courtney Carter)
ch. 18 An Interview With Courtney Carter: Unpacking the Mandate Rhetoric of Historically Black Colleges and Universities’ Diversity Discourses (Demar F. Lewis IV)
ch. 19 Transforming Demography, Democracy, and Discourse Through Diversity in Education and Society (John C. Burkhardt and Marie P. Ting)

Contributors
Index

Additional Info:
From the Pubisher

Pedagogy of Place focuses on the embodiment of purposefully created space resulting from the creation and enactment of its participants' cultural and social conditions. It is also about education, the purposeful creation of spaces that comprise learning environments, and the aesthetic dimensions of the created space called school. The essays present the concept of space - the place where learning happens and where the lives of student and teacher can thrive or wither - a place rich in human potential. In an attempt to address the diversity of what we define as space, Pedagogy of Place addresses issues around place and identity in three distinct strands: as social, as aesthetic, and as political and historical. As a collection, these essays are attempts to open conversations with persons interested in what counts as curriculum, teaching, and learning within the spaces and places that release human potential and nurture the human spirit.

Table Of Content:
Foreword: Reflections on the Place of Curriculum
Acknowledgements
Introduction: Understanding Place as a Social Aspect of Education

ch. 1 The Construction of Public Space (Stephen M. Fain)
ch. 2 The Erosion of the Public Space (Judith Slater)
ch. 3 The Fall of the Public Academic (Donna Adair)
ch. 4 Traces, Patterns, Texture: In Search of Aesthetic Teaching/Learning Encounters (Margaret Mcaintyre Latta)
ch. 5 An Environment for Developing Souls: The Ideas of Rudolph Steiner (Bruce Uhrmacher)
ch. 6 School as Parkland: The Re-invention of a "Story of School" (Cheryl Craig)
ch. 7 Away with All Teachers: The Cultural Politics of Home Schooling (Michael Apple)
ch. 8 Identity, Literature, Schools, and Race: Southern Writers and Literature as a Metaphor for Place (David M. Callejo)
ch. 9 Getting from Farmhouse to Schoolhouse: School Consolidation, Pupil Transportation, and the Limits of Educational Reform in Mississippi (Corey Lesseig)

Epilogue
List of Contributors

Additional Info:
Responding to Jacques Derrida's vision for what a 'new' humanities should strive toward, Peter Trifonas and Michael Peters gather together in a single volume original essays by major scholars in the humanities today. Using Derrida's seven programmatic theses as a springboard, the contributors aim to reimagine, as Derrida did, the tasks for the new humanities in such areas as history of literature, history of democracy, history of profession, idea of sovereignty, and history of man. Deconstructing Derrida engages Jacques Derrida's polemic on the future of the humanities to come and expands on the notion of what us proper to the humanities in the current age of globalism and change. (From the Publisher)

Table Of Content:
Introduction - The Humanities in Deconstruction (Michael A. Peters and Peter Pericles Trifonas)

ch. 1 The Future of the Profession or the Unconditional University (Thanks to the ‘Humanities’, What Could Take Place Tomorrow) (J.Derrida)
ch. 2 Sovereignty Death Literature Unconditionality Democracy University (J.Hillis Miller)
ch. 3 Right to Humanities: Of Faith and Responsibility (D.Egéa-Kuehne)
ch. 4 Higher Education and Democracy's Promise: Jacques Derrida's Pedagogy of Uncertainty (H.A.Giroux)
ch. 5 War, Crimes Against Humanity, and the New Humanities: Derrida and the Promise of Europe (M.A.Peters)
ch. 6 Higher Education and Everyday Life (S.Aronowitz)
ch. 7 Altering the Material Conditions of Access to the Humanities (J.Willinsky)
ch. 8 The Grammatology of the Future (G.Ulmer)
ch. 9 Moving Devi (G.Chakravorty Spivak)
ch. 10 Ourselves as Another: Cosmopolitical Humanities (P.Pericles Trifonas)

Index

Additional Info:
Journal Issue.
This issue considers the sustainability of English studies and of the humanities as a whole in the context of shrinking budgets and job opportunities and of shifting resources. Exploring topics from academic freedom and globalization to digitization, diversity, and the value of a humanities-based education, “To Delight and Instruct” reexamines the work of the English professor and calls for a reassessment of the priorities and means that undergird it.

Contributors examine the faculty’s fundamental responsibilities to classroom teaching, the university, and the community. Attending to the relationship between changing technologies and literacy in a global environment, the issue not only argues for a reassertion and reimagining of the humanities in the contemporary university but, perhaps as important, helps articulate a way forward.

Table Of Content:
Editor's Introduction: "Our Work"

Articles

ch. 1 Returning to Community and Praxis: A Circuitous Journey through Pedagogy and Literacy Studies (Martin Bickman)
ch. 2 Disappearing Acts: The Problem of the Student in Composition Studies (Marlolina Rizzi Salvatori and Patricia Donahue)
ch. 3 The Demands of the Day (Colin Jager)
ch. 4 Globalism and Multimodality in the Digitized World: Computers and Composition Studies (Gail E. Hawisher, Cynthia L. Selfe, Gorjana Kisa, Shafinaz Ahmed)
ch. 5 Can We Teach a Transnational Queer Studies? (Donald E. Hall)
ch. 6 Lore, Practice, and Social Identity in Creative Writing Pedagogy: Speaking with a Yellow Voice? (Shirley Geok-lin Lim)
ch. 7 Threat Level (Michael Berube)
ch. 8 Contexts for Canons (Paul Lauter)
ch. 9 The Figure of Writing and the Future of English Studies (Marc Bousquet)
ch. 10 Bringing Our Brains to the Humanities: Increasing the Value of Our Classes while Supporting Our Futures (Sheila T.Cavanagh)
ch. 11 The Coming Apocalypse (Richard E. Miller)
ch. 12 Why Assessment? (Gerald Graff)
ch. 13 Performing Discussion: The Dream of a Common Language in the Literature Classroom (Harriet Kramer Linkin)
ch. 14 What's the Trouble with Knowing Students? Only Time Will Tell (Julie Lindquist)
ch. 15 Paradigms, Conversation, Prayer: Liberal Arts in Christian Colleges (Donald G. Marshall)
ch. 16 English Studies and Intellectual Property: Copyright, Creativity, and the Commons (Danielle Nicole DeVoss)
ch. 17 Teaching Narrative as Rhetoric: The Example of Time's Arrow (James Phelan)
ch. 18 The English Curriculum after the Fall (Robert Scholes)
ch. 19 Taking Stock: A Decade of From the Classroom (Elizabeth Brockman)
ch. 20 Who We Are, Why We Care (Mark C. Long)

Contributors

Additional Info:
Society is calling for higher education to take more responsibility for helping students find purpose and meaning in life. In this book, the authors argue that colleges should purposefully invest in students in ways that will foster their holistic development by recognizing and building on students' purpose in life, intellectually, spiritually, and morally. By using the "4C framework"— culture, curriculum, cocurriculum, and community— faculty, student affairs staff, and academic administrators will be able to discuss, plan, and create a college environment that effectively supports the learning and development of students. The book contains a set of themes and calls for consideration and action based on the findings of site visits at 10 colleges and a set of questions to help readers think about and plan how to develop students holistically on their own campuses. (From the Publisher)

Table Of Content:
About the Authors
Introduction

ch. 1 Putting Students First
Introduction
Why Is It Important to Put Students and Their Development First?
Who Are Today's College Students?
Who Develops These Students?
In What Context Is Holistic Development Occurring?
Why Study Church-Related Colleges and Universities?
Summary

ch. 2 Conceptual Framework and Design of the Project
Introduction
Theoretical Bases for Holistic Student Development
Faith, Spirituality, and Student Development
Student Development and the Church-Related Context
Conceptual Framework: Personal Investment Theory
Project Design
Summary

ch. 3 Culture
Introduction
Discerning and Acting on Institutional Mission
Building on a Legacy
Communicating Institutional Mission and Identity
Leadership
College Location
Campus Facilities
Expectations and Contributions of Faculty
Faculty as Role Models
Using a Career Perspective on Faculty Development
Faculty Evaluation as a Reflection of Culture
Support and Challenge
Summary
Questions for Campus Conversations

ch. 4 Curriculum
Introduction
Philosophical Foundations of the Curriculum
Centrality of Liberal Arts Education
Integrating Faith and Learning
Worldviews
Pedagogy
Developmentally Tailored Experiences for Students
Pedagogy of Engagement: Field-Based and Community-Based Learning
Summary
Questions for Campus Conversations

ch. 5 Cocurriculum
Introduction
Mutual Reinforcement of Learning
Campus Rituals
Residence Life
Student Leadership
Relationships With Coaches, Professional Staff, and Campus Ministry
Faculty Interactions
Immersion Experiences
Summary
Questions for Campus Conversations

ch. 6 Community
Introduction
Shared Governance
Defining Community
Maintaining Community Amidst Change
Diversity Within Community
Communities Beyond the Campus
Dealing With Difference and External Communities
Summary
Questions for Campus Conversations

ch. 7 Creating Communities That Put Students First
Introduction
Chapter Overview
Mission Is Reality, Not Rhetoric
Learning and Development Are Integrated
The Campus Community Fosters Support and Challenge
Summary

Bibliography
Index

Additional Info:
The ability of the Internet and the World Wide Web to provide a wealth of on-line information that can be easily accessed at any time is changing the basic structure and operations of organizations, especially educational institutions.

Written by a blue-ribbon panel of contributors -- thirteen experts in various fields of educational technology and teaching and learning -- Technology-Enhanced Teaching and Learning: Leading and Supporting the Transformation on Your Campus offers academic leaders the advice they need to help their institutions initiate, implement, and manage the transformation in order to become Internet-based communication and learning environments. The authors show how leaders can meet the challenge of the information age and the student demand for interactive learning by creating supportive environments that allow faculty to adapt to and sustain this sweeping institutional transformation. This book offers the insights, practical suggestions, and strategies that are essential for engaging the campus community in the transformation process. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments
The Authors

ch. 1. Engaging the Faculty (Paul R. Hagner, Charles A. Schneebeck)
ch. 2. Creating a Context for Consensus (David G. Brown, Sally Jackson)
ch. 3. Managing Complexity in a Transforming Environmen (Vicki N. Suter)
ch. 4. Transforming Traditional Faculty Roles (William H. Graves)
ch. 5. The Holy Grail: Developing Scalable and Sustainable Support Solutions (Joel L. Hartman, Barbara Truman-Davis)
ch. 6. Designing and Delivering Instructional Technology: A Team Approach (Gerard L. Hanley)
ch. 7. Responding to Intellectual Property and Legal Issues (James L. Hilton, James G. Neal )
ch. 8. Form Follows Function: Establishing the Necessary Infrastructure (Bret L. Ingerman)
ch. 9. Assessing Conditions for Campus Transformation (Carole A. Barone, Paul R. Hagner)

Index

Additional Info:
Journal Issue.

Table Of Content:
The Role of Seminaries in Recruitment (C. Douglas Lewis)
So Who Listens? (Eugene I. Van Antwerp)
A Reflection on Models (James V. Fisher)
Field Education as Locus for "Theological Reflection" (James W. Bergland)
Some Issues in Theological Education (Owen C. Thomas)
AATS, Educational Techniques, and Seminary Libraries (Calvin C. Klemt)
Self-Evaluation Guides in Clinical Pastoral Education (Thomas W. Klink)
The Grassroots Theologian (Carnegie Samuel Calian)
The Seminaries' Responsibility in Overseas Theological Training (Frances I. Andersen)
Notes to:
Administrators (Richard L. Rising)
Trustees (Matthew E. Welch)
Professors (Herman J. Ridder)
Librarians (Warren R. Mehl)
Seminary Staff Officers (Alvar L. Lindgren)

Additional Info:
This book describes a seven-year project—Quality in Undergraduate Education (QUE)—that produced important changes in departments and in the teaching of individual faculty in 21 two- and four-year institutions across four states. Rather than a blow-by-blow report of the project, it focuses on the problems that led to the development of QUE: concern about low levels of student learning in postsecondary institutions and demands by state legislatures that funds for postsecondary institutions be tied to assessment of student learning.
The story is told first from the organizational perspective in national and local campus meetings, and then from the point of view of faculty in five chapters, one for each discipline of biology, chemistry, English, history, and mathematics. This description of QUE is intended as a model for administrators and faculty seeking to meet the challenges of increasingly diverse students as well as the increasingly divergent ways to earn a degree. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments

ch. 1 Introduction (Ronald J. Henry )
ch. 2 The Que Process at the National Level (Ruth Mitchell)
ch. 3 The Que Process at the Local Level (Gloria John, Ruth Mitchell)
ch. 4 Wandering Through the World of Standards: Evolution of a Biologist’s Perspective (Barbara Baumstark)
ch. 5 Chemical Education Today (Jerry Sarquis)
ch. 6 The English Chair’s Guide to a Learning-Centured Curriculum (Susan Albertine)
ch. 7 The QUE Project and History Learning and Teaching: The Case of Long Beach State (Tim Keirn, Brett Mizelle)
ch. 8 Mathematics and Que: Oil and Water? (Bernard L. Madison, Susan L. Ganter)
ch. 9 Reflections on Success and Recommendations to Ensure It (Ruth Mitchell, Ronald J. Henry)

Appendix A: A Brief Chronological History of QUE
Appendix B: Outcomes at Level 14 and Level 16 in Biology, Chemistry, English, History, and Mathematics
Appendix C: Constructing Effective Rubrics
Appendix D: Publications and Conference Presentations
Appendix E: QUE Personnel: Cluster Coordinators, Staff, and Consultants

Index

Additional Info:
Collaborative working is an increasingly vital part of Higher Education academic life. Traditionally, university culture supported individual research and scholarship. Today, the focus has shifted from the individual to the group or team. Collaborative Working in Higher Education takes the reader on a journey of examination, discussion, and reflection of emerging collaborative practices. The book offers suggestions for developing practice via a broad overview of the key aspects of collaboration and collaborative working, informed by focused case studies and the international perspectives of the contributing authors.

The book has three main parts:

Part I: Examines the social nature of collaborative working from a practical and critical perspective, focusing on four dimensions of collaborative working: academic practice, professional dialogues, personal and organizational engagement and social structures. It considers organizational models, varied approaches, potential challenges posed by collaborative working, and reflection on the management of collaboration at different stages.

Part II: Focuses on the different aspects of collaborative working, building on the dimensions introduced in Part I, and addressing the crossing of boundaries. It looks at different contexts for collaboration (e.g. discipline-based, departmental, institutional and international) using case studies as examples of collaborative strategies in action, providing learning points and recommendations for practical applications.

Part III: In addition to considering forms of collaboration for the future, this part of the book engages the reader with athough-provoking round-table discussion that itself embodies an act of collaboration.

Collaborative Working in Higher Education is a comprehensive analysis of how collaboration is reforming academic life. It examines the shifts in working practices and reflects on how that shift can be supported and developed to improve practice. Higher Education faculty, administrators, researchers, managers and anyone involved in collaborative working across their institution will find this book a highly useful guide as they embark on their own collaborations. (From the Publisher)

Table Of Content:
List of Case Studies
List of Figures
List of Tables
Foreword by Ronald Barnett
Acknowledgements
List of Contributors

Part I
Collaborative Working in Higher Education
ch. 1 Opening Up Collaborative Working
ch. 2 Theoretical Perspectives: The Collaborative Cocktail
ch. 3 Establishing and Sustaining Collaborations

Part II
Case Studies in Collaboration
ch. 4 Brokers of Collaboration
ch. 5 Crossing Boundaries in Collaboration
ch. 6 Proximity and Virtuality in Collaborative Research
ch. 7 Challenging Patterns of Practice through Collaborative Working

Part III
Developing the Social Academy
ch. 8 Squaring the Circle: Round-Table Discussion on Collaborative Working
ch. 9 A Collaborative Future for the Academy

Index

Additional Info:
Inquiry-driven learners anticipate, embrace, and adapt to disruptive change. Clifton Conrad and Laura Dunek advance a transformative purpose of a college education. They invite stakeholders from across higher education to engage in vigorous dialogue about the aims of a college education—and how to realize those aims.

Increasingly influenced by market forces, many universities employ a default purpose of a college education: preparing students for entry into the workforce. As a result, students remain unprepared for a world in which much of the knowledge they acquire will have a shelf life of only a few years.

Cultivating Inquiry-Driven Learners charts a new way forward. It proposes that a college education prepare students to be innovative and adaptable by developing four signature capabilities: core qualities of mind, critical thinking skills, expertise in divergent modes of inquiry, and the capacity to express and communicate ideas. In concert, these capabilities empower students to explore and foster ideas that will prepare them to successfully navigate constant change, capitalize on career opportunities, enrich their personal lives, and thoughtfully engage in public life.

This innovative book also explores a wide range of initiatives and practices for educating inquiry-driven learners. Examples illustrate possibilities for developing inquiry-driven learners across the curriculum and are drawn from institutions with remarkably different missions and identities—from research universities to liberal arts colleges.

"This book revitalizes the notion of a 'well-rounded' education by describing how inquiry-driven learning is critically important for these times. It is the sort of foundational text that invites discussion and debate and describes with clarity and economy of prose the pressures facing colleges and universities and how they ought to respond."—Matthew Hartley, University of Pennsylvania. (From the Publisher)

Table Of Content:
Preface

Part I - What Is The Purpose of A College Education?
ch. 1 Contemporary Discourse on the Purpose of a College Education
The Dominate Discourse: Eclipse of the Legacy of Liberal Education
Contemporary Ideas on the Purpose of a College Education
The Absence of a Fundamental Purpose of a College Education

Part II - Approaching Obsolete: Higher Learning In The Twenty-First Century
ch. 2 A Rapidly Changing World and the Need for a Response
The Rapidly Shifting U.S. Economy: From Industrial Production to Knowledge and Innovation
Four Trends Affecting Higher Education, All Driven by Monetary Incentives
Lessons from Other Sectors of Society, All Reshaped by the Same Market Forces Buffeting Higher Education
Proactively Directing External Forces and Preparing Students for a New World

ch. 3 Hurtling toward Obsolescence: The Default Purpose of a College Education
Shortcomings of the Default Purpose: Knowledge-Inundated, Workplace Commodities
The Need for a Fundamental Purpose of a College Education

Part III - Becoming An Inquiry-Driven Learner
ch. 4 Portrayal of an Inquiry-Driven Learner
Definition of an Inquiry-Driven Learner
Core Qualities of Mind
Critical Thinking Skills
Expertise in Divergent Models of Inquiry
The Capacity to Express and Communicate Ideas
Building upon a Legacy of Ideas

Part IV - Developing Inquiry-Driven Learners
ch. 5 Ideas for Developing Inquiry-Driven Learners
Initiatives at Eight Institutions
Institutional Practices for Educating Inquiry-Driven Learners
A Concluding Note

Notes
References
Index

Additional Info:
Click Here for Book Review
The newest release from Bringing Theory to Practice, Well-Being and Higher Education, explores the multiple connections of well-being to higher education and why those connections matter—for the individual lives of students and those who teach; for the institution; and for whether or not the unique promise of higher education to a democratic society can be advanced and realized.

The publication’s thirty-five original essays and provocations—by some of the most highly respected voices within and beyond the academy—address the theoretical underpinnings and practical expressions of these connections. Articles include “Higher Education, the Struggle for Democracy, and the Possibility of Classroom Grace”; “Why Well-Being is Fundamental to Liberal Learning”; “Honoring the Humanity of Our Students”; “Thriving: Expanding the Goal of Higher Education”; and “College Makes Me Feel Dangerous: On Well-Being and Nontraditional Students.”

Well-Being and Higher Education opens the discussion on learning’s connection to well-being; responds to current challenges against the state of higher education today; and brings to the forefront a conversation considering the greater purposes of higher education and the need to preserve and revive the institution’s role to look beyond itself to a greater good. (From the Publisher)

Table Of Content:
Acknowledgements
Preface
Foreword
Introduction

PART 1: Analysis and Meaning
Essays
ch. 1 Measuring and Improving the Effect of Higher Education on Subjective Well-Being (John Bronsteen)
ch. 2 Eudaimonic Well-being and Education: Probing the Connections (Carol D. Ryff)
ch. 3 Higher Education and Education in Virtue (Barry Schwartz)
ch. 4 Higher Education, the Struggle for Democracy, and the Possibility of Classroom Grace (Henry Giroux)

Provocations
ch. 5 Against the Culture of Acquiescence: Why Students Need Liberal Learning for their own Well-Being as well as the Well-Being of Society (William M. Sullivan)
ch. 6 Is Well-Being an Individual Matter? (Kazi Joshua)
ch. 7 Understanding the Complexities of Well-Being (Elizabeth Minnich)
ch. 8 The University as the Common Enemy of Opposing Views of Well-Being (Jerzy Axer)
ch. 9 Education for Well-Being (Todd Gitlin)
ch. 10 Why Well-being is Fundamental to Liberal Learning (Alexander Astin)

PART 2: Manifestation and Implementation
Essays
ch. 11 Why Flourishing? (Corey Keyes)
ch. 12 College Makes Me Feel Dangerous: On Well-Being and Nontraditional Students (David Scobey)
ch. 13 What Constitutes Indices of Well-Being Among College Students? (Sara E. Dahill-Brown & Eranda Jayawickreme)
ch. 14 Thriving: Expanding the Goal of Higher Education (Laurie Schreiner)
ch. 15 Well-Being and Student Persistence: Reframing Student Success (Tricia Seifert)
ch. 16 What Does Doing Good Mean? Well-Being and the Civic Purpose of Higher Education (Andrew Seligsohn)

Provocations
ch. 17 Student Well-Being as a Function of Identity Development (Elsa M. Núñez)
ch. 18 Student Narratives and Well-Being (Thia Wolf & Amalia Rodas)
ch. 19 Well-Being and Agency: Political Education in a Time of Crisis (Brian Murphy)
ch. 20 Spirit, Truth, and The Bright Colors of Books: Institutional Well-Being and Productive Disorder at a Black Women’s College (Mona Taylor Phillips)

PART 3: Facilitation: Curricular, Pedagogic and Across Boundaries
Essays
ch. 21 The Well-Being University (Nance Lucas & Paul Rogers)
ch. 22 Curricular Infusion of Well-Being and Science (Heidi G. Elmendorf & Joan B. Riley)
ch. 23 Bringing Together the Humanities and the Science of Well-Being to Advance Human Flourishing (James O. Pawelski)
ch. 24 Honoring the Humanity of Our Students (David Schoem)

Provocations
ch. 25 Well-Being and Being Safe: Do Guns Change Social Interactions? A Missouri Case Study (Jonathan M. Metzl)
ch. 26 Well-Being and the Community College Mission (Amanda Hyberger)
ch. 27 The Morehouse Mystique and the Collective Well-being Imperative (John Silvanus Wilson, Jr.)
ch. 28 Mobilizing Campus Communities for Well-Being (Theodore Long)
ch. 29 Why Institutional Commitment to Well-Being Bridges the Academic and Student Affairs Divide (Kevin Kruger & Stephanie A. Gordon)
ch. 30 Distilling Career Advice from the Happiness Literature (Robert H. Frank)

PART 4: The Logic of Change: Why, What, and How?
Essays
ch. 31 Institutional Transformation in the Service of Well-being: A Cross-Cultural Perspective (Eric Lister)
ch. 32 Reinventing Higher Education for the 21st Century (Peter Leyden)
ch. 33 Transforming Learning: The LEAP Challenge and the Well-Being of Students (Carol Schneider)

Provocations
ch. 34 Well-being, Disintegration and the Rebundling of Higher Education (Randy Bass)

Contributors
About Bringing Theory to Practice

Additional Info:
This book offers a wealth of thinking about the complex and often contradictory definitions surrounding the concepts of plagiarism and intellectual property. The authors show that plagiarism is not nearly as simple and clear cut a phenomenon as we may think. Contributors offer many definitions and facets of plagiarism and intellectual property, demonstrating that if defining a supposedly "simple" concept is difficult, then applying multiple definitions is even harder, creating practical problems in many realms. This volume exposes the range and breadth of these overlapping and complex issues, reflecting a postmodern sensibility of fragmentation, and clarifies some of the confusion, not by reducing plagiarism to ever-simpler definitions and providing new or better rules to apply, but by complicating the issue, examining what plagiarism and intellectual property are (and are not) in our more or less postmodern world. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction

Pt. I Definitions
Legal and Historical Definitions
Copy Wrong: Plagiarism, Process, Property, and the Law (Laurie Stearns)
Originality, Authenticity, Imitation, and Plagiarism: Augustine's Chinese Cousins (C. Jan Swearingen)
Intellectual Property, Authority, and Social Formation: Sociohistorical Perspectives on the Author Function (James Thomas Zebroski)
Competing Notions of Authorship: A Historical Look at Students and Textbooks on Plagiarism and Cheating (Sue Carter Simmons)
Academic Definitions
Whose Words These Are I Think I Know: Plagiarism, the Postmodern, and Faculty Attitudes (Alice M. Roy)
"But I Wasn't Cheating": Plagiarism and Cross-Cultural Mythology (Lisa Buranen)
A Distant Mirror or Through the Looking Glass? Plagiarism and Intellectual Property in Japanese Education (L.M. Dryden)
The New Abolitionism Comes to Plagiarism (Rebecca Moore Howard)
Literary and Theoretical Definitions
The Illusion of Modernist Allusion and the Politics of Postmodern Plagiarism (Kevin J.H. Dettmar)
Poaching and Plagiarizing: Property, Plagiarism, and Feminist Futures (Deborah Halbert)
From Kant to Foucault: What Remains of the Author in Postmodernism (Gilbert Larochelle)
Imperial Plagiarism
Literary Borrowing and Historical Compilation in Medieval China (Robert André LaFleur)

Pt. II Applications
In the Writing Center
Writing Centers and Plagiarism (Irene L Clark)
Writing Centers and Intellectual Property: Are Faculty Members and Students Differently Entitled? (Carol Peterson Haviland and Joan Mullin)
Plagiarism, Rhetorical Theory, and the Writing Center: New Approaches, New Locations (Linda Shamoon and Deborah H. Burns)
In Academic Administration
Confusion and Conflict about Plagiarism in Law Schools and Law Practice (Terri LeClercq)
Student Plagiarism as an Institutional and Social Issue
When Collaboration Becomes Plagiarism: The Administrative Perspective (Edward M. White)
In Instruction and Research
Plagiarism as Metaphor (David Leight
The Ethics of Appropriation in Peer Writing Groups (Candace Spigelman)
The Role of Scholarly Citations in Disciplinary Economies (Shirley K. Rose)
In the Marketplace
Brand Name Use in Creative Writing: Genericide or Language Right? (Shawn M. Clankie)
GenX Occupies the Cultural Commons: Ethical Practices and Perceptions of Fair Use (John Livingston-Webber

Works Cited
Contributors
Index

Additional Info:
In an age of pressing global issues such as climate change, the necessity for countries to work together to resolve problems affecting multiple nations has never been more important. Interdisciplinarity in higher education is a key to meeting these challenges. Universities need to produce graduates, and leaders, who understand issues from different perspectives, and who can communicate with others outside the confines of their own disciplines.

Drawing on contributions from 37 scholars from Australia, New Zealand, Hong Kong, Malaysia, the Netherlands and the United Kingdom, this volume examines issues inherent in providing interdisciplinary education within the structures of universities and proposes ways in which these issues might be best managed.

The book has a dual focus on perspectives and practicalities. Themes covered include: the need for graduates who can work within and across multi-disciplinary and multi-professional teams; interdisciplinary leadership; the critical importance of interdisciplinary thinking to meet global challenges; collaboration in interdisciplinary approaches to teaching and learning; the role of institutional and other systems to support interdisciplinary endeavours; the centrality of disciplines; balancing disciplinarity and interdisciplinarity; and the place of interdisciplinarity in graduate outcomes and attributes. Definitional aspects of interdisciplinary higher education and current interdisciplinary practice across a range of contexts are also examined.

Contributors represent a wide range of discipline areas, including accounting, academic development, agriculture, food and wine science, biotechnology, employment relations, environmental science, the health sciences, higher education, land and environment, languages and cultures, occupational therapy, science communication, social work and social policy. (From the Publisher)

Table Of Content:
List of Contributors
Introduction

Part I: Theoretical Perspectives On Interdisciplinarity
ch. 1 Interdisciplinary Higher Education (Martin Davies, Marcia Devlin)
ch. 2 Complexity and Mastery in Shaping Interdisciplinarity (Philip MacKinnon, William D. Rifkin, Damian Hine, Ross Barnard)
ch. 3 Interdisciplinary Leadership and Learning (Paul Blackmore, Camille Kandiko)
ch. 4 Working Successfully in University Interdisciplinary Teams: Learning From Embedded Intergroup Relations Theory (Meaghan Botterill, Barbara de la Harpe)
ch. 5 What Kind of Interdisciplinary Space Is Academic Development? (Tai Peseta, Catherine Manathunga, Anna Jones)

Part II: Vignettes of Interdisciplinary Practice
Vignette 1 (Inter)disciplinary Dublin Descriptors? Implementation of the Bologna Process in a Dutch University (Ellen Jansen, Martin Goedhart)
Vignette 2 Facing the Realities of Implementing an Interdisciplinary Approach in Institutions of Higher Learning in Malaysia (Sarjit Kaur, Gurnam Kaur Sidhu)
Vignette 3 Interdisciplinary Survival: The Case of Murdoch University (Lorraine Marshall)
Vignette 4 Explicating Interdisciplinarity in a Postgraduate Materials Conversation Programme (Marcelle Scott)
Vignette 5 The Getting of Interdisciplinarity: The Everyday Practice of Environmental Curriculum Design (Ruth Beilin, Helena Bender)
Vignette 6 Pluridisciplinary Learning and Assessment: Reflections on Practice (Sandra Jones, Kim Watty)
Vignette 7 Many Disciplines - Common Approach: Experiences in the Development and Delivery of an Interprofessional Health Subject (Helen Cleak, Dianne Williamson, Glenys French)
Vignette 8 Revisiting Higher Eduction's Heartland: (Inter)Disciplinary Ways of Knowing and Doing For Sustainability Education (Kathryn Hegarty, Barbara de la Harpe )
Vignette 9 Interdisciplinary Scholarship For Novice Students (Charlotte Brack, Lisa Schmidt, Philip MacKinnon)
Vignette 10 The Role of Inter-Faculty Relationships in Special Project Collaborations: A Distinctly New Zealand Experience (Cath Fraser, Lin Ayo)
Vignette 11 Developing Students' Academic Skills: An Interdisciplinary Approach (Kate Chanock)
Vignette 12 Structuring Interdisciplinary Collaboration to Develop Research Students' Skills For Publishing Research Internationally: Lessons From Implementation (Margaret Cargill, Patrick O’Conno)
Vignette 13 Promoting Interdisciplinary Practices Through ePortolios (Juliana Chau)

References Contributors

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
Introduction (Daniel O. Aleshire)
Some Reflections on Institutional and Cultural Issues Facing Theological Education (Vincent Cushing, OFM)
Theological Education Beyond 2000: A Canadian Perspective (C. Douglas Jay)
Reflections on My Twenty-Five Years in Theological Education (Barbara Brown Zikmund)
Theological Education at the Edge of a New Century (Russell H. Dilday)
Looking Forward, Looking Backward: A View of Theological Education at the Beginning of a New Millennium (James L. Waits)
Theological Education in the Twenty-First Century (Luder G. Whitlock, Jr.)

Open Forum
Our Words Are Beginning to Make It So: ATS Schools on Cross-Cultural Relationships and Globalization (Judith A. Berling)

Additional Info:
Podcasting is a digital technology that allows listeners to download course audio and video files, including both instructor-created and student-created content, through the RSS-based subscription mode and listen to them anywhere, anytime.

Additional Info:
The essays in this volume explore the educational implications of unsettling shifts in contemporary culture associated with postmodernism. These shifts include the fragmentation of established power blocs, the emergence of a politics of identity, growing inequalities between the haves and the have-nots in a new global economy, and the rise in influence of popular culture in defining who we are. In the academy, postmodernism has been associated with the emergence of new theoretical perspectives that are unsettling the way we think about education. These shifts, the authors suggest, are deeply contradictory and may lead in divergent political directions—some of them quite dangerous
Power/Knowledge/Pedagogy examines these issues with regard to four broad domains of educational inquiry: state educational policy and curriculum reform, student identity formation, the curriculum as a text, and critical pedagogy. The book contributes to the dialogue on the forging of a new commonsense discourse on democratic educational renewal, attuned to the changing times in which we live. (From the Publisher)

Table Of Content:
Introduction: Critical Educational Theory in Unsettling Times (Dennis Carlson and Michael W. Apple)

ch. 1 State Educational Policy And Curriculum Reform In Unsettling Times: Education in Unsettling Times: Public Intellectuals and the Promise of Cultural Studies (Henry Giroux)
ch. 2 Pulp Fictions: Education, Markets, and the Information Superhighway (Jane Kenway)
ch. 3 Citizens or Consumers? Continuity and Change in Contemporary Education Policy (Geoff Whitty)
ch. 4 Respondent: "Distressed Worlds": Social Justice Through Educational Transformations (Madeleine Arnot)

ch. 5 Becoming Right: Education and the Formation of Conservative Movements (Michael W. Apple and Anita Oliver)
ch. 6 On Shaky Grounds: Constructing White Working-Class Masculinities in the Late Twentieth Century (Michelle Fine, Lois Weis, and Judi Addelston)
ch. 7 Self and Education: Reversals and Cycles (Philip Wexler)
ch. 8 Respondent: Self Education: Identity, Self, and the New Politics of Education (Dennis Carlson)

ch. 9 Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence, and Suburban Security (Cameron McCarthy, et al.)
ch. 10 Fiction, Fantasy, and Femininities: Popular Texts and Young Women’s Literacies (Linda K. Christian-Smith)
ch. 11 Image Is Nothing: Struggling to Unsettle Basal Readers and More (Patrick Shannon and Patricia Crawford)
ch. 12 Respondent: Loose Change: The Production of Texts (William G. Tierney)

ch. 13 On the Limits to Empowerment Through Critical and Feminist Pedagogies (Jennifer M. Gore)
ch. 14 Who Will Survive America? Pedagogy as Cultural Preservation (Gloria Ladson-Billings)
ch. 15 Global Politics and Local Antagonisms: Research and Practice as Dissent and Possibility (Peter McLaren and Kris Gutierrez)
ch. 16 Respondent: Pedagogy for an Oppositional Community (Kathleen Weiler)

Additional Info:
The author offers an in-depth examination of resource-based learning as an important new paradigm for higher education. This concept shifts the focus from teaching to learning by requiring students to select their own learning materials from a wide range of real world information resources. A resource-based approach helps students assume more responsibility for their own learning. It also creates a strong partnership between faculty members and campus librarians. Breivik highlights examples of colleges and universities that are already using this approach successfully and offers a framework to help educators create their own resource-based learning programs. This work will be of significant interest to academic leaders, faculty, and campus information providers. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

ch. 1 The Move Toward a New Literacy
ch. 2 Resource-Based Learning
ch. 3 Successful Information Literacy Programs
ch. 4 Discipline-Specific Models
ch. 5 The Challenges of Human Resources
ch. 6 Institutional Challenges
ch. 7 Moving Forward

Postscript for Early Leaders
App. A Final Report of the American Library Association Presidential Committee on Information Literacy
App. B National Forum on Information Literacy Membership List
App. C Data Collection on Information Literacy Programs at Higher Education Institutions: Analysis and Report by the Association of College and Research Libraries, 1994-1995
App. D Writing Syllabus for Wheaton College Psychology
App. E King's College Competency Growth Plan in Library and Information Literacy for Students Majoring in Marketing
Selected Resources
Index

Additional Info:
Incorporating Wikipedia into the curriculum as a collaborative environment or primary source affords students with the opportunity to develop their media literacy, improve their writing skills, and learn appropriate ways to use Wikipedia as an academic resource.

Additional Info:
Daryl G. Smith has devoted her career to studying and fostering diversity in higher education. She has witnessed and encouraged the evolution of diversity from an issue addressed sporadically on college campuses to a reality of the modern university experience. In Diversity’s Promise for Higher Education, Smith brings together scholarly and field research relevant to the next generation of diversity work. The book argues that achieving excellence in a diverse society requires increasing the institutional capacity for diversity while simultaneously working to understand how diversity is tied to better leadership, positive change, research in virtually every field, student success, accountability, and more equitable hiring practices.

To become more relevant to society, the nation, and the world while remaining true to their core missions, colleges and universities must continue to see diversity—like technology—as central, not parallel, to their work. In Diversity’s Promise for Higher Education, Smith proposes a set of clear and realistic practices that will help colleges and universities locate diversity as a strategic imperative and pursue diversity efforts that are inclusive of the varied—and growing—issues apparent on campuses without losing focus on the critical unfinished business of the past.

In this edition, which is aimed at administrators, faculty, researchers, and students of higher education, Smith emphasizes a transdisciplinary approach to the topic of diversity, drawing on an updated list of sources from a wealth of literatures and fields. The tables have been refreshed to include data on faculty diversity over a twenty-year period and the book includes new information about gender identity, stereotype threat, student success, the growing role of chief diversity officers, the international emergence of diversity issues, faculty hiring, and implicit bias. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

Part I The Diversity Imperative
ch. 1 The National and Global Context for Diversity in Higher Education
ch. 2 The Role of Identity in Diversity

Part II Reframing Diversity
ch. 3 A Diversity Framework for Higher Education
ch. 4 The Past Fifty Years

Part III Building Capacity by Interrupting the Usual
ch. 5 Identifying and Retaining Talent
ch. 6 Working with and across Differences
ch. 7 Student Learning and Success

Part IV What Will It Take?
ch. 8 Monitoring Progress on Diversity
ch. 9 Making Diversity Work

References
Index

Additional Info:
From Pen America, a resource for faculty, staff, and students providing practical, principled guidance for how campuses can best remain open to all voices. Sections on resources and the law, on such issues as: Academic Freedom, Campus Climate, Discrimination & Harassment, Diversity & Inclusion, Hateful expression, Invited Speakers, and Protests on Campus.

Additional Info:
"The sadness I feel," writes Denise Carmody, "stems from watching the capitulation of good schools, both Christian and secular, to the pragmatism of recent times and their concomitant loss of a pervasive vision of their enterprise." Such capitulation has produced a serious crisis in American higher education, including also church-sponsored higher education, leading to a preoccupation with research and publication instead of teaching and to frequent inattention to ultimate human questions. Following an introductory discussion of teaching, research and publication, and "the difference that God makes," the book moves through such topics as human nature, physical nature, politics, divinity or ultimate reality, and education (including community services, academic freedom, and the arts and sciences). A concluding chapter focuses on vision in higher education, that is, gaining a clear sense of what a collegiate venture wants to do and the kind of curriculum and teaching that squares with what a college is trying to achieve. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 On Human Nature
ch. 2 On Physical Nature
ch. 3 On Politics
ch. 4 On Divinity
ch. 5 Education Revisited

Conclusion
Index

Additional Info:
Offering a conceptual framework and practical strategies for teacher preparation in schools with increasingly diverse racial and ethnic student populations, this book presents a coherent approach to educating culturally responsive teachers. The authors focus on the importance of recruiting and preparing a diverse teaching force, as they propose a vision for restructuring the teacher education curriculum, reconceiving the pedagogy used to prepare prospective teachers, and transforming the institutional context in order to support the curricular and pedagogical changes they recommend. (From the Publisher)

Table Of Content:
List of Figures
Acknowledgments
Introduction

ch. 1 The Shifting Demographic Landscape
ch. 2 Developing Fundamental Orientations for Teaching a Changing Student Population
ch. 3 Fostering Culturally Responsive Teaching
ch. 4 Modeling the Practice of Culturally Responsive Teaching
ch. 5 The Institutional Context Needed to Educate Culturally Resposive

Teachers
Conclusion
Notes
References
Index

Additional Info:
Click Here for Book Review
The University of Alaska Anchorage and Alaska Pacific University created Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education, a field manual for professors who wish to engage their students more effectively in conversations about the most important issues of our time. The book addresses themes of academic freedom; classroom safety; rhetoric and debate; race, class and culture; science and religion; and business, politics and social justice. For information about the project, including faculty intensives on difficult dialogues and indigenous ways of teaching and learning, see UAA Initiatives. (From the Publisher)

Table Of Content:
Introduction
Who We Are

ch. 1 Ground Rules
ch. 2 Rhetoric, Debate
ch. 3 Race, Class, Culture
ch. 4 Science, Religion
ch. 5 Business, Politics, Social Justice
ch. 6 Outcomes
ch. 7 Keep Talking

References
Index of Contributors Index of Techniques

Additional Info:
Click Here for Book Review
For 10,000 years, Alaska’s Native peoples have survived and thrived in some of the harshest conditions in the world. During that time, they perfected teaching and learning practices that ensured the survival of their communities and the wellbeing of their natural environments. Those ancient practices offer fresh insights for educators who care about the state of our world and seek ways to make education more relevant and engaging.

This book describes a unique higher education project that broke some difficult silences between academic and Native communities by introducing a small group of non-Native faculty members to traditional Alaska Native ways of teaching and learning. It presents a model for a Native-designed and run faculty development intensive, strategies for applying indigenous pedagogies in western learning environments, reflection on education by Alaska Native Elders, and reports from participants on what they learned and what they tried in their classrooms. It is intended to stimulate discussion and reflection about best practices in higher education. (From the Publisher)

Table Of Content:
Introduction
Foreword
Who we are

ch. 1 Ground Rules
ch. 2 Indigenizing Education
ch. 3 Difficult Dialogues
ch. 4 One Day with Elders on the Land
ch. 5 Into Our Classrooms
ch. 6 Assessment
ch. 7 Pausing for Reflection

References and Recommended Reading

Additional Info:
Introducing a new way to think about higher education, learning, and technology that prioritizes the benefits of the human dimension. José Bowen recognizes that technology is profoundly changing education and that if students are going to continue to pay enormous sums for campus classes, colleges will need to provide more than what can be found online and maximize “naked” face-to-face contact with faculty. Here, he illustrates how technology is most powerfully used outside the classroom, and, when used effectively, how it can ensure that students arrive to class more prepared for meaningful interaction with faculty. Bowen offers practical advice for faculty and administrators on how to engage students with new technology while restructuring classes into more active learning environments. (From the Publisher)

Table Of Content:
Preface
About the Author

Part I: The New Digital Landscape
ch. 1. The Flat Classroom and Global Competition
ch. 2. Social Proximity and the Virtual Classroom
ch. 3. Games, Customization, and Learning

Part II: Designing 21st-Century Courses
ch. 4. Designing College More Like a Video Game
ch. 5. Technology for Information Delivery
ch. 6. Technology for Engagement
ch. 7. Technology for Assessment
ch. 8. The Naked Classroom

Part III: Strategies for Universities of the Future
ch. 9. The Educational Product in the Internet Age
ch. 10. The Naked Curriculum
ch. 11. The Naked Campus

Bibliography
Index

Additional Info:
Until very recently, American universities were led mainly by their faculties, which viewed intellectual production and pedagogy as the core missions of higher education. Today, as Benjamin Ginsberg warns in this eye-opening, controversial book, "deanlets"--administrators and staffers often without serious academic backgrounds or experience--are setting the educational agenda.

The Fall of the Faculty examines the fallout of rampant administrative blight that now plagues the nation's universities. In the past decade, universities have added layers of administrators and staffers to their payrolls every year even while laying off full-time faculty in increasing numbers--ostensibly because of budget cuts. In a further irony, many of the newly minted--and non-academic--administrators are career managers who downplay the importance of teaching and research, as evidenced by their tireless advocacy for a banal "life skills" curriculum. Consequently, students are denied a more enriching educational experience--one defined by intellectual rigor. Ginsberg also reveals how the legitimate grievances of minority groups and liberal activists, which were traditionally championed by faculty members, have, in the hands of administrators, been reduced to chess pieces in a game of power politics. By embracing initiatives such as affirmative action, the administration gained favor with these groups and legitimized a thinly cloaked gambit to bolster their power over the faculty.

As troubling as this trend has become, there are ways to reverse it. The Fall of the Faculty outlines how we can revamp the system so that real educators can regain their voice in curriculum policy.

Features

• Powerful and stinging critique of one of the most powerful trends in academia: the shift in power to non-academic administrators
• Exceptionally well written polemic that will stir controversy at universities across the country
• The author is well known throughout academia, and has coauthored one of the bestselling textbooks on American government in recent history
(From the Publisher)

Table Of Content:
Preface

ch. 1 The Growth of Administration
ch. 2 What Administrators Do
ch. 3 Management Pathologies
ch. 4 The Realpolitik of Race and Gender
ch. 5 There Is No Such Thing As Academic Freedom (For Professors)
ch. 6 Research and Teaching at the All-Administrative University
ch. 7 What is to be Done

Additional Info:
Are the new elitism and conservatism that are creeping into academia degrading undergraduate education? This volume seeks not to resolve the issues surrounding academia today but rather to mark the contested points in the debates on whether to incorporate cultural diversity in the curriculum, whether to compete for the research dollar, and how to evaluate faculty humanely in a changing atmosphere. As Eble urged, in the 1990s it is imperative that we find ways to foster good teaching and learning in an academy that must change to meet the needs of students from different demographic backgrounds and with different levels of preparedness, and academy that is facing continuing political and budgetary pressures. (From the Publisher)

Table Of Content:
ch. 1 The degradation of undergraduate education (Kenneth Eble)
ch. 2 The art of deliberalizing: A handbook for the true professional (Wayne C. Booth)
ch. 3 The transforming of the American mind (Henry Louis Gates, Jr.)
ch. 4 Miss grimp revisited: Reconfiguring composition, literature, and cultural literacy (Feroza Jussawalla)
ch. 5 A coaching model for the teaching of writing (Anthony J. Walsh)
ch. 6 The politics of the classroom: Toward an oppositional pedagogy (Minette Marcroft)
ch. 7 The lower end of higher education: Freshmen, sophomores, the research university, and the community college (Timothy R. Bywater)
ch. 8 What good are computers in the writing classroom?
Encouraging and evaluating scholarship for the college teacher (Michael Dobberstein)
ch. 9 Kenneth Eble on writing in college: Ahead of his time (William J. McCleary)
ch. 10 The bush foundation's faculty development projects (Humphrey Doermann)

Additional Info:
No other book exists that assists academics in learning how to use social media to benefit their teaching and research.
 - the editor has an extensive background in social media teaching, consulting, research, and everyday use
 - all the contributors come to the book with a common goal, from various expertise areas and perspectives

This book provides an overview of social media technologies in the context of practical implementation for academics, guided by applied research findings, current best practices, and the author’s successful experiences with using social media in academic settings. It also provides academics with sensible and easy strategies for implementing a wide spectrum of social media and related technologies - such as blogs, wikis, Facebook, and various Google tools for professional, teaching, and research endeavours.

Readership: Academics and academic librarians with professional, teaching and research responsibilities in all fields who are interested in learning more about using social media in the context of their careers, will find this book invaluable. (From the Publisher)

Table Of Content:
List of figures and tables
Acknowledgements
About the editor
About the contributors
Introduction (Diane Rasmussen Neal)

Part 1 - The Nuts and Bolts of Social Media for Academics
ch. 1 Blogging your academic self: the what, the why and the how long? (Carolyn Hank)
 - Introduction
 - Scholars in the blogosphere
 - Motivations and benefits
 - Blog publishing: getting started … or getting more
 - Your blog today? Tomorrow?
 - Conclusions
 - Notes
 - References

ch. 2 Non-academic and academic social networking sites for online scholarly communities (Anatolly Gruzd)
 - Introduction
 - General public platforms for online scholarly communities
 - Academic sites for online scholarly communities
 - Conclusions
 - Acknowledgements
 - References

ch. 3 Research and teaching in real time: 24/7 collaborative networks (Anabel Quan-Haase)
 - Real-time technologies for academics
 - The concept of real time
 - Real-time technologies and research
 - Real-time technologies and teaching
 - Choosing a real-time technology
 - Conclusions
 - Acknowledgements
 - Notes
 - References

ch. 4 Locating scholarly papers of interest online
 - Introduction (Maureen Henninger)
 - Overview of online scholarly search services
 - Scholarly communication and social media
 - Use and purpose of scholarly search services
 - Impact of the Open Access movement
 - Search engine functionality
 - Social media and public scholarly search
 - Conclusions
 - Notes
 - References
 - Appendix: features of web-based public scholarly search services

ch. 5 Tracking references with social media tools: organizing what you’ve read or want to read (Jackie Krause)
 - Introduction
 - Why use online social bibliographic tools?
 - A look at top social bibliographic tools: Zotero, Mendeley, CiteULike and Connotea
 - How these tools can improve your research, writing and collaboration
 - How to choose the right tool for your needs
 - Conclusions
 - References

ch. 6 Pragmatics of Twitter use for academics: tweeting in and out of the classroom (Lynne Y. Williams, and Jackie Krause)
 - What is Twitter? An introduction
 - How can Twitter be used by academics?
 - How to get started
 - Research
 - Teaching
 - Professional branding
 - ‘In the field’: academics using Twitter
 - Using Twitter to encourage professional engagement, connection and collaboration
 - Is tweeting for you?
 - References

ch. 7 The academy goes mobile: an overview of mobile applications in higher education (Adam Craig)
 - Introduction
 - Leveraging the backchannel and immediate collaboration
 - QR codes: creating linkages to online content in physical space
 - Treading lightly in uncharted territory
 - References

Part 2 - Putting Social Media Into Practice
ch. 8 Incorporating web-based engagement and participatory interaction into your courses (Jaruee Henninger, and Diane Rasmussen Neal)
 - Online engagement and interaction: what does it mean?
 - Choose the right tools for the job
 - Social networking services in the classroom: a case study
 - Wikis in the classroom
 - Tools for virtual conferences: a case study
 - Conclusions
 - Notes
 - References

ch. 9 When good research goes viral! Getting your work noticed online (Diane Rasmussem Neal)
 - Introduction
 - Social networking: Facebook, Twitter, LinkedIn, YouTube, and so on
 - Google, you and ‘the filter bubble’
 - Official university pages: viral is not always better
 - Conclusions
 - References

ch. 10 Who is the ‘virtual’ you and do you know who’s watching you? (Lynne Y. Williams)
 - Awareness of data privacy, digital footprints, maintaining separate work and personal online identities, and other types of identity concerns
 - What is an online identity?
 - What is privacy?
 - Data privacy and the ‘virtual’ you
 - Tracking your digital footprints
 - Keeping your work ‘you’ and your personal ‘you’ apart
 - What should you know in order to adequately protect all of your ‘you’s?
 - References

ch. 11 Social media for academic libraries
 - Introduction (David J. Flander)
 - Overview of social media types and sites
 - Creating a Facebook page
 - Promoting and managing the library’s Facebook page
 - Social media policies and procedures
 - Community acceptable behaviour policies
 - Monitoring and interacting with your users
 - Users must have persistent identifiers
 - Identifying and stopping bad behaviour
 - Conclusions
 - Note
 - References

ch. 12 Learning social media: student and instructor perspectives (Robert Foster, and Diane Rasmussen Neal)
 - Introduction
 - Designing and delivering a class in social media
 - The students’ motivations and expectations for the course
 - The instructor’s expectations
 - Students’ views about the course
 - Students’ take-aways from the course
 - The instructor’s take-aways from the course
 - Conclusions from the student
 - Conclusions from the instructor
 - References

Index

Additional Info:
Sexual violence on campus is a major issue facing students, faculty, and administrators, and institutions of higher education are struggling to respond. This forum brings together three responses to the problem, with a focus on the religious studies classroom. The responses move from the institution to the faculty to the classroom, exploring three separate but linked spaces for responding to sexual violence. The first contribution (Graybill) critiques common institutional responses to sexual violence. The second contribution (Minister) advocates for long-term, classroom-based responses to sexual violence and describes a faculty/staff workshop response. The third contribution (Lawrence) emphasizes the classroom, examining the issues that arise when perpetrators of sexual assault are part of the student body. Read together, the pieces offer a comprehensive view of the complicated intersections of sexual violence, the university, and pedagogical issues in religious studies.

Additional Info:
Brings together two related topics: the practice of ethics in the university, and the teaching of practical or applied ethics in the university. Surveys practical ethics, offering an explanation of its recent emergence as a university subject, and identifies some problems that the subject generates for universities. Examines research ethics, including the problem of plagiarism, and discusses how ethics can be integrated into the university curriculum and what part particular cases should play in teaching of ethics. Also looks at sexual ethics. (From the Publisher)

Table Of Content:
ch. 1 The ethics boom, philosophy, and the university
ch. 2 Academic freedom, academic ethics, and professorial ethics
ch. 3 The new world of research ethics: a preliminary map
ch. 4 Science: after such knowledge, what responsibility?
ch. 5 University research and the wages of commerce
ch. 6 Of Babbage and kings: a study of a plagiarism complaint
ch. 7 Ethics across the curriculum
ch. 8 Case method
ch. 9 A moral problem in teaching of practical ethics
ch. 10 Sex and the university

Index

Additional Info:
Revenues and expenditures of schools are analyzed for this ten year period. Enrollment trends, including extension sights and distance education, are reviewed. Qualitative factors that contribute to financial stability are examined, including findings from six schools whose financial performance was remarkably consistent and solid for this decade. (From the Publisher)

Additional Info:
The complexities of 21st-century life- personal, social, cultural, and environmental - demand thoughtful responses, responses fostered and enhanced through contemplative experience. Contemplative education includes studies of the history, psychology, and socialcultural context of such experience, as well as the development of experiential knowledge through one or more personal practices.

Contemplative education has recently emerged in the academy. Although there has been significant published discussion of postsecondary courses and programs that incorporate contemplative views and practices, there have been few studies of relevant curricula and pedagogy. This volume integrates research, theory, and practice through a fusion of perspectives and approaches, giving readers the opportunity to review contemplative educational concepts and applications in academic, social, and institutional domains.

This is the 134th volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Preface (Linda A. Sanders)

ch. 1 Peak Oil, Peak Water, Peak Education (Thomas B. Coburn)
This chapter introduces contemplative education as a way of teaching and learning that is meaningful, relevant, and critical to the evolution of the 21st century academy. The essay also offers guidelines for contemplative practice in face-to-face and online class environments.

ch. 2 Contemplative Science: An Insider Prospectus (Willoughby B. Britton, Anne-Catharine Brown, Christopher T. Kaplan, Roberta E. Goldman, Marie DeLuca, Rahil Rojiani, Harry Reis, Mandy Xi, Jonathan C. Chou, Faye McKenna, Peter Hitchcock, Tomas A. Rocha, Josh Himmelfarb, David M. Margolis, Halsey F. Niles, Allison M. Eckert, Tana Frank)
Seventeen members of the Contemplative Studies Research Lab from Brown University envision a new kind of science that includes collaborative research and the integration of contemplative studies into scientific training. The chapter includes comprehensive discussion about the long-term consequences of contemplative pedagogies for the fields of science and medicine.

ch. 3 Contemplative Practices and the Renewal of Legal Education (Rhonda V. Magee)
This chapter discusses the contemplative law movement and its influence on the development of new courses and cocurricular sessions at the University of San Francisco School of Law and other law school programs. The contemplative approach to law is also presented as transformative and inclusive epistemology and methodology in response to multiple critiques that call for change in legal education.

ch. 4 Birthing Internal Images: Employing the Cajita Project as a Contemplative Activity in a College Classroom (Vijay Kanagala, Laura I. Rendón)
This chapter provides a step-by-step description of planning and implementing the cajita project, a contemplative exercise, designed to facilitate self-refl exivity, as well as personal and social responsibility in graduate students majoring in higher education leadership and student affairs at the University of Texas–San Antonio. The chapter also explains the cultural and pedagogical origins of the cajita project.

ch. 5 Integrating Contemplative Education and Contemporary Performance (Linda A. Sanders)
In this chapter, faculty and students characterize contemplative education, and students disclose their perspectives of how contemplative view and practice affect their personal and professional development in a graduate, interdisciplinary performing arts community. At Naropa University, traditional contemplative education is integrated with conservatory-level, contemporary performance training in its Master of Fine Arts in Theater: Contemporary Performance program.

ch. 6 The Formation and Development of the Mindful Campus (Margaret A. DuFon, Jennifer Christian)
This chapter recounts the efforts of faculty and students to cultivate contemplative pedagogies and mindfulness through curricular initiatives and extracurricular programs at California State University– Chico. The authors describe their campuswide programmatic and promotional work that captures the attention, support, and involvement of the greater Chico community.

ch. 7 Koru: Teaching Mindfulness to Emerging Adults(Holly B. Rogers)
This chapter reviews the developmental features of emerging adulthood and explores the ways in which mindfulness is a useful developmental aid for this age group. The specifi c strategies employed in Koru, a program designed at Duke University to make mindfulness accessible to college students, are described. Student responses to Koru are also briefly discussed.

ch. 8 Contemplative Pedagogy: A Quiet Revolution in Higher Education (Arthur Zajonc)
A contemplative pedagogy movement is quietly emerging around the world. This chapter offers a brief history of the movement, which has occurred during the last fi fteen years throughout postsecondary campuses, and describes the contemplative practices of mindfulness, concentration, open awareness, and sustaining contradictions. The author also voices such larger hopes for higher education as the cessation of ignorance and an “epistemology of love” and suggests that contemplative pedagogy can cultivate and form the capacities that are required for integrative, transformative teaching and learning in the 21st century academy.

Index

Additional Info:
Steal This University explores the paradox of academic labor. Universities do not exist to generate a profit from capital investment, yet contemporary universities are increasingly using corporations as their model for internal organization. While the media, politicians, business leaders and the general public all seem to share a remarkable consensus that higher education is indispensable to the future of nations and individuals alike, within academia bitter conflicts brew over the shape of tomorrow's universities. Contributors to the volume range from the star academic to the disgruntled adjunct and each bring a unique perspective to the discussion on the academy's over-reliance on adjuncts and teaching assistants, the debate over tenure and to the valiant efforts to organize unions and win rights. (From the Publisher)

Table Of Content:
Introduction: Not Your Parents' University or Labor Movement Any Longer

Sect. 1 The Rise of the Corporate University
ch. 1 None of Your Business: The Rise of the University of Phoenix and For-Profit Education - and Why It Will Fail Us All (A.M. Cox)
ch. 2 Digital Diploma Mills (D. Noble)
ch. 3 Inefficient Efficiency: A Critique of Merit Pay
ch. 4 The Drain-O of Higher Education: Casual Labor and University Teaching (B. Johnson)

Sect. 2 Laboring Within
ch. 5 How I Became a Worker (K. Mattson)
ch. 6 The Art of Work in the Age of the Adjunct (A. Moore)
ch. 7 Blacklisted and Blue: On Theory and Practice at Yale (R. Corey)
ch. 8 Tenure Denied: Union Busting and Anti-Intellectualism in the Corporate University (J. Westheimer)

Sect. 3 Organizing
ch. 9 The Campaign for Union Rights at NYU (I. Jessup)
ch. 10 Democracy Is an Endless Organizing Drive: Learning from the Failure and Future of Graduate Student Organizing at the University of Minnesota (M. Brown, R. Copher and K. Gray Brown)
ch. 11 Moving River Barges: Labor Activism and Academic Organizations (C. Nelson)
ch. 12 Social Movement Unionism and Adjunct Faculty Organizing in Boston (G. Gottfired and G. Zabel)
ch. 13 Renewing Academic Unions and Democracy at the Same Time: The Case of the California Faculty Association (S. Meisenhelder)

Conclusion: The Future of Higher Education and Academic Labor
Notes
Notes on Contributors and Editors
Index

Additional Info:
Click Here for Book Review
During times of rapid social and religious change, leadership rooted in tradition and committed to the future is the foundation upon which theological schools stand. Theological education owes itself to countless predecessors who paved the way for a thriving academic culture that holds together faith and learning. Daniel O. Aleshire is one of these forerunners who devoted his career to educating future generations through institutional reforms. In honor of Aleshire’s decades of leadership over the Association of Theological Schools, the essays in this book propose methods for schools of various denominational backgrounds to restructure the form and content of their programs by resourcing their own distinctive Christian heritages.
Four essayists, former seminary presidents, explore the ideas, doctrines, and ways of life in their schools’ traditions to identify the essential characteristics that will carry their institutions into the future. Additionally, two academic leaders focus on the contributions and challenges for Christian schools presented by non-Christian traditions in a rapidly pluralizing landscape. Together, these six essays offer a pattern of authentic, innovative movement for theological institutions to take toward revitalization as they face new trials and possibilities with faithfulness and hope. This volume concludes with closing words by the honoree himself, offering ways to learn from and grow through Aleshire’s legacy. (From the Publisher)

Table Of Content:
Introduction (Barbara G. Wheeler

Ch 1. Promises to Serve - Re-forming Lutheran Theological Education (Davie L. Tiede)
Ch 2. From Canterbury to Capetown - Perspectives on Anglican Theological Education (Martha J. Horne)
Ch 3. The Ecclesial Vision of Pope Francis and the Future of Catholic Theological Education (Donald Senior, CP)
Ch 4. Broadening the Evangelical Vision - "Needs" and "Wants" in Theological Education (Richard J. Mouw)
Ch 5. Evangelicals, Mission, and Multifaith Education (Judith A. Berling

Afterward (Daniel O. Aleshire)

List of Contributors

Notes

Bibliography

Index

Additional Info:
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)

Table Of Content:
Preface

ch. 1 The Rise of Accountability in Higher Education
ch. 2 Implications of Accountability on Your Teaching
ch. 3 Today's College Students
ch. 4 Strategic Course Planning
ch. 5 Launching Your Course Effectively
ch. 6 Managing the Context of Your Course
ch. 7 Instructor-Directed Learning Methods
ch. 8 Student-Driven Learning Methods
ch. 9 Infusing Technology into Your Teaching
ch. 10 Managing the Examination Process
ch. 11 Alternative Methods of Assessing Student Learning
ch. 12 Bringing Your Course to an Effective Conclusion
ch. 13 Evaluating the Effectiveness of Your Teaching
ch. 14 Maintaining Your Edge

References
Index

Additional Info:
Provides a case analysis of a Massive, Open, Online Course (MOOC) taught at Stanford University. The professor wanted to provide high quality course content, engage students, offer free and discounted readings, enable peer evaluation of term papers and study the course to improve it.

Additional Info:
There has been a lot of buzz in higher education lately about the flipped classroom model for teaching and learning. It's not as easy as it appears, and it's not as new as others would have us believe.

Additional Info:
Click Here for Book Review
In recent decades, American universities have begun to tout the “diversity” of their faculty and student bodies. But what kinds of diversity are being championed in their admissions and hiring practices, and what kinds are being neglected? Is diversity enough to solve the structural inequalities that plague our universities? And how might we articulate the value of diversity in the first place?

Transforming the Academy begins to answer these questions by bringing together a mix of faculty—male and female, cisgender and queer, immigrant and native-born, tenured and contingent, white, black, multiracial, and other—from public and private universities across the United States. Whether describing contentious power dynamics within their classrooms or recounting protests that occurred on their campuses, the book’s contributors offer bracingly honest inside accounts of both the conflicts and the learning experiences that can emerge from being a representative of diversity.

The collection’s authors are united by their commitment to an ideal of the American university as an inclusive and transformative space, one where students from all backgrounds can simultaneously feel intellectually challenged and personally supported. Yet Transforming the Academy also offers a wide range of perspectives on how to best achieve these goals, a diversity of opinion that is sure to inspire lively debate. (From the Publisher)

Table Of Content:
Acknowledgements

Introduction - Full Steps Forward, Half Steps Back - The Diversity Challenge of Pedagogy (Sarah Willie-LeBreton)
Part I: Challenging Classrooms
ch. 1 Decentering Whiteness: Teaching Anti-racism on a Predominantly White Campus (Michael D. Smith and Eve Tuck)
ch. 2 Is there a Silver Lining? The Experiences of a Black female Teaching Assistant (Dela Kusi-Appouh)
ch. 3 Radical Leftist or Objective Practitioner? Perceptions of a Black Male Professor (H. Mark Ellis)
ch. 4 Teaching Difference in Multiple Ways: Through Content and Presence (Cheryl Jones-Walker)
ch. 5 What You May Not See: The Oscillating Critique (Pato Hebert)
ch. 6 The Professor, Her Colleague, and Her Student: Two Race-Related Stories (Sarah Willie-LeBreton)
ch. 7 Challenging Oppression in Moderation? Student Feedback in Diversity Courses (Anita Chikkatur)

Part II: Witnessing Protest
ch. 8 The (S)paces of Academic Work: Disability, Access, and Higher Education (Kristin Lindgren)
ch. 9 Queer Affects/Queer Access (Anna Ward)
ch. 10 Geographies of Difference: From Unity to Solidarity (Betty Sasaki)
ch. 11 La Promesa: Working with Latina/o Students in an Elite Liberal Arts College (Aurora Camacho de Schmidt)
ch. 12 Passing Strange: Embodying and Negotiating Difference in Academia (Daphne Lamothe)
ch. 13 A Dean’s Week: “Trap Doors and Glass Ceilings” (Theresa Tensuan)

Conclusion - Theorizing the Transformation of the 21st Century Campus (Sarah Willie-LeBreton)
Bibliography
About the Contributors
End Notes
Index

Additional Info:
Click Here for Book Review
This book provides a detailed look at the current state of Latino/a theological education in the United States. This includes consideration of the career development and opinions of Latinos/as in seminary education, as well attention to other important modes of Latino/a theological education, like non-degree programs and Hispanic-serving organizations like the HTI and HSP. Another goal of this project was to make recommendations for ways in which schools of theology can do a better job preparing the next generation of Latino/a religious leaders to serve as bridge builders for the future. Thus, we paid special attention to how hospitable theological educational institus are to Hispanics.

This book also offers recommendations on improving Latino/a recruitment, revamping the curriculum and Hispanic ministry education, tending better to the sense of community on campuses, and so much more. (From the Publisher)

Table Of Content:
List of Tables and Figures
Foreword
Preface
Acknowledgments

Part One - Overview
Introduction
ch. 1 Lifting the Veil: A Look Inside Theological Educational Institutions

Part Two - Latino/a Seminary Students
ch. 2 Taking Roll: What Are Latino/a Seminary Students
ch. 3 Hearing the Call: Latinto/a Seminarians Vocational Motivations and Views about the Church’s Role in Society
ch. 4 Finding the Right Fit: How Latino/a Seminarians Choose Their Schools
ch. 5 Bringing Their Gifts: Experience and Education of Latino/a Seminarians
ch. 6 Facing the Gap: How Latino/a Seminarians Evaluate Their Institution’s Quality and Commitment to Diversity
ch. 7 Serving Their Own: What Seminaries Can Do to Help Latinos/as Prepare for Ministry to the Hispanic Community

Part Three - The World of Latino/a Faculty in Theological Education
ch. 8 Latino/a Theological Faculty: A Close Look
ch. 9 Latino/a Theological Faculty: A Cross-Racial Comparison
ch. 10 Faculty Diversity in Theological Education: The Continuous Challenge of Inclusion with Justice

Part Four - Alternative Pathways and Best Practices in Latino/a Theological Education
ch. 11 Making Progress: How One Institution is Successfully Improving Its Approach to Training Latino/a Religious Leaders
ch. 12 Empowering Hispanic Ministry in Greater Grand Rapids: A Case Study
ch. 13 The Alternative Path and Latino/a Concerns: The AETH Study of Bible Institutes
ch. 14 Caring For Their Own: Latino/a Theological Education As Done By HTI/HTIC and HSP

Conclusion - Spanning The Divide
Bibliography
The Authors

Additional Info:
Identifies key changes in values and behaviors that are changing higher education. Discusses technological changes, the ways in which people engage each other and technology; and the implications of these changes for higher education.

Additional Info:


Table Of Content:
Acknowledgments
Introduction

ch. 1 How the Invention of the University-College Led to a Century of Dilemmas and a Tradition of Reform at Stanford
ch. 2 How Universities Tame Reform to Preserve the Research Imperative: Or Why There Is Change Without Reform
ch. 3 Scholar-Teachers in the Stanford History Department, 1891-1990
ch. 4 A Sturdy Way of Preparing Physicians: The School of Medicine, 1908-1990
ch. 5 How Research Trumped Teaching in History and Medicine
ch. 6 Scholars or Teachers: How Much Change is Possible?

Notes
References
Index
About the Author

Additional Info:
Rape Culture and Religious Studies: Critical and Pedagogical Engagements stages a critical engagement between religious texts and the problem of sexual violence. Rape and other forms of sexual violence are widespread on college and university campuses; they also occur in sacred texts and religious traditions. The volume addresses these difficult intersections as they play out in texts, traditions, and university contexts. The volume gathers contributions from religious studies scholars to engage these questions from a variety of institutional contexts and to offer a constructive assessment of religious texts and traditions. (From the Publisher)

Table Of Content:
Introduction: Engaging Rape Culture, Reimagining Religious Studies (Rhiannon Graybill, Meredith Minister, and Beatrice Lawrence)

Ch 1. Reading Biblical Rape Texts beyond a Cop-Out Hermeneutics in the Trump Era (Susanne Scholz)
Ch 2. Constructions of Hindu Mythology after the Rape of Jyoti Singh Pandey: Coupling Activism with Pedagogy (T. Nicole Goulet)
Ch 3. Teaching Rape, Slavery, and Genocide in Bible and Culture (Gwynn Kessler)
Ch 4. On #MosqueMeToo: Lessons for Nuancing and Better Implementing the Lessons of #MeToo (Kirsten Boles)
Ch 5. Judges 19 and Non-Con: Sado-Kantian Aesthetics of Violence in the Tale of an Unnamed Woman (Minenhle Nomalungelo Khumalo)
Ch 6. To Confess the Fundamental Marian Dogma: Postulating the Doctrine of Mary’s Reproductive Justice (Jeremy Posadas)
Ch 7. Rape Culture in the Rabbinic Construction of Gender (Beatrice Lawrence)
Ch 8. Sex and Alien Encounter: Rethinking Consent as a Rape Prevention Strategy (Meredith Minister)
Ch 9. Good Intentions are Not Enough (Rhiannon Graybill)

Index

About the Authors

Additional Info:
Journal Issue.

Table Of Content:
Disconcerting Old and New Imperatives in Theological Education (Robert N. Bellah)
Responses: (John H. Yoder; Paul H. Nichols; G. Russell Hatton; Michael J. Blecker)
Presidential Address (Harvey H. Guthrie, Jr.)
ATS and the Corporate Imperatives of Theological Education (Leon Pacala)
Internationalization: Global Mission (Shunji F. Nishi)
Maintaining Educational Quality in Economic Gridlock (Milton McC. Gatch)
Contemporary Challenges to Issues of Vocational Preparation (Sharon Parks)
Ecclesiastical Imperatives in Theological Education (Melinds Rope)r
A Theological Faculties Profile: 1981 Data Compared with the 1971 Study (Marvin J. Taylor)

Additional Info:
Are cultural centers ethnic enclaves of segregation, or safe havens that provide minority students with social support that promotes persistence and retention?

Though Black cultural centers boast a 40-year history, there is much misinformation about them and the ethnic counterparts to which they gave rise. Moreover, little is known about their historical roots, current status, and future prospects. The literature has largely ignored the various culture center models, and the role that such centers play in the experiences of college students.

This book fills a significant void in the research on ethnic minority cultural centers, offers the historic background to their establishment and development, considers the circumstances that led to their creation, examines the roles they play on campus, explores their impact on retention and campus climate, and provides guidelines for their management in the light of current issues and future directions.

In the first part of this volume, the contributors provide perspectives on culture centers from the point of view of various racial/ethnic identity groups, Latina/o, Asian, American Indian, and African American. Part II offers theoretical perspectives that frame the role of culture centers from the point of view of critical race theory, student development theory, and a social justice framework. Part III focuses specifically on administrative and practice-oriented themes, addressing such issues as the relative merits of full- and part-time staff, of race/ethnic specific as opposed to multicultural centers, relations with the outside community, and integration with academic and student affairs to support the mission of the institution.

For administrators and student affairs educators who are unfamiliar with these facilities, and want to support an increasingly diverse student body, this book situates such centers within the overall strategy of improving campus climate, and makes the case for sustaining them. Where none as yet exist, this book offers a rationale and blueprint for creating such centers. For leaders of culture centers this book constitutes a valuable tool for assessing their viability, improving their performance, and ensuring their future relevance – all considerations of increased importance when budgets and resources are strained. This book also provides a foundation for researchers interested in further investigating the role of these centers in higher education. (From the Publisher)

Table Of Content:
Foreword
Preface: A Call to Action: Historical and Contemporary Reflections on the Relevance of Campus Culture Centers in Higher Education

Part I: Racial/Ethnic Group - Specific Culture
ch. 1 Latina/o Cultural Centers: Providing a Sense of Belonging and Promoting Student Success (Adele Lozano )
ch. 2 Asian American Student Involvement in Asian American Culture Centers (William Liu, Michael Cuyjet, and Sunny Lee )
ch. 3 Island of Sanctuary: The Role of an American Indian Cultural Center (Rosa Cintrón, Heather J. Shotton, and Star Yellowfish)
ch. 4 On Solid Ground: An Examination of Successful Strategies and Positive Student Outcomes Associated with Two Black Culture Centers (Lori Patton)

Part II: Theoretical Perspectives and Culture Centers
ch. 5 Counterspaces in a Hostile Place: A Critical Race Theory Analysis of Campus Culture Centers (Tara Yosso and Corina Benavides Lopez)
ch. 6 Critical Borders: Student Development Theoretical Perspectives Applied to Culture Centers (Mary Howard Hamilton, Kandace Hinton, and Robin Hughes)
ch. 7 Resituating Culture Centers within a Social Justice Framework: Is There Room for Examining Whiteness (Michael Benitez, Jr. )

Part III: Administrative and Practice-Oriented Issues For Culture Centers
ch. 8 Viewing Cultural Practice Through a Lens of Innovation and Intentionality: Strategies for Student Personnel Administrators in Culture Centers (Toby Jenkins)
ch. 9 Campus Culture Center Directors’ Perspectives on Advancement, Current Issues, and Future Directions (E. Michael Sutton and Phyllis McCluskey-Titus )
ch. 10 Promoting Student Engagement: Administrative Considerations for Current and Future Planning of Culture Center Programming and Outreach (Salvador Mena)

Appendix A: Transforming for the 21st Century: Best Practices for Examining and Evaluating Campus Culture Centers and Multicultural Affairs Offices (Lari D. Patton)

Additional Info:
This book explores the various ways in which computer networking, and more specifically the Internet, is changing the practices, the structure, and the products of academic scholarship. It considers research, teaching, and dissemination of knowledge across a range of disciplines in the humanities, sciences, and social sciences in order to identify particular uses of networking that will come to constitute the academic world of the future. The contributors consider such themes as how networking and particular software environments can be used to support inquiry within research specialties and how scholars in diverse disciplines respond to the availability of new networked channels of scholarly communication. In the context of education, they argue that networking can reconfigure the process of learning, encompassing new audiences, new relationships with teachers, and new learning skills adapted for the network environment. The products of such new configurations are also discussed. The future of electronic journal publication is considered by innovators who have designed some of the first experiments in refereed electronic journal publication. Finally, the new responsibilities and roles of the academic library and academic publishers in a networked environment are debated. (From the Publisher)

Table Of Content:
Preface

ch. 1 Computer Networking, Communication, and Scholarship (Teresa M. Harrison and Timothy Stephen)
ch. 2 How Is the Medium the Message? Notes on the Design of Networked Communication (Peter Lyman)
ch. 3 Institutional and Policy Issues in the Development of the Digital Library (Brian Kahin)
ch. 4 Assessing the Costs of Technopoly: Constructing Scholarly Services in Today's Network Environment (Timothy Stephen and Teresa M. Harrison)
ch. 5 Computer Networking and Textual Sources in the Humanities (Susan Hockey)
ch. 6 Cooperative and Collaborative Mediated Research (Duncan Sanderson)
ch. 7 How Do You Get a Hundred Strangers to Agree?: Computer Mediated Communication and Collaboration (Fay Sudweeks and Sheizaf Rafaeli)
ch. 8 Living Inside the (Operating) System: Community in Virtual Reality (John Unsworth)
ch. 9 The Multifaceted and Novel Nature of Using Cyber-Texts as Research Data
ch. 10 Computer Networking in Ornithology (Jack P. Hailman)
ch. 11 Roadmap to Scholarly Electronic Communication and Publishing at the American Mathematical Society (David L. Rodgers, Kevin W. Curnow, Drury R. Burton, Greg S. Ullmann, William B. Woolf)
ch. 12 The Labyrinth: An Electronic Information Network for Medieval Studies (Deborah Everhart)
ch. 13 Online Education: The Future (Linda Harasim)
ch. 14 Hypermedia and Higher Education (J. L. Lemke)
ch. 15 Equal Access to Computer Networks for Students and Scholars with Disabilities (Sheryl E. Burgstahler)
ch. 16 Medieval Misfits: An Undergraduate Discussion List (Carolyn P. Schriber)
ch. 17 VICE in REST (William D. Graziadei)
ch. 18 The Solidarity Network: Universities, Computer-Mediated Communication, and Labor Studies in Canada (Jeff Taylor)
ch. 19 Creating a Virtual Academic Community: Scholarship and Community in Wide-Area Multiple-User Synchronous Discussions (Michael Day, Eric Crump, Rebeca Rickly)
ch. 20 Dimensions of Electronic Journals (Brian Gaines)
ch. 21 Electronic Academic Journals: From Disciplines to "Seminars"? (Jean-Claude Guédon)
ch. 22 The Electronic Journal and Its Implications for the Electronic Library (Cliff McKnight, Andrew Dillon, Brian Shackel)
ch. 23 The Role of Academic Libraries in the Dissemination of Scholarly Information in the Electronic Environment (Lyman Ross, Paul Philbin, Merri Beth Lavagnino, Albert Joy)
ch. 24 The Body in the Virtual Library: Rethinking Scholarly Communication (Kenneth Arnold)
ch. 25 Equality in Access to Network Information by Scholars with Disabilities (Tom McNulty)
ch. 26 Building New Tools for the Twenty-First-Century University: Providing Access to Visual Information (David L. Austin)
ch. 27 A Short Primer for Communicating on the Global Net (John December)

List of Contributors
Index

Additional Info:
Presenting the human face of internationalization, this discursive text examines the social learning experience of international students against the background of current cultures in Higher Education. (From the Publisher)

Table Of Content:
Series Editors' Preface
Preface
Aims and background to the book
An outline of the research supporting the book
An overview of issues raised in the book

Acknowledgements

Part I The Context
ch. 1 Culture in Higher Education
The culture of internationalization in Higher Education
The discourse of 'marketization' in Higher Education
Culture and international students
Small cultures and communities of practice: Two helpful paradigms?

ch. 2 Research on the International Student Experience: A Cultural Landscape
Research spanning the years: Social relationships and international students in America
Large-scale research on international students: Examples from the UK and New Zealand
International students and approaches to learning
Language, identity and their influence on the context of learning
Summary

Part 2 The Research
ch. 3 Student Voices, Student Lives: International Students in Context
The importance of the methodology
The context for the study: A brief demographic background
Choice of network
The student profiles
Student experience in context
Summary

ch. 4 International Student Networks: A Community of Practice?
Social networks and international students
Social networks and modern technology
Social capital and international students
International students in a community of practice
Summary

ch. 5 International Students and Home Students: Worlds Apart?
The experience of young UK students: The Shipton study
Understanding home students' perception of international students
The friendships of international students
International students' friendships with home students
Relationships with home students: Worlds apart?

ch. 6 Preparing for Life in a Global Community?
Caveat: A complex picture
Language, identity and change
Development of a global community
Citizens of the international community?

ch. 7 Concluding Comments to the Research
The themes of the research
Summary

Part 3 Discussion
ch. 8 Paths towards an International Experience for All: the Criticality of Discourse, Context and Internationalization at Home
The influence of discourse
Ways of thinking about teaching and learning practices in an international context
The importance of context
Internationalization at home
Final comments

Postscript
Appendix 1 More Details of the Research study
Appendix 2 A Reflective Account of the Researcher
References
Index

Additional Info:
This article looks at policies of the British Government relating to teaching, the curriculum, and research and how they impact Theology and Religious Studies (TRS). It reflects on the use of Government funding to steer research outputs and to focus such activity on a small number of selected institutions. It further discusses Government attempts to define degree standards and "the boundaries and the internal geography" of the subject by producing "benchmarking guidelines" to which each department must adhere. The paper concludes with reflections on the fears of Government control of the curriculum. Underlying much of the discussion is a sense of the differences between Theology and Religious Studies in North America and Britain.

To emphasize the point that this paper expresses personal views based on my own experience I have used a more informal and personal style than is my custom in publications. It is relevant to outline the experience which has fashioned my views. Prior to moving to Liverpool I have held Chairs at Manchester in Comparative Religion, where I also served as Dean of the Faculty of Theology, and London University's School of Oriental and African Studies (SOAS) where I started the Department for the Study of Religion. I have served as President of the national body for the subject, the Association of University Departments of Theology and Religious Studies (AUDTRS) for three years; on the research panels of the two main bodies to which people in Theology and Religious Studies apply for research grants (the British Academy and the Arts and Humanities Research Board); on two national research assessment panels and co-chaired the Benchmarking Panel for Theology and Religious Studies (the work of the panels is outlined below). I was a member of a team funded by the Home Office to produce a report to inform Government policy on possible legislation on Religious Discrimination. The relevance of each of these will become clear in the course of the article.

Additional Info:
Journal Issue.

Table Of Content:
I. The Globalization of Theological Education: Setting the Task (Donald W. Shriver, Jr.)
II. Globalization in Theological Education: Summary and Analysis of Survey Data David S. Schuller)
III. Case Descriptions:
A. The Atlanta Theological Association (Erskine Clarke)
B. School of Theology at Claremont (Joseph C. Hough, Jr.)
C. Denver Conservative Baptist Seminary (Ralph R. Covell)
D. Fuller Theological Seminary (Paul E. Peirson)
E. Gordon-Conwell Theological Seminary (J. Christy Wilson, Jr.)
F. Harvard Divinity School (Jane I. Smith)
G. Lutheran School of Theology at Chicago (David L. Lindberg)
H. Princeton Theological Seminary (Samuel Hugh Moffett)
I. St. Vincent de Paul Regional Seminary (Pilar Aurensanz)
J. Seventh-day Adventist Theological Seminary (Russell Staples and Madeline Johnston)
K. Southwestern Baptist Theological Seminary (Justice C. Anderson)
L. Toronto School of Theology (Cyril Powles)
M. Union Theological Seminary, New York City (Kosuke Koyama)

Additional Info:
Journal Issue.

Table Of Content:
Globalization of Theological Education (Francis Cardinal Arinze)
Responses to Keynote Address (David A. Hubbard; Henry H. Mitchell; and Barbara Brown Zikmund)
Globalization and the Task of Theological Education (Don S. Browning)
On Bi-Nationalism and Globalization (C. Douglas Jay)
Contextualization and Theological Education (Max L. Stackhouse)

Additional Info:
Journal Issue.

Table Of Content:
Editorial Introduction (David S. Schuller)
On Science, and What It Might Suggest for the Church (Charles H. Townes)
The Arts in Theological Education for the Church (John W. Cook)
Theological Education as Advocate (Barbara Brown Zikmund)
Reflections on Theological Education as Character Formation (David H. Kelsey)
Reading Recommendations:
Worship (Robert N. Schnaper)
Liturgy (Mary M. Schaefer)
Pastoral Theology (Rodney J. Hunter)
Practical Theology (Don Browning)
Homiletics (Thomas Long)

Additional Info:
Praise for Harnessing America's Wasted Talent

President Obama offered America and the world renewed hope for a better tomorrow. With decades of experience in alternative forms of higher education, Peter Smith grabs that optimistic spirit and seizes the moment to reveal to us the exciting age of Web-based teaching and learning, which is opening access to untold numbers of learners while harnessing the previously wasted talents of millions of people in America and billions around the world. Those seeking insights, a vision of the future, and a chance to join this educational revolution should look forward to Harnessing America's Wasted Talent.

Anyone who wants to understand where American higher education is headed should read Harnessing America's Wasted Talent. Peter Smith's vision of the future of higher education is based on several decades of experience—at the national, state, and international levels. He brings a rare perspective that will interest students, educators, politicians, and those American business leaders who are worried about the future of our workforce and the health of our democracy.

Harnessing America's Wasted Talent is a must-read for those of us concerned about the increasing economic and education gaps in our country. Peter Smith takes on an important American disconnect: the need for an educated workforce and the fact that most working Americans lack a college degree. Drawing upon his experience in higher education and politics, Smith dissects the problem and presents a contemporary, practical plan to enhance the learning capacity of our country. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Author

Part One: The Law of Thirds
ch. 1 Wasted Talent
ch. 2 Maxed Out: Why Colleges Can't Meet This Challenge
ch. 3 The Paradox of Personal Learning

Part Two: Dangerous Conceits
ch. 4 Different Strokes for Different Folks
ch. 5 Learning Is More Than “Strictly Academic”
ch. 6 You Can't Get There from Here

Part Three: From Access to Success: A New Ecology of Learning
ch. 7 The End of Scarcity: Education's Emerging Long Tail
ch. 8 Game Changers: New Media and the Open Education Resource Movement
ch. 9 Reaching the Middle Third: Talent-Friendly Colleges for the Twenty-First Century (C21Cs)

Conclusion: A New Ecology of Learning
Resources
References
Index

Additional Info:
Lee Shulman has been president of the Carnegie Foundation for the Advancement of Teaching since 1997. He is a former president of the American Educational Research Association as well as past president of the National Academy of Education. In this second volume of a landmark two volume collection of Shulman's best work, he addresses such compelling questions as What are the most effective approaches to teaching? How important is knowledge of subject matter to a teacher's success? And, how do we measure success in teaching and learning? (From the Publisher)

Table Of Content:
Sources
About the Author
Acknowledgments
Foreword
Introduction

Pt. 1 Learning
ch. 1 Professing the Liberal Arts
ch. 2 Taking Learning Seriously
ch. 3 Problem-Based Learning: The Pedagogies of Uncertainty
ch. 4 Making Differences: A Table of Learning

Pt. 2 The Profession of Teaching
ch. 5 Knowledge and Teaching: Foundations of the New Reform
ch. 6 Learning to Teach
ch. 7 Toward a Pedagogy of Substance
ch. 8 Teaching as Community Property: Putting an End to Pedagogical Solitude
ch. 9 The Scholarship of Teaching: New Elaborations, New Developments
ch. 10 From Minsk to Pinsk: Why a Scholarship of Teaching and Learning?
ch. 11 Lamarck's Revenge: Teaching Among the Scholarships
ch. 12 From Idea to Prototype: Three Exercises in the Peer Review of Teaching
ch. 13 The Pedagogical Colloquium: Three Models
ch. 14 Course Anatomy: The Dissection and Analysis of Knowledge Through Teaching
ch. 15 Visions of the Possible: Models for Campus Support of the Scholarship of Teaching and Learning
ch. 16 The Doctoral Imperative: Examining the Ends of Erudition

Index

Additional Info:
Journal Issue.

Table Of Content:
Editorial Introduction (William E. Lesher and Robert J. Schreiter)
Mapping Globalization for Theological Education (S. Mark Heim)
Pluralism at Home: Globalization within North America (Fumitaka Matsuoka)
Engaging the Other in the Global Village (Mark Kline Taylor and Gary Bekker)
Education for a Global Theology (Marsha Hewitt, Cyril Powles, Carolyn Charp, John Sivalon, John Webster, and Ray Whitehead)

Additional Info:
Click Here for Book Review
Abstract: Delineates Lacan’s theory of the four discourses as a practical framework through which faculty can reflect on where their students are, developmentally, and where they might go.

University classrooms are increasingly in crisis—though popular demands for accountability grow more insistent, no one seems to know what our teaching should seek to achieve. This book traces how we arrived at our current impasse, and it uses Lacan’s theory of the four discourses to chart a path forward via an analysis of the freshman writing class. How did we forfeit a meaningful set of goals for our teaching? T. R. Johnson suggests that, by the 1960s, the work of Bergson and Piaget had led us to see student growth as a journey into more and more abstract thought, a journey that will happen naturally if the teacher knows how to stay out of the way. Since the 1960s, we’ve come to see development, in turn, only as a vague initiation into the academic community. This book, however, offers an alternative tradition, one rooted in Vygotsky and the feminist movement, that defines the developing student writer in terms of a complex, intersubjective ecology, and then, through these precedents, proposes a fully psychoanalytic model of student development. To illustrate his practical use of the four discourses, Johnson draws on a wide array of concepts and a colorful set of examples, including Franz Kafka, Keith Richards, David Foster Wallace, Hannah Arendt, and many others.

“Graceful, provocative, thoughtful, and well researched, The Other Side of Pedagogy connects theory and teaching in compelling ways. This is a groundbreaking book that scholars of writing will want to read, reread, and teach.” — Joseph Harris, author of A Teaching Subject: Composition Since 1966 (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: Recovering the Unconscious: Pedagogy’s Other Side

ch. 1 The Crisis: Forfeiting Our Most Valuable Asset
ch. 2 Contemporary Composition Studies: Development Means Joining Our Community, and That’s All There Is to Know
ch. 3 Why the “Growth” Movement Didn’t Grow—And an Alternative
ch. 4 Psychoanalysis and Pedagogy: Some Historical Context and Key Terms for Doing the Impossible
ch. 5 A Perfect Ignorance and Paralysis: The Discourse of the Master
ch. 6 Only Following Directions: The Discourse of the University
ch. 7 “Songs…dripping off my fingers”: The Discourse of Hysteric
ch. 8 Playing by Ear: The Discourse of the Analyst

Works Cited
Index

Additional Info:
Contemporary theological education is facing profound changes. Fundamental shifts in both church and society have established a volatile context for theological teaching and learning. Seminaries are struggling with the growing diversity of their students, faculties, and institutional commitments. This book addresses these issues both contextually and historically, engages the nature of theological teaching and learning, and offers educational practices that strengthen the vocation of teaching and enhance the school as a place of conversation. (From the Publisher)

Table Of Content:
Introduction (Malcolm L. Warford)

ch. 1 The vocation of teaching : beyond the conspiracy of mediocrity (Raymond Brady Williams)
ch. 2 Evolving dynamics of formation (Victor Klimoski)
ch. 3 Faculty life and seminary culture : it's about time and money (Gretchen E. Ziegenhals)
ch. 4 From cordiality to candor : an ethnographic study of a faculty forming its life together (Stephen Ellingson)
ch. 5 The seminary dispersed : theological teaching in a changing world (Jane Shaw)
ch. 6 Historical influences on seminary culture (Glenn T. Miller
ch. 7 Do not be conformed to this age : biblical understandings of ministerial leadership (Jerry L. Sumney)
ch. 8 What is the ministry toward which we teach?(Samuel Escobar)
ch. 9 Formative learning in the classroom (Mary-Ann Winkelmes)
ch. 10 Engaging issues in course development (Garth M. Rosell)
ch. 11 Online education : an asset in a period of educational change (Richard W. Nysse)
ch. 12 Rehabilitating prejudice : framing issues of diversity in theological education (Diamond Cephus)
ch. 13 Faculties that listen, schools that learn : assessment in theological education (Gordon T. Smith)

Additional Info:
How do we interrupt the current paradigms of sexism in the academy? How do we construct a new and inclusive gender paradigm that resists the dominant values of the patriarchy? And why are these agendas important not just for women, but for higher education as a whole?

These are the questions that these extensive and rich analyses of the historical and contemporary roles of women in higher education— as administrators, faculty, students, and student affairs professionals—seek constructively to answer. In doing so they address the intersection of gender and women’s other social identities, such as of race, ethnicity, sexual orientation, class, and ability.

This book addresses the experiences and position of women students, from application to college through graduate school, and the barriers they encounter; the continuing inequalities in the rates of promotion and progression of women and other marginalized groups to positions of authority, and the gap in earnings between men and women; and pays particular attention to how race and other social markers impact such disparities, contextualizing them across all institutional types.

Written collaboratively by an intergenerational group of women, men, and transgender people with different social identities, feminist perspectives, and professional identities— and who, in the process, built upon each other’s work—this volume constitutes a call to educators and scholars to work toward centering feminist and other marginalized perspectives in their practice and research in order to equitably address the evolving complexities of college and university life. Employing a wide range of theoretical lenses, examining a variety of models of practice, and giving voice to a diversity of personal experiences through narrative, this is a major contribution to the scholarship on women in higher education.

This is a book for all women in the academy who want to better understand their experience, and to dismantle the remaining barriers of sexism and oppression—for themselves, and future generations of students. (From the Publisher)

Table Of Content:
Foreword
Preface

Section I: Setting the Context: A Contemporary (Re)Examination of Women in Higher Education and Student Affairs
ch. 1 An Introduction to Feminism and Feminist Perspectives in Higher Education (Shelley Errington Nicholson and Penny A. Pasque)
ch. 2 Reflections From "Professional Feminists" in Higher Education (Susan Marine)
ch. 3 "Each Generation of Women had to Start Anew" (Jennifer LeeHoffman)
ch. 4 The Powerful Collaborations Between Deans of Women and Directors of Physical Education (Thalia Mulvihill)

Section II: Considering Experiences of Women throughout the Academy: An Exploration of Undergraduates, Graduate Students and Administrators
ch. 5 Female Graduate Students Work-Life Balance and the Student Affairs Professional (Rachael L. Simpson and Kim L. Filer)
ch. 6 High Achieving Women (Monica Marcelis Fochtman)
ch. 7 Toward Self-Investment (Annemarie Vaccaro)
ch. 8 The Influence of Gender (Jennifer Sader)

Section III: Exploring Identity Contexts: The Intersections of Class, Gender, Race, and Sexual Orientation for Faculty, Administrators, and Students
ch. 9 How Race Matters: Race as an Instrument for Institutional Transformations, a Study of Tenured Black Female Faculty (Venice Thandi Sule)
ch. 10 Life Stories From the Daughter of First-Generation Italian Immigrants: Gender, Ethnicity, Culture, and Class Intertwine to Form an Italian American Feminist (Florence Guido DiBrito)
ch. 11 Economically Disadvantaged Women in Higher Education: Hearing Their Stories and Striving for Social Justice (Penny J. Rice)
ch. 12 Sister Circles: A Dialogue on the Intersections of Gender, Race, and Student Affairs (Mariama Boney; Linda Contreras Bullock; Cie Cochran; Irene Kao; and Amanda Suniti Niskode-Dossett)
ch. 13 Using Queer Theory to Explore Lesbian College Students’ Multiple Dimensions of Identity (Elisa Abes, and David Kasch)
ch. 14 Identity Development in College Women (Amy Stalzer Sengupta and Yvette Loury Upton)

Section IV: Advancing the Future: Strategies for Changing Dominant Paradigms
ch. 15 The Campus Women’s Center as Classroom: A Model for Thinking and Action (Jennifer R. Wies )
ch. 16 In (Re)Search of Women in Student Affairs Administration (Tamara Yakaboski and Saran Donahoo)
ch. 17 Campus-Based Sexual Assault Prevention: Perspectives and Recommendations From Program Facilitators (Lindsay M. Orchowski, Eric Zimak, Troy Robison, Justin Reeder, Ryan Rhoades, Christine A. Gidycz and Alan Berkowitz )
ch. 18 Learning and Leading Together: A Cohort-Based Model for Women’s Advancement (Lee S. Hawthorne Calizo)

Section V: Envisioning and Acting on a Feminist Future
ch. 19 Envisioning A New Future With Feminist Voices (Amanda Suniti Niskode-Dossett, Shelley Errington Nicholson, and Penny A. Pasque)

About the Contributors
Index

Additional Info:
Here for Book Review
Abstract: Focuses on the opportunities and challenges of using the science of change to improve the academic enterprise.

This is not another book about why higher education needs to change. This volume is about how to facilitate change. What could higher education achieve if varied stakeholders decided to work together to accomplish a shared vision by using data and scaling up evidence-based interventions? The contributors offer examples and instructions to help execute change in order to drive collective impact. When we understand large-scale change in other sectors, such as healthcare, business, and the social sector, it can help inform us of what collective impact looks like and how to get there. A deeper investigation into the science of change will enable us to work towards increasing access, overcoming racial disparities, reducing the need for remediation, and improving learning outcomes. (From the Publisher)

Table Of Content:
List of Illustrations
Foreword: Bringing Collective Impact to Higher Education (Nancy L. Zimpher)
Acknowledgments
Introduction (Jason E. Lane)

ch. 1 Collective Leadership in Higher Education: Moving from Competition to Collaboration to Impact (Jason E. Lane, B. Alex Finsel, and Taya L. Owens)
ch. 2 The Inconvenient Truth about Change Management: Why It Isn’t Working and What to Do about It (Scott Keller and Carolyn Aiken)
ch. 3 From Perpetuation to Innovation: Breaking through Barriers to Change in Higher Education (Jonathan S. Gagliardi)
ch. 4 The Rise of Collective Impact (Jeff Edmondson and Nancy L. Zimpher)
ch. 5 Using Design Thinking to Drive Collective Impact in Higher Education (David J. Weerts, Christopher J. Rasmussen, and Virajita Singh)
ch. 6 The Albany Promise Story: How a Community Came Together to Go All-in on Education Reform (Juliette Price)
ch. 7 What Large-scale Change Looks Like and How to Get There: Theories of Action A conversation (Jeff Edmondson, Jason Helgerson, Danette Howard, James Kvaal, Becky Kanis Margiotta, and Joe McCannon Moderated by David Leonhardt)

Contributors
Index

Additional Info:
Part-time and temporary faculty now constitute a majority of all those teaching in colleges and universities. This volume presents analyses of the changes in academic work, in faculty careers, and in the economic conditions in higher education that are associated with the shift away from full-time academic jobs. Issues for research, policy, and practice are discussed.

The chapters in this volume were originally prepared for a conference on part-time and adjunct faculty sponsored by the Alfred P. Sloan Foundation.This is the 104th issue of the quarterly journal New Directions for Higher Education. (From the Publisher)

Table Of Content:
Using Part-Time Faculty More Effectively (F. Jacobs)
A Framework for Assessing Trends in Academic Careers (J. Lawrence)
The Changing Pattern of Employment Relations (M. Rasell & E. Appelbaum)
The Subfaculty (D. Langenberg)
Variations in the Characteristics of Part-Time Faculty by General Fields of Instruction and Research (E. Benjamin)
Implications for Knowledge Production and Careers in Science (C. Gaddy)
Two-Tiered Faculty Systems and Organizational Outcomes (P. Tolbert)
Part-Time Faculty, Quality Programs, and Economic Realities (J. Haeger)
Adjunct Faculty in the Community College: Realities and Challenges (B. Wyles)
New Directions for Research, Policy Development, and Practice (D. Leslie)

Additional Info:
Teaching and Learning in the Digital Age is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context.

By examining teaching with digital technologies through new learning theories cognisant of the digital age, it aims to both advance thinking and offer strategies for teaching technology-savvy students that will enable meaningful learning experiences.

Illustrated throughout with case studies from across the subjects and the age range, key issues considered include:

• how young people create and share knowledge both in and beyond the classroom and how current and new pedagogies can support this level of achievement
• the use of complexity theory as a framework to explore teaching in the digital age
• the way learning occurs – one way exchanges, online and face-to-face interactions, learning within a framework of constructivism, and in communities
• what we mean by critical thinking, why it is important in a digital age, and how this can occur in the context of learning
• how students can create knowledge through a variety of teaching and learning activities, and how the knowledge being created can be shared, critiqued and evaluated.

With an emphasis throughout on what it means for practice, this book aims to improve understanding of how learning theories currently work and can evolve in the future to promote truly effective learning in the digital age. It is essential reading for all teachers, student teachers, school leaders, those engaged in Masters’ Level work, as well as students on Education Studies courses. (From the Publisher)

Table Of Content:
List of figures and tables
Introduction
Acknowledgements

ch. 1 The complexity of schools
ch. 2 The digital age
ch. 3 Knowledge and connectivism
ch. 4 Connections and relationships
ch. 5 Creating Knowledge
ch. 6 Critical thinking
ch. 7 Learning in the digital age
ch. 8 Teaching in the digital age
ch. 9 The start of the digital age

Notes
References
Index

Additional Info:
If we are all becoming global citizens, what then are our civic responsibilities? Colleges and universities across the United States have responded to this question by making the development of global citizens part of their core mission. A key strategy for realizing this goal is study abroad. After all, there may be no better way for students to acquire the knowledge, skills, and attitudes required to become effective change-agents in international contexts.

The Handbook of Practice and Research in Study Abroad is a comprehensive survey of the field. Each chapter eloquently conveys an enthusiasm for study abroad alongside a critical assessment of the most up-to-date research, theory and practice. This contributed volume brings together expert academics, senior administrators, practitioners of study abroad, and policy makers from across the United States, Canada and other part of the world, who meticulously address the following questions:

What do we mean by global citizenship and global competence?

What are the philosophical, pedagogical and practical challenges facing institutions as they endeavor to create global citizens?

How is study abroad and global citizenship compatible with the role of the academy?

What are the institutional challenges to study abroad, including those related to ethics, infrastructure, finances, accessibility, and quality control?

Which study abroad programs can be called successful?

The Handbook of Practice and Research in Study Abroad is an indispensable reference volume for scholars, higher education faculty, study abroad professionals, policy makers, and the academic libraries that serve these audiences. It is also appropriate for a wide range of courses in Higher Education Master’s and Ph.D. Programs. (From the Publisher)

Table Of Content:
Acknowledgements
Introduction

Part 1 Defining Global Citizenship in Study Abroad
ch. 1 Global Citizenship in Theory and Practice (Hans Schattle)
ch. 2 Fostering Engagement: The Role of International Education in the Development of Global Civil Society (James M. Skelly)
ch. 3 Global Learning and the Making of Citizen Diplomats (Rebecca Hovey and Adam Weinberg)
ch. 4 International Studies and Foreign Languages: A Critical American Priority (Charles Kolb)
ch. 5 Global Citizenship Education: Challenges and Possibilities (Ian Davies and Graham Pike)

Part 2 Aligning Global Citizenship and Study Abroad With the MIssion of the Academy
ch. 6 Study Abroad and Language: From Maximal to Realistic Models (Dieter Wanner)
ch. 7 Constructive Disequilibrium: Cognitive and Emotional Development through Dissonant Experiences in Less Familiar Destinations (S. Megan Che, Mindy Spearman, and Agida Manizade)
ch. 8 The Liberal Arts and Global Citizenship: Fostering Intercultural Engagement Through Integrative Experiences and Structured Reflection ((Joseph L. Brockington and Margarete D. Wiedenhoeft)
ch. 9 Study Abroad and Nursing: From Cultural to Global Competence (Connie Currier, et. al)
ch. 10 The Role of Study Abroad in Preparing Globally Responsible Teachers (Kenneth Cushner)
ch. 11 Democratizing Study Abroad: Challenges of Open Access, Local Commitments, and Global Competence in Community Colleges (Robert A. Frost and Rosalind Latiner Raby)
ch. 12 North of 49: Global Citizenship a la canadienne (Roopa Desai Trilokekar and Adrian Shubert)
ch. 13 Global Citizenship and Study Abroad: A European Comparative Perspective (Hans de Wit)
ch. 14 Strategy for the Development of a Global City: Study Abroad in Singapore (Peter Pang)

Part 3 Institutional Challenges and Strategies for Fostering Global Citizenship Study Abroad
ch. 15 It Takes an Entire Institution: A Blueprint for the Global University (William Brustein)
ch. 16 Turning Our Back on the World: Study Abroad and the Purpose of U.S. Higher Education (Riall W. Nolan)
ch. 17 Faculty Beliefs and Institutional Values: Identifying and Overcoming These Obstacles to Education Abroad Growth (Joan Elias Gore)
ch. 18 Selling the World: Study Abroad Marketing and the Privatization of Global Citizenship (Talya Zemach-Bersin)
ch. 19 Global Citizenship for All: Low Minority Study Participation in Study Abroad - Seeking Strategies for Success (Earl Picard, Farrah Bernardino, and Kike Ehigiator)
ch. 20 Understanding the Challenges of Assessing Global Citizenship (Darla K. Deardorff)
ch. 21 Here to Stay: Increasing Acceptance of Short-Term Study Abroad Programs (Lisa Chieffor and Lesa Grifiths)
ch. 22 Going Global in the Sciences: A Case Study at Emory University (Philip Wainwright, et al.)
ch. 23 Undergraduate Research During Study Abroad: Scope, Meaning, and Potential (Bernhard T. Streitwieser)

Part 4 Innovative Global Citizenship Study Abroad Program Models
ch. 24 Georgia Tech's Comprehensive and Integrated Approach to Developing Global Competence (Howard Rollins)
ch. 25 Holistic Student Learning and Development Abroad: The IES 3-D Program Model (Joan Gillespie, Larry Braskamp, and Mary Dwyer)
ch. 26 It Takes a Curriculum: Bringing Global Mindedness Home (Kevin Hovland)
ch. 27 Educating Globally Competent Citizens through International Service Learning (William M. Plater, et al.)
ch. 28 Creating Deep Partnerships with Institutions Abroad: Bard College as Global Citizen (Susan H. Gillespie, et al.)
ch. 29 Creating Study Abroad Opportunities for First-Generation College Students (Maria D. Martinez, Bidya Ranjeet, and Helen A. Marx)
ch. 30 It's Not about You: The UConn Social Entrepreneur Corps Global Commonwealth Study Abroad Model (Ross Lewin and Greg Van Kirk)

Contributors
Index

Additional Info:
In "Higher Education Reconceived: A Geography of Change", authors Sherrie Reynolds and Toni Craven examine the process of change in higher education as they engage the reader in conversation about how we relate to ourselves and to one another. They draw on modern and post-modern elements of higher education as well as personal narratives to address personal change, emergent change, and changing ideas about learning, curriculum, and communities of learning. The traditional view in higher education is that teaching causes learning. However, these authors assess how, as our ideas of student learning, research, and disciplines have developed, our understanding of teaching has evolved as well. Throughout, the authors intimate a sense of the spiritual in the processes of teaching and learning. This holistic volume encourages meditation on the multidimensional journey of teaching and learning, sheds new light on current paradigms of education, and presents ways of living together in a pluralistic and globally connected world. Opening each chapter with a labyrinth illustration to depict the winding and porous nature of the topic, this book should find a place on every educator's bookshelf. As teacher-scholars together discover a new understanding of higher education fit for our times, they should never forget that - as Reynolds put it - 'Being a university professor is a sacred trust'.
(From the Publisher)

Table Of Content:
Introduction Labyrinths

ch. 1 Personal Change
Sherri Reynolds: Change
Change as Process
Change Is Messy
Avoiding Change
Toni Craven: A Story of Change
Ezekiel and Transformative Change
Change and Conversation

ch. 2 Emergent Change
First and Second Order Change
Change as Fractal
Seeing through Old Ideas

ch. 3 Changing Ideas about Consciousness
Bedrock Ideas
The Mechanical Universe
A Transition
From Simple to Complex
From Hierarchy to Heterarchy
From Mechanical to Holographic
From Determinate to Indeterminate
From Linear toward Mutual Casuality
From Assembly toward Morphogenesis
From Objective toward Perspective
How Does This Affect Teaching and Scholarship?

ch. 4 Changing Ideas about Learning
Modern Learning
Darwinism and Neo-Darwinism
Ivan Pavlov (1849-1936)
John Broadus Watson (1878-1958)
B. F. Skinner (1904-1990)
Turning Points in Modern and Post-Modern Learning
Jean Piaget (1896-1980)
Lev Semyonovich Vygotsky (1896-1934)
Post-Modern Learning
Learning through Feedback
Learning Is Self-Organizing
Importance of Unconscious Thought in Learning
Learning as Emergent Order

ch. 5 Changing Ideas About Curriculum
Curriculum as Sequence
Post-Modern Curriculum
William Doll's Curriculum as Matrix
Richness
Recursion
Relations
Rigor
Curriculum as Autobiography
Relationships in a Complex System
Who Are Our Students?

ch. 6 Changing Ideas about Communities of Learning
Caring Relationships
Preparing Myself for Class
Using Feedback
Faculty and Community
Searching for Excellence
A New Story
Metaphors for Teaching
Seeing and More
Caring about Students
Relationality in Process

Notes
Lists of Works Cited
Index
About the Authors
Credits

Additional Info:
Click Here for Book Review
Abstract: Moving beyond critique, Alternative Solutions to Higher Education’s Challenges uses an appreciative approach to highlight what is working in colleges and universities and offers an examination of how institutions can improve practice. Drawing on examples and cases from real higher education institutions, this book offers a solution-focused framework that challenges the negative assumptions that have plagued higher education. Chapters explore how current narratives have perpetuated and maintained systematic flaws in our education system and have hindered reform. This invaluable resource breaks from the substantial literature that only highlights the many problems facing higher education today, and instead provides alternative strategies and essential recommendations for moving higher education institutions forward. (From the Publisher)

Table Of Content:
Preface

ch. 1 Developing a Toolbox for Appreciative Approaches to Change
ch. 2 Cultivating Organizational Strengths Through Democratic Leadership
ch. 3 Fostering an Enriching Community Life and Effective Public Service
ch. 4 Centering Institutional Practices Around Meaningful Student Learning
ch. 5 Leveraging Liberal Education to Promote Equal Opportunity
ch. 6 Embracing the Heart in the Head(y) World of Higher Education
ch. 7 Reclaiming Teaching in Person
ch. 8 Moving Forward

References
Index

Additional Info:
The paper explores the impact of the change in populations, the impact of electronic communication, and the multiplicity of methodological approaches on the ethos and practices of biblical studies. It proposes a rhetorical emancipatory educational paradigm and explores its possibilities for the professional education of biblical scholars on the doctoral level. Since both college and seminary teachers are shaped in and through their doctoral studies, it is necessary to focus on doctoral education in order to address the growing recognition that the discipline of biblical studies in its present form needs to cultivate transformative intellectuals who are not only at home in the academy but also can critically intervene in the public discourses and uses of the Bible in religious communities, democratic publics, or global inter-religious relations.

Additional Info:
This essay considers Christian theological education in South Asia highlighting pertinent issues in pedagogical content, form, method, and praxis. Debunking the notion of students as "empty bottles" to be filled, and criticizing the top-down model of education, the paper argues that theological education is an ongoing and interactive process in which students and teachers are participants who share and reflect upon each other's faith and socio-cultural experiences. Participants reject, test, negotiate, and choose – while remaining open to the variety that is embodied in different human experiences. The paper stresses the relationship between the theological college and the church and calls for mutual responsibility, respect, and accountability. In an increasingly communal and fundamentalist atmosphere that poses a threat to multi-culturalism, the role of the laity in shaping theological education is highlighted and public debate is encouraged. The paper calls for interactive and dialogic learning. A version of this paper was published in Ministerial Formation 100 (2003): 5–16.

Additional Info:
A panel at the 2016 American Academy of Religion conference staged, taped, transcribed, and edited this conversation about the challenges and opportunities of teaching in a “nano department” – an undergraduate religion or religious studies department (or combined religion and philosophy department) with only one, two, or three faculty members. Two things quickly become evident: one is the impossibility of coverage of the full religious studies curriculum, and the other is the necessity for collaboration with other departments. Neither of these is unique to nano departments, but there exists an intimacy between students and faculty in small departments, a necessary freedom to rethink the place of the study of religion in the liberal arts curriculum, and a disruptive value in what can be critiqued and contributed from a marginalized position. Arguably, nano departments are the canaries in the academic coal mine, charting the future of the humanities that cannot be discerned from the vantage point of Research-1 contexts.

Additional Info:
Engages a topic of pressing concern for government, business, and education leaders around the world: the race to establish 'world-class' universities. Some herald the globalization of higher education as the key to a dynamic and productive 'knowledge society.' Others worry that modern universities have come to resemble multinational corporations. (From the Publisher)

Table Of Content:
List of Figures and Tables
Foreword Acknowledgements
Introduction

Part I: Regionalism(s) and Global Higher Education Reform
ch. 1 Global Aspirations and Strategizing for World-Class Status: New Modes of Higher-education governance and the Emergence of Regulatory Regionalism in East Asia (Ka Ho Mok)
ch. 2 Contributing to the Southeast Asian Knowledge Economy? Australian Offshore Campuses in Malaysia and Vietnam (Anthony R. Welch)

Part II: The Changing Dimensions of University Governance
ch. 3 Collegiality and Hierarchy: Coordinating principles in higher education (Ivar Bleiklie)
ch. 4 The Twenty-First Century University: Dilemmas of Leadership and Organizational Futures (Rosemary Deem)

Part III: Academic Roles and the Purposes of the University
ch. 5 Medieval Universities and Aspirations to Universal Significance (Ian P. Wei)
ch. 6 The Changing Role of the Academic: Historical and Comparative Perspectives (Xu Xiaozhou, Xue Shan)

Part IV: Shifting Patterns in Graduate and Undergraduate Education
ch. 7 Toward General Education in the Global University: The Chinese Model (Chen Honjie, Shen Wenqin, Cai Leiluo)
ch. 8 Doctoral Education and the Global University: Student Mobility, Hierarchy, and Canadian Government Policy (Glen A. Jones, Bryan Gopaul)

Part V: Universities and External Funding
ch. 9 What Can Modern Universities Learn from the Past? English Universities Working with Industry, 1870-1914 (John Taylor)
ch. 10 Universities and the Effects of External Funding: Sub-Saharan Africa and the Nordic Countries (Peter Maassen)

Conclusion: Lessons from the Past, Considerations for the Future
Notes on Contributors

Additional Info:
Changes in instructional paradigms are leading to changes in the way student achievement is tested, including group testing, online testing and authentic testing. This issue discusses the theory and practice of these new forms of testing and offers practical suggestions for instructors considering their use. (From the Publisher)

Table Of Content:
ch. 1 Introduction: Faculty and student classroom improprieties (John M. Braxton, Alan E. Bayer)
ch. 2 Sociological explanations for faculty and student classroom incivilities (Nathaniel J. Bray, Marietta Del Favero)
ch. 3 Dynamics of gender, ethnicity, and race in understanding classroom incivility (Mia Alexander-Snow)
ch. 4 Incidence and student response to faculty teaching norm violations (John M. Braxton, Melinda Rogers Mann)
ch. 5 The influence of teaching norm violations on the welfare of students as clients of college teaching (John M. Braxton, Alan E. Bayer, James A. Noseworthy)
ch. 6 Toward a code of conduct for undergraduate teaching (John M. Braxton, Alan E. Bayer)
ch. 7 Student norms of classroom decorum (Timothy C. Caboni, Amy S. Hirschy, Jane R. Best)
ch. 8 Effects of student classroom incivilities on students (Amy S. Hirschy, John M. Braxton)
ch. 9 Promulgating statements of student rights and responsibilities (Alan E. Bayer)
ch. 10 Conclusions and recommendations: Avenues for addressing teaching and learning improprieties (Alan E. Bayer, John M. Braxton)
Appendix: Description of research methods and analyses

Additional Info:
America is being held back by the quality and quantity of learning in college. This is a true educational emergency! Many college graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers' expectations. We are losing our minds—and endangering our social, economic, and scientific leadership. Critics say higher education costs too much and should be more efficient. But the real problem is value, not cost; financial 'solutions' alone won't work. In this book, Keeling and Hersh argue that the only solution - making learning the highest priority in college - demands fundamental change throughout higher education. (From the Publisher)

Table Of Content:
Preface
Acknowledgements

ch.1 Higher Education Without Higher Learning
ch. 2 Judging College Quality
ch. 3 The Developmental Basis of Higher Learning
ch. 4 The Neuroscience of Learning
ch. 5 Assessment for Higher Learning
ch. 6 More is Not Better, Better is More: A Framework for Rethinking American Higher Education
ch. 7 Talk of Change is Not Change: Rethinking American Higher Education

Notes
Index

Additional Info:
Click Here for Book Review
Abstract: Higher education is facing unprecedented change as today’s graduates need particular skills, awareness, and knowledge to successfully navigate a complex and interconnected world. Higher education institutions and practitioners are under pressure to be attentive to internationalization initiatives that support increasingly diverse student populations and foster the development of global citizenship competencies which include, “problem-defining and solving perspectives that cross disciplinary and cultural boundaries” (Hudzik, 2004, p. 1 as cited in Leask & Bridge, 2013).

Internationalizing Higher Education: Critical Collaborations across the Curriculum is for current and future faculty, student affairs staff, and administrators from diverse disciplinary, institutional, and geographic contexts. This edited volume invites readers to investigate, better understand, and inform intercultural pedagogy that supports the development of mindful global citizenship. This edited volume features reflective practitioners exploring the dynamic and evolving nature of intercultural learning as well as the tensions and complexities. Contributors include institutional researchers, directors and key implementers of EU/Bologna process in Poland (one of the newest members and one that is facing unprecedented change in the diversity of its students), international partners in learning abroad programs, and scholars and instructors across a range of humanities, STEM, and social sciences. (From the Publisher)

Table Of Content:
Acknowledgments
Internationalizing Higher Education: Critical Collaborations across the Curriculum (Rhiannon D. Williams and Amy Lee)

Section 1: Mindful Global Citizenship: Critical Concepts and Current Contexts
ch. 1 On the Hologram of International Education: With Raya Hegerman-Davis, Amy Lee, Nue Lor, & Rhiannon Williiams (Josef A. Mestenhauser)
ch. 2 Promoting Holistic Global Citizenship in College: Implications for Education Practitioners (Elena Galinova)
ch. 3 The Challenges and Implications of Globalization for Undergraduate Pedagogy (Marta A. Shaw)
ch. 4 Institutional and Instructional Techniques to Promote Undergraduates’ Intercultural Development: Evidence from a Multi-Institutional Student Survey (Krista M. Soria)

Section 2: Developing Intercultural Programs and Practitioners
ch. 5 Internationalizing Teaching and Learning: Transforming Teachers, Transforming Students (Gayle Woodruff, Kate Martin and Mary Katherine O’Brien)
ch. 6 Strategies for the Development of an Intercultural Environment (Jill E. Blondin)
ch. 7 Global Citizenship: Surfacing the Gap between Rhetoric and Reality in Internationalization of Management Curricula (Diana Rajendra, Janet Bryant, Patricia Buckley and Ryan Jopp)
ch. 8 Social Competencies in the European and Polish Qualifications Framework: A Tool for Designing Intercultural Environments (Ewa Chmielecka and Izabela Buchowicz)

Section 3: Critical Reflections from across the Curriculum
ch. 9 Internationalizing Teaching and Learning in a Graduate Doctor of Nursing Program Curriculum (Mary Benbenek)
ch. 10 Internationalizing College Algebra (Susan Staats)
ch. 11 Illuminating a Course Transformation Journey (Catherine Solheim, Mary Katherine O’Brien and Scott Spicer)
ch. 12 Social Media & Intercultural Competence: Using Each to Explore the Other (Barbara Gibson, Meredith Hyde and Troy Gordon)
ch. 13 Developing Diversity-Related Competences in Creativity Workshop for Teachers (Adam Jagiello-Rusilowski)
ch. 14 On Becoming a Global Citizen: Critical Pedagogy and Crossing Borders in and out of the University Classroom (Sahtiya Hosoda Hammell, Rose Cle, Lauren Start, Chrissie Monaghan and Carol Anne Spreen)
ch. 15 “Unpacking” International Experience through Blended Intercultural Praxis (Jane Jackson)

Notes on Contributors

Additional Info:
A Professor's Work attempts to clear up questions about the role of the college professor in society by providing a field study of what a professor actually does. The author organizes a year of his work and his colleagues into an overview of a years teaching, research, and service. The first section describes the service work, including a depiction of the search for a new faculty member, and a committee that investigated the appearance of extremely large general educational classes. Then the teaching section focuses on the teaching and evaluation of a single course, and the dealing with problems encountered by the wide variety of students who attend an urban university. Finally, the research section exposes the relationship of writing and publishing to the conflicts and interactions of scholars and with the impact the study had on the university community. The author also includes a representation of community activities, the relationship of a professor's work to his family life, and an evaluation of professors studied against two theoretical models of professional behavior and activity. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Perceptions of the Professor
ch. 2 Inside the Department
ch. 3 How an Intrepid Band of Professors Confronted the General Education Monsters
ch. 4 University Encounters
ch. 5 But Don't Professors Also Teach Courses
ch. 6 And Of Course There Were Students
ch. 7 The Scholar Writes War and Peace, Participates in the Scientific Enterprise, and Receives a Call From the East
ch. 8 A Professor's Work Photographs
ch. 9 Serving the Community
ch. 10 Even Professors Have Families
ch. 11 Is the Professor a Professional?

Cast
References
About the Author

Additional Info:
This is Gene Maeroff's "report from the front" on the short history and status of online learning in the United States and around the world. Maeroff is a reporter who takes you to the schools from Penn State's World Campus to the Florida Virtual School to the newly emerging online learning initiatives in Afghanistan. His journey ultimately provides a snapshot of the way in which technology is changing the minds of people with regard to the nature of higher education. He looks at the method of electronic delivery, the quality of the information being delivered and quality of interaction it engenders. He looks at the way learners are adapting to this new technology and how much responsibility is put on the student's shoulders. Finally, and maybe tellingly, he looks at the business of online learning. (From the Publisher)

Table Of Content:
Preface

ch. 1 An Invitation to a Revolution
ch. 2 Delivering the Goods
ch. 3 The Nature of Interaction
ch. 4 Facilitating the Conversation
ch. 5 Adapting to the New
ch. 6 Responsibility for Learning
ch. 7 The Business of Online Education
ch. 8 Focusing E-Learning on Careers
ch. 9 But Is It Legitimate?
ch. 10 Controlling the Process
ch. 11 In School, on Campus
ch. 12 Serving Those Least Served
ch. 13 Redefining the Educational Institution
ch. 14 Online Courses across the Gamut
ch. 15 Educational Purposes in the Cyber Era

Notes
Bibliography
Index

Additional Info:
Nel examines the factors contributing to overwork on the part of faculty members in higher education: habit, economics, a culture of busy-ness, the blurred line between work and "fun," technological connectedness, etc.

Additional Info:
Based on "preliminary findings of an ongoing study at Boise State University," the author reports that faculty work 61 hours/week, increasingly at administrative tasks, and "largely alone." Only a vanishingly small percentage of time is spent on research and writing. The article is especially relevant in contrast with periodic pieces purporting to show that instructors in higher ed are protected from economic realities and underworked.

Additional Info:
Hugh Heclo's recent book On Thinking Institutionally (Paradigm Publishers, 2008) analyzes changes that have taken place in the past half century in how North Americans tend to think and act in institutions. The volume is receiving particular attention as it can be applied to higher education and to religious denominations, and so deserves consideration by those who teach in theology and religious studies. At an October 2009 conference, The Wabash Center hosted a lively discussion of Heclo's volume among invited religion and theology scholars, which resulted in the present compilation of four short responses to the book. What was and is clear from these responses is that while Heclo has identified a crucial issue, his analysis and prescription leave important theoretical and practical questions untouched. Indeed part of the energy around the discussion of the book flowed from the ways in which his lack of attention to social class, gender, race, and age circumscribed his ability to robustly describe and diagnose the challenge that gave rise to his book. In order to orient readers to the volume and discussion of it, the "Conversation" begins with a descriptive review of the book.

Additional Info:
In this Prezi (without voice-over), Thompson explains "open access" to educators and scholars. Includes attention to Open Educational Resources (OER), the relation of Creative Commons to "public domain" and traditional copyright, the difference between "open access" and "open source," different axes of "openness," and the economic crisis in academic publishing. Includes link to Google Doc capturing all URLs cited in the Prezi.

Additional Info:
The Future Compatible Campus can assist all of us in framing a workable plan and translating that plan into action. We know that we must prepare for the future; Oblinger and Rush help us do so with intelligence and forethought. (From the Publisher)

Table Of Content:
About the Authors
Preface and Chapter Summary
Acknowledgments

Part 1: The Rationale for the Future Compatible Campus
ch. 1 Transforming the Academy (Kristine A. Hafner and Diana G. Oblinger)

Part 2: Planning for the Future
ch. 2 A Strategy for I/T Investments (William H. Graves)
ch. 3 Strategic Information Technology Planning in Higher Education (Charles R. Moran)
ch. 4 Staging for the Launch: An Implementation Planning Framework (Thomas C. Wunderle)
ch. 5 Student Services for the 21st Century: Creating the Student-Centered Environment (Martha A. Beede and Darlene J. Burnett)

Part 3: Moving Toward the Future in Teaching and Learning
ch. 6 Student Mobile Computing (Diana G. Oblinger, Mark Resmer, and James R. Mingle)
ch. 7 Wake Forest University's Strategic Plan for Technology (David G. Brown)
ch. 8 Collaborative Learning (Edwin J. Pinheiro)
ch. 9 Instructional Technology and the Mainstream: The Risks of Success (William H. Geoghegan)
ch. 10 Making Ends Meet: A Faculty Perspective on Computing and Scholarship (James S. Noblitt)

Part 4: Developing the Infrastructure
ch. 11 The Importance of the Campus Network Infrastructure (Richard Nichols)
ch. 12 Planning for Success: Are You Ready for Clent/Server? (David L. Bellamy and Danuta C. McCall)
ch. 13 Designing Classrooms for the 21st Century (Kathryn L. Conway)
ch. 14 Prepare Today for the Digital Library of Tomorrow (Richard P. Hulser)
ch. 15 Managing Innovation: Project Implementation in Higher Education (D. Lawrence Bivins)

Part 5: Measuring Success
ch. 16 Knowing How It Is All Working: The Role of Performance Measurements (James W. Cortada)

Index

Additional Info:
This pdf is an entire 200 page book published by Parlor Press, Anderson, South Carolina 2014). It contains twenty-three chapters, by different authors, exploring the benefits and disadvantages of the recent educational phenomenon known as Massive Open Online Courses (acronym, MOOC). 

Table Of Content:
Introduction: Building on the Tradition of CCK08 (Charles Lowe)

ch. 1 MOOCology 1.0 (Glenna L. Decker)
ch. 2 Framing Questions about MOOCs and Writing Courses (James E. Porter)
ch. 3 A MOOC or Not a MOOC: ds106 - Questions the Form (Alan Levine)
ch. 4 Why We Are Thinking About MOOCs (Jeffrey T. Grabill)
ch. 5 The Hidden Costs of MOOCs (Karen Head)
ch. 6 Coursera: Fifty Ways to Fix the Software (with apologies to Paul Simon) (Laura Gibbs)
ch. 7 Being Present in a University Writing Course: A Case Against MOOCs (Bob Samuels)
ch. 8 Another Colonialist Tool? (Aaron Barlow)
ch. 9 MOOCversations: Commonplaces as Argument (Jeff Rice)
ch. 10 MOOC Feedback: Pleasing All the People? (Jeremy Knox, Jen Ross, Christine Sinclair, Hamish Macleod, and Siân Bayne)
ch. 11 More Questions than Answers: Scratching at the Surface of MOOCs in Higher Education (Jacqueline Kauza) ch. 12 Those Moot MOOCs: My MOOC Experience (Melissa Syapin)
ch. 13 MOOC Assigned (Steven D. Krause)
ch. 14 Learning How to Teach ... Differently: Extracts from a MOOC Instructor’s Journal (Denise K. Comer)
ch. 15 MOOC as Threat and Promise (Edward M. White)
ch. 16 A MOOC With a View: How MOOCs Encourage Us to Reexamine Pedagogical Doxa (Kay Halasek, Ben McCorkle, Cynthia L. Selfe, Scott Lloyd DeWitt, Susan Delagrange, Jennifer Michaels, and Kaitlin Clinnin)
ch. 17 Putting the U in MOOCs: The Importance of Usability in Course Design (Heather Noel Young)
ch. 18 “I open at the close”: A Post-MOOC Meta-Happening Reflection and What I’m Going to Do About That (Elizabeth D. Woodworth)
ch. 19 Here a MOOC, There a MOOC (Nick Carbone)
ch. 20 Writing and Learning with Feedback Machines (Alexander Reid)
ch. 21 Learning Many-to-Many: The Best Case for Writing in Digital Environments (Bill Hart-Davidson)
ch. 22 After the Invasion: What’s Next for MOOCs? (Steven D. Krause)

Contributors
Index

Additional Info:
Web site providing the full text of the American Association of University Professors’ bimonthly publication, with the mission to advance academic freedom and shared governance, to define fundamental professional values and standards for higher education, and to ensure higher education's contribution to the common good.

Additional Info:
This Auburn Studies report highlights the changing features of online distance education (ODE) within theological schools. Distance education is not a new phenomenon, particularly within the broader field of higher education, and yet the “disruptive innovation” of the internet, as Clayton Christensen and others have argued, has only recently begun to change theological education.[i] While in some respects the impact of the internet is dramatic and new, many faith traditions have deep experience with the sort of mediated presence distinctive of ODE.

For many world religions, the embodied presence of their founders—Moses, Jesus, Mohammad, Buddha, and others—was brief. For most of the histories of these great traditions, “not being there” has been normative. Take, for example, the story of Jesus’ post-resurrection appearance to the disciples in the Gospel of John. All the disciples were there, save Thomas, who would not believe Jesus was truly alive without “being there” to see and touch Jesus. Lucky for him, a week later Jesus appeared to Thomas as well. But note what Jesus said: “Have you believed because you have seen me? Blessed are those who have not seen and have come to believe.” This is the case for millions of believers today, whose experience of the holy is through a mediating presence, holy objects, or rituals, and perhaps, most profoundly, through scriptures understood as God’s presence, voice, or word.

It is then not an unfamiliar world at all for people of faith to teach and learn at a distance, using mediated relationships to do so—even when the technology affording the connection is indeed new. While this report outlines our research findings, we also hope to offer resources for thinking in creative and hopeful ways in a time of change. The report takes stock of a generation of change in theological education driven by what is often called the “digital revolution.” We highlight three key findings:

First, ODE is growing rapidly, pushing the boundaries of who typically attends theological school. Over the past decade, enrollment at member schools of The Association of Theological Schools (ATS) dropped by 11%; in the same period, online enrollment rose almost 200%. Broader cultural patterns regarding spirituality are surely at play as we see the democratizing force of the internet opening theological exploration to a much wider—and, it turns out, quite interested—audience. Given the success of ODE, many schools suddenly find themselves with too large and expensive a physical plant for the educational needs.

Second, ODE student outcomes are equal to or better than those of traditional residential classes. Many critics—even now—harbor doubts that anything but students and a professor in a room together can achieve the desired educational outcomes. Yet the evidence shows this is not true. ODE provokes pedagogical innovation, shifting the focus from teacher to learner, and the power of the contexts in which the student learns. For both faculty and students, it is powerful to take seriously the “real world” context where student learning and daily work dynamically interrogate one another. Ironically, we found, while ODE takes more time and effort, remarkably few resources are currently dedicated to training and supporting faculty as they learn this new medium.

Third, the integrated reality of digital life is quickly making the old divide between “traditional” and “online” classes—and hybrid courses or programs, which toggle between the two—obsolete. ODE creates an identity crisis for many schools that value highly the formative power of “being there” in classroom, chapel, and community life. Yet the question the disruption of the internet raises is “where” does education actually happen? It is clearly wherever the student lives, works, and learns, including in virtual spaces and through digitally mediated access to human and material resources.

Table Of Content:
Executive Summary

I. Introduction
II. Overview of Literature
----Case Study: Bethel Seminary
III. Whats, Whys, and Hows of Online Distance Education
----Case Study: Luther Seminary
IV. Why Say Yes to ODE?
----Case Study: Central Baptist Theological Seminary
V. Challenges for ODE
----Case Study: Columbia Theological Seminary
VI. How to Jumpstart ODE
VII. Conclusions
Sage Advice: How to Do it Well
Data Sources

About the Authors, Funding and Support

Additional Info:
By the authors of the bestselling 13th Gen, the first in-depth examination of the Millennials—the generation born after 1982.

In this remarkable account, certain to stir the interest of educators, counselors, parents, and people in all types of business as well as young people themselves, Neil Howe and William Strauss introduce the nation to a powerful new generation: the Millennials. They will also explain:

Why today's teens are smart, well-behaved, and optimisitc, and why you won't hear older people say that.

Why they get along so well with their Boomer and Xer parents.

Why Millennial collegians will bring a new youth revolution to America's campuses.

Why names like "Generation Y" and "Echo Boom" just don't work for today's kids.

Having looked at oceans of data, taken their own polls, and talked to hundreds of kids, parents, and teachers, Howe and Strauss explain how Millennials are turning out to be so dramatically different from Xers and boomers and how, in time, they will become the next great generation. (From the Publisher)

Table Of Content:
Part One - where They come From
ch. 1 The Next Great Generation
ch. 2 From Babies on Board to Power Teens
ch. 3 The Coming Millennial Revolution

Part Two - who They are
ch. 4 The Baby Boomlet (demography)
ch. 5 Kinderpolitics (political economy)
ch. 6 Ground Zero of the Culture Wars (family)
ch. 7 Raising Standards for Regular Kids (school)
ch. 8 Jiggy with It (pace of life)
ch. 9 Zero Tolerance (conduct)
ch. 10 Junior Citizens (community)
ch. 11 The Happiness Business (culture)
ch. 12 Rocket Cash (commerce)
ch. 13 Planet Pokemon (world)

Part Three - where They're going
ch. 14 The Clock Is Tickin'
ch. 15 Hero Generations in History
ch. 16 A Capacity for Greatness

Millennials Rising
Afterword
Notes

Additional Info:
A report from the Social Science Research Council (SSRS) that extends findings reported in the 2010 book "Academically Adrift" to document practices associated with improved student performance, as well as differences across individuals and institutions in the level of learning.

Additional Info:
This book provides a provocative look at the issues and controversies surrounding grade inflation, and, more generally, grading practices in American higher education. The contributors confront the issues from a number of different disciplines and varying points of view. Topics explored include empirical evidence for and against the claim that there is a general upward trend in grading, whether grade inflation (if it exists) is a problem, which ethical considerations are relevant to grading, and whether heavy reliance on anonymous student evaluations of teaching excellence has a distorting effect on grading practices. Finally, the contributors offer contrasting perspectives on the prospects for reform.

"As state and federal agencies begin to talk about accountability for universities, the topic of grade inflation could become even more politicized. This timely book addresses a topic of significant public interest and does it well. The fact that the contributors disagree, take different approaches, and address different aspects of grade inflation is a virtue." - Kenneth A. Strike, author of Ethical Leadership in Schools: Creating Community in an Environment of Accountability

"This book encourages academic communities to engage in constructive debate over their professional responsibilities as evaluators of student academic work. Its greatest strength is that it presents disparate perspectives on the complex topics of grading and grade inflation. The contributors are in a real sense engaged in a discussion on the subject, which makes the book refreshing and intellectually stimulating." - Matthew Hartley, University of Pennsylvania

Contributors include CliffordAdelman, David T. Beito, Mary Biggs, Harry Brighouse, Lester H. Hunt, Richard Kamber, Alfie Kohn, Charles W. Nuckolls, Francis K. Schrag, and John D. Wiley.
(From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments

ch. 1 The Dangerous Myth of Grade Inflation (Alfie Kohn)
ch. 2 Undergraduate Grades: A More Complex Story Than "Inflation" (Clifford Adelman)
ch. 3 Understanding Grade Inflation (Richard Kamber)
ch. 4 Grade Inflation and Grade Variation: What's All the Fuss About? (Harry Brighouse)
ch. 5 From Here to Equality: Grading Policies for Egalitarians (Francis K. Schrag)
ch. 6 Grade "Inflation" and the Professionalism of the Professoriate (Mary Biggs)
ch. 7 Fissures in the Foundation: Why Grade Conflation Could Happen (Mary Biggs)
ch. 8 Grading Teachers: Academic Standards and Student Evaluations (Lester H. Hunt)
ch. 9 Combating Grade Inflation: Obstacles and Opportunities (Richard Kamber)
ch. 10 Grade Distortion, Bureaucracy, and Obfuscation at the University of Alabama (David T. Beito and Charles W. Nuckolls)

Afterword: Focusing on the Big Picture (Lester H. Hunt)
List of Contributors
Index

Additional Info:
This book describes policies, programs, and practices that a diverse set of schools have used to promote student success, and shows how other schools can use them to improve student success in their context. Based on the Project DEEP (Documenting Effective Educational Practices) study, this book will provide concrete examples of what different types of institutions can do to help different types of students succeed in college at higher rates. The broad spectrum of schools make the book applicable across institutional type, showing readers how to encourage a variety of desired outcomes including student satisfaction, persistence, learning and personal development. Coordinated by the NSSE Institute for Effective Educational Practice a the Indiana University Center for Postsecondary Research, the project was co-sponsored by the Carnegie Foundation for the Advancement of Teaching, the Pew Forum on Undergraduate Learning, and supported by grants from the Lumina Foundation and the Center for Inquiry in the Liberal Arts at Wabash College. (From the Publisher)

Table Of Content:
Pt. 1 Introduction
ch. 1 Student engagement : a key to student success

Pt. 2 Properties and conditions common to educationally effective colleges
ch. 2 "Living" mission and "lived" educational philosophy
ch. 3 An unshakeable focus on student learning
ch. 4 Environments adapted for educational enrichment
ch. 5 Clear pathways to student success
ch. 6 An improvement-oriented ethos
ch. 7 Shared responsibility for educational quality and student success

Pt. 3 Effective practices used at DEEP colleges and universities
ch. 8 Academic challenge
ch. 9 Active and collaborative learning
ch. 10 Student-faculty interaction
ch. 11 Enriching educational experiences
ch. 12 Supportive campus environment

Pt. 4 summary and recommendations
ch. 13 Principles for promoting student success
ch. 14 Recommendations

App. A Research methods
App. B Project DEEP research team
App. C National survey of student engagement

Additional Info:
An investigation of how the contemporary university should develop and the form of pedagogy used. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 University pedagogy for a better world
ch. 2 Critical theory and the transformation of university pedagogy
ch. 3 Socio-historical options and constraints
ch. 4 Accounting for pedagogic quality
ch. 5 Pedagogic justice
ch. 6 Student experience as the development of communicative reason
ch. 7 Intellectualizing university teaching and student learning
ch. 8 Creating the environment for critical pedagogy
ch. 9 University pedagogy for justice, communication and reason

References
Index

Additional Info:
How appropriate for today and for the future are the policies and practices of higher education that largely assume a norm of traditional-age students with minimal on-campus, or no, work commitments?

Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students – with a substantial number of “traditional” dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week – little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students.

The high, and increasing, prevalence and intensity of working among both dependent and independent students raises a number of important questions for public policymakers, college administrators, faculty, academic advisors, student services and financial aid staff, and institutional and educational researchers, including: Why do so many college students work so many hours? What are the characteristics of undergraduates who work? What are the implications of working for students’ educational experiences and outcomes? And, how can public and institutional policymakers promote the educational success of undergraduate students who work?

This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes.

The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword
Introduction

Section 1 Work As a Form of Financial Aid
ch. 1 Student Work and the Financial Aid System (Sandy Baum)

Section 2 Work As a Component of Student Identity
ch. 2 Adult Workers as Undergraduate Students: Significant Challenges for Higher Education Policy and Practice (Carol Kasworm)
ch. 3 Overcoming Adversity: Community College Students and Work (John S. Levin, Virginia Montero Hernandez, Christine Cerven)
ch. 4 Mobile Working Students: A Delicate Balance of College, Family, and Work (Mary Ziskin, Vasti Torres, Don Hossler, Jacob P.K. Gross)
ch. 5 Academic Success for Working Adult Students (Heather T. Rowan-Kenyon, Amy K. Swan, Nancy L. Deutsch, Bruce Gansneder)

Section 3 Work As a Vehicle for Promoting Cognitive Development and Learning
ch. 6 Using Economics to Illuminate the Dynamic Higher Education Landscape (Doug Lynch, Michael Gottfried, Wendy Green, Chris Allen Thomas)
ch. 7 Of A Mind to Labor: Reconceptualizing Student Work and Higher Education
ch. 8 Job Fare: Workplace Experiences That Help Students Learn

Section 4 Work As a Vehicle for Improving Student Engagement
ch. 9 Working During College: Its Relationship to Student Engagement and Education Outcomes
ch. 10 Effects of Work On African American College Students' Engagement
ch. 11 Impact of Working On Undergraduate Students' Interactions With Faculty

Section 5 Work As a Vehicle for Improving Educational and Economic Attainment
ch. 12 Understanding The Relationship Between Working While In College and Future Salaries

Conclusions and Recommendations for Policy, Practice, and Future Research
About The Authors and Editor

Index

Additional Info:
An engaging and accessible rumination on the purposes of liberal arts education and how they have been undermined in the past 50 years.

Additional Info:
It is no longer clear what role the University plays in society. The structure of the contemporary University is changing rapidly, and we have yet to understand what precisely these changes will mean. Is a new age dawning for the University, the renaissance of higher education under way? Or is the University in the twilight of its social function, the demise of higher education fast approaching? We can answer such questions only if we look carefully at the different roles the University has played historically and then imagine how it might be possible to live, and to think, amid the ruins of the University. Tracing the roots of the modern American University in German philosophy and in the work of British thinkers such as Newman and Arnold, Bill Readings argues that the integrity of the modern University has been linked to the nation-state, which it has served by promoting and protecting the idea of a national culture. But now the nation-state is in decline, and national culture no longer needs to be either promoted or protected. Increasingly, universities are turning into transnational corporations, and the idea of culture is being replaced by the discourse of "excellence." On the surface, this does not seem particularly pernicious. The author cautions, however, that we should not embrace this techno-bureaucratic approach too quickly. The new University of Excellence is a corporation driven by market forces, and, as such, is more interested in profit margins than in thought. Readings urges us to imagine how to think, without concession to corporate excellence or recourse to romantic nostalgia within an institution in ruins. The result is a passionate appeal for a new community of thinkers. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments

ch. 1 Introduction
ch. 2 The Idea of Excellence
ch. 3 The Decline of the Nation-State
ch. 4 The University within the Limits of Reason
ch. 5 The University and the Idea of Culture
ch. 6 Literary Culture
ch. 7 Culture Wars and Cultural Studies
ch. 8 The Posthistorical University
ch. 9 The Time of Study: 1968
ch. 10 The Scene of Teaching
ch. 11 Dwelling in the Ruins
ch. 12 The Community of Dissensus

Notes
Index

Additional Info:
This article employs George Lakoff and Mark Johnson's work on metaphor (1980) to examine the current use of the term “learning outcomes” within higher education. It argues that “learning outcomes” is an ontological metaphor (education becomes focused on results that one can understand and measure) that resonates with contemporary academic capitalism. Yet because metaphors highlight some things and conceal others, thinking about teaching and disciplines using “learning outcomes” hides other dimensions of academic capitalism and obscures unquantifiable and highly complex aspects of education. Finally, the article explores ways in which an emphasis upon outcomes has consequences for the field of Religious Studies.

Additional Info:
Click Here for Book Review
Abstract: Critical theory has much to teach us about higher education. By linking critical models, methods, and research tools with an advocacy-driven vision of the central challenges facing postsecondary researchers and staff, Critical Approaches to the Study of Higher Education makes a significant—and long overdue—contribution to the development of the field.

The contributors argue that, far from being overly abstract, critical tools and methods are central to contemporary scholarship and can have practical policy implications when brought to the study of higher education. They argue that critical research design and critical theories help scholars see beyond the normative models and frameworks that have long limited our understanding of students, faculty, institutions, the organization and governance of higher education, and the policies that shape the postsecondary arena.

A rigorous and invaluable guide for researchers seeking innovative approaches to higher education and the morass of traditionally functionalist, rational, and neoliberal thinking that mars the field, this book is also essential for instructors who wish to incorporate the lessons of critical scholarship into their course development, curriculum, and pedagogy. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Critical discourse analysis in higher education policy research (Ana M. Martinez-Aleman)
ch. 2 Sense and sensibility: considering the dynamic between scholarship and lived experiences (Mitchell J. Chang)
ch. 3 A critical approach to power in higher education (Brian Pusser)
ch. 4 A critical reframing of human capital theory in US higher education (Sheila Slaughter, Barrett J. Taylor, and Kelly O. Rosinger)
ch. 5 The ideas and craft of the critical historian of education (Derrick P. Alridge)
ch. 6 The state and contest in higher education in the globalized era: critical perspectives (Imanol Ordorika and Marion Lloyd)
ch. 7 Critical policy analysis, the craft of qualitative research, and analysis of data on the Texas top 10% law (Anna Neumann and Aaron M. Pallas)
ch. 8 Critical action research on race and equity in higher education (Alicia C. Dowd, and Robin M. Bishop, Estela Mara Bensimon)
ch. 9 Using critical race theory to (re) interpret widely-studied topics related to students in U.S Higher education (Lori Patton Davis, Shaun R. Harper, and Jessica Harris)
ch. 10 Whose structure, whose function? (feminist) post-structural approaches in higher education Policy research (Amy Scott Metcalfe)
ch. 11 A critical examination of the college completion agenda: advancing equity in higher education (Robert T. Teranishi and Annie W. Bezbatchenko)
ch. 12 The new stratification: differentiating opportunity by race and class at community colleges in the U.S. (Gregory M. Anderson, Ryan P. Barone, Jeffrey C. Sun, and Nicholas Bowlby)
ch. 13 The transformative paradigm: principles and challenges (Sylvia Hurtado)

Afterword
Contributors
Index

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Click Here for Book Review
Abstract: How can discerning critical hope enable us to develop innovative forms of teaching, learning and social practices that begin to address issues of marginalization, privilege and access across different contexts?

At this millennial point in history, questions of cynicism, despair and hope arise at every turn, especially within areas of research into social justice and the struggle for transformation in education. While a sense of fatalism and despair is easily recognizable, establishing compelling bases for hope is more difficult. This book addresses the absence of sustained analyses of hope that simultaneously recognize the hard edges of why we despair.

The volume posits the notion of critical hope not only as conceptual and theoretical, but also as an action-oriented response to despair. Our notion of critical hope is used in two ways: it is used firstly as a unitary concept which cannot be disaggregated into either hopefulness or criticality, and secondly, as an analytical concept, where critical hope is engaged and diversely theorized in ways that recognize aspects of individual and collective directions of critical hope. The book is divided into four sub-sections:

- Critical Hope in Education
- Critical Hope and a Critique of Neoliberalism
- Critical Race Theory/Postcolonial Perspectives on Critical Hope
- Philosophical Overviews of Critical Hope.

Education can be a purveyor of critical hope, but it also requires critical hope so that it, as a sector itself, can be transformative. With contributions from international experts in the field, the book will be of value to all academics and practitioners working in the field of education. (From the Publisher)

Table Of Content:
Introduction (Vivienne Bozalek, Ronelle Carolissen, Brenda Leibowitz and Megan Boler)

Part 1: Critical Hope in Education
ch. 1 Affective, Political and Ethical Sensibilities in Pedagogies of Critical Hope: Exploring the Notion of ‘Critical Emotional Praxis’ (Michalinos Zembylas)
ch. 2 Teaching for Hope: The Ethics of Shattering World Views (Megan Boler)
ch. 3 A Pedagogy of Hope in South African Higher Education (Vivienne Bozalek, Ronelle Carolissen and Brenda Leibowitz)

Part 2: Critical Hope and a Critique of Neoliberalism
ch. 4 ”That’s Scary. But it’s not Hopeless": Critical Pedagogy and Redemptive Narratives of Hope (Gustavo Fischman and Eric Haas)
ch. 5 Plasticity, Critical Hope and the Regeneration of Human Rights Education (Andre Keet)
ch. 6 Critical Hope: Deconstructing of the Politics of HOPE at a South African University (Henk van Rinsum)

Part 3: Critical Race Theory/Postcolonial Perspectives on Critical Hope
ch 7 Critical Hope and Struggles for Justice: An Antidote to Despair for Antiracism Educators (Ronald Glass)
ch. 8 Agents of Critical Hope: Black British Narratives (Paul Warmington)
ch. 9 Decolonizing Education: Discovering Critical Hope in Marginal Spaces (Merlyne Cruz)

Part 4: Philosophical Overviews of Critical Hope
ch 10 Hope: An Emancipatory Resource Across the Ages (John Horton)

Afterword: Critical Hopes – Gratitude and the Magic of Encounter (Mary Zournazi)
Index

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Workplace is a refereed, open access journal published by the Institute for Critical Education Studies (ICES) and a collective of scholars in critical university studies, or critical higher education, promoting dignity and integrity in academic work. Contributions are aimed at higher education workplace scholar-activism and dialogue on all issues of academic labor.

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AASHE is helping to create a brighter future of opportunity for all by advancing sustainability in higher education. By creating a diverse community engaged in sharing ideas and promising practices, AASHE provides administrators, faculty, staff and students, as well as the business that serve them, with: thought leadership and essential knowledge resources; outstanding opportunities for professional development; and a unique framework for demonstrating the value and competitive edge created by sustainability initiatives.

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Podcast: Conversation ranges from the public perception of what Religious Studies does, what to do with a RS degree, to the financial practicalities of doing postgraduate research in the UK and US today.

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Multiversities are sprawling conglomerates that provide liberal undergraduate, graduate, and professional education. As well-springs of innovation and ideas, these universities represent the core of society's research enterprise. Multiversities, Ideas, and Democracy forcibly argues that, in the contemporary world, multiversities need to be conceptualized in a new way, that is, not just as places of teaching and research, but also as fundamental institutions of democracy.

Building upon the history of universities, George Fallis discusses how the multiversity is a distinctive product of the later twentieth century and has become an institution of centrality and power. He examines five characteristics of our age - the constrained welfare state, the information technology revolution, postmodern thought, commercialization, and globalization - and in each case explains how the dynamic of multiversity research alters societal circumstances, leading to the alteration of the institution itself and creating challenges to its own survival. The character of our age demands reappraisal of the multiversity, Fallis argues, in order to safeguard them from so-called 'mission drift.' Writing from a multi-national perspective, this study establishes how similar ideas are shaping multiversities across the Anglo-American world.

Ultimately, Multiversities, Ideas, and Democracy seeks to uncover the ethos of the multiversity and to hold such institutions accountable for their contribution to democratic life. It will appeal to anyone interested in the role of education in society. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

Part One: The Emergence of the Multiversity
ch. 1 The Idea of a University
ch. 2 The Uses of the Multiversity in Postindustrial Society
ch. 3 The Multiversity and the Welfare State
ch. 4 A Social Contract: Tasks, Autonomy, and Academic Freedom

Part Two: The Character of Our Age
ch. 5 The Constrained Welfare State
ch. 6 The Information Technology Revolution
ch. 7 Postmodern Thought
ch. 8 Commercialization
ch. 9 Globalization

Part Three: Renewing the Social Contract
ch. 10 The Multiversity and Liberal Democracy
ch. 11 A Liberal Education for Our Age

Notes
References
Index

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Wiebe argues that the relationship between theology and religious studies is more compicated and interrelated than most acknowledge.

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This book explores the wide range of contexts in which research into creating connections in learning and teaching may take place. Creating connections can encompass making links, crossing divides, forming relationships, building frameworks, and generating new knowledge. The cognitive, cultural, social, emotional and/or physical aspects of understanding, meaning-making, motivating, acting, researching, and evaluating are explored as constituent forms of creativity in relation to such connections.

From this exploration the authors identify varied connective contexts and means which include the learner, the educator, the organisation, and the relevant community. The crossing of divides, forming learner-educator relationships, bringing together diverse groups of learners, establishing networks and partnerships among educators, and establishing links between organisations and communities are all considered as connections which can be created by and within the learning and teaching dynamic.

By examining the factors which help to facilitate and/or restrict the possibilities for creating connections in educational contexts, implications for and outcomes of learning and/or teaching arise from the connections created. The final chapter of this book will explicate the realisations that have emerged for educators and researchers working to create connections. These offer suggestions for future directions and enunciate what and how connections might contribute to both educational institutions and the broader society. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Authors
Exposing Threads: Creating Connections in Teaching and Learning

Section I: Connecting Within School Contexts
ch. 1 Connecting Early Childhood Educators, Action Research, and Teaching for Social Justice (Karen Hawkins)
ch. 2 Inspire to Connect a Learning Desirec (Brad McLennan and Karen Peel)
ch. 3 Shared Values Connecting Parents, Teachers, and Students (J. Anne Casley)
ch. 4 Engaging Students Through Student Voice: Negotiating Pedagogy (Ian Fraser)
ch. 5 Relational Trust as a Core Resource for Building Capacity in Schools (Richard Scagliarini)
ch. 6 International Teachers Making Connections in Times of Change (Marie Davis)

Section II: Connecting Beyond School Contexts
ch. 7 Enhancing Relationships in Doctoral Student Supervision: Shibboleths, Signifiers, and Strategies (P. A. Danaher and Henriette van Rensburg)
ch. 8 Productive Partnerships: Cross-Departmental Connections in a Tertiary Context (Karen Noble and Robyn Henderson)
ch. 9 Addressing Offshore Disconnections Between Chinese and Western Business Academics and Students (Joe Peng Zhou and Cec Pedersen)
ch. 10 Curriculum Connections: Lessons from Post-Compulsory Vocational Education and Training (Lindsay Parry, R. E. (Bobby) Harreveld and P. A. Danaher)

Section III: Making Meaning From Lived Experiences
ch. 11 Look Who’s Listening: Using the Superaddressee for Understanding Connections in Dialogue (Warren Midgley)
ch. 12 Effective Cluster Collaborations: Transformation Through School and University Connections (Joan M. Conway and Lindy Abawi)
ch. 13 Linking Pedagogical Documentation to Phenomenological Research (Laurie Kocher)
ch. 14 Juggling Research with Teaching: Building Capacity in a University Research Team (Margaret Baguley and Helmut Geiblinger)
ch. 15 Sharing Japanese and Australian Culture: A Case Study in Second Language Learning (Junichi Hatai and Robert D. White)

Section IV: Making Virtual Connections
ch. 16 A New Zealand Tertiary Educator’s Online Journey (C. E. Haggerty)
ch. 17 Connecting Learners in Virtual Space: Forming Learning Communities (Lyn Brodie and Peter Gibbings)
ch. 18 Bridging a Discipline Divide Through the Lens of Community of Inquiry (Petrea Redmond and Christine McDonald)
ch. 19 Finding the Right Online Learning Connections: Comparing Models in Practice (Tina van Eyk)
ch. 20 Linking the Threads: Creating Clearer Connections (Lindy Abawi, Joan M. Conway, and Robyn Henderson)

Additional Info:
Presents surveys on what students want from their colleges and the kind of life they led in their respective universities. Things students are asking from their colleges; Why academic institutions are being forced to expand their psychological counselling services; Types of academic hurdles students face. INSETS: Studies used in this article;Resources.

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This book grew out of a project – involving deans and directors of teaching centers and diversity offices from six institutions – to instigate discussions among teachers and administrators about implementing socially just practices in their classrooms, departments, and offices. The purpose was to explore how best to foster such conversations across departments and functions within an institution, as well as between institutions. This book presents the theoretical framework used, and many of the successful projects to which it gave rise.

Recognizing that many faculty have little preparation for teaching students whose backgrounds, culture, and educational socialization differ from theirs, the opening foundational section asks teachers to attend closely to their and their students’ relative power and positionality in the classroom, and to the impact of the materials, resources and pedagogical approaches employed. Further chapters offer analytical tools to promote inquiry and change.

The concluding sections of the book demonstrate how intra- and inter-institutional collaborations inspired teachers to rise to the challenge of their campuses’ commitments to diversity. Among the examples presented is an initiative involving the faculty development coordinator, and faculty from a wide range of domains at DePauw University, who built upon an existing ethics initiative to embed social justice across the curriculum. In another, professors of mathematics from three institutions describe how they collaborated to create socially just classrooms that both serve mathematical learning, and support service learning or community-based learning activities.

The final essay by a student from the Maldives, describing how she navigated the chasm between life in an American college and her family circumstances, will reinforce the reader’s commitment to establishing social justice in the academy.

This book provides individual faculty, faculty developers and diversity officers with the concepts, reflective tools, and collaborative models, as well as a wealth of examples, to confidently embark on the path to transforming educational practice. (From the Publisher)

Table Of Content:
Part I: Theoretical Perspectives on Social Justice Education
ch. 1 A Social Justice Education Faculty Development Framework for a Post-Grutter (Maurianne Adams and Barbara J. Love)
ch. 2 Learning through Story Types about Race and Racism: Preparing Teachers for Social Justice (Lee Anne Bell)
ch. 3 Academic Activism and the Socially Just Academy (Glen David Kuecker)
ch. 4 From Scientific Imagination to Ethical Insight: The Necessity of Personal Experience in Moral Agency (Arthur Zajonc)
ch. 5 Change to Social Justice Education: A Higher Education Strategy (Karen L. St. Clair and James E. Groccia)

Part II: Collaborations
ch. 6 Beyond Diversity: Social Justice Education Across the Curriculum (Kathleen Skubikowski)
ch. 7 Civics Without Cynics: A Campus-wide, Ethics-based Approach to Social Justice Pedagogy (Meryl Altman, Neil Abraham, Terri Bonebright, and Jeannette Johnson-Licon)
ch. 8 On Commitment: If You Don’t Stand for Something, You’ll Fall for Anything (Vijay Prashad)

Part III: Social Justice Pedagogy Across the Curriculum
ch. 9 Mathematics of, for, and as Social Justice (Priscilla Bremser, Chawne Kimber, Rob Root, and Sheila Weaver)
ch. 10 Valued Contingencies: Social Justice in Foreign Language Education (Roman Graf)
ch. 11 Shakespeare Meets Social Justice: Incorporating Literature in the Social Sciences (Carolyn Palmer)
ch. 12 Writing for Social Change: Building a Citizen-Scholar Discourse that Combines Narrative, Theory and Research (Catharine Wright)
ch. 13 Deliberative Dialogue as a Pedagogical Tool for Social Justice (Kamakshi Murti)

Afterword: Oblique I Am (Zaheena Rasheed)
Contributors Index

Additional Info:
An early You Tube mix of submissions for "The Visions of Students Today," a project by cultural anthropologist Michael Wesch. Learners express apathy and discouragement concerning their education, but also strong desire for empowering experiences of learning as creating, exploring, risking.

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Video. A lengthy You Tube video (1 hour), and dated 2008, but still relevant. Cultural anthropologist Michael Wesch discusses "media literacy" as a site of ongoing struggle and professional development for an instructor in higher education. If our students come to us unprepared for school, does that mean they are unprepared for learning? Is the problem with them, or with school? Have we taught learners the wrong things about learning?

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Apologia is about contemporary theological education--its current state and its future. While many current trends in seminaries and departments of theology bring important new insights to the study of religion, says Max Stackhouse they also erode-- sometimes unwittingly--the capacity to speak of God, truth, and justice with warranted confidence. Theology is thereby undermined in all arenas--not only in academia, but in the life of the church and society.
This book not only exposes the frailties of several current ideologies, but also draws noted scholars from five continents and a seminary faculty into an interdisciplinary discussion of the most significant recent literature on theological education. The results are fresh proposals for the reconstructing of theological education on foundations that are contextually alert, globally concerned, and mission-oriented.
Apologia is a ground-breaking work, a book that begins and ends in dialogue, and points toward the ways in which Christian theology will have to redefine itself if it is to actively shape, and not merely reflect, the context in which we live. (From the Publisher)

Table Of Content:
Foreword

Part I A Dialogue
ch. 1 An Introduction
ch. 2 Our Context
ch. 3 Texts and Contexts
ch. 4 Affirmations and Translations

Part II Wider Discussions
ch. 5 Consultations and Globalization
ch. 6 Praxis and Solidarity
ch. 7 Poesis and Contextuality
ch. 8 Theoria and Phenomenology

Part III A Proposal
ch. 9 Apologia
ch. 10 Orthodoxy?
ch. 11 Praxiology?
ch. 12 Doxology

Appendix 1 A Response to Apologia, with Special Reference to Problems of Text and Context
Appendix 2 A Response to Apologia, with Special Reference to the Seminary as a Faith Community

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In this essay the authors posit that interprofessional education is inherently "post-modern"and thus will incorporate educational priorities compatible with postmodernism, and that practical theology is the preferred method for interprofessional teaching and learning when theology and ministry are explicit participants. In advancing this argument they draw upon their experience in team teaching an interprofessional course in pastoral ministry and social work designed for students pursuing a joint degree in these two fields. They provide an overview of the contemporary postmodern context and interprofessional education as an emerging paradigm in higher education, a brief description of the major components of the joint course, and an exposition of appropriate educational priorities.

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Argues for a new system of credentials in place of university degree programs, focused on education for job skill acquisition and professional development.

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Click Here for Book Review
Abstract: Higher education is facing a perfect storm as it contends with changing demographics, shrinking budgets and concerns about access and cost, while underrepresented groups – both in faculty ranks and students – are voicing dissatisfaction with campus climate and demanding changes to structural inequities.

This book argues that, to address the inexorable changes ahead, colleges and universities need both to centralize the value of diversity and inclusion and employ a set of strategies that are enacted at all levels of their institutions. It argues that individual and institutional change efforts can only be achieved by implementing “diversity as a value” – that is embracing social change efforts as central and additive rather than episodic and required – and provides the research and theoretical frameworks to support this approach, as well as tools and examples of practice that accomplish change.

The contributors to this book identify the elements that drive successful multicultural initiatives and that strengthen the effectiveness of campus efforts to dismantle systemic oppression, as well as the individual and organization skills needed to manage difference effectively. Among these is developing the capacity of administrators, faculty and student affairs professionals as conscious scholar practitioners to sensitively manage conflicts on campus, deconstruct challenging structures and reconstruct the environment intentionally to include in respectful ways experiences of historically marginalized groups and non-dominant ways of being in the world.

The books’ focus on developing capacities for multicultural competence aligns with higher education’s increasing emphasis on civic engagement and institutional goals promote skills to interact in meaningful and responsible ways around difference, whether of people, ideas or identities.

Designing Transformative Multicultural Initiatives provides guiding principles and practical strategies to successfully transform higher education to become fully inclusive and advance the success of all constituents and stakeholders. (From the Publisher)

Table Of Content:
Foreword
Acknowledgements
Introduction

Part One: Guiding Principles for Transformative Multicultural Initiatives (What are some useful guiding principles that help conscious scholar practitioners design transformative multicultural initiatives?)
ch. 1 Multicultural Initiatives as a Practice of Freedom (Sherry K. Watt)
ch. 2 Authentic, Action-Oriented Framing for Environmental Shifts (AAFES) Method (Sherry K. Watt)
ch. 3 Privilege Identity Exploration (PIE) Model Revisited: Strengthening Skills for Engaging Difference (Sherry K. Watt)

Part Two: Designing Multicultural Initiatives: A How to Manual (What techniques do conscious scholar practitioners use to develop a multicultural initiative that will lead to a successful outcome?)
ch. 4 Multicultural Initiatives as Bridges: Structures Necessary for Successful Facilitation (Cindy Ann Kilgo and Richard Barajas)
ch. 5 In Pursuit of a Strong, Clear Vision: Initiating and Sustaining Multicultural Change in Higher Education Organizations (Lacretia Johnson Flash)
ch. 6 Sharing Power and Privilege through the Scholarly Practice of Assessment (Wayne Jacobson)

Part Three: Scholarly Examples of Multicultural Initiatives in Teaching, Higher Education Administration, and Student Affairs Practice (What are examples of the varying types of multicultural initiatives in higher education and student affairs?)
ch. 7 Teaching Contemporary Leadership: Advancing Students’ Capacities to Engage
With Difference (John P. Dugan and Daviree Velázquez)
ch. 8 Aligning Actions With Core Values: Reflections of a Chief Diversity Officer and National Science Foundation ADVANCE Director on Advancing Faculty Diversity (Paulette Granberry Russell and Melissa McDaniels)
ch. 9 Creating Inclusive Organizations: One Student Affairs Division’s Efforts to Create Sustainable, Systemic Change (Kathy Obear and Shelly Kerr)
ch. 10 Dialogue Matters: Applying Critical Race Theory to Conversations About Race (Sherri Edvalson Erkel)
ch. 11 Confronting Systems of Privilege and Power Through Classroom Discussion: Uses of Power (Bridget Turner Kelly and Joy Gaston Gayles)
ch. 12 The Transformational Potential of Academic Affairs and Student Affairs Partnerships for Enacting Multicultural Initiatives (Lucy A. LePeau)

Part Four: Conscious Scholar Practitioners' Reflections on Identity, Power, and Privilege
(How do conscious scholar practitioners face the challenges within the convergence of identity, power, and privilege that are inherent to multicultural initiatives and campus organizational change?)
ch. 13 Politics of Intersecting Identities (John A. Mueller and Craig S. Pickett)
ch. 14 Toxic Environments: Perseverance in the Face of Resistance (Mary F. Howard)
ch. 15 Facing the Proverbial Lion of Racism (Jodi L. Linley and Sherry K. Watt)
ch. 16 The Art of Reflective Teaching (Ellen E. Fairchild)
ch. 17 Daring Greatly: A Reflective Critique of the Authentic, Action-Oriented Framing for Environmental Shifts (AAFES) Method (Tracy Robinson-Wood and Sherry K. Watt)

About the Editor and Contributors
Index

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Journal Issue. Full text is available online.

Table Of Content:
Deconstructing the Gender Issue in the 2010 Standards of Accreditation (Daniel O. Aleshire)
Adaptive Leadership: Planning in a Time of Transition (Nick Carter)
MDiv: Still the "Gold Standard" Degree? (Randy MacFarland)
Adaptive Leadership: Planning in a Time of Transition (Linda Cannell)
Does a Secular Age Need the Seminary? Considerations on Alternative Forms of Ministerial Preparation (Glenn T. Miller)
Waiting for a Divine Bailout: Theological Education for Today and Tomorrow (Alice Hunt)
The Future has Arrived: Changing Theological Education in a Changed World (Daniel O. Aleshire)
Dancing a Cosmic Prayer: Creativity, Collaboration, and Spiritlinking in a Women's Leadership (Sharon Henderson Callahan)

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Article addresses: what are some of the drawbacks to taking a human rights approach to information rights?

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Perhaps the most dramatic shift in library services is the transition from a purely physical to a physical/virtual environment. This article examines how 21stC online librarians deliver reference services to students and faculty, and explores the ramifications future librarians’ education, including areas of technology, instruction, interpersonal skills, intellectual property.

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Most six-year-olds can't wait to go to school on that first day in September. It's a sign of coming of age. They get to go to school like the big kids. For an alarmingly large number of these children, however, boredom, anxiety, and fear of learning quickly set in.

This happens because societies build schools that achieve much less than they promise, are frustrating for students, and generally fail to help children become adults who can think for themselves. The development of flexible, inquiring minds has rarely been the primary consideration in the design of educational systems. Making students into proper members of society has usually been of much greater concern than developing students who are creative thinkers. Today's schools are organized around yesterday's ideas, needs, and resources.

The purpose of this volume is to raise consciousness about the changes needed in the educational system. It is concerned with what is wrong with the educational system and how to improve it. It presents a pragmatic view of what education could be through the use of computer technology — technology permitting us to pursue the radical notion that children must be allowed to guide their own education because interested learners learn more. Children can and will become voracious learners if they are in charge of their own education. This does not mean letting them play video games all day, but it does mean allowing them to pursue the intellectual goals that interest them, rather than being force-fed knowledge according to someone else's schedule. The school system must face the responsibility of creating learning environments that are so much fun that children cannot wait to get up in the morning and go to school. This volume describes the progress being made at The Institute for the Learning Sciences using computers to provide motivating environments for learning — environments that enable students to explore new worlds, and learn things by doing them. This technology will allow society to support what is one of the most important parts of a good educational system: the cultivation of individual initiative in students. This text documents the authors' work from the cognitive psychology which underlies it on through to guided tours of a number of the software learning environments they've developed. (From the Publisher)

Table Of Content:
Colophon
Preface
Acknowledgments
ch. 1 Time for a Change
ch. 2 What Makes People Smart
ch. 3 Cultural Unliteracy
ch. 4 Natural Learning
ch. 5 Learning By Doing
ch. 6 Incidental Learning
ch. 7 Learning By Reflection
ch. 8 Case-Based Teaching
ch. 9 Learning By Exploring
ch. 10 Goal-Directed Learning and Creating the Software We Need
ch. 11 Goal-Based Scenarios and the Open Curriculum
ch. 12 A Look to the Future
Epilogue
References
Author Index
Subject Index