Faculty Well-Being

Additional Info:
Click Here for Book Review
Toxic Ivory Towers seeks to document the professional work experiences of underrepresented minority (URM) faculty in U.S. higher education, and simultaneously address the social and economic inequalities in their life course trajectory. Ruth Enid Zambrana finds that despite the changing demographics of the nation, the percentages of Black and Hispanic faculty have increased only slightly, while the percentages obtaining tenure and earning promotion to full professor have remained relatively stagnant. Toxic Ivory Towers is the first book to take a look at the institutional factors impacting the ability of URM faculty to be successful at their jobs, and to flourish in academia. The book captures not only how various dimensions of identity inequality are expressed in the academy and how these social statuses influence the health and well-being of URM faculty, but also how institutional policies and practices can be used to transform the culture of an institution to increase rates of retention and promotion so URM faculty can thrive. (From the Publisher)

Table Of Content:
Ch 1. Where is the Diversity? The Importance of the Domestic Talent Pool in Elite Higher Education Institutions
Ch 2. The History and Importance of Inclusion of Historically Underrepresented Faculty in the Academy
Ch 3. The Academy as a Site of Intellectual Determinism
Ch 4. Mentoring: Institutions Applying a Solution without Acknowledging the Problem
Ch 5. Unwelcoming Climates: The Costs of Balancing Belonging and Inequality
Ch 6. Work-Family Balance: The Quandary of URM Professionals
Ch 7. The Intersection of Hiring, Appointment, Tenure and Promotion: Is it Possible to Survive and Thrive?
Ch 8. Workplace Stress: Impact on Well-being and Academic Career Path
Ch 9. Does Gender Matter?
Ch 10. Creating a Sense of Belonging for URMS in the Academy
Acknowledgments

Notes

About the Author

Additional Info:
Gender and Teaching provides a vivid, focused, and interactive overview of the important gender issues in education today. This is accomplished through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches to the issues. Gender and Teaching is the third volume in the "Reflective Teaching and the Social Conditions of Schooling" series edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series.
Part I includes four cases dealing with related aspects of gendered experiences in schools (nonsexist elementary school curricula, gender and race implications of special education assignment practices, homophobia in high schools and classrooms, and teaching as a woman's profession), followed by a set of teachers', administrators', and professors' reactions to each case.
Part II is an elaboration of four "public arguments"--conservative, liberal, women-centered, and radical multicultural--pertaining to the issues raised in the cases in Part I. These arguments exemplify clusters of orientations, organized around general values rather than hard and fast principles.
Part III presents the authors' own interpretations of the issues raised throughout the work and provides activities and topics for reflection and an annotated bibliography of additional resources.
Content and Pedagogical Features:
*Readers are encouraged throughout to interact with the text. They can respond to each case and compare their responses to those of others in the field.
*The cases and discussions that follow help students begin to evolve their own "practical theories"; explore and perhaps modify some of their basic beliefs and assumptions; become acquainted with other points of view; and look further into the connections and intersections of gender with other structural dynamics and practices--those of race, class, and culture--as intrinsic to their explorations into the social conditions of schooling.
*The major strands in feminist theory about women and education are presented so that students can analyze the differences among them, come up with positions of their own, and learn to defend them.
*Although the authors draw on historical and sociological frameworks that show how women have historically been discriminated against in our schools and in our society, their goal is an education that is equally fair to everyone, boys as well as girls.
Gender and Teaching is pertinent for all prospective and practicing teachers at any stage of their training. It can be used in any undergraduate or graduate course that addresses issues of gender and teaching. (From the Publisher)

Table Of Content:
Series Preface
Preface
I Case Studies and Reactions
Case 1: "Sexism and the Classroom"
Case 2: "Gender, Race, and Teacher Expectations"
Case 3: "Who Gets Hurt?"
Case 4: "A Woman's Career?"
II Public Arguments
A "Conservative View": Upholding Traditional Values and High Standards
A "Liberal-Progressive View": Education for Equality and Democracy
A "Women-Centered View": Celebrating Difference
A "Radical-Multicultural View": Gender, Culture, and Societal Transformation
III Final Arguments, and Some Suggestions and Resources for Further Reflection
The Centrality of Gender for Reflective Teaching and Learning: Understanding the Interplay of Gender, Race, Class, and Culture in Educational Settings
Exercises for Further Reflection
Conclusion
Bibliography
Index

Additional Info:
Discussions surrounding collegial practices and exchanges are common, but this volume departs from the usual and focuses on serious problems facing professionals in higher education--from being "open to corrections" and paying more attention to the "ethics of higher education," to creating collegial models that counter the traditional models of "insistent individualism." Bennett looks at the basic structure of what academic professionalism in higher education is and could be. Focusing on the flaws of autonomy that weaken the academy, he develops a more "relational model," which emphasizes "togetherness," "constructive education," "roles and virtues," "hospitality," and "thoughtfulness." He defines and reviews criticism, and he covers topics such as faculty individualism, departmental separatism, generational differences, codes of ethics, collective bargaining, and the competition in the academy for funding and students. The author does not call for an "unreachable academic utopia," but rather for change toward incorporating the collegial ethic of hospitableness and thoughtfulness. Not a bad idea in a world that often seems self-absorbed and disconnected. Upper-division undergraduates through professionals. (From the Publisher)

Table Of Content:
Prologue

ch. 1 Assessing the Academy
ch. 2 Self and Community in the Collegium
ch. 3 Professionalism: Academic or Collegial?
ch. 4 Institutions: Fragmented or Connected?
ch. 5 Relationality in Teaching and Scholarship
ch. 6 Creating and Nourishing Communities of Hope

Epilogue
Bibliography
Index

Additional Info:
In question-and-answer form, Ms. Mentor advises academic women about issues they daren't discuss openly, such as: How does one really clamber onto the tenure track when the job market is so nasty, brutish, and small? Is there such a thing as the perfectly marketable dissertation topic? How does a meek young woman become a tiger of an authority figure in the classroom and get stupendous teaching evaluations? How does one cope with sexual harassment, grandiosity, and bizarre behavior from entrenched colleagues? Ms. Mentor's readers will find answers to the secret queries they were afraid to ask anyone else. They'll discover what it really takes to get tenure; what to wear to academic occasions; when to snicker, when to hide, what to eat, and when to sue. They'll find out how to get firmly planted in the rich red earth of tenure. Ms. Mentor's wisdom grows out of many a real-life experience: she guarantees that some readers will squirm. She lavishly dispenses witty advice, and valuable information, while despising psychobabble, postcomprehensible jargon, and pontification by anyone other than herself. She also insists that sisterhood is, and must be, powerful. Readers of Ms. Mentor's Impeccable Advice for Women in Academia are in for an unusual treat. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

ch. 1 Graduate School: The Rite of Passage
ch. 2 The Job Hunt
ch. 3 The Conference Scence
ch. 4 First Year on the Job
ch. 5 The Perils and Pleasures of Teaching
ch. 6 When Cultures Collide
ch. 7 Muddles and Puzzles
ch. 8 Slouching Toward Tenure
ch. 9 Post-Tenure
ch. 10 Emerita: The Golden Years
ch. 11 Final Words

Bibliography: Women in Academia and Other Readings Sampled by Ms. Mentor
Index

Additional Info:
The Active Life is Parker J. Palmer's deep and graceful exploration of a spirituality for the busy, sometimes frenetic lives many of us lead. Telling evocative stories from a variety of religious traditions, including Taoist, Jewish, and Christian, Palmer shows that the spiritual life does not mean abandoning the world but engaging it more deeply through life-giving action. He celebrates both the problems and potentials of the active life, revealing how much they have to teach us about ourselves, the world, and God. (From the Publisher)

Table Of Content:
Preface (1999)

ch. 1. Spirituality in Action: On Being Fully Alive
ch. 2. Action and Contemplation: A Living Paradox
ch. 3. "Active Life": The Shadow Side
ch. 4. "The Woodcarver": A Model for Right Action
ch. 5. "The Angel": Action, Failure, and Suffering
ch. 6. "Jesus in the Desert": The Temptations in Action
ch. 7. "Loaves and Fishes": Acts of Scarcity or Abundance
ch. 8. "Threatened with Resurrection": Acts of Death or New Life

Notes About the Author

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:
Click Here for Book Review
Abstract: Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience autoethnography as a challenging, complex, and creative research methodology that can produce personally, professionally, and socially useful understandings of teaching and researching in higher education. The peer-reviewed chapters offer innovative and perspicacious explorations of interrelationships between personal autobiographies, lived educational experiences, and wider social and cultural concerns, across diverse disciplines and university contexts. This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings. This research is complemented by contributions from Canadian and Swedish scholars. The sociocultural, educational, and methodological insights communicated in this book will be valuable for specialists in the field of higher education and to those in other academic domains who are interested in self-reflexive, transformative, and creative research methodologies and methods. (From the Publisher)

Table Of Content:
Acknowledgements List of Figures

ch. 1 Writing Academic Autoethnographies: Imagination, Serendipity and Creative Interactions (Daisy Pillay, Inbanathan Naicker and Kathleen Pithouse-Morgan)
ch. 2 A Tinker’s Quest: Embarking on an Autoethnographic Journey in Learning “Doctoralness” (Liz Harrison)
ch. 3 Conversations and the Cultivation of Self-Understanding (Thelma Rosenberg)
ch. 4 Creative Self-Awareness: Conversations, Reflections and Realisations (Chris de Beer)
ch. 5 Curating an Exhibition in a University Setting: An Autoethnographic Study of an Autoethnographic Work (Lasse Reinikainen and Heléne Zetterström Dahlqvist)
ch. 6 My Mother, My Mentor: Valuing My Mother’s Educational Influence (Sizakele Makhanya)
ch. 7 From Exclusion through Inclusion to Being in My Element: Becoming a Higher Education Teacher across the Apartheid–Democratic Interface (Delysia Norelle Timm)
ch. 8 Transforming Ideas of Research, Practice and Professional Development in a Faculty of Education: An Autoethnographic Study (Lesley Wood)
ch. 9 The (In)Visible Gay in Academic Leadership: Implications for Reimagining Inclusion and Transformation in South Africa (Robert J. Balfour)
ch. 10 Informal Conceptual Mediation of Experience in Higher Education (Bert Olivier)
ch. 11 Subject to Interpretation: Autoethnography and the Ethics of Writing about the Embodied Self (Rose Richards)
ch. 12 Autoethnography as a Wide-Angle Lens on Looking (Inward and Outward): What Difference Can This Make to Our Teaching? (Claudia Mitchell)

Contributors Index

Additional Info:
Everyday Knowledge and Uncommon Truths: Women of the Academy draws on the life experience and varied backgrounds of academic women from the United States, Australia, New Zealand, and Canada. To provide diverse perspectives on women's experiences of being and knowing in and outside the academy, contributors draw on a range of critical approaches derived from feminism, post-structuralism, postmodernism, critical education theory, discourse theory and analysis, narrative inquiry, and life histories. (From the Publisher)

Table Of Content:
Series Editor's Foreword
Acknowledgments
Introduction

ch. 1 Feminism in New Times
ch. 2 Unsettling Academic/Feminist Identity
ch. 3 Her-story: Life History as a Strategy of Resistance to Being Constituted Woman in Academe
ch. 4 Strangers in a Strange Land: A Woman Studying Women's Literacies
ch. 5 The Backlash Factor: Women, Intellectual Labour and Student Evaluation of Courses and Teaching
ch. 6 Can Feminist Voices Survive and Transform the Academy?
ch. 7 Deconstructing Feminist Pedagogy: Seeing That Which Is Ordinarily Obscured by the Familiar
ch. 8 Asian Women Leaders of Higher Education: Stories of Strength and Self Discovery
ch. 9 Dancing on the Sharp Edge of the Sword: Women Faculty of Color in White Academe
ch. 10 Negotiating Daily Life in the Academy and at Home
ch. 11 Feeling Blue, Seeing Red, and Turning Fifty: Moving in from the Margins
ch. 12 Against the Grain: Reflections on the Construction of Everyday Knowledge and Uncommon Truths

About the Editors and Contributors
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:

Additional Info:
New Directions for Teaching & Learning, Number 131 While issues of interpersonal boundaries between faculty and students is not new, more recent influences such as evolving technology and current generational differences have created a new set of dilemmas. How do we set appropriate expectations regarding e-mail response time in a twenty-four-hour, seven-day-a-week Internet-connected culture? How do we maintain our authority with a generation that views the syllabus as negotiable? Complex questions about power, positionality, connection, distance, and privacy underlie these decision points. This sourcebook provides an in-depth look at interpersonal boundaries between faculty and students, giving consideration to the deeper contextual factors and power dynamics that inform how we set, adjust, and maintain boundaries as educators. This is the 131st 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:
Editor's Note

ch. 1 Boundaries and Student Self-Disclosure in Authentic, Integrated Learning Activities and Assignments (Melanie Booth)
ch. 2 Managing Boundaries in the Web 2.0 Classroom (Bree McEwan)
ch. 3 Millennial Values and Boundaries in the Classroom (Chip Espinoza)
ch. 4 We're All Adults Here: Clarifying and Maintaining Boundaries with Adult Learners (Melanie Booth, Harriet L. Schwartz)
ch. 5 The Coconut and the Peach: Understanding, Establishing, and Maintaining Interpersonal Boundaries with International Students (Miki Yamashita, Harriet L. Schwartz)
ch. 6 Complicity or Multiplicity? Defining Boundaries for Graduate Teaching Assistant Success (Karen Dunn-Haley, Anne Zanzucchi)
ch. 7 Crossing Boundaries in Doctoral Education: Relational Learning, Cohort Communities, and Dissertation Committees (Elizabeth L. Holloway, Laurien Alexandre)
ch. 8 Reflections and Intention: Interpersonal Boundaries in Teaching and Learning (Harriet L. Schwartz)

Index

Additional Info:
Key Benefits: Faculty of Color in Academe focuses on inequities based on racial and ethnic differences within the professional workplace in higher education. This book draws on a comprehensive study of African American, Asian, Pacific American, American Indian, and Latino faculty in eight mid-western states. By using both narrative and statistical data, this book provides an in-depth view of the issues surrounding the successful recruitment, retention, and development of faculty of color.

Key Topics: The authors attempt to capture and describe some of the similarities and differences experienced by faculty among each of the above mentioned racial/ethnic groups. Includes a comprehensive discussion of what needs to be done in order to achieve diversity in the teaching profession. (From the Publisher)

Table Of Content:
ch. 1 Faculty of Color in Academe: On the Brink of the Twenty-First Century.
Structure of the Book.
Some Preliminary Matters for the Reader.

ch. 2 Snapshots from the Literature: Elements Influencing the Workplace Environment.
Historical Legacy.
Faculty Diversity and Affirmative Action: Continued Resistance.
Some Common Themes and Recommendations.
A Bird's-Eye View — Literature on Faculty of Color by Racial and Ethnic Group: Findings and Recommendations.

ch. 3 The Nature and Extent of Minority Faculty Underrepresentation.
The Nature of Underrepresentation.
Patterns of Underrepresentation.
Explaining the Underrepresentation.

ch. 4 A Chill in the Air: In the Words of Faculty of Color.
Revisiting the Literature.
Description of the Study.
Overview of the Responses.
Chilly Climate: What Our Respondents Have to Say.
Themes of Special Significance to Each of Our Groups.
Manifestations of Interlocking Race and Gender Bias.
A Fine Balance.
Conclusion: Why We Must Listen.

ch. 5 Minority Faculty Hiring: Equality of Opportunity?
Faculty Development Programs: In General and for Minorities.
What Affects Minority Faculty Hiring? Hypothesized Determinants.
Achieving Parity: Effects of Hiring versus Turnover.
Factors Contributing to Increased Minority Faculty Hiring.
Implications.

ch. 6 Why Stay? Current Rewards and Promising Efforts.
Current Rewards and Satisfactions.
Recommendations from the Field: Accentuating the Positive.
Suggested Strategies.
Exemplary Programs.
Learning from Mistakes.

ch. 7 Market Forces: Ph.D. Pipelines versus Competitive Wages.
Summary of Results.
Details of the Analysis.
Appendix: The Data.

ch. 8 Moving beyond Myths and toward Community Diversity: Conclusions and Reflections.
Fresh Approaches.
Minority Faculty in Higher Education: Academic Angst Compounded.
Strategies for Improving the Representation and Circumstances of Faculty of Color.
The Role of Affirmative Action.
Organizational Change Process.
Diversifying Academia: Need for “Extramural” Support.
Myths as Barriers to Problem Solving.
The Importance of Acknowledgment: The Privilege of Ignorance, the Ignorance of Privilege.
Institutional Efforts.
Business as Unusual Not Business as Usual.

Bibliography.
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:
Journal Issue.

Table Of Content:
Report of the Task Force on Academic Freedom and Faculty Tenure (Walter Harrelson, et al., 1975)
Faculty Tenure, Term Appointments, and Retirement Policy in Theological Schools (Barbara A. Laukaitis and Jesse H. Ziegler)
Academic Freedom in the Service of the Church (Jesse H. Ziegler)
Personality Theory and the Formative Process (Francis A. Lonsway)
Theological Education and the “Liberal Arts” (William E. Hull)

Additional Info:
A large number of institutions are now providing online programs, requiring instructors to change the way they think about teaching and master a distinct set of workload management skills. The first book to discuss workload management for online instructors, Managing Online Instructor Workload offers practical strategies, advice, and examples for how to prioritize, balance, and manage an online teaching workload. Based on surveys and interviews, the timely and comprehensive insight in this book is essential for online instructors, instructional designers, faculty developers and others involved in online learning.

Table Of Content:
List of Tables
Preface
About the Authors

ch. 1 Issues and Challenges When Teaching Online
Institutional Issues and Challenges
Instructional Issues and Challenges
Our Study on Instructor Workload When Teaching Online
Summary

ch. 2 Instructors' Stories for Balancing Workload
Co-Teaching as a Strategy for Balancing Workload
Planning Ahead as a Way to Predict Workload
Giving Individual Feedback as a Workload Management Strategy
Managing Time, Rather Than Time Managing You
Blocking Out Time for the Online Course
Teaching Online During Short Terms
Using Time Allocation Strategies When Teaching for Multiple Institutions
Teaching Online Exclusively from Home
Managing Workload Based on Years of Experience
Teaching Online for a Variety of Institutions
Cohort Program as a Time-Saver
Managing Similar Tasks When Designing for Multiple Courses
Teaching a Recurring Mixed-Mode Online Course
Managing Workload When Current Information Drives Content
Summary

ch. 3 Looking at Workload from a Design Perspective
Identifying Course Tasks
Why It Is Important to Use an Instructional Design Process
Design Framework for Creating a Sense of Presence
Using a Template to Manage Tasks and Prioritize Time
Summary

ch. 4 Managing Tasks and Prioritizing Time
Creating a New Online Course
Converting a Face-to-Face Course
Revising an Existing Online Course
Summary

ch. 5 Using Workload Strategies for Maintaining Quality of Life
Design Strategies
Support Strategies
Teaching Strategies
Time Allocation Strategies
Summary

ch. 6 Final Thoughts and Practical Implications for Balancing Workload
Teaching from an Open Perspective
Adapting the Course Design
Modifying Workload Strategies
Rethinking How to Prioritize Time and Manage Workload
Practical Implications for Balancing Workload

Glossary
References
Index

Additional Info:
What is it like for women of color to teach in predominantly white college classrooms? This anthology is about the pedagogical implications of diversifying the faculty of higher education. It compiles narratives by women professors of color who interrogate their classroom experiences in predominantly white U.S. campuses to examine the impact of their social positions upon their classroom practices and their teaching-learning selves. The authors reflect upon their unique classroom challenges and talk about the teaching-learning strategies they use to find rewards in their interactions with students. This anthology explores the larger question of how social distinctions shape classroom social life and will be a resource for those concerned with enabling the diversification of the faculty of institutions of higher learning. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Introduction (Lucila Vargas)
ch. 2 Why Are We Still so Few and Why Has Our Progress Been So Slow? (Lucila Vargas)
ch. 3 My Classroom in Its Context: The Struggle for Multiculturalism (Lucila Vargas)
ch. 4 "Passing/Out" in the Classroom: Eradicating Binaries of Identity (Giselle Liza Anatol)
ch. 5 Reading the Body Indian: A Chicana Mestiza's Experience Teaching Literature (Lisa D. Chavez)
ch. 6 Useful Anger: Confrontation and Challenge in the Teaching of Gender, Race, and Violence (Kimberly Nichele Brown)
ch. 7 Negotiating Minefield: Practicing Transformative Pedagogy as a Teacher of Color in a Classroom Climate of Suspicion (Rashmi Luthra)
ch. 8 Teaching with Differences and for Differences: Reflections of a Chinese American Teacher Educator (Xue Lang Rong)
ch. 9 A Foreign Woman Faculty's Multiple Whammies (Cecilia G. Manrique)
ch. 10 The Pacific Asianized Other: Teaching Unlearning among Midwestern Students (Fay Yokomizo Akindes)
ch. 11 Contradictions in the Classroom: Reflections of an Okanogan-Colville Professor (Delores Black-Connor Cleary)
ch. 12 Pushing Beyond the Sterotypes and Fostering Collaboration: One Sistuh's Approach to Teaching Media Production (Zeinabu Irene Davis)
ch. 13 "Results Matter": When the Other Teacher Teaches English in the Bluegrass State (Lou-Ann Crouther)
ch. 14 Guess Who's Coming to Class: Teaching through the Politics of Race, Class, and Gender Anne B. Onyekuluje)
ch. 15 A U.S.-Born Latina Professor: Cultural Stranger in My Own Classroom (Diana I. Rios)
ch. 16 Yellow Lotus in White Lily Pond: An Asian American Woman Teaching in Utah (Priti Kumar)
ch. 17 Marginality as an Asset: Toward at Counter-Hegemonic Pedagogy for Diversity (Ryuko Kubota)
ch. 18 We Do Not Want You to Be Human, We Want You to Be Right: Dilemmas of Legitimacy in Environments of Privilege Fredi Avalos-C'deBaca)
ch. 19 Opening a Dialogue: From a White Student's Perspective (Kristina Casto)

Index

Additional Info:

Additional Info:
Teacher, Scholar, Mother advances a more productive conversation across disciplines on motherhood through its discussion on intersecting axes of power and privilege. This multi- and trans-disciplinary book features mother scholars who bring their theoretical and disciplinary lenses to bear on questions of identity, practice, policy, institutional memory, progress, and the gendered notion of parenting that still pervades the modern academy. (From the Publisher)

Table Of Content:
Section One: Approaches to Motherhood, Feminism and Gendered Work
ch. 1 The Role of Theory in Understanding the Lived Experiences of Mothering in the Academy (Andrea N. Hunt)
ch. 2 Crying over “Split Milk”: How Divisive Language on Infant Feeding Leads to Stress, Confusion and Anxiety for Mothers (Tracy Rundstrom Williams)
ch. 3 Mama’s Boy: Feminist Mothering, Masculinity, and White Privilege (Catherine A.F. MacGillivray)
ch. 4 Encountering Others: Reading, Writing, Teaching, Parenting (Erin Tremblay Ponnou-Delaffon)
ch. 5 A Qualitative Study of Academic Mothers’ Sabbatical Experiences: Considering Disciplinary Differences (Susan V. Iverson, Christin Seher)
ch. 6 Motherhood: Reflection, Design, and Self-Authorship (Brook Sattler, Jennifer Turns, Cynthia J. Atman)
ch. 7 Confessions of a Buzzkill: Critical Feminist Parenting in the Age of Omnipresent Media (Dustin Harp)

Section Two: Identity and Performance in Academic Motherhood
ch. 8 More Mother than Others: Disorientations, Motherscholars, and Objects in Becoming (Sara M. Childers)
ch. 9 Doing Research and Teaching on Masculinities and Violence: One Mother of Sons’ Perspective (M. Cristine Alcalde)
ch. 10 Cultural Border Crossings between Science, Science Pedagogy & Parenting (Allison Antink-Meyer)
ch. 11 “You Must be Superwoman!”: How Graduate Student Mothers Negotiate Conflicting Roles (Erin Graybill Ellis, Jessica Smartt Gullion)
ch. 12 “There’s a Monster Growing in our Heads”: Mad Men’s Betty Draper, Fan Reaction, and Twenty-First Century Anxiety about Motherhood (Caroline Smith, Celeste Hanna)

Section Three: Bringing it to Light: Giving Voice to Motherhood’s Challenges
ch. 13 Silence and the Stillbirth Narrative: Stories Worth Telling (Elisabeth G. Kraus)
ch. 14 S/m/othering (Marissa McClure)
ch. 15 A Tapestry of Sweet Mother(hood): African Scholar, Mother, and Performer? (Ama Oforiwaa Aduonum)
ch. 16 Dropped Stitches: Classrooms, Caregiving, and Cancer (Martha Kalnin Diede)
ch. 17 The Other Female Complaint: Online Narratives of Assisted Reproductive Therapy as Sentimental Literature (Layne Craig)
ch. 18 Mama’s Boy Part II: Feminism, Masculinity, and Life in an Interracial Family (Catherine A.F. MacGillivray)

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Elizabeth Ellsworth finds that critical pedagogy, as represented in her review of the literature, has developed along a highly abstract and Utopian line which does not necessarily sustain the daily workings of the education its supporters advocate. The author maintains that the discourse of critical pedagogy is based on rationalist assumptions that give rise to repressive myths. Ellsworth argues that if these assumptions, goals, implicit power dynamics, and issues of who produces valid knowledge remain untheorized and untouched, critical pedagogues will continue to perpetuate relations of domination in their classrooms.

The author paints a complex portrait of the practice of teaching for liberation. She reflects on her own role as a White middle-class woman and professor engaged with a diverse group of students developing an antiracist course. Grounded in a clearly articulated political agenda and her experience as a feminist teacher, Ellsworth provides a critique of "empowerment," "student voice," "dialogue," and "critical reflection" and raises provocative issues about the nature of action for social change and knowledge.

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The work of faculty is stressful, yet most stress studies focus on faculty's research rather than teaching. This study examined the experience of nine tenured professors in search of answers to these questions: What classroom interactions do faculty find stressful? Why do faculty find these activities stressful? How do faculty explain, perform, and organize classroom practices to cope with these stresses?

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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:
Discusses how departmental cultures inhibit or support effective undergraduate teaching. Isolation of individual faculty members due to fragmented communication patterns; Resource constraints; Inappropriate evaluation and reward systems; Characteristics of departments that support effective teaching; Collegial departmental processes; Collegiality and quality improvement.

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Abstract: You're finishing your first year of teaching. It's been exciting and gratifying, but there've been some wobbly episodes too. How will you carve out a space to flourish?

You're feeling secure in mid-career, with some accomplishments to be proud of. But what should success really look like?

You're nearing the end of your career, and sometimes apprehensive about the blank slate of retirement. What might it look like to finish well?

In Mapping Your Academic Career Gary Burge speaks from decades of teaching, writing and mentoring. Along the way he has experienced and observed the challenges and tensions, the successes and failures of the academic pilgrimage. Now, with discerning wisdom and apt examples, he hosts the conversation he wishes he'd had when he started out as a college professor, identifying three cohorts or stages in the academic career and exploring the challenges, pitfalls and triumphs of each. Wherever you are in your teaching life, this is a book that will reward reading, reflection and discussion. (From the Publisher)

Table Of Content:
Preface
Introduction: Mapping Our Lives

ch. 1 Cohort 1: Will I Find Security?
Addendum: Mentoring

ch. 2 Cohort 2: Will I Find Success?
Addendum: A Financial Plan
Addendum: Sabbaticals

ch. 3 Cohort 3: Will I Find Significance?
Addendum: Retirement

Select Annotated Bibliography
Subject Index

Additional Info:
This set of two volumes offers statements from disciplinary/professional societies on what faculty work deserves recognition and reward in their unique culture/community. Volume I covers religion, history, geography, math, chemistry, the arts, business, journalism, and family/consumer science, plus the National Education Association. (From the Publisher)

Table Of Content:
Foreword (Eugene Rice)
Editors' Note
Describing the Work of Faculty: Disciplinary Perspectives
Statements (Robert M. Diamond and Bromwyn E. Adam)

Statements
ch. 1 Humanities and Social Sciences
American Academy of Religion - Religious Studies and the Redefining Scholarship Project (A Report of the AAR Ad Hoc Committee on "Defining Scholarly Work")
American Historical Association - Redefining Historical Scholarship (Report of the American Historical Association Ad Hoc Committee on Redefining Scholarly Work)
Association of American Geographers - Toward a Reconsideration of Faculty Roles and Rewards in Geography, Faculty Roles and Rewards

ch. 2 Natural Sciences
American Chemical Society - Report of the American Chemical Society Task Force on the Definition of Scholarship in Chemistry (J. Ivan Legg; Laurence A. Nafie; Paula P. Brownlee; William E. Broderick; Norman C. Craig; Marcetta Y. Darensbourg; William B. DeLauder; Slayton A. Evans, Jr.; Ursula M. Mazur; Theodore E. Tabor; Edward K. Mellon; and Joseph G. Morse)
Joint Policy Board for Mathematics - Recognition and Rewards in the Mathematical Sciences (Report of the Joint Policy Board for Mathematics, Committee on Professional Recognition and Rewards (excerpt))

ch. 3 Fine, Performing and Applied Arts
National Office for Arts Accreditation in Higher Education - The Work of Arts Faculties in Higher Education
Landscape Architectural Accreditation Board
National Architectural Accrediting Board
National Association of Schools of Art and Design
National Association of Schools of Dance
National Association of Schools of Music
National Association of Schools of Theatre

4 Professional Programs
American Assembly of Collegiate Schools of Business - Defining Scholarly Work in Management Education (William K. Laidlaw, Jr.)
Association for Education in Journalism and Mass Communication - Report of the Association for Education in Journalism & Mass Communication on the Definition of Scholarship in Journalism (Task Force)
Council of Administrators of Family and Consumer Sciences - Recognition and Rewards in the Family and Consumer Sciences

Appendix
National Education Association (NEA) Statement on Faculty Reward Structures
References and Resources
About AAHE

Additional Info:
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Abstract: The Guide is a welcome companion for women in religious studies. From undergraduates to retired professors, this distilled wisdom of several generations of colleagues is an important book to have handy. Whether seeking a job, preparing for tenure, working at a non-profit organization, entering the publishing world, figuring finances, mentoring or being mentored, the reader will find just what she (or he—men find it useful too) needs to know. This volume reflects the diversity of women's experiences, the range of opportunities, the pitfalls and promises of religious studies that span ministry, academia, and activism. It is a good investment for one's future career and a welcome gift for students. This second edition is updated to reflect the rapidly changing field, especially technological innovations. (From the Publisher)

Table Of Content:
Introduction
Part I - The Guide from A to Z
Part II - Appendices
Appendix I: American Academy of Religion Sexual Harassment Policy
Appendix II: American Academy of Religion Sexual Harassment Grievance Procedure
Appendix III: Society of Biblical Literature (SBL) Ethics Statement
Appendix IV: Making Your Presentations Disability Friendly

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Radical Presence is a book about our lives as well as our work, suggesting that the "secrets" of good teaching are the same as the secrets of good living. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments

ch. 1 To Teach Is to Create a Space
ch. 2 "Love Calls Us to the Things of This World"
ch. 3 An Experiment in Friendship
ch. 4 Listening Like a Cow
ch. 5 Looking at the Moon
ch. 6 Dissonance
ch. 7 Nourishing the Prophetic Vision

References

Additional Info:

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This essay, the first in a series about the priorities of the professoriate, offers a vision of the new American scholar. The first part of the essay examines the numerous activities that surround faculty work and how they relate, in a changing external environment, to the role of the scholar. The stage is set by defining how higher education relates to the larger purposes of American society and by noting the assumptions and consensus within which academic professionals have traditionally operated. The essay then examines how the contexts of faculty work are being transformed in the 1990s by financial constraints, the technological environment, and basic assumptions about work itself. The second part of the essay deals with how these changes affect and necessitate rethinking faculty careers. It discusses changes in the academic workplace, the shifting concept of scholarship, the interdependence of teaching and research, the relationship between personal and professional needs, interactive approaches to learning, working within a collaborative organization, the career implications of crossing knowledge domains and moving in and out of the academy, and tenure and alternative employment arrangements.

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Abstract: If institutions are to create campus environments that provide welcoming and engaging contexts for personal and professional development of students, faculty, administrators, and staff, all members of campus communities must be willing to look closely not just at what they do (or do not do) on a daily basis, but also why. This book offers an analysis of how faculty perceive intersections between spirituality and higher education, and what implications their spiritual inclinations have, not only for undergraduate education, but also for faculty life within academic workplaces.

The Quest for Meaning and Wholeness draws on the 2012 Faculty Beliefs and Values Survey of just over 8,500 faculty employed at a range of institutions, and features faculty voices to answer the “So what?” question about why administration, faculty developers, and researchers should care about the spiritual and religious lives of faculty. (From the Publisher)

Table Of Content:
About the Author
Foreword
Preface
Acknowledgments

ch. 1 Spirituality and Higher Education
ch. 2 The Meaningfulness of Spirituality and Religion in Faculty Members’ Lives
ch. 3 Spiritual Quest
ch. 4 Ethic of Caring, Ecumenical Worldview, and Charitable Involvement
ch. 5 Religious Faith and Perspectives
ch. 6 Equanimity
ch. 7 Higher Education and the Life of the Faculty Spirit

Epilogue
Appendix: Study Methodology
References
Subject Index
Name Index

Additional Info:
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Teaching and learning in higher education can evoke strong feelings, including confusion, anxiety, boredom, curiosity, surprise and exhilaration. These emotions affect students’ learning, progress and overall success. Teachers’ emotions affect how they teach and their relationships and communication with students. Yet the emotional dimensions of teachers’ and students’ experiences are rarely discussed in the context of improving higher education.

This book addresses that gap, offering short, evocative case studies to spark conversation among university teachers. It challenges readers to reflect on how higher education feels, to explore the emotional landscape of courses and programmes they create and consider the emotional effects of messages embedded in various policies and practices.

Following the student lifecycle from enrollment to reunion, each of the main chapters contains 10 to 15 accessible, emotionally-engaging poems that serve as succinct case studies highlighting how some aspect of learning, teaching or development in higher education feels. Each chapter also contains an expert scholarly commentary that identifies emergent themes across the cases and establishes connections to theory and practice in higher education. The poems-as-case-studies are ideal for use in faculty or educational development workshops or for individual reflection. A variety of theoretical perspectives and associated reflection prompts provide lenses for variously interpreting the poems. An appendix offers suggestions for structuring case discussions as part of educational development activities.

The book promotes a person-centered discourse, giving voice to previously neglected aspects of higher education and reminding us that education is essentially a human endeavor. (From the Publisher)

Table Of Content:
Acknowledgments
ch 1. Introduction
ch 2. Seven Stances on Emotion in Education
ch 3. Transition to Higher Education–In Search of Belonging(Expert Commentary by Terrell Strayhorn)
ch 4. Remaking Self-in-World 53 (Expert Commentary by Marcia B. Baxter Magolda)
ch 5. Taking Care of Students and Ourselves (Expert Commentary by Celia Hunt)
ch 6. Teaching in the Real World 107 (Expert Commentary by Michalinos Zembylas)
ch 7. For Love of People, Culture and Society (Expert Commentary by Monica McLean with Sarah LeFanu and Susan Bruce)
ch 8. For Love of Humanities and Arts (Expert Commentary by David Keplinger)
ch 9. For Love of Science (Expert Commentary by John Bowden and Pamela Green)
ch 10. Success and Failure – Achievement-Related Emotions (Expert Commentary by Reinhard Pekrun)
ch 11. Where We’ve Been, Where We’re Going
ch 12. Conclusion
Appendix 1: Using the Cases as Discussion Prompts – A Sample Discussion Guide
Index by Contributor
Index by Poem Title

Additional Info:
Click Here for Book Review
Abstract: Winner of the Thurber Prize for American Humor

Jason Fitger is a beleaguered professor of creative writing and literature at Payne University, a small and not very distinguished liberal arts college in the midwest. His once-promising writing career is in the doldrums, as is his romantic life, in part as the result of his unwise use of his private affairs for his novels. His life, a tale of woe, is revealed in a series of hilarious letters of recommendation that Fitger is endlessly called upon by his students and colleagues to produce, each one of which is a small masterpiece of high dudgeon, low spirits, and passive-aggressive strategies. (From the Publisher)

Additional Info:

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Robert and DeMethra’s book, Me-Searching and Re-Search, has caught my fancy in a number of ways. The book title cleverly captures what SPN is all about—it is about self narratives (the “me-search” part) and about scholarly meaning making (the “re-search” part). This eye-catching title also illuminates the authors’ intent to turn this seemingly intimidating method of self-inquiry into something very accessible and doable. Their jargon-free language is friendly and inviting. Although they don’t intend to make their many methodological tips and tools too prescriptive, their practical suggestions provided in this guide book are, indeed, helpful and useful. I believe that Robert and DeMethra have demonstrated admirable talents as effective educators by unpacking the complex method of SPN writing into bite-sized steps. I am fully convinced that the steps will help both novices, and the experienced researcher, to reach the ultimate height of producing engaging, and scholarly significant, SPN’s. The book is also fun to read. The authors intersperse throughout their own SPN’s, pedagogical insights from their doing and teaching, and real-life stories, in order to illustrate the methodological process, challenges, and triumphs. (From the Publisher)

Table Of Content:
Foreword
Preface

Part I: Setting The Stage For Writing An Spin
ch. 1 What Our Book Is About
ch. 2 Why Can’t I Write More Personally, More Honestly?
ch. 3 Autoethnographies, Memoirs, Personal Narrative Essays, Autobiographies
ch. 4 Okay Then! What Exactly Is Scholarly Personal Narrative Writing?

Part II: The Four Components of Spn: Pre-Search, Me-Search, Re-Search, We-Search
ch. 5 How Do You Get Started?
ch. 6 DeMethra’s Pre-Search Dissertation Process
ch. 7 Speaking to All the Me-Search Self-Doubters
ch. 8 Tell Your Story, Speak Your Truth
ch. 9 The SPN Way to Think About Research
ch. 10 The Relationship of Art to Truth in SPN Writing
ch. 11 The Centrality of Theme-Search in SPN Research
ch. 12 Moving from the Pre-, the Me-, and the Re-, to the We
ch. 13 DeMethra’s Use of We-Search and Universalizability in Her Dissertation

Part III: The Nuts and Bolts Spn Toolbox
ch. 14 The Nuts and Bolts Spn Toolbox

Part IV: Additional Resources For Spn Writers
ch. 15 Our SPN Course Syllabus
ch. 16 Putting It All Together
ch. 17 How to Deal with PSPND Syndrome
ch. 18 Creating an SPN Code of Ethics
ch. 19 How to Create Faculty Support for SPN Writing

References

Additional Info:
Personal, affirming but critical self-reflection on the evolution of a personal teaching style.

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1. They are value-driven. 2. They are connected to the world around them. 3. They require solitude and quiet. 4. They pace themselves. 5. They have contact with nature. 6. They are creative and playful. 7. They are adaptive to change. 8. They learn from down-time. 9. They are always in training. 10. They are future-oriented.

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Navigating an academic career is a complex process – to be successful requires mastering several 'rites of passage.' This comprehensive guide takes academics at all stages of their career through a journey, beginning at graduate school and ending with retirement.

A Guide to Surviving a Career in Academia is written from a feminist perspective, and draws on the information offered in workshops conducted at national meetings like the American Society of Criminology and the Society for the Study of Social Problems. Through the course of the book, an expert team of authors guide you through the obstacle course of finding effective mentors during graduate school, finding a job, negotiating a salary, teaching, collaborating with practitioners, successfully publishing, earning tenure and redressing denial and, finally, retirement.

This collection is a must read for all academics, but especially women just beginning their careers, who face unique challenges when navigating through these age-old rites of passage. (From the Publisher)

Table Of Content:
Introduction: The Journey

ch. 1 Surviving Graduate School (Sara Brightman & Emily Lenning)
ch. 2 Strategies for Success on the Job Market (Kate Luther & Nancy A. Wonders)
ch. 3 Money Matters: The Art of Negotiating for Women Faculty (Suzanna Rose & Mona Danner)
ch. 4 Being a New Faculty (Angie M. Moe & Lisa M. Murphy)
ch. 5 Teaching with Intention: Technique, Innovation and Change in Criminal Justice Education (Kristi Holsinger)
ch. 6 A Brief Guide to Academic Publishing (Claire Renzetti)
ch. 7 Collaborating with Practitioners (Carolyn Rebecca Block, Deshonna Collier-Goubil, Angela Moore Parmley & Winnifred L. Reed)
ch. 8 Getting Tenure and Redressing (Kristine Mullendore)
ch. 9 Retirement: Another Frontier (Susan F. Sharp)

Conclusion: And the Journey Continues (Emily Lenning, Sara Brightman & Susan Caringella)

Additional Info:
The Effective, Efficient Professor: Teaching, Scholarship and Service develops methods to improve the proficiency and time management skills of faculty in all areas of their careers. Most faculty are discipline experts but have not studied methods to improve their teaching, scholarship or service. This book applies efficiency and time management methods to academe. Throughout the book, the author shows how student learning and academic productivity can be improved by being aware of effective time management techniques. A variety of efficient and effective teaching methods are explored. Scholarship, service, and working with graduate students are also discussed. This book will help college faculty at all levels of instruction take charge of their careers! For college professors in all disciplines. (From the Publisher)

Table Of Content:
List of Figures and Tables
Preface
Introduction: Effectiveness and Efficiency in Academe

Pt. 1Time Management Techniques for Academics
ch. 1 Missions, Goals, and Activities
ch. 2 Applying Time Management Methods

Pt. Effective and Efficient Teaching
ch. 3 Teaching and Learning
ch. 4 Lecture-Style Classes
ch. 5 Problem-Oriented Learning
ch. 6 Rapport with Students and Advising

Pt. Effective, Efficient Students
ch. 7 Undergraduates
ch. 8 Graduate Students and Graduate Programs

Pt. Scholarship and Service
ch. 9 Scholarship and Writing: Still the Path to Fame and Promotion
ch. 10 Service and Administration: Citizenship in the Institution
ch. 11 Closure: Making Changes

References
Index

Additional Info:
Explores the challenges faculty fathers face in navigating the demands of work and family.

For the past two decades, colleges and universities have focused significant attention on helping female faculty balance work and family by implementing a series of family-friendly policies. Although most policies were targeted at men and women alike, women were intended as the primary targets and recipients. This groundbreaking book makes clear that including faculty fathers in institutional efforts is necessary for campuses to attain gender equity. Based on interviews with seventy faculty fathers at four research universities around the United States, this book explores the challenges faculty fathers—from assistant professors to endowed chairs—face in finding a work/life balance. Margaret W. Sallee shows how universities frequently punish men who want to be involved fathers and suggests that cultural change is necessary—not only to help men who wish to take a greater role with their children, but also to help women and spouses who are expected to do the same. (From the Publisher)

Table Of Content:
List of Tables
Acknowledgments

ch. 1 Introduction
ch. 2 Conflicting Roles: The Ideal Worker or the Ideal Father?
ch. 3 Family-Friendly or Father-Friendly: Institutional Culture and the Ideal Worker
ch. 4 Disciplinary Culture and the Ideal Worker
ch. 5 How Family Life Affects Faculty Life
ch. 6 The Ideal Worker Inside or Outside the Home?
ch. 7 Tenure versus Fatherhood: How Generation X Faculty Eschew the Ideal Worker
ch. 8 Redefining the Ideal

References
Index

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:
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:
This book is the written record of seven feminists' commitment to practice what they preach-to make incarnate both the fierce and the whimsical character of that which is born in every shared effort to teach and learn with minds set on justice. (From the Publisher)

Table Of Content:
Preface

ch. 1 In Search of Common Ground
ch. 2 Can We Be Different But Not Alienated? An Exchange of Letters
ch. 3 In My Voice You Will Hear Pain
ch. 4 Our God-Stories: Sharing Images
ch. 5 The Shape and Significance of Feminist Theology: A Christian Perspective
ch. 6 Trashing the Terrible, Titillating Lesbian: Dialoguing on Sexuality
ch. 7 The Mud and the Flower

Notes
Selected Bibliography

Additional Info:
In university teachers’ hectic lives, finding space to reflect, restore, renew, and recommit can seem impossible. Jean Koh Peters and Mark Weisberg believe regular reflection is critical and have designed A Teacher’s Reflection Book to help teachers and other professionals find that space. Growing out of the authors’ extensive experience facilitating retreats and leading teaching and learning workshops, the book builds on their discoveries in those settings, supporting and promoting teachers’ self-directed development.

Inviting that development, A Teacher’s Reflection Book is a cornucopia of stories, exercises, and examples that will inspire teachers to make reflection a cornerstone of their daily lives. With its multiple suggestions and strategies, it offers something for every reader, and is responsive to teachers’ needs at all stages of their careers.

The book’s six chapters offer readers several perspectives from which to reflect. Some sections offer glimpses of teachers in the midst of their daily teaching lives, while others step away, inviting readers to reflect on what it means to have a vocation as a teacher.

The book explores how we listen, a crucial yet rarely taught skill, essential for reflecting, as well as for learning and teaching. And it invites teachers to reflect on their students: who they are, and what and how they learn. For those latter reflections, the authors turn the focus on fear, which so pervades university life and which can distort learners’ and teachers’ perspectives and responses. Throughout this book, readers will visit several classrooms and listen to the evocative voices of several thoughtful students. (From the Publisher)

Table Of Content:
Foreword
Preface
Gratitudes

ch. 1 How Does a Teacher Say Hello?
I. A Look at Several First Classes II. Exercises to Focus on Hello
II. Exercises to Focus on Hello
A. What Is the First Experience Students Have in Your Course? What Is Their First Experience in Class?
B. What Are the Dispositions of Your Classroom?
C. Fast Forward Through the Semester You’re about to Start
D. Consider “Entrainment” and the Rhythms of Your Semester
E. Think about Hellos in Popular Culture
F. How Will You Deal with Fluctuating Student Attendance During “Shopping Periods”?
G. What Will Be the Role of Technology in Your Classroom, and Will You Make Space to Express That in Your Hello?
H. Will You Know Your Students’ Names?
I. How Will You Handle Your Announcements?
J. As You Begin, How Do You Want the Central Ideas of the Course to Emerge?
K. Consider Generating Ideas by Using Beginning Rituals in Other Settings
III. Final Thoughts about Hello
IV. Conclusion Notes

ch. 2 Reflection: What It Is and How to Practice It
I. Introduction: A Reflection on the Need for Reflection
II. Essential Elements of Reflection—What Makes Reflection Work for You?
A. Identify Meaningful Elements of Reflection That Uniquely Suit Your Needs
B. Three Recommended Elements of Reflection: Starting Focal Point, Experience, Non-judgment
1. A Starting Focal Point
2. Experience
3. Non-judgment
III. A Session of Reflection: The Individual Reflection Event
A. Individual Reflection Event: The Retreat Model
B. Examples of Individual Reflection Events
1. Reflection Event — With a Group, at Our Retreat
2. Reflection Event — Alone, at a Conference, Further Reflected Upon Alone, after the Conference
IV. What a Practice of Mindful Reflection Might Look Like
A. The Spirit of Mindful Reflection — A Practice, Not a Habit
B. The Structure of Mindful Reflection — Useful Strategies
C. Additional Suggestions for Developing a Reflection Practice
1. Downshifting, Making the Transition
2. Giving Oneself Permission
3. Dealing with Technology and Time
D. Creating Conditions for Reflection
V. Conclusion
Notes

ch. 3 Experiments in Listening
I. Looking Retrospectively at Your Experiences of Listening
A. Ask Analytical or General Questions about Your Listening
1. Ten Freewriting/Brainstorming Prompts
2. Explore Your Listening on a Doubting and Believing Spectrum
B. Explore Critical Incidents from the Past
1. High Points and Low Points as a Listener
2. Profile of the Three Best Listeners I Know
3. High Points and Low Points as a Person Being Listened To
II. Looking Prospectively: Analyzing Your Listening for New Insights
A. Collect New Data
B. Experiment with Your Listening
1. Use the Doubting-Believing Spectrum: Two Variants
2. Wait Five Seconds before Responding
3. Don’t Offer Advice
4. Listen with Your Hands Occupied
5. Practice Non-judgment
6. Try a Group Exercise

ch. 4 Who Are Our Students, and How and What Do They Learn in Our Classrooms?
I. Who Were We as Students: Our Best/Worst Moments as Students
II. Student Voices
III. A Culture of Fear and Its Consequences
A. Three Classrooms, Three Nightmare Scenarios
IV. What Can We Do to Facilitate Learning?
A. Teach Non-judgmentally/Teach Non-judgment
B. Discern the Gift, Not the Gifted
C. Use Midstream, or Formative, Assessment
D. Anticipate Difficult Incidents
E. Take One More Minute
F. Trust Ourselves
V. Conclusion
Notes

ch. 5 The Teacher and Vocation
I. Discovering Vocation
A. UnderstandingVocation
B. FindingYourVocation:FourExercises
1. Write Your Obituary
2. Find and Explore a Governing Metaphor
3. Compose a Job Description
4. Visit or Write Your Future Self
C. A Life Lived in Vocation: Implications
II. Nurturing Vocation in Ordinary Times: Two Sets of Processes You Can Trust
A. Internal Processes You Can Trust
B. ExternalProcessesYouCanTrust
III. Some Elements of a Teacher’s Vocation
A. Writing
B. ClassroomTeaching
IV. Conclusion
Notes

ch. 6 How Does a Teacher Say Goodbye?
I. Introduction
II. Invitations for Thinking about Goodbye
III. Ideas for Last Classes/Meetings
A. A Closing Circle
B. Completing the Circle
C. Jean’s Goodbye and Coupon
D. Postcards and Silent Witness
IV. Goodbye: A Unique Moment of Reflection
V. Conclusion
Notes

Appendix • Resources for Reflecting
About the Authors
Index

Additional Info:
In Learning from Our Lives: Women, Research, and Autobiography in Education, eleven women who are eminent educational researchers speak out intimately, and from these autobiographical accounts, readers experience how research that emerges from diverse women's lives shapes (and reshapes) educational knowledge and discourse. The book offers thoughtful insights into how the field of education might change as women assume positions of intellectual leadership. The distinguished list of contributors includes Kathryn H. Au, Concha Delgado-Gaitan, Maxine Greene, Patricia J. Gumport, Gloria Ladson-Billings, Ellen Condliffe Lagemann, Martha Montero-Sieburth, Anna Neumann, Nel Noddings, Penelope L. PEterson, and Linda f. Winfield. The book will be an important resource for graduate courses in foundations, teacher education, philosophy of education, women and education, research methods, sociology of education, and politics and education; general readers will find it fascinating reading as well. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments

ch. 1 Researching Lives: Women, Scholarship, and Autobiography in Education (Anna Neumann, and Penelope L. Peterson)
ch. 2 Exclusions and Awakenings (Maxine Greene)
ch. 3 Dismantling Borders (Concha Delgado-Gaitan)
ch. 4 For colored girls who have considered suicide when the academy's not enough: Reflections of an African American Woman Scholar (Gloria Ladson-Billings)
ch. 5 Schooling, Literacy, and Cultural Diversity in Research and Personal Experience (Kathryn H. Au)
ch. 6 Ways Without Words: Learning from Silence and Story in Post-Holocaust Lives (Anna Neumann)
ch. 7 The Weaving of Personal Origins and Research: Reencuentro y Reflexion en la Investigacion (Martha Montero-Sieburth)
ch. 8 A Subjective Necessity: Being and Becoming an Historian of Education (Ellen Confliffe Lagemann)
ch. 9 Accident, Awareness, and Actualization (Nel Noddings)
ch. 10 First Words. Still Words (Patrica J. Gumport)
ch. 11 Multiple Dimensions of Reality: Recollections of an African American Woman Scholar (Linda F. Winfield)
ch. 12 Learning Out of School and In: Self and Experience at Home, School, and Work (Penelope L. Peterson)
ch. 13 Learning from Research and Everyday Life (Anna Neumann, and Penelope L. Peterson)

About the Editors and the Contributors
Index

Additional Info:
The AAUP's website provides a wealth of materials 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:
How do we enter the practice of self-renwal, given the tricky balancing act of negotiating personal identity in the classroom - both the many wye we identify ourselves, and the ways we are identified by others. 

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:

Additional Info:
Your graduate work was on bacterial evolution, but now you're lecturing to 200 freshmen on primate social life. You've taught Kant for twenty years, but now you're team-teaching a new course on “Ethics and the Internet.” The personality theorist retired and wasn't replaced, so now you, the neuroscientist, have to teach the "Sexual Identity" course. Everyone in academia knows it and no one likes to admit it: faculty often have to teach courses in areas they don't know very well. The challenges are even greater when students don't share your cultural background, lifestyle, or assumptions about how to behave in a classroom.

In this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. How can you prepare most efficiently for a new course in a new area? How do you look credible? And what do you do when you don't have a clue how to answer a question?

Encouraging faculty to think of themselves as learners rather than as experts, Therese Huston points out that authority in the classroom doesn't come only, or even mostly, from perfect knowledge. She offers tips for introducing new topics in a lively style, for gauging students' understanding, for reaching unresponsive students, for maintaining discussions when they seem to stop dead, and -yes- for dealing with those impossible questions.

Original, useful, and hopeful, this book reminds you that teaching what you don't know, to students whom you may not understand, is not just a job. It's an adventure. (From the Publisher)

Table Of Content:
Introduction

ch. 1 The Growing Challenge
ch. 2 Why It's Better Than It Seems
ch. 3 Getting Ready
ch. 4 Teaching and Surviving
ch. 5 Thinking in Class
ch. 6 Teaching Students You Don't Understand
ch. 7 Getting Better
ch. 8 Advice for Administrators

Appendixes
Notes
Acknowledgments
Index

Additional Info:

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:
We used to worry that an online presence would be perceived in academia as unprofessional. Increasingly, it's not "whether" to have an online profile, but how to manage one's online footprint professionally. The piece offers many annotated links with a variety of perspectives, advice, and how-to's. Comments also lend their own views.

Additional Info:
The paper presents and critiques some important philosophical and educational arguments that are used to support the practice of personal self-disclosure in the classroom, both in group settings and in the form of autobiographical journals. It argues that there are important reasons for valuing privacy even when self-disclosures occur in an environment of perfect trust and caring; that to understand the importance of privacy primarily in terms of trust, or the absence of trust, is to risk overlooking the less apparent, yet more subtle, threats which ‘sympathy’ and ‘caring’ can pose to self-disclosers.

Additional Info:
A faculty learning community is a faculty group engaging in activities that provide learning, development, and community. This web page lists 10 qualities guide the design and process of a faculty learning community.

Additional Info:
Presumed Incompetent is a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword
Introduction

Part I: General Campus Climate
Introduction
ch. 1 Facing Down the Spooks (Angela Mae Kupenda)
ch. 2 Waking Up to Privilege: Intersectionality and Opportunity (Stephanie A. Shields)
ch. 3 A Prostitute, a Servant, and a Customer-Service Representative: A Latina in Academia (Carmen K Lugo-Lugo)
ch. 4 Black/Out: The White Face of Multiculturalism and the Violence of the Canadian Academic Imperial Project (Delia D. Douglas)
ch. 5 They Forgot Mammy Had a Brain (Sherree Wilson)
ch. 6 Present and Unequal: A Third-Wave Approach to Voice Parallel Experiences in Managing Oppression and Bias in the Academy (Kimberly R. Moffitt, Heather E. Harris, Diane A. Forbes Berthoud)
ch. 7 Navigating the Academic Terrain: The Racial and Gender Politics of Elusive Belonging (Elusive Belonging Linda Trinh Vo)

Part II: Faculty/Student Relationships
Introduction
ch. 8 Visibly Invisible: The Burden of Race and Gender for Female Students of Color Striving for an Academic Career in the Sciences (Deirdre M. Bowen)
ch. 9 Stepping in and Stepping out: Examining the Way Anticipatory Career Socialization Impacts Identity Negotiation of African American Women in Academia (Cerise L. Glenn)
ch. 10 Silence of the Lambs (Angela Onwuachi-Willig)
ch. 11 On Being Special (Serena Easton)
ch. 12 Are Student Teaching Evaluations Holding Back Women and Minorities? The Perils of "Doing" Gender and Race in the Classroom (Sylvia R Lazos)
ch. 13 Notes toward Racial and Gender Justice Ally Practice in Legal Academia (Dean Spade)
ch. 14 Where's the Violence? The Promise and Perils of Teaching Women of Color Studies (Grace Chang)

Part III: Networks of Allies
ch. 15 Working across Racial Lines in a Not-So-Post-Racial World (Margalynne J. Armstrong, Stephanie M. Wildman)
ch. 16 Native Women Maintaining Their Culture in the White Academy (Michelle M. Jacob)
ch. 17 Dis/Jointed Appointments: Solidarity amidst Inequity, Tokenism, and Marginalization (Michelle A. Holling, May C. fu, Roe Bubar)
ch. 18 What's Love Got to Do with It? Life Teachings from Multiracial Feminism (Karl Lerum)
ch. 19 Sharing Our Gifts (Beth A. Boyd)

Part IV: Social Class in Academia
ch. 20 Igualadas ( Franciscaa de la Riva-Holly)
ch. 21 The Port Hueneme of My Mind: The Geography of Working-Class Consciousness in Our Academic Career
ch. 22 On Community in the Midst of Hierarchy (and Hierarchy in the Midst of Community) (Ruth Gordon)

Part V: Tenure and Promotion
ch. 23 The Making of a Token: A Case Study of Stereotype Threat, Stigma, Racism, and Tokenism in Academe (Yolanda flores Niemann)
ch. 24 Lessons from a Portrait: Keep Calm and Carry On (Andrien Katherine Wing)
ch. 25 "No hay mal que por bien no venga": A Journey to Healing as a Latina, Lesbian Law Professor< (Elvia R. Arriola) br> ch. 26 La Lucha: Latinas Surviving Political Science (Jessica Lavariega Monforti)
ch. 27 Free at Last! No More Performance Anxieties in the Academy 'cause Stepin Fetchit Has Left the Building (Mary-Antoinette Smith)
ch. 28 African American Women in the Academy: Quelling the Myth of Presumed Incompetence (Sherri L. Wallace, Sharon E. Moore, Linda L. Wilson, Brenda G. Hart)
ch. 29 The Experiences of an Academic "Misfit" (Kelly Ervin)
ch. 30 Lessons from the Experiences of Women of Color Working in Academia (Yolanda flores Niemann)

Afterword
References
Contributors
Index

Additional Info:
Written for educators, administrators, policy makers, and anyone else concerned with the future of higher education, Rethinking Faculty Work shows how changes in higher education are transforming the careers of faculty and provides a model that makes it possible for all faculty to be in a position to do their best. This important resource offers a vision of academic workplaces that will attract superb faculty committed to fulfilling the missions of the universities and colleges where they work. (From the Publisher)

Table Of Content:
Preface

Part One: Higher Education's Changing Context
ch. 1 The Changing Context for Faculty Work and Workplaces
ch. 2 Trends in the National Workplace
ch. 3 Faculty Appointments and Faculty Members: Diversification, Growth, and Diversity
ch. 4 The Academic Profession Today: Diverse Appointments to Meet Diverse Needs
ch. 5 Attracting and Retaining Excellent Faculty

Part Two: The Framework
ch. 6 The Framework of Essential Elements
ch. 7 Respect: The Foundation for the Essential Elements
ch. 8 Shared Responsibility and Joint Leadership

Part Three: The Essential Elements
ch. 9 Equity in Academic Appointments
ch. 10 Academic Freedom
ch. 11 Ensuring Flexibility in Academic Appointments
ch. 12 Professional Growth
ch. 13 Collegiality
ch. 14 Why Rethink Faculty Work and Workplaces? A Call to Action

References
Name Index
Subject Index

Additional Info:
Featuring forthright testimonials by women who are or have been mothers as undergraduates, graduate students, academic staff, administrators, and professors, Mothers in Academia intimately portrays the experiences of women at various stages of motherhood while theoretically and empirically considering the conditions of working motherhood as academic life has become more laborious. As higher learning institutions have moved toward more corporate-based models of teaching, immense structural and cultural changes have transformed women’s academic lives and, by extension, their families. Hoping to push reform as well as build recognition and a sense of community, this collection offers several potential solutions for integrating female scholars more wholly into academic life. Essays also reveal the often stark differences between women’s encounters with the academy and the disparities among various ranks of women working in academia. Contributors—including many women of color—call attention to tokenism, scarce valuable networks, and the persistent burden to prove academic credentials. They also explore gendered parenting within the contexts of colonialism, racism, sexism, ethnocentrism, ageism, and heterosexism. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: Speaking Truth to Power to Change the Ivory Tower

Part I. Working/Learning in the Academy While Working/Learning as a Mom
ch. 1 How We Learned to Stop Worrying and to Enjoy Having It All (Michelle Kuhl, Michelle Mouton, Margaret Hostetler, Druscilla Scribner, Tracy Slagter, and Orlee Hauser)
ch. 2 Academia or Bust: Feeding the Hungry Mouths of the University, Babies, and Ourselves (Larissa M. Mercado-López)
ch. 3 Diverse Academic Support for an Employee, Mother, and Nontraditional Student (Wendy K. Wilde)
ch. 4 Breaking the Glass Ceiling While Being a Mother: Parenting, Teaching, Research, and Administration (Kim Powell)
ch. 5 To Tell or Not to Tell: Single Motherhood and the Academic Job Market (Virginia L. Lewis)
ch. 6 Class, Race, and Motherhood: Raising Children of Color in a Space of Privilege (Irene Mata)

Part II. Unexpected Challenges and Momentous Revelations
ch. 7 Four Kids and a Dissertation: Queering the Balance Between Family and Academia (Vanessa Adel)
ch. 8 “Tía María de la Maternity Leave”: Reflections on Race, Class, and the Natural-Birth Experience (Susana L. Gallardo)
ch. 9 Threads That Bind: A Testimonio to Puerto Rican Working Mothers (Maura I. Toro-Morn)
ch. 10 Parenting Within the Nexus of Race, Class, and Gender Oppression in Graduate School at a Historically Black College/University (Olivia Perlow)
ch. 11 Sobreviviendo (and Thriving) in the Academy: My Tías’ Counterconsejos and Advice (J. Estrella Torrez)
ch. 12 Revolving Doors: Mother-Woman Rhythms in Academic Spaces (Allia A. Matta)

Part III. Creating More Parent-Friendly Institutions of Higher Learning
ch. 13 Academic Library Policies: Advocating for Mothers’ Research and Service Needs (Gilda Baeza Ortego)
ch. 14 Reimagining the Fairytale of Motherhood in the Academy (Barbara A. W. Eversole, Darlene M. Hantzis, and Mandy A. Reid)
ch. 15 Tales from the Tenure Track: The Necessity of Social Support in Balancing the Challenges of Tenure and Motherhood (Sandra L. French and Lisa Baker-Webster)
ch. 16 How Higher Education Became Accessible to Single Mothers: An Unfinished Story (Summer R. Cunningham)
ch. 17 Making It Work: Success Strategies for Graduate Student Mothers (Erynn Masi de Casanova and Tamara Mose Brown)
ch. 18 Academic Mothers on Leave (but on the Clock), on the Line (and off the Record): Toward Improving Parental-Leave Policies and Practices (Colleen S. Conley and Devin C. Carey)
ch. 19 Supporting Academic Mothers: Creating a Work Environment with Choices (Brenda K. Bushouse)

Epilogue: Final Reflections
References
List of Contributors
Index

Additional Info:
An e-book with chapters on various stages of the academic career (graduate school, job search, alternative career options), as well as a chapter on "Dealing with Difficult Issues" and suggested resources.

Additional Info:
Podcast. First half of podcast looks at belief identities between the sacred and secular. Second half focuses on how to build an academic career, win research funding, and get articles published.

Additional Info:
Click Here for Book Review
Abstract: From the Inter-generational Mentoring Community project, which develops the next generation of academic leaders, comes formation mentoring, a process to enable faculty to recover, sustain, and further develop a sense of vocation, mission, and purpose. This book is a concise and practical guide to convening and sustaining these kinds of formation mentoring groups in higher education. It provides the necessary direction and structure to orient the process but is open-ended enough to apply across many settings and professional or educational disciplines. (From the Publisher)

Table Of Content:
Preface
Foreword: Rembering What The Ancients Knew
Introduction
Interlude: Finding the Time and Space for a More Meaningful Professional Life

ch. 1 What Is a Formation Mentoring Community?
Interlude: Message in a Bottle
ch. 2 Cultivating Growth: Conversation in Community
Interlude: Is There a Place for Me in a Formation Mentoring Community?
ch. 3 The Basics of Creating Formation Mentoring Communities on Your Campus
ch. 4 Collaborative Stewardship: Facilitating a Formation Mentoring Community
ch. 5 From Individual to Institutional Change: Ripples of Transformation

Afterword: Beyond The Small Group
Recommended Resources
Notes
Gratitudes
About the Authors
Index

Additional Info:
Podcast. Topics covered: The importance of publication, and the relative merits of different publications; getting teaching experience; services to the discipline and the community; conferences and networking; what to put in your CV; how to keep up-to-date with your field

Additional Info:
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.

Additional Info:
Podcast. Zoe Alderton leads a group of academics with experience of all levels of academic publishing in a discussion which aims to demystify the process.

Additional Info:
Twenty-two essays explore topics such as feminism in the liberal arts disciplines; the relationship of the liberal arts to the larger university; the costs and rewards for women in administration; the corporatization of university campuses; intergenerational and transcultural tensions within feminist communities; balancing personal life with professional aspirations; the relationship of feminism to cultural studies; women, social justice, and the liberal arts. Not Drowning But Waving is a welcome progress report on the variety of feminisms at work in academe and beyond. It provides crucial insights for university administrators, faculty, and literate non-specialists interested in the Arts and Humanities. (From the Publisher)

Table Of Content:
Not Drowning
ch. 1 "My World as in My Time" - Living in the History of Equity and Backlash (Patricia Clements)
ch. 2 "I forgot the attachment" - and Other Casualties of Academic Labour at the Present Time (Donna Palmateer Pennee)
ch. 3 School/work, Home/work - Academic Mothering and the Unfinished Work of Feminism (Susan Brown)
ch. 4 What to Expect When You're Not Expecting - The Place of Women in the Academy (Cecily Devereux)
ch. 5 Things We Gained in the Fire - Burnout, Feminism, and Radical Collegiality (Heather Zwicker)
ch. 6 On Justice, Exhaustion, Apology, Alienation (Aruna Srivastava)
ch. 7 Feverish Future (Erin Wunker)
ch. 8 What I Learned in Dreamland - Or The Adventures of a (Female) Associate Dean (Christine Overall)
ch. 9 Western Feminism, the Multicultural University, and Institutional Branding - Lessons for Libertarians Now (L.M. Findlay)
ch. 10 Desperately Seeking Equity - Systemic Discrimination and the Canada (Louise H. Forsyth)

Waving
ch. 11 Drowning in Bathtubs (Aritha van Herk)

History/Temporality/Generations
ch. 12 Postsecondary Pyramid - Equity Audit 2010
ch. 13 Waves, Tangles, Archaeologies, and Loops - Historicizing the Second Wave of the Women's Movement (Tessa Elizabeth Jordan, Jo-AnnWallace)
ch. 14 A Vindication and the Imperative of History - Reviving Wollstonecraft for Future Feminisms (Katherine Binhammer, Ann B. Shteir)
ch. 15 The Way They Stayed - The United Alumnae Association and Women's Co-Education at Toronto (Heather Murray)
ch. 16 "Not a Postfeminism Feminist" Feminism's Third Wave (Elizabeth Groeneveld)
ch. 17 Between the Waves - Two Perspectives (Phil Okeke-Ihejirika, Julie Rak)
ch. 18 Mentoring (Isobel Grundy)
ch. 19 Knitters and Night Cleaners - Feminist Alliances in the Academy (Ann Wilson)

Activism
ch. 20 Who Benefits? (Christine Bold)
ch. 21 Inheriting What Lives on from Vancouver's Disappeared Women (Amber Dean)
ch. 22 On Denunciations and Disavowals - Feminism, Trans inclusion, and Nixon v. Vancouver Rape Relief (Lisa Gotell)
ch. 23 Guerrilla Grrris and Sex Trafficking - Activism, Agency, Feminist Debates, and Feminist Oversights (Majorie Stone)

Contributors
Bibliography
Index

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.

Additional Info:
In this study we explored faculty and student experiences of accelerated learning. We conducted interviews with faculty members who had delivered the same course in 12 and 6-week timeframes, and we analysed a student survey. Students reported overall positive experiences in the accelerated courses, particularly in the social aspects of learning, higher than usual motivation, and confidence in their learning. However, both faculty and students raised concerns about the scope and timing of assessment tasks, student workload expectations, faculty workload, and administration of courses. We offer recommendations regarding implementation, assessment practices, and management of learning in an accelerated timeframe.

Additional Info:
Journal Issue.

Table Of Content:
A Quiz That Promotes Discussion and Active Learning in Large Classes (Patricia L. Stan)
Designing Homework: That Enhances Learning
The Unquiz: An Enjoyable Way to Job Students' Memories
Motivating Students: Highlights from Minds Online
Fun: What Does It Do for Learning?
A Cover Letter Responding to Feedback
Active Learning: Endorsed but Not Used
Clickers or Hand Raising?
A Blog Assignment with Results

Additional Info:
Lack of time may be the single most commonly experienced problem among American faculty. It is fair to say that the overwhelming majority of the roughly 400,000 full time faculty in American colleges and universities feel overloaded in their teaching lives; they perceive that they do not have time to do their basic faculty duties properly; and they believe that overload goes with the job. We complain yet we do not reflect on and evaluate our paradigms for how we use our time. Perhaps a pernicious norm has evolved: anyone not complaining about being overwhelmed is suspect. We act as if we have no choice. Einstein once remarked, "Insanity is doing the same thing over and over again and expecting different results." A Lakota Sioux saying puts the idea in concrete terms, "When your horse is dead, the proper strategy is to dismount." When it comes to avoiding overload, many of us sit on our dead horses kicking them in the sides over and over again, insanely, wondering why we don't get anywhere. However, we do have choices about how we use our time. Einstein suggested a way to discover our choices when he further observed, "Problems cannot be solved at the same level of awareness that created them." Essentially, that is the objective of this book: to elevate our awareness of how we use our time and how we might improve that use of time. We need to shift our perspective on using time from subject (a perspective from which we act naively) to object (a perspective on which we act intentionally). The tool that we will use to stimulate this shift in awareness comes from a vintage analysis of systems theory and research and focuses on managing the boundaries of our teaching selves better. In Making Time, Making Change, author Douglas Reimondo Robertson leads you on the road to a more rewarding, and less harried, teaching life! (From the Publisher)

Table Of Content:
Dedication
Acknowledgements
About the Author
Toward Dismounting the Dead Horse
Avoiding Overload as Boundary Management
Control/Flow Paradox
Background
Intended Audiences
Objectives
Overview
Part I: Making Time
Be Able to be Efficient in All Things
Related Overload Adaptation
Teaching Applications
Know Your ``Lines in the Sand'' and State Them Clearly, Early, and Often
Interact with Students with Intentional Time and Depth
Use Technological Tools in Course-Related Scholarship
Use Technological Tools to Check for Plagiarism
Use Robots to Score and Record Tests
Digitize Everything that You Can
Word Process Written Feedback
Use Group Feedback Thoughtfully
Remember that Perfect Is Not Beautiful
Do Not Permit Handwritten Student Work
Parse Your Time and Set Appropriate Expectations
Express Your Values in How You Use Your Time
Related Overload Adaptation
Teaching Applications
Identify the Major Areas of Your Life
Assign Times for Each Area
Identify the Major Areas of Your Faculty Work
Assign a Weight to Each Area
Do the Math
Keep Doing the Math
Use Discretion in Disclosing the Details
Don't Hoard Responsibility, Share It
Related Overload Adaptation
Teaching Applications
Employ NIFs
Students
Mastery Learning Programs
Outside Experts
Research Data Bases
Require Students to Download and Print Course Materials
Required Students to Monitor Their Own Completion of Course Assignments
Require Students to Prepare Their Own Study Guides
For Every Aspect of Your Teaching, Find a Time and Place Befitting it
Related Overload Adaptation Teaching Applications
Identify the Major Activities of Your Teaching Work
Allocate Time to Each Type of Work
Create a Place Befitting Each Activity
Be Able to Block Access to You
Leave the Office
Work at Home if You Can
Know Your Campus Options
Know Your Community Options
Be Short with Many So That You May be Long With a Few
Related Overload Adaptation
Teaching Applications
Frame Asynchronous Communication Tools as Your Personal Staff
Be Proud of Your Personal Staff
Do Not Provide Immediate Access to You except during ``Open Door'' Periods
Teach Your Students Your Communication System
Create a Time and Place to Process Asynchronous Communication
Interact Electronically in Correspondence with the Time Available
Stick to Your Knitting, Refer to Other Helpers When Possible
Related Overload Adaptation
Teaching Applications
Do Not Try to Be a Counselor
Do Not Take on Being a Composition Teacher
Do Not Attempt to Be the Computer Support Desk
Do Not Think that You Need to Be a Librarian
Become Familiar with Pertinent Campus and Community Resources
Have a Current Referral Sheet and Use It
Part II: Making Change
Competing Commitments and Change
Assumption Hunting
Step 1: State the Change Commitment
Commitment Task
Commitment Examples
Step 2: Discern What You Are Doing to Prevent the Change from Happening
Interference Examples
Step 3: Identify the Competing Commitment
Competing Commitment Task
Competing Commitment Examples
Step 4: Discover the Big Assumption Behind the Competing Commitment
Big Assumption Task
Big Assumption Examples
Assumption Testing
Step 1: Observe Yourself in Relation to Your Big Assumption
Observation Task
Observation Example
Step 2: Search for Evidence that Undermines Your Big Assumption
Countervailing Evidence Task
Countervailing Evidence Example
Step 3: Construct a Biography of Your Big Assumption
Big Assumption Biography Task
Big Assumption Biography Example
Step 4: Conduct Mini-Experiments that Test Your Big Assumption
Mini-Experiment Task
Mini-Experiment Example
Networks and Change
Networks
Home Department
Step 1: List All of Your Colleagues in Your Department
Home Institution
Step 2: List All of the Members of Work Groups at Your Institution with Whom You Feel that You Meet Frequently, besides Your Department
Step 3: List Any Other Colleagues at Your Institution with Whom You Feel You Have a Relationship
Outside Professional Communities
Step 4: List All of Your Colleagues Outside of Your Institution with Whom You Feel You Have a Relationship
Sex and Number
Step 5: Beginning with Your Home Department List, then Home Institution List, and Finally Outside Professional Communities List, Designate the Sex of the Person and Enumerate the Relationship
Mattering
Step 6: For Each Relationship in General, Indicate How Much What that Person Thinks, Feels, or Does Matters to You
Mapping
Step 7: Sector by Sector (Department, Institution, Communities), Place Each Relationship on the Network Map in the Ring that Corresponds with How Much that Relationship Matters to You
Change
Desired Change
Step 8: Identify the Desired Change(s) in Your Professional Practice
Force Field Analysis
Step 9: For Each Relationship in General, Indicate whether You Think that if the Person Knew about Your Desired Change in Your Professional Practice that Person Would Support or Resist Your Making It
Force Field Mapping
Step 10: For Each Relationship, Place the Appropriate Support or Resistance Symbol (+, -, +/-, or blank) next to the Person's Numbered Circle or Square on the Network Map
Observing
Step 11: Examine Your Map and Take Note of Whatever Stands Out to You as important
Change Strategies
Step 12: Determine Strategies for Increasing the Support in Your Networks and Decreasing the Resistance, Particularly in Your Inner Circles
Bless Its Heart
References
Index

Additional Info:
Calling for accountability, Practice What You Preach discusses ethical questions that arise in congregations and pastoral leadership. Formation of pastors, empowering leaders, resolving power struggles between clergy and laity--these and other critical pastoral issues are addressed by an ecumenical group of contributors. Divided into four parts: the way the churches train their pastors; the way their pastors live; the way communities worship; and the way communities behave, this collection identifies and offers positive solutions to areas where churches are often slow to change. Each essay begins with a case describing a typical problem--from wages to in-fighting--and then discusses what virtues or character traits might be developed to resolve the problem effectively. An eye-opener of a book . . . it will involve you from page one as it invites intelligent people everywhere to reckon with its courageous, timely content. (From the Publisher)

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The Soul of Higher Education: Contemplative Pedagogy, Research and Institutional Life for the Twenty-first Century contributes to an understanding of the importance and implications of a contemplative grounding for higher education. It is the sixth in a series entitled Advances in Workplace Spirituality: Theory, Research and Application, which is intended to be an authoritative and comprehensive series in the field. This volume consists of chapters written by noted scholars from both Eastern and Western traditions that shed light on the following questions:
• What is an appropriate epistemological grounding for contemplative higher education? How dues the current dominant epistemology in higher education mitigate against contemplative teaching, learning, and research? What alternatives can be offered?
• How can a contemplative culture be nurtured in the classroom? What difference does that culture make in teaching and learning? What is the role of individual and institutional leadership in creating and sustaining this culture?
• What is contemplative research? How can the emerging field of contemplative studies fit into the twenty-first-century university?
• What can faculty and students learn from contemplative practices about how to find peace of mind in a world of higher education characterized by increasing complexity, financial pressures, and conflicts?
• What does a contemplative organizational structure look like in higher education? How can committees, faculty meetings, and administrative teams use contemplative practices to work more effectively together?
• How can contemplative decision-making processes be used in higher education? Given hierarchies, turf wars, and academics’ propensity for using argument as a weapon, is it possible to introduce contemplative practices into decision-making situations in appropriate ways? (From the Publisher)

Table Of Content:
PART I: EPISTEMOLOGICAL FOUNDATIONS
Ch 1. Epistemological Foundations for Contemplative Higher Education: Challenging the Dominant Paradigm (Margaret Benefiel)
Ch 2. Contemplative Method and the Spiritual Core of Higher Education (Mary Frohlich)

PART II: CONTEMPLATIVE TEACHING, LEARNING, AND RESEARCH
Ch 3. The Contemplative Classroom, or Learning by Heart in the Age of Google (Barbara Newman)
Ch 4. Lectio Divina (Stephanie Paulsell)
Ch 5. The Compassionate Christ in the Classroom: Ignatian Spiritual Reading (Bo Karen Lee)
Ch 6. What are People For? Cultivating Connection and Challenging Self-Interest (Dan Barbezat)
Ch 7. Transitioning Contemplative Practices From the Safety of the Classroom Into Secular Organizational Environments (André L. Delbecq)
Ch 8. On the Emerging Field of Contemplative Studies and Its Relationship to the Study of Spirituality (Jacob Holsinger Sherman)

PART III: CONTEMPLATIVE ORGANIZATIONAL STRUCTURES
Ch 9. “Only a Feather”: Contemplative Organizational Life (Margaret Benefiel)
Ch 10. Maharishi University of Management: A Community for Consciousness (Dennis P. Heaton)

About the Editors

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Click Here for Book Review
Abstract: If there is one sector of society that should be cultivating deep thought in itself and others, it is academia. Yet the corporatisation of the contemporary university has sped up the clock, demanding increased speed and efficiency from faculty regardless of the consequences for education and scholarship.

In The Slow Professor, Maggie Berg and Barbara K. Seeber discuss how adopting the principles of the Slow movement in academic life can counter this erosion of humanistic education. Focusing on the individual faculty member and his or her own professional practice, Berg and Seeber present both an analysis of the culture of speed in the academy and ways of alleviating stress while improving teaching, research, and collegiality. The Slow Professor will be a must-read for anyone in academia concerned about the frantic pace of contemporary university life. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 Time Management and Timelessness
ch. 2 Pedagogy and Pleasure
ch. 3 Research and Understanding
ch. 4 Collegiality and Community

Conclusion: Collaboration and Working Together

Additional Info:

Additional Info:
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Abstract: Leadership in universities is physically, intellectually and emotionally demanding work. It involves multiple and complex tasks and responsibilities such as staff management, strategic management, operational planning, financial and resources management, policy development, quality assurance processes, improving student outcomes, and engaging with community and the professions/industry. Leadership is not simply the act of being a leader, it is the act of leadership that projects ‘success’ and ‘desirable’ attributes. Leadership has the capacity to be deeply seductive yet it is not an immediately attractive option for women, particularly for those who carry the burden of family and domestic responsibilities, for whom finding a space for leading is no easy task. Yet despite the almost pessimistic research evidence, women are in senior leadership positions in higher education, however precarious their numbers. There can be little doubt that universities benefit from diversity in their student and staff population This book addresses the central questions; Who are the women who survive and occupy elite leadership roles in universities? How might their leadership be shaped by and a consequence of institutional climate? What strategies do they learn and adopt and how do they lead and manage their female colleagues? What about those women who do not ‘fit’ the gender script? The chapters overview the changing policy landscape in higher education; provide a critical commentary on the interplay between gender, leadership, higher education, and organisational diversity, and draw on education and critical management literatures in order to offer a broader understanding of gender and elite leadership;

This book will be essential reading for anyone involved or interested in higher education policy and management, academic leadership, organisational diversity and gender studies. (From the Publisher)

Table Of Content:
Series Editors’ Introduction
Acknowledgements

ch. 1 Telling Lives
ch. 2 Troubling Myths
ch. 3 Patterns and Pathways
ch. 4 Women Leading
ch. 5 Dangerous Terrain
ch. 6 Whispers of Change

References
Index

Additional Info:
In this book, the distinguished historian James Axtell offers a compelling defense of higher education. Drawing on national statistics, broad-ranging scholarship, and delightful anecdotes, Axtell reminds us of the dedication of professors and the increasing demands placed on them. He describes the professional work cycle, the evolution of scholarship in the past three decades, the importance of "habitual scholarship," and the best ways to judge a university. He discusses, with imagination and wit, the many pleasures of academic life, including intercollegiate sports, the "benign pathology" of loving and collecting books, teaching and service outside the classroom, life in college towns, and working vacations. Axtell persuasively confronts the major critics of higher education, arguing that they have perpetuated misunderstandings of tenure, research, teaching, curricular change, and professional politics. (From the Publisher)

Table Of Content:
Preface: In Praise of the University
Acknowledgments
Academic

ch. 1 (Mis)Understanding Academic Work
ch. 2 Scholarship Reconsidered
ch. 3 Twenty-five Reasons to Publish
ch. 4 Encountering the Other
ch. 5 What Makes a University Great?
Pleasures
ch. 6 Confessions of a Bibliolater
ch. 7 The Making of a Scholar-Athlete
ch. 8 Between Disciplines
ch. 9 Extracurriculum
ch. 10 College Towns
ch. 11 Academic Vacations

Conclusion: Professors, Critics, and Higher Education
Notes
Index

Additional Info:
Click Here for Book Review
Abstract: The case for a flexible work schedule for faculty has been repeatedly made, with one policy recommendation being part-time positions for tenure-track/tenured faculty (PTTT). Despite some of the benefits of this approach for both faculty and institutions, the PTTT concept is the least implemented policy for faculty flexibility and is poorly understood. This report offers the first comprehensive treatment of PTTT, suggesting that this mode of flexibility enhances recruitment, retention, and engagement of faculty, while offering value-added productivity, planning potential, and faculty loyalty for the institution.

Herbers provides data that explore how a PTTT policy can lead to faculty success and satisfaction across the lifespan of a career, and likewise offers analogies and examples of well-established practices that administrators across institution types can adapt to create their own policies. Administrators and faculty will find the author’s policy recommendations, best practices, and solutions to common challenges to be a roadmap for stimulating change in their institutions.

This is the 5th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, 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
Acknowledgments

Prologue 1
Part-Time Tenure Track in Higher Education
Precis

Faculty Flexibility and the Part-Time Option
The Need for Faculty Flexibility
The Imperative of Faculty Retention
The Faculty Life Course
PTTT and the Flexibility Agenda
Policy and Practice

Profile I: PTTT at Three Institutions
Who Are They?
Sources of Data on PTTT
IPEDS Data
NSOPF Data

Profile II
Patterns of Use by PTTT Faculty
Early Career and Family Constraints
Mid-Career Motivations
Late Career: Phasing Into Retirement
Conclusion

Profile III: Transitional Retirement at Colorado State University (CSU)
Lessons From Academic Medical Centers
Academic Medicine Must Adapt to a Changing Workforce
Faculty Retention
PTTT in Academic Medicine
Department Culture
Differences Among Specialty Areas
The Life Course Model in Academic Medicine

Profile IV
Analogs to Part-Time Tenure Track
Analogs Within Academia
Analogs in Other Work Sectors: The Path to Partner
Conclusion

Profile V
The Structure of PTTT Positions
Policies on PTTT
Parameters of PTTT Appointments
Conclusion

Profile VI
Benefits and Challenges
The View From Administration
The View From the Faculty
Conclusion

Profile VII
External Forces
Laws About Fair Hiring and Conflicts of Interest
Faculty Contracts for Collective Bargaining
State Retirement Systems
Funding Agencies
Accreditation Bodies
Insurance Companies
Special Faculty Units
Conclusion

Profile VIII
A Pathway Forward
The Faculty Life Course
Challenging the Ideal Worker
Best Practices for PTTT
The New Ideal

Notes
Appendix 1: Individuals Who Have Held PTTT Positions in Early Career, and Their Current Status
Appendix 2: Snapshots of Institutional Policies and Usage of PTTT Positions, Excluding Phased Retirement Policies
References
Name Index
Subject Index
About the Author

Additional Info:
A junior faculty member reflects on the dilemma of that professional position, noting that its anxieties fall into two categories: "Is this all there is?" and "What if we lose it?" She examines problems with, and prohibitions against, speaking one's mind in that position, sees solutions as being institutional or individual, and examines how concerns are linked to other campus constituencies.

Additional Info:
Examines the author's teaching evaluations to help understand what they measure and how they may be used to make changes in classroom performance. States that teachers should view teaching evaluations as an opportunity to develop as teachers.

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The issue of women's status in higher education continues to be contested. Building on her experience as a teacher in higher education and as a staff developer, the author discusses successful practices which have empowered women, and examines the issues which concern women students and staff in higher education. The first part focuses on women students, their needs and experiences and the changes to courses, teaching and learning practices which encourage women's learning. The second part examines women staff and issues such as recruitment, training, promotion and balancing teaching pressures with family life. Gina Wisker's book is essential reading for all women working in higher education, from graduate students to full professors, for staff development groups and administrators, and men teaching women students. (From the Publisher)

Table Of Content:
Preface
Section A: Towards Women-centred Teaching Strategies
ch. 1 Women Students and Mature Women Returners: Needs and Developments
ch. 2 The Curriculum and Change
ch. 3 Women-centred Teaching, Learning and Assessment Strategies
ch. 4 Women's Studies Courses
ch. 5 Women's Studies: Specific Case Studies
Section B: What's So Special About Women in Higher Education?
ch. 6 Pyramids and Glass Ceilings: Women's Positions in Higher Education and the Management House
ch. 7 Women as Managers
ch. 8 Assertiveness, Confidence-building and Positive Interactions
ch. 9 Leadership Issues
ch. 10 Women Chairing Meetings and Supervising Others
ch. 11 Managing the Balancing Act
ch. 12 Conclusion
Index

Additional Info:
Monthly postings provide insight and advice for academic deans in theological education. Israel Galindo, Associate Dean for Lifelong Learning at Columbia Theological Seminary, formerly Academic Dean at Baptist Theological Seminary (Richmond), helps leaders apply Bowen Family Systems theory for healthy and effective functioning in home and work settings.

Additional Info:
The Coalition on the Academic Workforce seeks to "address issues associated with deteriorating faculty working conditions and their effect on college and university students in the United States." This URL links to a large-scale survey of part-time and "contingent" faculty members, conducted in 2010 and published in 2012.

Additional Info:
The MLA recommendations for departments concerning the treatment of non-tenure-track faculty members. The URL includes a link to a PDF entitled "PROFESSIONAL EMPLOYMENT PRACTICES FOR NON-TENURE-TRACK FACULTY MEMBERS: RECOMMENDATIONS AND EVALUATIVE QUESTIONS".

Additional Info:
Academic work, like many other professional occupations, has increasingly become digitised. This book brings together leading scholars who examine the impacts, possibilities, politics and drawbacks of working in the contemporary university, using digital technologies. Contributors take a critical perspective in identifying the implications of digitisation for the future of higher education, academic publishing protocols and platforms and academic employment conditions, the ways in which academics engage in their everyday work and as public scholars and relationships with students and other academics. The book includes accounts of using digital media and technologies as part of academic practice across teaching, research administration and scholarship endeavours, as well as theoretical perspectives. The contributors span the spectrum of early to established career academics and are based in education, research administration, sociology, digital humanities, media and communication.(From the Publisher)

Table Of Content:
Ch 1. The Digital Academic: Identities, Contexts and Politics, Deborah Lupton, Inger Mewburn and Pat Thomson
Ch 2. Towards an Academic Self? Blogging During the Doctorate - Inger Mewburn and Pat Thomson
Ch 3. Going from PhD to Platform, Charlotte Frost
Ch 4. Academic Persona: The Construction of Online Reputation in the Modern Academy, P. David Marshall, Kim Barbour and Christopher Moore
Ch 5. Academic Twitter and Academic Capital: Collapsing Orality and Literacy in Scholarly Publics, Bonnie Stewart
Ch 6. Intersections Online: Academics Who Tweet, Narelle Lemon and Megan McPherson
Ch 7. Sustaining Asian Australian Scholarly Activism Online, Tseen Khoo
Ch 8. Digital Backgrounds, Active Foregrounds: Student and Teacher Experiences with ‘Flipping the Classroom,’ Martin Forsey and Sara Page
Ch 9. A Labour of Love: a Critical Examination of the ‘Labour Icebergs’ of Massive Open Online Courses, Katharina Freund, Stephanie Kizimchuk, Jonathon Zapasnik, Katherine Esteves and Inger Mewburn
Ch 10. Digital Methods and Data Labs: The Redistribution of Educational Research to Education Data Science, Ben Williamson
Ch 11. Interview, Sara Goldrick-Rab with Inger Mewburn
Ch 12. Interview, Jessie Daniels with Inger Mewburn

Additional Info:
Adjunctification as an "education problem." Addresses the fact that academia and the media continue to promote the myth of "an academy that doesn't exist," in which tenure-track is still the norm. Looks at steps schools ought to take to help adjunct instructors accomplish their teaching.

Additional Info:
This in an "info" piece on the Affordable Care Act (ACA) and its provisions regarding part-time college instructors, including not only health insurance matters, but those relating to workload definitions.

Additional Info:
This volume is structured to provide practical assistance to those engaged in the review of faculty reward systems on their campuses and to provide guidelines to academic administrators, deans, and chairs who are leading these efforts. Chapters have been designed to address major issues relating to promotion, tenure, and merit pay. The different ways in which campuses have approached the process of clarifying their missions and modifying their faculty reward structures are illustrated. Reference materials from scholarly associations and accreditation agencies are included to demonstrate disciplinary perspectives. A model for change is presented along with criteria for assessing a promotion and tenure system. A professional portfolio to document the work of faculty is also described. (From the Publisher)

Table Of Content:
Editors' Notes
ch. 1 Changing Priorities and the Faculty Reward System (Robert M. Diamond)
ch. 2 Instituting Change in the Faculty Reward System (Robert M. Diamond)
ch. 3 Differences Among the Disciplines (Bronwyn E. Adam, Alton O. Roberts)
ch. 4 Institutional Approaches to the Issues of Reward and Scholarship (Alton O. Roberts, Jon F. Wergin, Bronwyn E. Adam)
ch. 5 Revitalizing Faculty Work Through Intrinsic Rewards (Robert C. Froh, Robert J. Menges, Charles J. Walker)
ch. 6 Representing Faculty Work: The Professional Portfolio (Robert C. Froh, Peter J. Gray, Leo M. Lambert)
Appendix: Departmental Statements on Faculty Rewards
Index

Additional Info:
More Asian women are entering higher education in the UK than ever before, and the number looks likely to rise. Their engagement with higher education reflects widespread changes in the attitudes and cultural expectations of their various communities, as awareness grows of the greater long-term value associated with continuing in education. Today they face different challenges and share different ambitions from those of their mothers and grandmothers.

This book examines the experiences of young Asian women in higher education and the difficulties they face because they have no shared background of engagement with the British university system. It considers what motivates them to succeed and describes their strategies for building support networks that help them succeed with the university setting and actively shape their lives.

Taking a theoretical and empirical perspective Kalwant Bhopal examines the diversity of Asian women's experiences in higher education and provides original and valuable insights into their experience. She explores the friendship and support networks that women turn to whilst at university as well as familial support. Especially striking are her findings about the effect of higher education traditional practices such as arranged marriages and dowries, and about the empowerment generated by changing the economic status of women within British Asian society.

Asian Women in Higher Education: shared communities offers a new and original perspective on the educational experiences of Asian women at university. It will be invaluable to teachers, postgraduate and undergraduate students and academics interested in the study of gender, ethnicity, identity and higher education. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Understanding accounts of Asian women in British society
ch. 2 Communities and identities
ch. 3 Race, gender and identity
ch. 4 Asian women's experiences in higher education
ch. 5 The Academy
ch. 6 Friendship networks and support
ch. 7 Families and financial support
ch. 8 Arranged marriages, education and changing forms of identity
ch. 9 Dowries: past present and future
ch. 10 Conclusions

Conclusions

Appendix

References

Index

Additional Info:
Policies should encourage senior professors to engage in periodic review of their performance and professional goals and allow deans and department chairs to negotiate revised responsibilities are necessary to take fuller advantage of the gifts senior faculty can share with their institutions – and to ensure that senior faculty are treated fairly and consistently. 

Additional Info:
Initial findings from this exploratory study indicate significant questions, such as: why does the focus of faculty work appear to shift and, in later career? How do the administrative and leadership roles often assumed by midlife and mid-career faculty affect other dimensions of faculty work? Is the level of work satisfaction of mid-career faculty a function of the job demands or of life assessment and career questioning? What roles do institutional context and disciplinary field play in the experiences and perceptions of the middle years of the academic life cycle?

Additional Info:
This book brings together leading practitioners and scholars engaged in professional development programming for and research on mid-career faculty members. The chapters focus on key areas of career development and advancement that can enhance both individual growth and institutional change to better support mid-career faculties.

The mid-career stage is the longest segment of the faculty career and it contains the largest cohort of faculty. Also, mid-career faculty are tasked with being the next generation of faculty leaders and mentors on their respective campuses, with little to no supports to do so effectively, at a time when higher education continues to face unprecedented challenges while managing continued goal of diversifying both the student and faculty bodies.

The stories, examples, data, and resources shared in this book will provide inspiration--and reality checks--to the administrators, faculty developers, and department chairs charged with better supporting their faculties as they engage in academic work. Current and prospective faculty members will learn about trends in mid-career faculty development resources, see examples of how to create such supports when they are lacking on their campuses, and gain insights on how to strategically advance their own careers based on the realities of the professoriate.

The book features a variety of institution types: community colleges, regional/comprehensive institutions, liberal arts colleges, public research universities, ivy league institutions, international institutions, and those with targeted missions such as HSI/MSI and Jesuit.

Topics include faculty development for formal and informal leadership roles; strategies to support professional growth, renewal, time and people management; teaching and learning as a form of scholarship; the role of learning communities and networks as a source of support and professional revitalization; global engagement to support scholarship and teaching; strategies to recruit, retain, and promote underrepresented faculty populations; the policy-practice connection; and gender differences related to key mid-career outcomes.

While the authors acknowledge that the challenges facing the mid-career stage are numerous and varying, they offer a counter narrative by looking at ways that faculty and/or institutions can assert themselves to find opportunities within challenging contexts. They suggest that these challenges highlight priority mentoring areas, and support the creation of new and innovative faculty development supports at institutional, departmental, and individual levels. (From the Publisher)

Table Of Content:
Foreword (Mary Deane Sorcinelli)

Acknowledgments

Introduction (Vicki L. Baker, Aimee LaPointe Terosky, Laura Gail Lunsford, Gretchen Neisler, Meghan J. Pifer)

Ch 1. Faculty Development in the United States: Past and Present (Vicki L. Baker, Christina M. Vo Phan)

Part One: Leadership Development (Laura Gail Lunsford)
Ch 2. The Academic Leadership Institute for Mid-Career Faculty (Vicki L. Baker, Laura Gail Lunsford, Meghan J. Pifer
Ch 3. Developing Leaders for the Next Phase of Jesuit Higher Education: Ignatian Leadership Program for Faculty (Karin Botto, Carolyn Berenato)
Ch 4. “Stayin’ Alive” and Thriving at Mid-Career (Amy Strage)

Part Two: Teaching and Learning (Aimee LaPointe Terosky)
Ch 5. Examining Mid-Career Faculty Development Through a Sociocultural, Professional Learning Lens (Annique Boelryk,Cheryl Amundsen)
Ch 6. Scholarship of Teaching and Learning as a Vehicle for Thriving in Mid-Career (Mike Pinter)
Ch 7. Attracting Mid-Career Faculty to Teach in First-Year Student Learning Communities (Hillary H. Steiner)

Part Three: Scholarly Development (Gretchen Neisler)
Ch 8. Global Research Innovation: A Case of Evolving the Mid-Career Faculty Research Portfolio (Gretchen Neisler)
Ch 9. Under Pressure: The Challenge for Mid-Career Researchers in the Innovation Age (George Carayannopoulos, Ruth Graham)
Ch 10. Getting Over the Hump: Continued Professional Development for Mid-Career Faculty (LeRhonda Manigault-Bryant, Denise Kimber Buell, Lee Y. Park, John P. Gerry)
Ch 11. Faculty Development for Mid-Career Women in STEM: Cementing Career Success, Building Future Leaders (Sandra L. Laursen, Ann E. Austin)

Part Four: Special Topics (Meghan J. Pifer)
Ch 12. “Where did all the Mentoring Go?” Exploring Undefined Mid-Career Paths Through Informal Peer-Mentoring Networks (Jeannetta G. Williams, Kim Case)
Ch 13. Evidence-Based Faculty Development: The COACHE Research-Practice Partnership (Kiernan Mathews, R. Todd Benson)
Ch 14. Navigating a Foggy Climate: Women Associate Professors' Sense of Agency and Work Environment Experiences (Courtney Lennartz, KerryAnn O’Meara)
Ch 15. Supporting Mid-Career Faculty Members: A Research and Practice Agenda (Jaime Lester, Jennifer Lebrón, Carrie Klein)

Editors and Contributors

Index

Additional Info:
This book's 14 chapters provide models of conflict management and practical guidance for those working in institutions of higher education. (From the Publisher)

Table Of Content:
ch. 1 "What's It All About? Conflict in Academia" (Susan A Holton)
ch. 2 "Administration in an Age of Conflict" (Gerald Graff)
ch. 3 "The Janus Syndrome: Managing Conflict from the Middle" (Walter H. Gmelch)
ch. 4 "Chairs as Department Managers: Working with Support Staff" (Mary Lou Higgerson)
ch. 5 "Spanning the Abyss: Managing Conflict Between Deans and Chairs"(Ann F. Lucas)
ch. 6 "The Cutting Edge: The Dean and Conflict" (Nancy L. Sorenson)
ch. 7 "And Never the Twain Shall Meet: Administrator-Faculty Conflict"(Judith A. Sturnick)
ch. 8 "Managing Conflict on the Front Lines: Lessons from the Journals of a Former Dean and Provost" (Clara M. Lovett)
ch. 9 "Student Affairs and Academic Affairs: Partners in Conflict Resolution" (Lynn Willett)
ch. 10 "Can We Agree To Disagree? Faculty-Faculty Conflict" (Cynthia Berryman-Fink)
ch. 11 "Views from Different Sides of the Desk: Conflict Between Faculty and Students" (John W. "Sam" Keltner)
ch. 12 "Student-Student Conflict: Whose Problem Is It Anyway?" (Janet Rifkin)
ch. 13 "Conflict Resolution in the Academy: A Modest Proposal" (Joel M. Douglas)
ch. 14 "Academic Mortar To Mend the Cracks: The Holton Model for Conflict Management" (Susan A Holton)

Appendix: "Conflict Management Programs for Administrators"

Additional Info:
Academic Motherhood tells the story of over one hundred women who are both professors and mothers and examines how they navigated their professional lives at different career stages. Kelly Ward and Lisa Wolf-Wendel base their findings on a longitudinal study that asks how women faculty on the tenure track manage work and family in their early careers (pre-tenure) when their children are young (under the age of five), and then again in mid-career (post-tenure) when their children are older. The women studied work in a range of institutional settings—research universities, comprehensive universities, liberal arts colleges, and community colleges—and in a variety of disciplines, including the sciences, the humanities, and the social sciences.

Much of the existing literature on balancing work and family presents a pessimistic view and offers cautionary tales of what to avoid and how to avoid it. In contrast, the goal of Academic Motherhood is to help tenure track faculty and the institutions at which they are employed “make it work.” Writing for administrators, prospective and current faculty as well as scholars, Ward and Wolf-Wendel bring an element of hope and optimism to the topic of work and family in academe. They provide insight and policy recommendations that support faculty with children and offer mechanisms for problem-solving at personal, departmental, institutional, and national levels. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Motherhood and an Academic Career: A Negotiable Road
ch. 2 Origins of the Study
ch. 3 Understanding the Existing Narratives and Counternarratives
ch. 4 Managing Work and Family in the Early Career
ch. 5 Mid-Career Perspectives on Work and Family
ch. 6 The Role of Disciplinary and Departmental Contexts
ch. 7 Institutional Type Differences
ch. 8 Social Capital and Dual Careers
ch. 9 Leaving the Tenure Track
ch. 10 Policy Perspectives
ch. 11 Conclusions, Recommendations, and Parting Thoughts

References
Index

Additional Info:
Click Here for Book Review
Abstract: The new generation of scholars differs in many ways from its predecessor of just a few decades ago. Academia once consisted largely of men in traditional single-earner families. Today, men and women fill the doctoral student ranks in nearly equal numbers and most will experience both the benefits and challenges of living in dual-income households. This generation also has new expectations and values, notably the desire for flexibility and balance between careers and other life goals. However, changes to the structure and culture of academia have not kept pace with young scholars’ desires for work-family balance.

Do Babies Matter? is the first comprehensive examination of the relationship between family formation and the academic careers of men and women. The book begins with graduate students and postdoctoral fellows, moves on to early and mid-career years, and ends with retirement. Individual chapters examine graduate school, how recent PhD recipients get into the academic game, the tenure process, and life after tenure. The authors explore the family sacrifices women often have to make to get ahead in academia and consider how gender and family interact to affect promotion to full professor, salaries, and retirement. Concrete strategies are suggested for transforming the university into a family-friendly environment at every career stage.

The book draws on over a decade of research using unprecedented data resources, including the Survey of Doctorate Recipients, a nationally representative panel survey of PhDs in America, and multiple surveys of faculty and graduate students at the ten-campus University of California system. (From the Publisher)

Table Of Content:
List of Figures and Tables
Acknowledgments
Introduction

ch. 1. The Graduate School Years: New Demographics, Old Thinking
ch. 2. Getting into the Game
ch. 3. Capturing the Golden Ring of Tenure
ch. 4. Alone in the Ivory Tower
ch. 5. Life after Tenure
ch. 6. Toward a Better Model

Appendix: Data and Analysis
Notes
Bibliography
Index

Additional Info:
Highlighting the Associated New American Colleges' Faculty Work Project, this volume examines the call for redefining faculty roles and institutional relationships. Believing that in order to serve students successfully colleges must invest in faculty effectiveness, the overriding goal of the project has been to lay the conceptual groundwork for bringing an institution's faculty policies and practices and the actual work patterns of faculty into alignment with the institutional mission. (From the Publisher)

Table Of Content:
About the Editors
About the Contributors
Participants
Foreword
Acknowledgments
Introduction

Section I: The Compact ch. 1 A New Academic Compact (Jerry Berberet) ch. 2 Professional Development Across the Faculty Career (Marion Terenzio)
ch. 3 Faculty as Institutional Citizens (Lawry Finsen)
ch. 4 Faculty Workload (Linda A. McMillin)

Section II: The Compact in Action
ch. 5 Shared Governance at Butler University (Patricia Bacon)
ch. 6 Workload Differentiation at Ithaca College (Garry Brodhead)
ch. 7 Workload Rebalancing at St. Mary's College of California (Ed Biglin)

Section III: The Compact in Context
ch. 8 A Panel of Experts Responds (Christine M. Licata, Robert M. Diamond, Mary Burgan, Charles E. Glassick, C. J. Weiser, Ric Weibl)
ch. 9 Reflections on The Faculty Work Project (Jon Wergin)
ch. 10 A Holistic Model For Faculty and Institutional Development (Jacqueline A. Mintz)
ch. 11 Institutional Governance (Thomas C. Longin)

Bibliography
Index

Additional Info:
Learning Was Never Like This !

Take control of your life... free your natural genius to perform to its true potential. Quantum Learning features a revolutionary new format that introduces the reader to a world of learning unlike any other.

Never before has a guide been designed to accomodate the unique learning style of the individual. Whether you're a professional, a student, or a person who simply wants to improve his or her learning capacity, this extraordinary guide will increase your personal power, help you learn more, earn more, and take you where you want to go.

Inside you will learn:

-How to spark your motivation.
-How to master high-tech note-taking techniques.
-How to discover your own personal learning style and cultivate a winning attitude.
- How to work your own memory miracles, how to write with confidence, and much, much more!
(From the Publisher)

Table Of Content:
ch. 1 relearning how to learn
ch. 2 the limitless power of your mind
ch. 3 the power of WIIFM-- what in it for me?
ch. 4 setting the stage: the right learning environment
ch. 5 cultivating a winning attitude: what would you do if you knew you couldn't fail
ch. 6 discovering your personal learning style
ch. 7 techniques of high-tech note-taking
ch 8 write with confidence
ch. 9 work your own memory miracles!
ch. 10 blast off with power reading
ch. 11 think logically, thinking creatively
ch. 12 making the quantum learning leap
recommended resources
index

Additional Info:
How do the careers and lives of academic couples differ from those of other academics? What advantages and disadvantages do they face, and what problems and opportunities do their increasing numbers present to academic institutions? Sixteen experts address these and many other questions in Academic Couples, offering new research and much vital information. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Changes in American Society: The Context for Academic Couples (Karen Miller-Loessi)
ch. 2 The History of Women and Couples in Academe (Paula E. Stephan and Mary Mathewes Kassis)
ch. 3 For the Good of the Race: Married African-American Academics - A Historical Perspective (Linda M. Perkins)
ch. 4 POSSLQs and PSSSLQs: Unmarried Academic Couples(Dorothy C. Miller and Anita Skeen)
ch. 5 The Status of Academic Couples in U.S. Institutions (S. Astin and Jeffrey F. Milem)
ch. 6 The Scholarly Productivity of Academic Couples (Marcia L. Bellas)
ch. 7 Are Academic Partners at a Disadvantage? (Marianne A. Ferber and Emily P. Hoffman)
ch. 8 Work-Family Policies for Faculty: How "Career- and Family-Friendly" Is Academe? (Phylis Hutton Raabe)
ch. 9 From Antinepotism Rules to Programs for Partners: Legal Issues (Elaine W. Shoben)
ch. 10 Academic Couples: The View from the Administration (Lilli S. Hornig)
ch. 11 Programs for Academic Partners: How Well Can They Work? (Jane W. Loeb)

Findings and Conclusions (Jane W. Loeb and Marianne A. Ferber)
Contributors
Index

Additional Info:
What does it mean to be a productive professor in higher education? What would it feel like to have more peace and productivity? To have nothing fall through the cracks? The Productive Online and Offline Professor is written for today’s busy higher education professional. Through an exploration of what it means to make work meaningful, this book offers practical strategies and tips to support higher education professionals in efficiently managing and effectively using a wide range of technologies and productivity tools.

Higher education instructors will find this guide helps them to fulfill their teaching roles with excellence and to build engaging relationships with students while also successfully managing other priorities in their professional and personal lives.

The Productive Online Professor assists those who teach online and blended courses with managing their personal productivity. Faculty are often expected to provide support and feedback to learners outside of normal work hours in non-traditional classes. Programs that are designed with more asynchronous content may cause faculty to perceive that it is difficult to ever press the “off button” on their teaching.The author offers guidance and suggests software tools for streamlining communication and productivity that enable faculty to better balance their lives while giving rich feedback to students.

Part 1 addresses the challenges in defining productivity and presents a working definition for the text.

Part 2 describes the ability to communicate using both synchronous and asynchronous methods, along with ways of enriching such communication.

Part 3 describes methods for finding, curating, and sharing relevant knowledge both within one’s courses and to a broader personal learning network (PLN).

Part 4 examines specific tools for navigating the unique challenges of productivity while teaching online. It includes ways to grade more productively while still providing rich feedback to students.

Part 5 shares techniques for keeping one’s course materials current and relevant in the most efficient ways possible.

The Productive Online Professor is a practical guide for how to provide high quality online classes to diverse students. This book shares specific technology and other tools that may be used in charting a course toward greater productivity. It is intended to be a professional resource for fulfilling our roles with excellence and joy, while managing other priorities in our personal and professional lives.(From the Publisher)

Table Of Content:
Series Foreword—Kathryn E. Linder

Foreword—Robert Talbert

Acknowledgments

Introduction

Part One: Translating Intention Into Action
Part Two: Facilitating Communication
Part Three: Finding, Curating, and Sharing Knowledge
Part Four: Leveraging Technology Toward Greater Productivity
Part Five: Keeping Current

Conclusion

Additional Info:
A critical and global issue in higher education today is the implementation of technology in our individual, institutional, and collective settings for the enhancement of teaching and learning in the widest sense. (From the Publisher)

Table Of Content:
Editor's Notes

ch. 1 Technology's Impact on Faculty Life and Work (Roger G. Baldwin )
ch. 2 Brave New World? The Challenge of Technology to Time-Honored Pedagogies and Traditional Structures (Anita Gandolfo )
ch. 3 Instructional Design for the New Technologies (Frank Gillespie )
ch. 4 Community On-Line: New Professional Environments for Higher Education (Tony Di Petta )
ch. 5 Overcoming Obstacles Through Use: A Case Study(Karen T. Carey, Shelly M. Dorn )
ch. 6 Using Technology in Faculty Development: Practical Examples (Kay Herr Gillespie ; with contributors)

Index

Additional Info:
In her remarkable new book, The Time Bind, Arlie Hochschild brings us startling news of the ways in which home is being invaded by the time pressures and efficiencies of work, while the workplace is, for many parents, being transformed into a strange kind of surrogate home. For three years at a Fortune 500 company, she interviewed everyone from top executives to factory hands, sat in on business meetings, followed sales teams onto golf courses, and trailed working parents and their children through their days. In a series of vivid portraits, Hochschild paints a surprising picture of couples as time thieves, children as emotional bill-collectors, spouses as efficiency experts, parents who feel like helpful mothers and fathers mainly to their workmates, and women who - like generations of men before them - flee the pressures of home for the relief of work. Hochschild's groundbreaking study exposes our crunch-time world and reveals how, after the first shift at work and the second at home, comes the third, and hardest, shift of repairing the damage created by the first two. (From the Publisher)

Table Of Content:
Acknowledgments
ch. 1 The Waving Window
ch. 2 Managed Values and Long Days
ch. 3 An Angel of an Idea
ch. 4 Family Values and Reversed Worlds
ch. 5 Giving at the Office
ch. 6 The Administrative Mother
ch. 7 "All My Friends Are Worker Bees": Being a Part-Time Professional
ch. 8 "I'm Still Married": Work as an Escape Valve
ch. 9 "Catching Up on the Soaps": Male Pioneers in the Culture of Time
ch. 10 What If the Boss Says No?
ch. 11 "I Want Them to Grow Up to Be Good Single Moms"
ch. 12 The Overextended Family
ch. 13 Overtime Hounds
ch. 14 The Third Shift
ch. 15 Evading the Time Bind
ch. 16 Making Time
Appendix
Endnotes
Bibliography
Index

Additional Info:
Click Here for Book Review
Abstract: Grounded in research on neuroscience, faculty development, work productivity, positive psychology, and resilience, this faculty development guide is filled with the techniques and strategies that go beyond a discussion of work-life balance and teaching tips to offer practical tools for managing the life of the professor while maximizing his or her potential. Faculty who complete the book’s exercises are able to anchor their work, roles, and use of time in their most deeply held values, to integrate their personal and professional lives into a seamless garment, and to create a legacy of a life well-lived. (From the Publisher)

Table Of Content:
About the Author
Acknowledgments
Dedication
Introduction

ch. 1 Practices of Peak Performing Professors

Part I - Power Your Work and Your Life With Purpose
ch. 2 Your Ideal Life
ch. 3 Your Purpose
ch. 4 Your Mission
ch. 5 Your Vision and Goals
ch. 6 The Dream Book

Part 2 - Align Your Life With Your Power
ch. 7 Establish Priorities
ch. 8 Align Projects with Priorities
ch. 9 Organize Projects
ch. 10 Align Resources
ch. 11 Align Your Work Habits for Success

Part 3 - Connect With Mutually Supportive People
ch. 12 Engage Others: Meeting and Greeting
ch. 13 Collaborate for Mutual Benefit
ch. 14 Negotiate Mutual Needs: Solve Problems and Manage Conflict

Part 4 - Energize Yourself For a Long and Happy Career and Life
ch. 15 Wellness
ch. 16 Well-Being

Part 5 - Pace Your Roles and Responsibilities
ch. 17 The Professor
ch. 18 The Teacher
ch. 19 The Scholar
ch. 20 The Servant Leader
ch. 21 Life Roles

Epilogue
References
Appendix
Index

Additional Info:
An accessible outline of ideas and advice on topics such as: keeping rack of what you need to do, planning your time, doing email, delegating tasks – for research, service, and teaching.

Additional Info:
The impact of changing demographics in higher education, and the importance of family-friendly policies, is well documented. There is an urgent need to keep PhDs in the higher education sector, to recruit talented scholars into academia, and retain them over the course of their academic careers. The key is instituting policies to enable all constituencies to balance work and personal responsibilities.

This book covers the range of issues faced by all generations in academe, from PhD students, to the "sandwich generation" (those caring for children and aging parents simultaneously) through to older faculty and administrators. It addresses the causes for women faculty with children leaving the academy at a disproportionately higher rate than men, the conflicts women face between academic work and motherhood, and the difficulties they encounter in reentering the academy after having left the professoriate.

In examining the need for family-friendly policies, this book documents the "best practices" currently in use at institutions across the United States. Each chapter highlights practices and programs from a variety of institutions and institutional types that address the needs of a more inclusive family-friendly campus and offers suggestions to others who are implementing similar change on their campuses. These examples provide context so that readers no longer have to develop practices in isolation, and without evidence of their effectiveness.

The editors suggest that the most successful campuses are those that utilize a work-life systems framework to meet the needs of its employees. They also point to future growth trends, including expanding the focusfrom faculty and staff to incorporate all in the campus community.

This book offers guidance to department chairs, deans, faculty, administrators, and graduate students on setting a family-friendly agenda, and models for implementation.

Contributors include Emily Arms, Kathleen Beauchesne, Jill Bickett, Sharon A. Dannels, Mariko Dawson Zare, Karie Frasch, Marc Goulden, Jeni Hart, Caryn Jung, Jaime Lester, Sharon A. McDade, Jean McLaughlin, Mary Ann Mason, Sharon Page-Medrich, Kate Quinn, Margaret Sallee, Randi Shapiro, Angelica Stacy, Dave Swihart, Gloria D. Thomas, Darci Thompson. (From the Publisher)

Table Of Content:
Preface

ch. 1 Challenges And Efforts Of Career Flexibility In Higher Education (Gloria Thomas, Jean M. McLaughlin)
ch. 2 Balance@UW Work-Family Cultural Change at the University of Washington (Kate Quinn, RAndi Shapiro)
ch. 3 Connecting Work And Life at The University Of Arizona Strategic Practice by UA Life & Work Connection (Caryn S. Jung, David L. Swihart, Darci Thompson)
ch. 4 Family-Friendly Policies In Catholic Colleges And Universities A Socially Just Imperative (Jill Bickett, Emily Arms)
ch. 5 Hopkins 247 The Story of Leadership and Excellence in Work and Personal Life (Kathleen Beauchesne)
ch. 6 The Devil Is In The Details Creating Family-Friendly Departments for Faculty at the University of California (KArie Frasch, Angelica Stacy, Mary Ann Mason, Sharon Page-Medrich, Marc Goulden)
ch. 7 Shaping The Work Environment And Family-Friendly Policies A Perspective from Deans (Sharon A. McDade, Sharon A. Daniels)
ch. 8 Family-Friendly Activism (Jeni Hart)
ch. 9 From Advocacy To Action Making Graduate School Family Friendly (Margaret Sallee, Mariko Dawson Zare, Jaime Lester)
ch. 10 The Family-Friendly Campus In The 21st Century (Margaret Sallee, Jaime Lester)

Appendix: Resources
About The Authors
Index

Additional Info:
This 34 page study by The Collaborative on Academic Careers in Higher Education (Harvard University) explores how Generation X (born 1964-1980) faculty are approaching their jobs, long-term careers, and work-life balance, and examines if and how the generational “clashes” reportedly arising in the workforce are being manifested in the academic environment.

Additional Info:
Despite disparities in the conceptualization of work–life balance (WLB) and work–life harmony (WLH) in the literature, there remains no evidence till date to validate these differences. Furthermore, there are currently no insights that shed light on the relationship between work–life initiatives and key business strategies of contemporary organizations. Hence, the current study investigated the differences between the constructs of WLB and WLH using a cognitive dissonance approach and assessed the impact of work–life interventions, based on these approaches, on individual creativity at work. Hundred participants, age ranging from 18 to 32 years (M = 23.94, SD = 3.87), with at least 6 months of working experience were recruited. Using an online questionnaire, participants were randomly assigned into WLB (n = 55) or WLH (n = 45) conditions. Participants were tasked to complete pre- and post-intervention measures of individual creativity, as well as a manipulation check using a cognitive dissonance scale. Results showed that participants in the WLB condition elicit higher levels of cognitive dissonance compared with participants in the WLH condition. This indicates an implicit difference in the constructs of WLB and harmony. Second, findings also suggest that work–life interventions adopting a WLH approach will have a more positive impact on individuals’ creativity at work compared with interventions targeted at achieving balance. Research, practical, and cultural implications of the findings are discussed in the article.

Additional Info:
The hallmark feature of Winning Grants is its accessible, step-by-step approach to the grant-writing process, which will not change with the exception of a reordering of the steps for clarity and flow. It is within this established and very successful step-by-step framework that this new edition will address significant changes in the grantseeking landscape since the 3rd edition published in 2008. The book features new material on the role of technology (more foundations of all sizes going paperless and conducting application submissions via websites and/or specific forms online), the explosive growth and proliferation of donor advised funds (DAF's) the differences in approach between new projects and existing/continuing projects, and techniques for submitting grant proposals to larger foundations versus smaller foundations with little or no staff. In addition: A new section will be added on the role of new media and online social networks in the grantseeking and grantmaking process. A new section will be added on public funding, which has never been explored in previous editions but is a constant source of questions. The budget chapter will be overhauled, simplified and updated with current thinking and best practices A companion website will replace the CDROM and house all pertinent worksheets, examples and resources The Glossary and Terms of Use will be completely refreshed New proposal examples will be added including: general operating, new project, existing project, collaborative proposals. (From the Publisher)

Table Of Content:
Website Contents
List of Figures, Samples, and Worksheets
Acknowledgments
The Author
How to Use This Workbook
Introduction An Overview of the Grantseeking Process 1

Step 1 Developing the Proposal Idea
Step 2 Developing Relationships with Funders
Step 3 Writing a Compelling Problem Statement
Step 4 Defining Clear Goals and Objectives
Step 5 Developing the Methods
Step 6 Preparing the Evaluation Component
Step 7 Developing Sustainability Strategies
Step 8 Developing the Program Budget
Step 9 Writing the Organization Background Component
Step 10 Writing the Proposal Summary
Step 11 Putting the Package Together
Step 12 Sustaining Relationships with Funders

Bibliography

Resources
A. What Is a Foundation?
B. How to Research Funders
C. Resources for Grantseekers

Index

Additional Info:
Stress can be beneficial if it triggers growth and improves the professor's performance. But it can be destructive if it leads to burnout, alcoholism, tension headaches, irritability, and boredom. The destructive consequences of faculty stress are not inevitable. They result solely from improperly managing and reacting to stressful events. This volume spells out the specific causes of faculty stress in the mid 1980's. It offers practical and proven ways of coping with the many stressful situations facing today's professors. The objective is not to try to escape the effects of stress - for it is an inevitable part of academic life - but rather to channel and control our responses to it. (From the Publisher)

Table Of Content:
Notes
ch. 1 Academic burnout - Faculty responsibility and institutional climate
ch. 2 Research findings on causes of academic stress
ch. 3 What colleges and universities can do about faculty stressors
ch. 4 The stress-producing working conditions of part-time faculty
ch. 5 Faculty stress - the tension between career demands and "having it all"
ch. 6 Short term coping techniques for managing stress
ch. 7 Long-term stress management
ch. 8 Institutional preventative stress management
ch. 9 The faculty renewal program at University of Georgia