Vocation of Teaching

Additional Info:

Additional Info:
How can a teacher remain whole and happy, able to teach well for an entire semester, an entire year, and an entire career? Teach from the Heart is about finding, rediscovering, or holding on to the heart of the teaching life, which is, quite literally, the teacher's heart. It is an encouragement to take up teaching as more than a service to provide, a profession to master, or a job to perform. It is an invitation to artisanry, teaching as a craft that we master by working with our hands over long periods of time, producing results that bear the mark of their maker. Whether you're just beginning, or in it for the long haul, sit down with Teach from the Heart and deepen your heart for the teaching life. We need not bring to class the wisdom and knowledge we gained elsewhere; we can take up teaching as a spiritual practice, with the classroom as a sacred space for our own formation as persons.

With nearly forty years' experience as both student and teacher, Jenell Paris's perspective is hard-won, but still lighthearted and enthusiastic. Teachers from any context will benefit: stories and examples include preschool, K-12, community education, and college teaching. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 The Change You Wish to See
ch. 2 Your Attention Please
ch. 3 Teach Here, Now
ch. 4 Have Fun
ch. 5 Say Yes, Say No
ch. 6 Define the Relationship
ch. 7 Make It by Hand
ch. 8 Nurture Integrity
ch. 9 Survive Crisis
ch. 10 Be True to Your School
ch. 11 Fall in Love

Epilogue: Commencing
Bibliography

Additional Info:
Exiles From Eden sounds a call to the American academic community to begin seeking a solution to the many problems facing higher education today by rediscovering a proper sense of its vocation. Schwehn argues that the modern university has forgotten its spiritual foundations and that it needs to reappropriate those foundations before it can creatively and responsibly reform itself. The first part of the book offers a critical examination of the ethos of the modern academy, especially its understanding of knowledge, teaching, and learning. Schwehn then formulates a description of the "new cultural context" within which the world of higher learning is presently situated. Finally, he develops a view of knowledge and inquiry that is linked essentially to character, friendship, and community. In the process, he demonstrates that the practice of certain spiritual virtues is and always has been essential to the process of genuine learning - even within the secular academy. Schwehn critiques philosophies of higher education he sees as misguided, from Weber and Henry Adams to Derek Bok, Allan Bloom, and William G. Perry, Jr., drawing out valid insights, while always showing the theological underpinnings of the so-called secular thinkers. He emphasizes the importance of community, drawing on both the secular communitarian theory of Richard Rorty and that of the Christian theorist Parker Palmer. Finally, he outlines his own prescription for a classroom-centered spiritual community of scholars. Exiles From Eden examines the relationship between religion and higher learning in a way that is at once historical and philosophical and that is both critical and constructive. It calls for nothing less than a reunion of the intellectual, the moral, and the spiritual virtues within the world of higher education in America. It will engage all those concerned with higher education in America today: faculty, students, parents, alumni, administrators, trustees, and foundation officers. (From the Publisher)

Table Of Content:
ch. 1 The Academic Vocation
ch. 2 Communities of Learning
ch. 3 Spirited Inquiry
ch. 4 Questions and Considerations
ch. 5 Adams's Education
ch. 6 Conclusion: Adam's Exile

Index

Additional Info:
In Teaching for Purpose, Heather Malin explores the idea of purpose as the purpose of education and shows how educators can prepare youth to live intentional, fulfilling lives. The book highlights the important role that purpose—defined as “a future-directed goal that is personally meaningful and aimed at contributing to something larger than the self”—plays in optimal youth development and in motivating students to promote the cognitive and noncognitive skills that teachers want to instill.

Based on a decade of research conducted at the Stanford University Center on Adolescence, the book explores how educators and schools can promote purpose through attention to school culture, curriculum, project learning, service learning, and other opportunities. Malin argues for expansive thinking on the direction schools should take, especially in terms of educating students to be creative, innovative, and self-directed critical thinkers. The book includes profiles of six organizations working in schools across the US that have made purpose development a priority.

Infused with the engaging voices of purposeful youth, Teaching for Purpose offers a fresh, inspirational guide for educators who are looking for new ways to support students to succeed not only in school, but in life. (From the Publisher)

Table Of Content:
Introduction
PART I - PURPOSE AND EDUCATION

Ch 1. What Is Your Purpose?
Ch 2. Play, Meaning, and Intention
Ch 3. Purpose and Social and Emotional Learning
Ch 4. The Three Dimensions of Purpose

PART II - PURPOSE IN SCHOOL AND IN THE CLASSROOM

Ch 5. Purposeful Schools
Ch 6. Quaglia Institute and The Future Project
Ch 7. Purposeful Instruction
Ch 8. Noble Impact and Project Wayfinder
Ch 9. Purposeful Curricula
Ch 10. Open Future Institute and MOSAIC
Ch 11. Creating a Place for Purpose

Notes

Acknowledgments

About the Author

Index

Additional Info:
Journal Issue.

Table Of Content:
The Theologian and the World of Contemporary Thought (Stanley Brice Frost)
The Christian Minister and the Social Problems of the Day (George W. Webber)
The Academic Teacher and the Practical Needs of the Clergy (John Bright)
The Seminary—Academy and Chapel (J. Robert Nelson)
The Seminary President: Teacher of Students and Confidant of Trustees (Sherman E. Johnson)
Notes to:
Administrators (Charles L. Taylor)
Trustees (Winston Paul)
Seminary Staff Officers (John A. Eichelberger)
Librarians (Raymond P. Morris)
Professors (Jesse H. Ziegler)

Additional Info:
Every year, American universities publish glowing reports stating their commitment to diversity, often showing statistics of female hires as proof of success. Yet, although women make up increasing numbers of graduate students, graduate degree recipients, and even new hires, academic life remains overwhelmingly a man's world. The reality that the statistics fail to highlight is that the presence of women, specifically those with children, in the ranks of tenured faculty has not increased in a generation. Further, those women who do achieve tenure track placement tend to report slow advancement, income disparity, and lack of job satisfaction compared to their male colleagues.

Amid these disadvantages, what is a Mama, PhD to do? This literary anthology brings together a selection of deeply felt personal narratives by smart, interesting women who explore the continued inequality of the sexes in higher education and suggest changes that could make universities more family-friendly workplaces. The contributors hail from a wide array of disciplines and bring with them a variety of perspectives, including those of single and adoptive parents. They address topics that range from the level of policy to practical day-to-day concerns, including caring for a child with special needs, breastfeeding on campus, negotiating viable maternity and family leave policies, job-sharing and telecommuting options, and fitting into desk/chair combinations while eight months pregnant.

Candid, provocative, and sometimes with a wry sense of humor, the thirty-five essays in this anthology speak to and offer support for any woman attempting to combine work and family, as well as anyone who is interested in improving the university's ability to live up to its reputation to be among the most progressive of American institutions. (From the Publisher)

Table Of Content:
Foreword
Acknowledgements
Introduction

Part One: The Conversation
ch. 1 The Conversation (Jamie Warner)
ch. 2 In Medias Res (Sonya Huber)
ch. 3 Scholar, Negated (Jessica Smartt Gullion)
ch. 4 Student/Body
ch. 5 On Being Phyllis's Daughter: Thoughts on Academic Intimacy (Laura Levitt)
ch. 6 Engineering Motherhood (Jennifer Eyre White)
ch. 7 The Wire Mother (Susan O'Doherty)
ch. 8 Fitting In (Elrena Evans)
ch. 9 Motherhood after Tenure: Confessions of a Late Bloomer (Aeron Haynie)

Part Two: That Mommy Thing
ch. 10 First Day of School (Amy Hudock)
ch. 11 Two Boards and a Passion: On Theater, Academia, and the Art of Failure (Anjalee Deshpande Nadkarmi)
ch. 12 Living(!) A Life I Never Planned
ch. 13 Coming to Termas A Full Term (Natalie Kertes Weaver)
ch. 14 One Mams's Dispensable Myths and Indispensable Machines (Angelica Duran)
ch. 15 That Mommy Thing (Alissa McElreath)
ch. 16 Failure to Progress: What Having a Baby Taught Me about Aristotle, Advanced Degrees, Developmental Delays, and Other Natural Disasters (Irena Auerbuch Smith)
ch. 17 Infinite Calculations (Della Fenster)
ch. 18 The Fact, the Stories (Leah Bradshaw)
ch. 19 I Am Not a Head on a Stick: On Being a Teacher and a Doctor and a Mommy (Elisabeth Rose Gruner)
ch. 20 Lip Service (Jennifer Cognard-Black)
ch. 21 Body Double (Leslie Leyland Fields)

Part Three: Recovering Academic
ch. 22 The Long and Winding Road (Jean Kazez)
ch. 23 The Bags I carried (Caroline Grant)
ch. 24 One of the Boys (Martha Ellis Crone)
ch. 25 Free to Be . . . Mom and Me: Finding My Complicated Truth as a Academic Daughter (Megan Pincus Kajitani)
ch. 26 Nontraditional Academics: At Home with Children and a PhD (Susan Bassow, Dana Campbell, Liz Stockwell)
ch. 27 A Great Place to Have a Baby (Rebecca Steinitz)
ch. 28 Recovering Academic (Jeenifer Margulis)

Part Four: Momifesto
ch. 29 The Orange Kangaroo (Julia Spicher Kasdorf)
ch. 30 Ideal Mama, Idea Worker: Negotiating Guilt and Shame in Academe (Jean-Anne Sutherlan)
ch. 31 In Theory/In Practice: On Choosing Children and the Academy (Lisa Harper_
ch. 32 Motherhood Is Easy: Graduate School is Hard (Tedra Osell)
ch. 33 Momifesto: Affirmations for the Academic Mother (Cynthia Kuhn, Josie Mills, Christy Rowe, Erin Webster Garrett)
ch. 34 In Dreams Begin Possibilities - Or, Anybody Have Time for a Change? (Judith Sanders)

Contributors

Additional Info:

Additional Info:
Students deserve great teachers and learning to become a great teacher is a lifelong journey. On Becoming a Teacher guides both the new and experienced teacher through the exhilarating process of learning to educate students in a way that makes a lasting impact on their lives. Dr. Kearney leads the reader through the process of understanding what lies at the foundation of great teaching, loading each essay with ready-for-classroom use applications and challenging ideas. This book is designed to encourage the reader to think deeply about all aspects of education, while instilling, or rekindling, the excitement, enthusiasm, and teaching excellence shared by all great teachers. Written in conversational essay form and supplemented with discussion and reflection questions, this brief book would make an ideal classroom text for student teaching and education seminars. Whether you aspire to teaching excellence at the elementary school, middle school, high school, or collegiate level, On Becoming a Teacher is a must read. (From the Publisher)

Table Of Content:
Acknowledgements
Introduction

Part I Beginning the Journey
ch. 1 Choosing Wisely: Your Journey Begins with a Single Choice
ch. 2 Understanding Where You Came From: Appreciating Your Apprenticeship

Part II Being a Teacher
ch. 3 Being Authentic
ch. 4 Being Passonate
ch. 5 Being Zealous
ch. 6 Being Greedy
ch. 7 Being More Than Tolerant: Celebrating Differences

Part III Classroom Culture
ch. 8 Earning Respect
ch. 9 Establishing Rules
ch. 10 Appreciating Group Processes and Dynamics
ch. 11 Creating a Culture of Inquiry

Part IV Knowing Your Students
ch. 12 Getting to Know You . . .
ch. 13 Appreciating Learning Styles
ch. 14 Understanding Standardized Tests
ch. 15 Avoiding Gender, and Other, Biases in the Classroom
ch. 16 Dealing With Disabilities

Part V Teaching
ch. 17 Planning Lessons: Know Your Top Three
ch. 18 Teaching to Mastery
ch. 19 Using Technology
ch. 20 Assessing Learning

Part VI Improving Your Craft
ch. 21 Studying Successful Teachers
ch. 22 Staying Current
ch. 23 Welcoming Feedback I: Stakeholders
ch. 24 Welcoming Feedback II: Managing the Process

Part VII Conclusions
ch. 25 Following the Golden Rule (of Teaching)
ch. 26 Final Words

References
Index

Additional Info:
"Becoming an effective teacher can be quite painful and exhausting, taking years of trial and error. In The Art of Teaching, writer and critic Jay Parini looks back over his own decades of trials, errors, and triumphs, in an intimate memoir that brims with humor, encouragement, and hard-won wisdom about the teacher's craft." Here is a godsend for instructors of all levels, offering valuable insight into the many challenges that educators face, from establishing a persona in the classroom, to fostering relationships with students, to balancing a teaching load with academic writing and research. (From the Publisher)

Table Of Content:
ch. 1 Beginnings
ch. 2 My life in school
ch. 3 The teaching life
ch. 4 Nitty-gritty
ch. 5 Endings

Additional Info:
Building Bridges for Women of Color in Higher Education is designed to create a forum for synthesizing collective voices from women of color in academia. This book will serve as a professional development tool for academicians, both embarking upon and maintaining careers in higher education. (From the Publisher)

Table Of Content:
Introduction : building bridges

ch. 1 Road to the presidency : women of color assuming leadership roles in the academy
African-American female college presidents' career paths (Anna L. Waring)
The road less traveled (Dolores M. Fernández)
From sorrow valley to the presidency (Algeania Warren Freeman)
The accidental president (Glenda D. Price)
Road to the presidency (Trudie Kibbe Reed)

ch. 2 Climatizing faculty and administrative roles : exploring the nuances of minority serving institutions and predominately white institutions
Black for 31 years : nuances (Cheryl Clarke)
Perceptions of minority women employed by a state system of higher education (Carole Anderson and Brenda Sanders Dédé)
Burning the candle at both ends : managing work-family conflict (Jeycelyn Finley-Hervey and Lynn Perry Wooten)
Black women in higher education : negotiating the cultural workplace (Deborah L. Owens)
European academies, African academics : "sistah-scholars" as a model for survival (Evangeline A. Wheeler)
"White" water challenges : navigating the college climate with well-chosen oars (Ann Janette Alejano-Steele)

ch. 3 The department chair dichotomy : balancing faculty and administration
Confessions of an acting chair (Judi Moore Latta)
In the middle of the vanguard : women of color bridging roles as faculty (Emma T. Lucas)
The challenges of chairing the academic department (Gladys J. Willis)

ch. 4 Wading in the water : negotiating the tenure process
The slippery slope of student evaluations for black women faculty (Beverly A. Davis)
Negotiating the tenure process (Julie E. Stokes)
Lessons from African American faculty women : practical strategies to securing tenure (Sheila T. Gregory)
Finding calm waters during the tenure process : a dozen anchors for success (Cheryl Evans Green and rebekah McCloud)
ch. 5 Putting our words to practice
Using competitive strategic planning to guide you on the higher education ladder of success (Conchita Y. Battle)
Conclusion : coming together to build this bridge (Conchita Y. Battle)

Additional Info:
Click Here for Book Review
Abstract: The concern that the democratic purposes of higher education -- and its conception as a public good -- are being undermined, with the growing realization that existing structures are unsuited to addressing today's complex societal problems, and that our institutions are failing an increasingly diverse population, all give rise to questioning the current model of the university.

This book presents the voices of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs.

The scholars featured in this book make the case for public scholarship and argue that, in order to strengthen the democratic purposes of higher education for a viable future that is relevant to the needs of a changing society, we must recognize and support new models of teaching and research, and the need for fundamental changes in the core practices, policies, and cultures of the academy.

These scholars act on their values through collaboration, inclusiveness, participation, task sharing, and reciprocity in public problem solving. Central to their approach is an authentic respect for the expertise and experience that all stakeholders contribute to education, knowledge generation, and community building.

This book offers a vision of the university as a part of an ecosystem of knowledge production, addressing public problems with the purpose of advancing a more inclusive, deliberative democracy; and explores the new paradigm for teaching, learning, and knowledge creation necessary to make it a reality. (From the Publisher)

Table Of Content:
Forward (Timothy K. Eatman)
Preface
Acknowledgments

ch. 1 Introducing Next-Generation Engagement (Margaret A. Post, Elaine Ward, Nicholas V. Longo, and John Saltmarsh)

Part One: The Collaborative Engagement Paradigm
ch. 2 The Inheritance of Next Generation Engagement Scholars (John Saltmarsh and Matthew Hartley)
ch. 3 A Brief History of a Movement - Civic Engagement and American Higher Education (Matthew Hartley and John Saltmarsh)
ch. 4 Collaborative Engagement—The Future of Teaching and Learning in Higher Education (Nicholas V. Longo and Cynthia M. Gibson)
ch. 5 Collaborative Engagement Research and Implications for Institutional Change (Farrah Jacquez, Elaine Ward, and Molly Goguen)
ch. 6 Legitimacy, Agency, and Inequality - Organizational Practices for Full Participation of Community Engaged Faculty (KerryAnn O’Meara)

Part Two: New Public Scholars
Opening (Elaine Ward)
ch. 7 Disrupting Role Dichotomies (Lina Dostillio, Emily Janke, Margaret A. Post, Annie Miller, and Elaine Ward)
ch. 8 Developing a Community-Engaged Scholarly Identity (Katie Beck, Adam Bush, Lorena Holguin, Demetri Morgan, and Cecilia Orphan)
ch. 9 Paving New Professional Pathways for Community Engaged Scholarship (Patrick Green, Barbara Harrison, Jessica Reading, and Timothy Shaffer)
ch. 10 Critical Commitments to Community and Campus Change (Eric Hartman, Glennys Sanchez, Sabina Shakya, and Brandon Whitney)
ch. 11 Fortunate accidents and winding pathways – The personal and professional spaces of authenticity (Ben Anderson-Nathe, Farrah Jacquez, Rachael Kerns-Wetherington, and Tania D. Mitchell)
ch. 12 Next Generation Engaged Scholars – Stewards of Change (Elaine Ward and Annie Miller)

Part Three: The Future of Engagement
ch. 13 The Future of the Academy with Students as Colleagues (Nicholas V. Longo, Abby Kiesa, and Richard Battistoni)
ch. 14 Next Generation Engagement Scholars in the Neoliberal University (Cecilia M. Orphan and KerryAnn O’Meara)
ch. 15 Building an Organizational Structure that Fosters Blended Engagement (Byron P. White)

Afterword: Practice and Theory in the Service of Social Change (Peter Levine)

About the Authors
Index

Additional Info:
The “Sista’ Network"”is a term used to describe the relationships between and among professional African-American women which enable them to assist one another in learning the unwritten rules and protocols of various professions. In the context of higher education, the Sista' Network can help new African-American women faculty learn the rules to “the Tenure Game.”
A qualitative inquiry into the lives and experiences of nine African-American women during various stages of the tenure process, this book partly explores general, practical considerations such as the tenure process; requirements for tenure; and negotiating the balance among teaching, research, service, and collegiality. Yet it delves further into the statistics of African-American women faculty in the academy; issues of isolation, mentoring, and networking; African-American women faculty and the tenure process; African-American feminist thought; and racism, sexism, and the politics of singularity.
Also included are 12 guiding principles for new African-American women faculty members embarking upon the tenure process. Carefully weaving African-American feminist thought with the literature on academic tenure and minority along with stories of women faculty’s experiences in the academy, the author creates an effective and engaging account for minority women embarking on the tenure journey themselves. (From the Publisher)

Table Of Content:
About the Author
Preface
Acknowledgments

ch. 1 Introduction:The Challenges of African-American Women Faculty

ch. 2 Tenure
The Tenure Process
Requirements for Tenure

ch. 3 African-American Women Faculty in the Academy
The Statistics
Isolation, Mentoring, and Networking
The Tenure Process
African-American Feminist Thought

ch. 4 The Research Results
The Methodology and Structure
A Roundtable Discussion
The Tenure Process
Collegiality
Service and Mentoring
Isolation
Networking
Highlights and Lessons Learned

ch. 5 The Game of Tenure
Learning the Rules of the Tenure Game
Negotiating the Balance Among Teaching, Research, and Service
Collegiality as the Fourth Category of the Tenure Process
Finding a Mentor
The Trilogy: Racism, Sexism, and the Politics of Singularity
The Sista’ Network
Guiding Principles for African-American Women Faculty

ch. 6 Conclusion: Six Years Later

Appendix A: Research Design and Methods
Appendix B: Sample Interview Questions
Bibliography
Index

Additional Info:
In this book, seventeen senior leaders from faith-based colleges and universities across North America--collectively bringing with them hundreds of years of leadership experience--share fresh insights into the theory and practice of Christian higher education leadership. These authors speak honestly about the successes, failures, and demands that have shaped their current leadership decisions and their visions for the future.In this book, seventeen senior leaders from faith-based colleges and universities across North America--collectively bringing with them hundreds of years of leadership experience--share fresh insights into the theory and practice of Christian higher education leadership. These authors speak honestly about the successes, failures, and demands that have shaped their current leadership decisions and their visions for the future. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword
Introduction

Part I: The Interior Life of Thriving Leaders
ch. 1 Thriving as a Leader: The Role of Resilience and Relationships
ch. 2 Leading from the Center: Body and Place
ch. 3 Honoring Giftedness: A Strengths Approach to Leadership

Part II: The Social Intelligence of Thriving Leaders
ch. 4 Tell Me a Story: Using as Old Tool to Sustain Culture, Embrace Change, and Envision a Bold Future
ch. 5 The Difference Trust Makes
ch. 6 Orchestrating a Life of Influence
ch. 7 Inside Faculty Culture
ch. 8 Building a Powerful Leadership Team
ch. 9 Mentoring for Leadership

Part III: How Leaders Can Shape a Thriving Organizational Culture
ch. 10 Metaphors Matter: Organizational Culture Shaped by Image
ch. 11 Beyond "Hospitality": Moving out of the Host-Guest Metaphor into an Intercultural "World House"
ch. 12 Toward a Distinctive, Christ-Honoring Campus Culture: Working the Vision
ch. 13 Leading a Turnaround and the Joy of a Third-Class Ticket
ch. 14 Leadership in the Fifth Dimension: Balancing Time with the Timeless

Epilogue
About the Author
About the Contributors
Bibliography

Additional Info:
A pioneer in queer theory and literary studies, Eve Kosofsky Sedgwick brings together for the first time in Touching Feeling her most powerful explorations of emotion and expression. In essays that show how her groundbreaking work in queer theory has developed into a deep interest in affect, Sedgwick offers what she calls "tools and techniques for nondualistic thought," in the process touching and transforming such theoretical discourses as psychoanalysis, speech-act theory, Western Buddhism, and the Foucauldian "hermeneutics of suspicion."

In prose sometimes somber, often high-spirited, and always accessible and moving, Touching Feeling interrogates-through virtuoso readings of works by Henry James, J. L. Austin, Judith Butler, the psychologist Silvan Tomkins and others-emotion in many forms. What links the work of teaching to the experience of illness? How can shame become an engine for queer politics, performance, and pleasure? Is sexuality more like an affect or a drive? Is paranoia the only realistic epistemology for modern intellectuals? Ultimately, Sedgwick's unfashionable commitment to the truth of happiness propels a book as open-hearted as it is intellectually daring. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction
Interlude, Pedagogic
ch. 1 Shame, Theatricality, and Queer Performativity: Henry James's The Art of the Novel
ch. 2 Around the Performative: Periperformative Vicinities in Nineteenth-Century Narrative
ch. 3 Shame in the Cybernetic Fold: Reading Silvan Tomkins
ch. 4 Paranoid Reading and Reparative Reading, or, You're So Paranoid, You Probably Think This Essay Is About You
ch. 5 Pedagogy of Buddhism
Works Cited
Index

Additional Info:
With lively stories and compelling analysis, Gary Howard takes his readers on a journey of personal and professional transformation. From his 25 years of experience as a multicultural educator, he looks deeply into the mirror of his own racial identity to discover what it means to be a culturally competent White teacher in racially diverse schools. Inspired by his extensive travel and collaboration with students and colleagues from many different cultures, We Can't Teach What We Don't Know offers a healing vision for the future of education. (From the Publisher)

Table Of Content:
ch. 1 White man dancing : a story of personal transformation

ch. 2 White dominance and the weight of the West

ch. 3 Decoding the dominance paradigm

ch. 4 White educators and the river of change

ch. 5 Mapping the journey of white identity development

ch. 6 Ways of being white : a practitioner's approach to multicultural growth

ch. 7 White teachers and school reform : toward a transformationist pedagogy

ch. 8 Our unfinished work : white educators and La Tierra Transformativa

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:
Combining an overview of current research literature and 23 engaging narratives, Faculty of Color invites deeper dialogue on the experiences of faculty of color teaching in predominantly white institutions. By raising issues for commentary and investigation, the book challenges its readers to adopt effective strategies for the recruitment and retention of faculty of color in higher education.

The authors represent a variety of disciplines and share firsthand experiences that range from teaching, recruitment, research, mentoring, institutional climate, and administration, to relationships with colleagues as well as students. Through their stories, they are able to offer useful insights into

* Teaching styles and how they affect promotion decisions
* The impact of mentoring relationships
* Collegiality in the campus and university setting
* Separating self-identity from group membership
* Managing service activities
* Understanding and dealing with racism

Faculty of Color is intended for senior administrators and policymakers, faculty development professionals, current faculty, and future faculty of color who are contemplating academia. Each chapter offers a variety of recommendations designed to guide predominantly white colleges and universities in working to ensure that their institutions continue to change in substantive ways. (From the Publisher)

Table Of Content:
About the Authors
Preface
Acknowledgments
An Overview of the Literature (Christine A. Stanley)
Succeeding in the Face of Doubt (Stephanie G. Adams)
Do I Have to Be Black or Brown to Count? An Appeal for Broad Appreciation and Understanding of Diversity (Karla Anhalt)
Free to Be the Me You See: Discovering the Joy of Teaching (K. Denise Bane)
"Are You Here to Move the Piano?" A Latino Reflects on Twenty Years in the Academy (James F. Bonilla)
The Temple of My Unfamiliar (Fred A. Bonner, II)
Racism Will Not Go Away and Neither Will We: Two Scholars of Color Examine Multicultural Education Courses (Bryan Brayboy, Maria C. Estsrada)
In Search of Community: The Challenges and Successes of an Isolated Engineer (Karen Butler-Purry)
Solitary Sojourn: An American Indian Faculty Members' Journey in Academe (Karen Sunday Cockrell)
Putting the Color in Colorado: On Being Black and Teaching Ethnic Studies at the University of Colorado-Boulder (Adrian Gaskins)
Living, Breathing, Teaching Sociology: Using the Micro to Illuminate the Macro (Sarah N. Gatson)
Can a Brotha' Get a Break? Teaching on a Majority White Research University Campus (Jeffrey J. Guidry)
Just Because I Choose to Be Me (Reem Haj-Ali)
Anatomy of "Difference": The Meaning of Diversity and the Diversity of Meaning (Rashmi Jaipal)
Color in the Interstice, or, What Color, This Faculty of Color? (Leswin Laubscher)
Reflections From a Minority Faculty in a Majority Institution (Cheryl B. Leggon)
Tenure on My Terms(Antoinette Halsell Miranda)
Teaching and Researching "The Politics of Race" in a Majority White Institution (Byron D'Andra Orey)
Negotiating Identity and Learning From a Native Pacific Perspective: Contradictions of Higher Learning in Cultural Diversity Classes (Michael P. Perez)
Learning to Play the Game (Anthony D. Ross)
I'm Just a Black Woman Troubling the Status Quo (Shari Saunders)
Challenging Racial Battle Fatigue on Historically White Campuses: A Critical Race Examination of Race-Related Stress (William A. Smith, Tara J. Yosso, Daniel G. Solórzano)
Walking Between Two Cultures: The Often Misunderstood Jamaican Woman (Christine A. Stanley)
Institutional Barriers and Myths to Recruitment and Retention of Faculty of Color: An Administrator's Perspective (Christine Yoshinaga-Itano)
Summary and Key Recommendations for the Recruitment and Retention of Faculty of Color (Christine A. Stanley)

Additional Info:
Click Here for Book Review
Practice-oriented educational philosopher Elie Holzer invites readers to grow as teachers, students, or co-learners through “attuned learning,” a new paradigm of mindfulness. Groundbreaking interpretations of classical rabbinic texts sharpen attention to our own mental, emotional, and physical workings as well as awareness of others within the complexities of learning interactions. Holzer integrates pedagogical pathways with ethical elements of transformative teaching and learning, the repair of educational disruptions, the role of the human visage, and the dynamics of argumentative and collaborative learning. Literary analyses reveal that deliberate self-cultivation not only leads to ethical and spiritual growth, but also offers a corrective for the pitfalls of the contemporary calculative modalities in educational thinking. The author speaks to the existential, humanizing art of learning and of teaching. This book can serve as a companion volume for A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs, adding a new dimension of its model of joint learning. (From the Publisher)

Table Of Content:
Attuned Acknowledgments

Part One: Conceptual Frameworks
ch. 1 The Concept of Attuned Learning
ch. 2 Reading Rabbinic Texts for Education

Part Two: Co-Learners’ Attuned Learning
Introduction: Collaborative Learning in Rabbinic Literature
ch. 3 Self-Refinement in Argumentative Learning
ch. 4 Study Partners’ Learning

Part Three: Teachers and Students’ Attuned Learning
Introduction: Teaching in Rabbinic Literature
ch. 5 Learning Transformations
ch. 6 Disruptions and Repairs
ch. 7 The Visages of Learning Interactions

Part Four: Attuned Learning and Educational Thought
ch. 8 Attuned Learning in Contemporary Contexts

Glossary of Technical and Foreign Terms and Language Usage
Bibliography
Index

Additional Info:

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

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

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

Table Of Content:
Acknowledgements
Preface
Foreword
Introduction

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

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

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

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

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

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

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

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

Contributors
About Bringing Theory to Practice

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

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

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

Table Of Content:
Introduction
Foreword
Who we are

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

References and Recommended Reading

Additional Info:
One of the most significant changes in theological education during the past two decades has been a dramatic rise in the enrollment of women in the seminaries. In this ground-breaking book, Rebecca Chopp explores the impact these new voices are having on theological education. She looks at how women and men are actually forming a new Christian praxis through their engagement with feminist practices and thought that often exist outside the sphere of official recognition. This important book will be a starting point for dialogue about the role theological education will play as this new Christian praxis emerges. (From the Publisher)

Table Of Content:
Preface

ch. 1 Women as Subjects of Theological Education?
ch. 2 Shaking the Foundations: The Practice of Narrativity
ch. 3 Places of Grace: The Practice of Ekklesia
ch. 4 The Warming Quilt of God: The Practice of Theology
ch. 5 A Particular Vision: New Ways of Thinking about Theological Education

Notes
Index

Additional Info:
A group of eminent African American scholars of religoius and theological studies examines the problems and prospects of Black scholarhip in the theological academy. They assess the role that prominent African American scholars have played in transforming the study and teaching of religion and theology, the need for a more thorough-going incorporation of the fruits of black scholarship into the mainstream of the academic study of religion, and the challenges and opportunities of bringing black art, black intellectual thought, and black culture into predominantly white classrooms and institutions. (From the Publisher)

Table Of Content:
Introduction (Nancy Lynne Westfield)
Views

ch. 1 Visible/Invisible: Teaching Popular Culture and the Vulgar Body in Black Religious Studies (Carol B. Duncan)
ch. 2 Using Novels of Resistance to Teach Intercultural Empathy and Cultural Analysis (Arthur L. Pressley)
ch. 3 E-Racing While Black (Stephen G. Ray, Jr.)
ch. 4 Called Out My Name, or Had I Known You Were Somebody: The Pain of Fending Off Stereotypes (Nancy Lynne Westfield)
ch. 5 Reading the Signs: The Body as Non-Written Text (Anthony B. Pinn)
ch. 6 Emancipatory Historiography as Pedagogical Praxis: The Blessing and the Curse of Theological Education for the Black Self and Subject (Juan M. Floyd-Thomas and Stacey M. Floyd-Thomas)
ch. 7 Black Rhythms and Consciousness: Authentic Being and Pedagogy (Lincoln E. Galloway)
ch. 8 From Embodied Theodicy to Embodied Theos (Stacey M. Floyd-Thomas)
ch. 9 Teaching Black: God-Talk with Black Thinkers (Arthur L. Pressley and Nancy Lynne Westfield)

Responses
ch. 10 Teaching Black, Talking Back (Carolyn M. Jones)
ch. 11 Together in Solidarity: An Asian American Feminist's Response (Boyung Lee)
ch. 12 Influences of "Being Black, Teaching Black" On Theological Education (Charles R. Foster)

Notes
Select Bibliography

Additional Info:
From the Publishers
Despite the intimidating reference to pedagogy in the title, the anthology is true to the encompassing notion of feminism as a foundation from which theories and disciplines can emanate in order to voice a variety of experience. The American, British, and Australian scholars provide compelling essays on identity, friendship, motherhood, hunger, the media, parenting, childcare, shame, and the silencing influences of legal systems and the academy. Unusual for this type of collection is a lone wolf contribution about learning to be a man--the "other half" viewpoint by which feminism marks its progress.

Table Of Content:
Acknowledgments
Introduction

ch. 1 Learning Identities and Differences
ch. 2 Women and Friendships: Pedagogies of Care and Relationality
ch. 3 Motherhood as Pedagogy: Developmental Psychology and the Accounts of Mothers of Young Children
ch. 4 Learning to Be a Man: Dilemmas and Contradictions of Masculine Experience
ch. 5 Hunger as Ideology
ch. 6 "Girls' Mags" and the Pedagogical Formation of the Girl
ch. 7 Childhood and Parenting in Children's Popular Culture and Childcare Magazines
ch. 8 Play for Profit
ch. 9 Women in the Holocene: Ethnicity, Fantasy, and the Film The Joy Luck Club
ch. 10 The Pedagogy of Shame
ch. 11 Reconsidering the Notions of Voice and Experience in Critical Pedagogy
ch. 12 Legal Pedagogy as Authorized Silence(s)
ch. 13 Everyday Life in the Academy: Postmodernist Feminisms, Generic Seductions, Rewriting and Being Heard

Contributors
Index

Additional Info:
This book is as much, perhaps more, an exhortation to action than a piece of social science research. In an age when the idols of the tribe or the centrality of self are aggrandized, is it possible to restore a sense of human purpose that extends beyond place or person? To answer this question a core of 100 people, determined as "capable of sustaining commitment to the common good in the face of global complexity," were interviewed, not so much to "prove hypotheses" but to develop "fertile insights" for further research and action in order to "kindle a common fire and forge a new synthesis of practical wisdom." This requires people who can regard space as hospitable, inhabited by mentors and others capable of demonstrating that one can and ought to make a difference in the world; people who can develop habits of mind to engage others and a symbolic world, including the world of story and faith, capable of sustaining a committed consciousness. Two "interludes" describe those who exhibit that concern for the commons, and an epilogue suggests an individual and collective strategy to nourish the sense of the collective. (From the Publisher)

Table Of Content:
ch. 1 Connection and Complexity: The Challenge of the New Commons
ch. 2 Community: Becoming at Home in the World
ch. 3 Compassion: Living Within and Beyond the Tribe
ch. 4 Conviction: Developing Critical Habits of Mind
ch. 5 Courage: A Responsible Imagination
ch. 6 Confession: The Struggle with Fallibility
ch. 7 Commitment: The Power of the Double Negative

Epilogue Compass Points: The Power of Location and Direction

Additional Info:
Inquiry and Reflection shows how stories of schooling can elucidate difficult, and unexamined problems facing teachers. While professional texts tend to raise issues of power and its distribution and questions of culture and ideology, often the manner of presentation is abstract, and pre-service teachers have difficulty making connections. Yet literary, film, and video materials illuminate problems and suggest ideas to which teachers can actively respond. This book offers teacher educators a variety of resources for articulating a critical pedagogy and suggests an alternative to the technical, job training approach to teacher education by providing a unique educational curricula that illuminates issues of power, ideology, and culture. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments

ch. 1 Introduction: Narrative Frames
ch. 2 Reflection and Teaching
ch. 3 Education as a Liberal Art
ch. 4 Teaching and Teachers in Stories of Schooling
ch. 5 Turning the Gaze: Student Voice and Position in Schooling Narratives
ch. 6 More Stories
ch. 7 Toward Reflexive/Reflective Practice

Notes
Annotated Bibliography of Schooling Narratives
Index

Additional Info:
Responding to Nicholas Kristof's widely-read NYT piece lamenting the lack of civic engagement by professors, Goldberg describes how academic institutions can punish civic engagement because it distracts from grant procurement or other institutional service.

Additional Info:
On Teaching and Learning takes the ideas explored in renowned educator Jane Vella’s best-selling book Learning to Listen, Learning to Teach to the next level and explores how dialogue education has been applied in educational settings around the world. Throughout the book, she shows how to put the principles and practices of dialogue education into action and uses illustrative stories and examples from her extensive travels. Dialogue education values inquiry, integrity, and commitment to equity—values that are also central to democracy. Learners are treated as beings worthy of respect, recognized for the knowledge and experience they bring to the learning experience. Dialogue education emphasizes the importance of safety and belonging. It is an approach that welcomes one’s certainties and one’s questions. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments
The Author
Introduction

Part One: Structured
ch. 1 Why Structure?
ch. 2 Learning Needs and Resources Assessment
ch. 3 The Seven Design Steps

Part Two: Social
ch. 4 The Learning Task in a Small Group
ch. 5 Individual Learning Enhanced

Part Three: Sound
ch. 6 Principles and Practices: Current State of the Art
ch. 7 Open Questions Invite Dialogue
ch. 8 The Designer’s Skill: Trust Your Design

Part Four: Sure
ch. 9 Indicators of Learning, Transfer, and Impact
ch. 10 Impact and the Seven Design Steps

Part Five: Synthesis: Putting It All Together
ch. 11 Putting It All Together: Examples of Dialogue Education Designs
ch. 12 An On-Line Course Using Dialogue Education
ch. 13 Dialogue Education in School Leadership
ch. 14 Dialogue Education in Health Care Settings
ch. 15 Dialogue Education in a College Classroom

Appendix A: Glossary of Terms Used in Dialogue Education
Appendix B: Tough Verbs for Learning Tasks

References
Index

Additional Info:
Responding to Nicholas Kristof's widely-read NYT piece lamenting the lack of civic engagement by professors, Robin provides URLs to a great many online "public intellectuals" in several fields. An excellent resource for instructors looking for existing models of "civic engagement."

Additional Info:
Institutions face tremendous potential loss if midcareer employees (like mid-career faculty?) are not happy and productive. Midcareer problems are “pervasive, largely invisible, and culturally uncharted.” 

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:
The editor of Teaching Theology and Religion facilitated this reflective conversation with five teachers who have extensive experience and success teaching extremely large classes (150 students or more). In the course of the conversation these professors exchange and analyze the effectiveness of several active learning strategies they have employed to overcome the passivity and anonymity of the large lecture format. A major point of debate emerges that contrasts the dynamically performative and highly informed and skilled lecturer with the “wasted time and money” that results from encouraging students to participate through various active learning strategies. Other themes include the importance of story telling in the religious studies classroom, the significance of the differences between students' learning styles, and the challenge of teaching and assessing critical thinking and communication skills.

Additional Info:
Academia is one of the professions in which socially constructed fictions have tremendous power. Years of graduate study and the power of academic mentors creates an environment which deeply socializes future academics. The image of the academic professional which is currently promulgated emerged during the expansionist (post-World War II) period of higher education. In this conception, the scholar is seen primarily as a researcher pursuing knowledge for its own sake. The teaching role has been given much less emphasis. During this same expansionist period, higher education began to serve a much broader and more diverse clientele with more varied academic needs. For these two transformations to now become compatible, a broader conception of scholarship is urgently needed. Such a conception would have at least four elements. While new knowledge acquired through reasoning and analytical theory-building is valuable, knowledge gained through experience must also be seen as legitimate. Second, specialized knowledge must be reintegrated. That is, scholars must look for new relationships between the parts and the whole. This synthesis can be achieved through an emphasis on interdisciplinarity. Third, scholarship must begin to address the pragmatic needs of the larger world. The pursuit of knowledge to solve societal problems must be valued as scholarship of the first order. Finally, the scholarship of teaching, in which research is conducted on effective and appropriate teaching methods, must be emphasized for all scholars. Teaching that is not grounded in the most recent research is not appropriate for a college or university setting. A 21-item bibliography is included. (PAA)

Additional Info:
This timely and compelling examination of the experience of Asian Americans in higher education explores why and how Asian Americans and Pacific Islanders (AAPIs) are important to our nation's higher education priorities and places the study of AAPI college participation within a broad set of conditions through which all students must navigate as they pursue higher education. Teranishi captures the intersections of individual agency, social conditions, and organizational structures as synergetic forces that result in a range of postsecondary outcomes for subpopulations within the larger body of AAPIs.

Table Of Content:
Series Foreword
Foreword
Acknowledgments
Introduction

What's Wrong With a Positive Stereotype?
Purpose of the Book
Organization of the Book
Data Sources and Methodology

ch. 1 Transcending Conceptual Blockages
AAPIs and America's Equity Agenda
Race in Comparative Research
Destabilizing Conceptual Blockages

ch. 2 Students, Families, and the Pursuit of College
The Demography of the AAPI Population
Perceptions of Opportunities and Challenges

ch. 3 The Community Context
Portraits of AAPI Communities
Segregated or Integrated?
Hmong and The "Outside World"
"For Chinese, It's Subliminal: It's All About College"

ch. 4 Secondary Schools and Postsecondary Opportunities
Race, Class, and School Inequality
Access to Quality Schooling for AAPI Students
Wilson High School, San Francisco
Hoovet High School, Vallejo
Hancock High School, Sacramento

ch. 5 Predictors of College Participation
Trends in AAPI College Enrollment
Beyond a Single Story: AAPI Precollege Postsecondary Preparation
AAPI College Enrollment Disaggregated

ch. 6 AAPI Degree Attainment and Field Representation
Degree Attainment Among AAPIs
"We're Not All Science Majors"
AAPIs in the Education Sector
Strategies to Improve the AAPI Education Pipeline
Conclusion: Beyond a Single Story
Transcending Categories and Boundaries
The Need for More and Better Research
An Essential Missing Link

Appendix A Data Sources and Methodology
Appendix B Data Instruments: Individual and Group Interview Protocol
Appendix C Languages Spoken in Asian Countries

Notes
References
Index
About the Author

Additional Info:
Conventional wisdom has it that education is the great equalizer in a society. Notwithstanding, access to higher education and terminal degrees have not proven synonymous with the establishment of legitimacy for many voices. Academics and scholars of color continue to confront barriers constituent of the racialized, gendered, and class(ed) baggage characterizing dominant social relations. In I've Got a Story to Tell different members of academe struggle with the institutionalized constructs that pose real challenges to the transformation and democratization of higher education. (From the Publisher)

Table Of Content:
Introduction: Being in Higher Education: Negotiating Identity and Place (Sandra Jackson and Jose Solis Jordan)

ch. 1 Why Are You So Afraid, Guero? (Jose Solis Jordan)
ch. 2 I Don't Do Dis Here Dat Dere: A Subtext of Authority in Teaching and Learning (Sandra Jackson)
ch. 3 Acaso No Soy Maestra Tambien? (Ain't I a Teacher Too?)(Marisa Alicea)
ch. 4 Race, Nationality, Gender, and the Space of the Classroom: Writing a Pedagogical Story (K.E. Supriya)
ch. 5 "Leaving Normal": Transcending Normativity Within the Feminist/Women's History Classroom (Gladys M. Jimenez-Munoz)
ch. 6 Identity Negotiation in the Classroom (Xing (Lucy)Lu)
ch. 7 "Travelin' a long way on a Broken Road" (Nathan Haymes)
ch. 8 A Cubana in the Classroom: The Experiences of One Latina in Academia (Maria R. Vidal)
ch. 9 Processing (Aminah B. McCloud)
ch. 10 "Have YOU Ever Lived on Brewster Place?": Teaching African-American Literature in a Predominantly White Institution (Clare Oberon Garcia)
ch. 11 Native(s) in the Classroom: Displacement and Cultural Politics (Fassil Demissie)
ch. 12 Ni Eres Ni Te Pareces: Academia as Rapture and Alienation (Alicia Chavira-Prado)
ch. 13 Doing Battle Inside the Beast (Luis Ortiz-Franco)

Notes on Contributors

Additional Info:
How is quilt‐making both metaphor and pedagogy for early‐career faculty of theology and religion who seek to cultivate critical and creative imagination for teaching, and to probe the challenges and promises of complex identities and vocations within 21st‐century landscapes of theological education? This forum presents essays (with explanatory introduction) by five members of the 2016–2017 Workshop for Early Career Theological School Faculty, who were impelled to story their experience of being “handed over to themselves” by an “arts and craft” project which forced them to think with their hands, speak with found objects, and re‐present themselves in the form of 12 × 12‐inch quilt squares. In self‐reflexive prose, these scholar‐teachers offer through this medium a glimpse of their unexpected moments of revelatory learning, as each was pulled into deeper contemplation of their personhood, experience, know‐how, and practical wisdom, each uncovering valuable hidden sources for more expansive theological query, and each re‐thinking the possibilities for theological education and its pedagogies.

Additional Info:
Interest in church-related higher education has increased greatly in recent years. Teaching as an Act of Faith is a practical guidebook on strategies to incarnate mission and epitomize theological and theoretical reflection in the classroom. In original essays, distinguished practitioners from fourteen liberal arts disciplines and Roman Catholic, Wesleyan, Anabaptist, Lutheran, and Reformed traditions demonstrate how they have been able link religious values more directly to their teaching. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction: An Odyssey of the Mind and Spirit

Pt. 1 The Social Sciences
ch. 1 Teaching Economics While Keeping the Faith
ch. 2 Scuttling the Schizophrenic Student Mind: On Teaching the Unity of Faith and Learning in Psychology
ch. 3 At the Lectern Between Jerusalem and Sarajevo: A Christian Approach to Teaching Political Science
ch. 4 Sociology and Faith: Inviting Students into the Conversation

Pt. 2 The Natural Sciences
ch. 5 Developing a Christian Perspective on the Nature of Mathematics
ch. 6 Christian Theism: Alive and Well in the Physics and Astronomy Classroom
ch. 7 A Careful Convergence: Integrating Biology and Faith in the Church-Related College

Pt. 3 The Fine Arts
ch. 8 "I Love to Tell the Story:" Teaching Theatre at a Church-Related College
ch. 9 Toward a Christian Pedagogy of Art
ch. 10 Music Pedagogy and the Christian Faith: A Twenty-Year Journey of Discovery

Pt. 4 The Humanities
ch. 11 An Ignatian Approach to Teaching Philosophy
ch. 12 Teaching Literature as Mediation: A Christian Practice
ch. 13 Faith, Learning, and the Teaching of History
ch. 14 Christian Faith and the Teaching of Speech Communication

Conclusion: A Prudent Synergy: Pedagogy for Mind and Spirit
App Christianity and Higher Education: A Selected Bibliography
App Ecumenical Christian Professional Associations
Notes on Contributors
Index

Additional Info:
With a mixture of autobiographical facts and literary insights, the author (English, Kalamazoo Coll.) supports her belief that the ``motherheart must be at the center of all teaching.'' Teachers should ``create an environment where human beings can grow in and toward the fullness of themselves.'' This type of teaching is exemplified by the women teachers in higher education of the mid-1800s who, as the author found following her ``calling'' to Kalamazoo College, were the leaders in a profession that often brings teacher and student together in crisis situations, situations that the author believes are better confronted from a feminist perspective. This is a well-written, often humorous account of one woman's entry into the feminist side of academe. (From the Publisher)

Table Of Content:
The fortunate fall
The fair arcadian hill, or "Yes there really is"
Alma mater
A rite of passage
Serafina: an angel in my house
A good and worthy voice
Man hating: voices in the dark
Teacher’s pet
Orphans of the storm: the F-word and the post-feminist generation
Vocation
A purple creature
No abstract fires: a new year’s message
Unlearning not to speak, or Why the caged bird sings
A room of one’s own revisited, or, Running away to New Jersey and other holy places
To the land of the dead and back again: my "last lecture."

Additional Info:
Poetry is a bridge across diverse realities; it bridges the expressible and inexpressible, the present and the future. Poetry is also a powerful force in human life; it reveals, nourishes, binds, critiques, empowers, constructs, and confront. From such movement come visions for educational action, both actual and metaphoric. These include: dancing, meditating, singing, chanting, improvising, and drumming.

Additional Info:

Additional Info:

Additional Info:
Wisdom or questing to know God and the world evokes fear through case studies of the controversial Reimagining Conference and the race related responses to the O. J. Simpson verdict, the fear of knowing God (which included the fear of questioning dominant metaphors of God) and the fear of knowing ourselves are explored. From this analysis, a view of wisdom is proposed and also an approach to education that inspires and encourages people to seek to know and respond to God and the world.

Additional Info:
Sid Brown brings a Buddhist perspective into the classroom to explore the ethical quandaries, lived experiences and intimacy of teaching. Addressing such topics as attention, community, rage, wonder, consumerism, and kindness, Brown demonstrates how this centuries-old tradition can enrich and inform classroom life. (From the Publisher)

Table Of Content:
Introduction In the Event of a Crash Landing

ch. 1 Lie Until It's True: Getting Students' Attention
ch. 2 Viewing Each Other With Kindly Eyes: Community in the Classroom
ch. 3 Stopping an Elephant Dead in Its Tracks: Irritation, Anger, and Rage
ch. 4 Do Not Cross Line: Wonder and Imaginative Engagement
ch. 5 Homicidal Tendencies: The Story of a Teacher and a Student
ch. 6 Letting Women into the Order: Learning from Students
ch. 7 Removing the Arrow: Authentic Teachers and Willing Students, Elements of Reciprocity
ch. 8 Trustful Confidence: Assessing Your Teaching
ch. 9 Conclusion: The Heart of Teaching

Appendix I Nifty assignments
Appendix II Handouts

Notes
Glossary
Bibliography
Index

Additional Info:
Click Here for Book Review
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:
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:
The following essay is based on an oral presentation, "On Being a Good Teacher and a Good Writer," which the author was asked to make for the Southwest Commission on Religious Studies, March 16, 2003. The purpose of the presentation was to encourage conversation among theological educators on the character of their vocation. A panel discussion of the theme followed the presentation. The presentation was designed to engage this subject at an autobiographical and reflective level rather than as an academic argument. The published version of the essay seeks to retain something of the personal reflective character of the original presentation.

Additional Info:
Inspiring Academics draws on the experience and expertise of award-winning university teachers to illuminate exemplary teaching practice. It is structured around five core themes: inspiring learning, command of the field, assessment for independent learning, student development and scholarship.

Mirroring the vast range of practices and characteristics that constitute high quality teaching, 26 distinguished scholars from Australia, Canada, New Zealand, the UK and the USA recount and reflect on the personal and professional circumstances that have made them great teachers. Through its autoethnographic approach, this book provides captivating and illuminating personal explorations of the 'hows and whys' of excellent university teaching. (From the Publisher)

Table Of Content:
List of boxes, figures and tables
Notes on contributors
Acknowledgements

ch. 1 Opening doors

Part 1: Approaches to teaching that influence, motivate and inspire students to learn
ch. 2 Mindfulness and presence in teaching and learning
ch. 3 The art of loving and learning: Erich Fromm and the learning (of) transformation
ch. 4 I teach as the mountains teach me
ch. 5 The what, why and how of inspiring learning
ch. 6 Your skin or mine? A living drama in interprofessional education

Part 2: Developing curricula and resources that reflect a command of the field
ch. 7 The meaning and evolution of teaching excellence: A 'radical' case study from Radford University, Virginia
ch. 8 No magic needed: Designing instruction for learning - a case study
ch. 9 On scholarly teaching - a personal account
ch. 10 Destinations and pathways: The curriculum challenge

Part 3: Approaches to assessment and feedback that foster independent learning
ch. 11 An assortment of small anomalies
ch. 12 Beyond the classroom walls: Using assessment strategies to foster independent learning
ch. 13 In the lion's den: teaching and assessing medical ethics
ch. 14 Upgrading teaching and assessment in a traditional medical course

Part 4: Respecting and supporting the development of students as individuals
ch. 15 "I am a writer": Unlocking fear and releasing possibility in the classroom
ch. 16 Seeing the tree in the midst of the forest: Respecting and supporting the development of students as individuals
ch. 17 A classroom of colleagues
ch. 18 Extending the reach of higher education inside and outside the classroom
ch. 19 Personalizing the student experience

Part 5: Scholarly activities that influence and enhance learning and teaching
ch. 20 Exploring the 'inner' and 'outer' worlds: Steps along a scholarly journey
ch. 21 Integrating a sustainable academic career around scholarly learning and teaching activities
ch. 22 Useful sharing
ch. 23 Excellence in scholarship in teaching: Some reflections
ch. 24 From fear to flourish

Additional Info:
In addition to his notable work as a premier Christian philosopher, Nicholas Wolterstorff has become a leading voice on faith-based higher education. This volume gathers the best of Wolterstorff's essays from the past twenty-five years dealing collectively with the purpose of Christian higher education and the nature of academic learning.

Integrated throughout by the biblical idea of shalom, these nineteen essays present a robust framework for thinking about education that combines a Reformed confessional perspective with a radical social conscience and an increasingly progressivist pedagogy. Wolterstorff develops his ideas in relation to an astonishing variety of thinkers ranging from Calvin, Kuyper, and Jellema to Augustine, Aquinas, and Kant to Weber, Habermas, and MacIntyre. In the process, he critiques various models of education, classic foundationalism, modernization theory, liberal arts, and academic freedom. (From the Publisher)

Table Of Content:
Preface
Introduction

Rethinking Christian Higher Education
Teaching for Shalom: On the Goal of Christian Collegiate Education
The Mission of the Christian College at the End of the Twentieth Century
The Integration of Faith and Learning - The Very Idea
On the Idea of a Psychological Model of the Person That Is Biblically Faithful
The Point of Connection between Faith and Learning
The World for Which We Educate
A Case for Disinterested Learning
The Project of a Christian University in a Postmodern Culture
Teaching for Justice: On Shaping How Students Are Disposed to Act
Autobiography: The Story of Two Decades of Thinking about Christian Higher Education
Can Scholarship and Christian Conviction Mix? Another Look at the Integration of Faith and Learning
Abraham Kuyper on Christian Learning
Particularist Perspectives: Bias or Access?
Academic Freedom in Religiously Based Colleges and Universities
Christian Learning In and For a Pluralist Society
Should the Work of Our Hands Have Standing in the Christian College?
What Is the Reformed Perspective on Christian Higher Education?
Call to Boldness: A Response to Fides et Ratio

Afterword
Bibliography
Index

Additional Info:
The task of theological education is not always clearly understood in the church -- or it is understood in different ways by various constituencies. We invite five seminary professors to reflect on their vocation, especially on its relation to the life of faith in the church and to the church's effort to be faithful to the gospel. We asked them to consider the ways in which they seek to hand on Christian traditions and also the ways in which they seek to provide students with skills to critique aspects of those traditions.

Additional Info:
Drawing on both her roots in Kentucky and her adventures with Manhattan Coop boards, Where We Stand is a successful black woman's reflection - personal, straight forward, and rigorously honest - on how our dilemmas of class and race are intertwined, and how we can find ways to think beyond them. (From the Publisher)

Table Of Content:
preface: where we stand
introduction: Class Matters

ch. 1 Making the Personal Political: Class in the Family
ch. 2 Coming to Class Consciousness
ch. 3 Class and the Politics of Living Simply
ch. 4 Money Hungry
ch. 5 The Politics of Greed
ch. 6 Being Rich
ch. 7 The Me-Me Class: The Young and the Ruthless
ch. 8 Class and Race: The New Black Elite
ch. 9 Feminism and Class Power
ch. 10 White Poverty: The Politics of Invisibility
ch. 11 Solidarity with the Poor
ch. 12 Class Claims: Real Estate Racism
ch. 13 Crossing Class Boundaries
ch. 14 Living without Class Hierarchy

Additional Info:

Additional Info:
Reflective practice has moved from the margins to the mainstream of professional education. However, in this process, its radical potential has been subsumed by individualistic, rather than situated, understandings of practice. Presenting critical perspectives that challenge the current paradigm, this book aims to move beyond reflective practice. It proposes new conceptualisations and offers fresh approaches relevant across professions. Contributors include both academics and practitioners concerned with the training and development of professionals.

Definitions of reflection (which are often implicit) often focus on the individual's internal thought processes and responsibility for their actions. The individual - what they did/thought/felt – is emphasised with little recognition of context, power dynamics or ideological challenge. This book presents the work of practitioners, educators, academics and researchers who see this as problematic and are moving towards a more critical approach to reflective practice.

With an overview from the editors and fourteen chapters considering new conceptualisations, professional perspectives and new practices, Beyond Reflective Practice examines what new forms of professional reflective practice are emerging. It examines in particular the relationships between reflective practitioners and those upon whom they practise. It looks at the ways in which the world of professional work has changed and the ways in which professional practice needs to change to meet the needs of this new world. It will be relevant for those concerned with initial and ongoing professional learning, both in work and in educational contexts. (From the Publisher)

Table Of Content:
Acknowledgments
List of Contributors
Introduction and Overview

Part I: Conceptual Challenges
ch. 1 Professionalism and social change – the implications of social change for the ‘reflective practitioner' (Nick Frost)
ch. 2 Relocating reflection in the context of practice (David Boud)
ch. 3 Beyond reflective practice: reworking the "critical" in critical reflection (Jan Fook)
ch. 4 A learning practice: Conceptualizing professional lifelong learning for the healthcare sector (Stephen Billett and Jennifer Newton)
ch. 5 Really reflexive practice: auto/biographical research and struggles for a critical reflexivity (Linden West)

Part II: Professional Perspectives
ch. 6 Voices from the past: professional discourse and reflective practice (Janet Hargreaves)
ch. 7 It’s all right for you two, you obviously like each other: recognizing challenges in pursuing collaborative professional learning through team teaching (Sue Knights, Lois Meyer and Jane Sampson)
ch. 8 Preparing for patient-centered practice: developing the patient voice in health professional learning (Penny Morris, Ernest Dalton, Andrea McGoverin, Fiona O'Neil, Jools Symons)
ch. 9 Informal Learning by Professionals in the United Kingdom (Geoffrey Chivers)
ch. 10 Judgment, narrative and discourse: a critique of reflective practice (David Satltiel)

Part III: New Practices
ch. 11 Re-imagining reflection: creating a theatrical space for the imagination in productive reflection (Kate Collier)
ch. 12 A step too far? From professional reflective practice to spirituality ( Cheryl Hunt)
ch. 13 Developing critical reflection within an interprofessional learning program (Kart Karban and Sue Smith)
ch. 14 Beyond reflection dogma (John Sweet)

Additional Info:
Click Here for Book Review
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:
Journal Issue

Additional Info:
These autobiographical and analytical essays by a diverse group of professors and graduate students from working-class families reveal an academic world in which "blue-collar work is invisible." Describing conflict and frustration, the contributors expose a divisive middle-class bias in the university setting. Many talk openly about how little they understood about the hierarchy and processes of higher education, while others explore how their experiences now affect their relationships with their own students. They all have in common the anguish of choosing to hide their working-class background, to keep the language of home out of the classroom and the ideas of school away from home. These startlingly personal stories highlight the fissure between a working-class upbringing and the more privileged values of the institution. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction (Carolyn Leste Law)

ch. 1 Stupid Rich Bastards (Laurel Johnson Black)
ch. 2 A Real Class Act: Searching for Identity in the "Classless" Society (Julie A. Charlip)
ch. 3 Bronx Syndrome (Stephen Garger)
ch. 4 The Screenwriter's Tale (Jennifer Lawler)
ch. 5 You Were Raised Better Than That (Naton Leslie)
ch. 6 In the Shadow of My Old Kentucky Home (George T. Martin Jr.)
ch. 7 Todos Vuelven: From Potrero Hill to UCLA (Rosa María Pegueros)
ch. 8 Another Day's Journey: An African American in Higher Education (Gloria D. Warren)
ch. 9 Useful Knowledge (Mary Cappello)
ch. 10 A Carpenter's Daughter (Renny Christopher)
ch. 11 Paper Mills (Heather J. Hicks)
ch. 12 The Social Construction of a Working-Class Academic (Dwight Lang)
ch. 13 Working-Class Women as Academics: Seeing in Two Directions, Awkwardly (Nancy LaPaglia)
ch. 14 Ambivalent Maybe (Wilson J. Moses)
ch. 15 Class Matters: Symbolic Boundaries and Cultural Exclusion (Sharon O'Dair)
ch. 16 Nowhere at Home: Toward a Phenomenology of Working-Class Consciousness (Christine Overall)
ch. 17 Past Voices, Present Speakers (Donna Burns Phillips)
ch. 18 Workin' at the U. (Milan Kovacovic)
ch. 19 Class, Composition, and Reform in Departments of English: A Personal Account (Raymond A. Mazurek)
ch. 20 Complicity in Class Codes: the Exclusionary Function of Education (Irvin Peckham)
ch. 21 Is There a Working-Class History?(William A. Pelz)
ch. 22 Psychology's Class Blindness: Investment in the Status Quo (Deborah Piper)
ch. 23 Working It Out: Values, Perspectives, and Autobiography (John Sumser)
ch. 24 The Work of Professing (A Letter to Home) (Michael Schalbe)

Afterword (C.L. Barney Dews)
About the Contributors

Additional Info:
Here is a book for the millions of Christians who want to make a vital connection between their faith and their lives. This practical book provides a way for all of us to experience greater meaning in life and a more tangible sense of God's creative presence. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Searching for a Way to Be Faithful
ch. 2 The Movement Toward Insight: The Human Process of Coming to Wisdom
ch. 3 Theology as a Form of Human Reflection
ch. 4 Personal Theological Reflection
ch. 5 Guiding Groups in Theological Reflection
ch. 6 Creating Designs for Theological Reflection
ch. 7 Conclusion

Notes
Resources For Theological Reflection: An Annotated Bibliography

Additional Info:
In this essay, I explore "narcissistic pedagogy," a pedagogy that centers disproportionately on the needs of the teacher – especially the need for admiration. I engage psychological discussions of narcissistic patterns, and I retell the ancient myth of Narcissus. The core of narcissistic pedagogy is that the teacher experiences students not as centers of their own activity but as part of the teacher's self. All educational situations are vulnerable to narcissistic dynamics, and I will consider strongly narcissistic pedagogy as well as milder narcissistic dangers. I will, additionally, explore healthy narcissism. I pose "conversational education" as an alternative to narcissistic patterns.

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:
"My mother still wants me to get a 'real' job. My father, who is retired after forty-four years in the merchant marine, has never read my work. When I visited recently, the only book in his house was the telephone book." "I do not know that my mother's mother ever acknowledged my college education except to ask me once, 'How can you live so far away from your people?'. Thus write two of the twenty women from working-class backgrounds whose voices are heard in this unique collection of essays. Each of the women has lived through the process of academic socialization - as both student and teacher - and each has thought long and deeply about her experience from an explicitly feminist perspective. Among the questions the contributors explore, What are the issues - pedagogical, theoretical, and personal - that affect the professional and private lives of these women? How do they resolve tensions between their roles as middle-class professionals and their roots in working-class families? How do class and gender intersect in the academy? (From the Publisher)

Table Of Content:
Preface
Introduction(Tokarczyk, Michelle M. and Elizabeth A. Fay)
Class Discussion (Lillian S. Robinson)

Pt. 1 Belonging
ch. 1 "What's a Nice Working-Class Girl Like You Doing in a Place Like This?" (Saundra Gardner)
ch. 2 Who Am I Now? The Politics of Class Identity (Donna Langston)
ch. 3 Writing and Teaching with Class (Valerie Miner)
ch. 4 A Question of Belonging (Joanna Kadi)

Pt. 2 Pockets of Experience
ch. 5 Keeping Close to Home: Class and Education (Bell Hooks)
ch. 6 A Mennonite "Hard Worker" Moves from the Working Class and the Religious/Ethnic Community to Academia: A Conflict between Two Definitions of Work (Laura H. Weaver)
ch. 7 Grandma Went to Smith, All Right, but She Went from Nine to Five: A Memoir (Patricia Clark Smith)
ch. 8 A Farmer's Daughter in Academia (Jacqueline Burnside)
ch. 9 Yer Own Motha Wouldna Reckanized Ya: Surviving an Apprenticeship in the "Knowledge Factory" (Suzanne Sowinska)

Pt. 3 Going to Class
ch. 10 Pass the Cake: The Politics of Gender, Class, and Text in the Academic Workplace (Pam Annas)
ch. 11 "Someone to Watch Over Me": Politics and Paradoxes in Academic Mentoring (Cheryl Fish)
ch. 12 Working-Class Women as Students and Teachers (Elisabeth Johnson)
ch. 13 Teaching the Working Woman (Rose Zimbardo)

Pt. 4 Ways in and Ways Out
ch. 14 Recasting the "Politics of Truth": Thoughts on Class, Gender, and the Role of Intellectuals (Pamela A. Fox)
ch. 15 Vestments and Vested Interests: Academia, the Working Class, and Affirmative Action (Sharon O'Dair)
ch. 16 Language: Closings and Openings (Pat Belanoff)
ch. 17 Dissent in the Field; or, a New Type of Intellectual? (Elizabeth A. Fay)
ch. 18 Telling Tales in School: A Redneck Daughter in the Academy (Hephzibah Roskelly)

Epilogue: By the Rivers of Babylon (Michelle M. Tokarczyk)
Bibliography
Contributors' Notes
Index

Additional Info:
Click Here for Book Review
Abstract: Presents the key experiences of a diverse group of teachers and students in their journeys of becoming social justice educator/scholars.

This innovative book is a collection of autoethnographies by a diverse group of contributors who describe and theorize about the critical moments in their development as social justice educator/scholars in the face of colonizing forces. Using a rhizomatic approach, the editors’ meta-analysis identifies patterns of similarity and differences and theorizes about the exercise of agency in resistance and identity formation. In our increasingly diverse society, Becoming Critical is a wonderful resource for teacher education and sociology of education as it presents an alternative methodological approach for qualitative inquiry. The book contributes to students’ understanding of the development of critical theories—especially as they pertain to identities. The contributors make use of the work of critical scholars such as Collins, hooks, Weber, Foucault, and others relevant to the lives of students and educators today. (From the Publisher)

Table Of Content:
Section I: Introduction and Overview of Book
ch. 1 Introduction and Conceptual Framework: Critical Theory, Social Justice, Power, and Autoethnography (Felecia M. Briscoe and Muhammad A. Khalifa)

Section II: Critical Race Autoethnographic Case Studies
Section II Introduction: Authoethnography and Critical Race Theory (Muhammad A. Khalifa)
ch. 2 Auditioning for Whiteness: Autoethnography and Critical Race Theory in the Early Schooling Experiences of an African-American Man (Michael E. Jennings)
ch. 3 To Keep It Real or Not to Keep It Real: The Dialectics of the Chapellian Contradiction (Nosakhere Griffin-EL)
ch. 4 Blue Collar Scholar: Social Class, Race, and Life as a Black Man in Academe (Mark S. Giles)
ch. 5 Too Black, Yet Not Black Enough: Challenging White Supremacy in U.S. Teacher Education and the Making of Two Radical Social Misfits (Brenda G. Juárez and Cleveland Hayes)
ch. 6 Unbecoming … Responding to Colorblindness: An Autoethnography (Joy Howard)

Section III: Critical Feminist Autoethnographic Case Studies
Section III Introduction: Critical Feminisms: Gendered Experiences of Oppression and Resistance (Felecia M. Briscoe)
ch. 7 From Fundamentalist Mormon to the Academy: A “Plyg” Girl’s Experiences with the Evolving Sexist Double-Blind (Felecia M. Briscoe)
ch. 8 Where Did the Girls Go?: The Role of Socialization and Institutions in Silencing Female Voices (Damaris Moraa Choti)

Section IV: Critical Intersectional Autoethnographic Case Studies
Section IV Introduction: Intersecting Dimensions of Identity, Oppression, and Resistance (Felecia M. Briscoe)
ch. 9 “You Look Like a Wetback; You Shouldn’t Have Any Trouble”: Deals We Make with the Devil on the Road Less Traveled (Elizabeth de la Portilla)
ch. 10 A Critical Autoethnography of a Black Man from Detroit: Resisting the White Imaginative’s Criminalization of Black Men (Muhammad A. Khalifa)
ch. 11 Working the Hyphens: Ethnographic Snapshots in Becoming Critical-Female-Black-Scholars (Aisha El-Amin, B. Genise Henry, and Crystal T. Laura)
ch. 12 We’re All Half-Breeds Now … in a Not so Ivory Tower (Miguel de Oliver)

Section V: Advances in Rhizomatic Understanding
ch. 13 Autoethnographic Sensemaking: What Does Our Criticality Mean? Patterns and Divergences (Muhammad A. Khalifa and Felecia M. Briscoe)
ch. 14 Rage, Love, Transcendence in the the Co-Construction of Critical Scholars Identities: Escaping the Iron Cage of Technical-Rationality (Felecia M. Briscoe and Muhammad A. Khalifa)

References
Contributors’ Professional Biographies
Index

Additional Info:
Analyzes the spiritual journey of a student affairs practitioner and scholar. Experience gained by the practitioner in educating graduate students; Description of spiritual principles that guided the life of the practitioner; Contribution of the practitioner to student development.

Additional Info:

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

Table Of Content:
Introduction Labyrinths

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

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

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

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

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

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

Notes
Lists of Works Cited
Index
About the Authors
Credits

Additional Info:

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

Additional Info:

Additional Info:
This essay chronicles the academic odyssey of a young professor who sets out to revise the department's Introduction to Religion course only to realize that she must first clarify her vocational commitments before she can create a teachable course. She is convinced through working with many students who express disdain or even hostility toward the subject matter that she wants to model a relationship to the subject matter that says religion matters, but is uncertain how to do this. After an autobiographical foray into her academic upbringing in active learning, the author articulates four values to model in her teaching: personal relevance, academic responsibility, ethics, and community. The author then engages current scholarship in active learning, and narrates the process of translating those four values into concrete course goals and particular assignments. The essay concludes with an assessment of teaching the revised course.

Additional Info:
An extended metaphor for teaching. This essay draws out the useful parallels between the best kind of teacher and the Good Witch of the North, Glinda, from The Wizard of Oz. Unappealing to many viewers or readers of the classic children's story, Glinda offers an inspiring reminder of four important pedagogical points: (1) the master teacher always treats her student as a peer; (2) the master teacher acknowledges and encourages her student's abilities but lets her learn how to exercise them on her own; (3) the master teacher is often not equivalent or even similar to anyone the student has encountered before; and (4) the master teacher is not a surrogate parent but a more distant figure.

Additional Info:
From the Publisher
This book gives voice to the experiences of women of color - women of African, Native American, Latina, East Indian, Korean and Japanese descent - as students in pursuing terminal degrees and as faculty members navigating the Academy, grappling with the dilemmas encountered by others and themselves as they exist at the intersections of their work and identities.
Women of color are frequently relegated - on account both of race and womanhood - into monolithic categories that perpetuate oppression, subdue and suppress conflict, and silence voices. This book uses critical race feminism (CRF) to place women of color in the center, rather than the margins, of the discussion, theorizing, research and praxis of their lives as they co-exist in the dominant culture.
This book makes salient three characteristics of critical race feminism. Just as it is places emphasis on the application of theory to real life issues, the authors' narratives address concerns about the academic community, home, and family. Just as CRF supports a discourse of resistance, the book provides a forum for different voices as multi-representations of the counterstories against the acceptance of the dominant culture and the status quo. And, finally, the contributors' stories reflect CRF's emphasis on narrative to deepen the understanding of their lives as women of color.
The first part of the book addresses the issues faced on the way to achieving a terminal degree: the struggles encountered and the lessons learned along the way. Part Two, Pride and Prejudice Finding Your Place After the Degree, describes the complexity of lives of women with multiple identities as scholars with family, friends,and lives at home and at work. The book concludes with the voices of senior faculty sharing their journeys and their paths to growth as scholars and individuals.
This book is for all women of color growing up in the academy, learning to stand on their own, taking first steps, mastering the language, walking, running, falling and getting up to run again, and illuminates the process of self-definition that is essential to their growth as scholars and individuals.

Table Of Content:
Introduction : what the fuck, now what? : the social and psychological dilemmas of multidimensional being as a woman of color in the academy

Part 1 Move on up a little higher : completing the terminal degree
ch. 1 The journey of an African American female chemist-scholar (Amanda C. Bryant-Friedrich)
ch. 2 My skin is brown and I do not wear a tie : exploring my selves as a southern, black, educated, Christian woman (Menthia P. Clark)
ch. 3 Bridging identities : making sense of who we are becoming to be (Aki Murata)
ch. 4 Watching, my other education : vicarious learning about gender and race in the professorate (M. Francyne Huckaby)
ch. 5 Balancing the margin is my center : a Navajo woman's navigations through the academy and her community (Tiffany S. Lee)
ch. 6 Transitions : finding my voice (Tinaya Webb)
ch. 7 In between China and North America (Ming Fang He)
ch. 8 Both oppressor and oppressed : an Asian Indian woman's experience within the academy (Kiran Katira)
ch. 9 Mentoring and its role in scholarly development (Beatrice Bridglall)

Part 2 Pride and prejudice : finding your place after the degree
ch. 10 Being all things to all people : expectations of and demands on women of color in the legal academy (Danielle Conway-Jones)
ch. 11 The "intercultural space" where worlds collide (Amanda Kim)
ch. 12 Sides of the tenure and promotion process : can I be a parental figure, scholar, and spouse? (Cassandra Sligh Dewalt)
ch. 13 Perspectives on negotiating identity and profession at a historically black college or university (Cassandra Slight Dewalt and Cheryl Thompkins Horton)
ch. 14 Choosing my best thing : black motherhood and academica (Kaavonia Hinton-Jonson)
ch. 15 Seen, not heard : a conversation on what it means to be black and female in the academy (Lavada Taylor Brandon)
ch. 16 In this place where I don't quite belong : claiming the ontoepistemological in-between (Ddenise Taliaferro Baszile)
ch. 17 Una Lucha de Fronteras (a struggle of borders) : women of color in the academy (Maria V. Balderrama, Mary T. Texeira and Elsa Valdez)

Part 3 Words of womanhood wisdom : voices of senior faculty who are women of color
ch. 18 Critical race feminist foremothering : multiplicities in the post 9/11 world
ch. 19 A Nuyorican in the academy : lessons learned

Additional Info:
These essays come from scholars in a wide variety of fields: not just theology, but law, literature, political science, education, and philosophy. The essayists are teacher-scholars who genuinely seek to live out the sometimes-competing vocations of professor and believer. Though most of them teach in church-related institutions, they not only affirm the need for a clear theological vision on which to base institutional and pedagogical planning; they also stress the importance of diversity, pluralism, and true academic freedom. (From the Publisher)

Table Of Content:
Acknowledgments
Editor's Introduction: John Marson Dunaway
“In Willingham Chapel," a poem by David Bottoms(M.U.1971)
Mercer Contributors
R. Kirby Godsey, "The Higher Calling of the Undergraduate Experience"
Gordon Johnston, "Poetry and Professing"
Charlotte Thomas, "Falling into Grace"
R. Alan Culpepper, "Full of Grace and Truth: A Theology of Teaching"
Jack L. Sammons, "Parables and Pedagogy"
Andrew Silver, "Pluralism at a Baptist University"
Extra mural Contributors
Richard T. Hughes (Pepperdine University), "What Makes Church-Related Education Christian?"
David Lyle Jeffery (Baylor University), "The Calling of the Teacher and the Place of the Community"
Jeanne Heffernan (Villanova University), "Integrating Heart, Mind, and Soul: The Vocation of the Christian Teacher"
William E. Hull (Samford University), "Where are the Baptists in the Higher Education Dialogue?"
Mary S. Poplin (Claremont Graduate University), "The Radical Call to Service"
Afterword: Jean Bethke Elshtain (University of Chicago)
Notes on Contributors

Additional Info:
Excellence. Originality. Intelligence. Everyone in academia stresses quality. But what exactly is it, and how do professors identify it?
In the academic evaluation system known as “peer review,” highly respected professors pass judgment, usually confidentially, on the work of others. But only those present in the deliberative chambers know exactly what is said. Michèle Lamont observed deliberations for fellowships and research grants, and interviewed panel members at length. In How Professors Think, she reveals what she discovered about this secretive, powerful, peculiar world.

Anthropologists, political scientists, literary scholars, economists, historians, and philosophers don’t share the same standards. Economists prefer mathematical models, historians favor different kinds of evidence, and philosophers don’t care much if only other philosophers understand them. But when they come together for peer assessment, academics are expected to explain their criteria, respect each other’s expertise, and guard against admiring only work that resembles their own. They must decide: Is the research original and important? Brave, or glib? Timely, or merely trendy? Pro-diversity or interdisciplinary enough?

Judging quality isn’t robotically rational; it’s emotional, cognitive, and social, too. Yet most academics’ self-respect is rooted in their ability to analyze complexity and recognize quality, in order to come to the fairest decisions about that elusive god, “excellence.” In How Professors Think, Lamont aims to illuminate the confidential process of evaluation and to push thegatekeepers to both better understand and perform their role. (From the Publisher)

Table Of Content:
Contents

ch. 1 Opening the Black Box of Peer Review
ch. 2 How Panels Work
ch. 3 On Disciplinary Cultures
ch. 4 Pragmatic Fairness: Customary Rules of Deliberation
ch. 5 Recognizing Various Kinds of Excellence
ch. 6 Considering Interdisciplinarity and Diversity
ch. 7 Implications in the United States and Abroad

Appendix: Methods and Data Analysis
Notes
References
Acknowledgments
Index

Additional Info:
Before you reconcile yourself to the idea that excellence in teaching and research are mutually exclusive, consider the similarities between the two endeavors.

Additional Info:
Research, teaching, service, and public outreach — all are aspects of being a tenured professor. But this list of responsibilities is missing a central component: actual scholarly learning — disciplinary knowledge that faculty teach, explore in research, and share with the academic community. How do professors pursue such learning when they must give their attention as well to administrative and other obligations?

Professing to Learn explores university professors' scholarly growth and learning in the years immediately following the award of tenure, a crucial period that has a lasting impact on the academic career. Some launch from this point to multiple accomplishments and accolades, while others falter, their academic pursuits stalled. What contributes to these different outcomes?

Drawing on interviews with seventy-eight professors in diverse disciplines and fields at five major American research universities, Anna Neumann describes how tenured faculty shape and disseminate their own disciplinary knowledge while attending committee meetings, grading exams, holding office hours, administering programs and departments, and negotiating with colleagues. By exploring the intellectual activities pursued by these faculty and their ongoing efforts to develop and define their academic interests, Professing to Learn directs the attention of higher education professionals and policy makers to the core aim of higher education: the creation of academic knowledge through research, teaching, and service. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

1. Into the Middle: Mapping the Early Post-Tenure Career in the Research University
2. The Heart of the Matter: Passionate Thought and Scholarly Learning
3. Mindwork: What and How Professors Strive to Learn
4. Location: Where Professors Purse Their Scholarly Learning
5. Becoming Strategic: Recently Tenured University Professors as Agents of Scholarly Learning
6. Organizing to Learn: What Universities Provide for Professors' Scholarly Learning
7. The Middle Remapped: Toward an Ecology of Learning in the Early Post-Tenure Career

Appendix A: Study Designs and Background Data
Appendix B: Interview Protocols and Consent Forms for the Four Universities Project
Appendix C: Framework: University Professors' Scholarly Learning

Notes
Bibliography
Index

Additional Info:
"A short bulleted list of effective techniques when lecturing, from Stanford University's Teaching Commons. "

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:
Wise Women is a collection of autobiographical essays by important and renowned teachers at mid-life. The essays, which are deeply personal, will focus on how these women negotiate the psychological, physical, and social changes brought on by menopause and how the aging process affects their lives as professionals, feminists, writers, mentors, and instructors in the academy. The book addresses such questions as the following: What challenges are left for the feminists who came of age during the women's movement and now have achieved academic success? How do women teachers experience their aging selves in the classroom? and What legacy will mid-life women leave their younger women colleagues? All of these questions, as well as many others, are covered in this insightful and groundbreaking work. (From the Publisher)

Table Of Content:
Preface
Introduction

Part I Body & Time
ch. 1. Teaching Where I Was Taught: Coming Home (Mary Gordon)
ch. 2. Game Plans (Mimi Schwartz)
ch. 3. "Pregnant with [Myself], at Last": Images of Midlife/A Journal Entry (Jan Zlotnik Schmidt)
ch. 4. "Saturating Language with Love": Variations on a Dream (Marlene A. Schiwy)
ch. 5. The Time of Our Lives: The Public Life of Teaching (Patricia C. Phillips)

Part II Ripening & Rootedness
ch. 6. Reverie (Jane Tompkins)
ch. 7. Goodbye, Ms. Chips (Julia Alvarez)
ch. 8. But Tell Me, Do You Like Teaching? (Patricia Hampl)
ch. 9. Me, Myself, Menopause, and I (Dona Lee Davis)
ch. 10. Reflections on Teaching (and Life in General) Once You've Become a Grandmother (Jean Bethke Elshtain)
ch. 11. Mud Ponies (Diane Glancy)
ch. 12. Unsettled Weather (Gail B. Griffin)

Part III Feisty & Girls
ch. 13. Academic Witchery: Snakes and Snails and Scholarly Tales (Dean Falk)
ch. 14. Choice Points and Courage (Diane F. Halpern)
ch. 15. I Can't Hear ... I Can't See ... I Can't Remember Anything (Lynne Taetzsch)
ch. 16. Memories of a "First Woman" (Tikva Simone Frymer)
ch. 17. Rant for Old Teachers (Paula Gunn Allen)

Part IV Teaching in Time
ch. 18. A Teaching Life (Christa L. Walck)
ch. 19. Too Soon Old, Too Late Smart (Gayle Pemberton)
ch. 20. Ecstasy: Teaching and Learning without Limits (Bell Hooks)
ch. 21. Re-viewing Our Professional Lives: Talking (and Listening) for a Living (Margaret Matlin)
ch. 22. On Statutes and Dogs, Poems and "Regs," and Life inside the Classroom (Judy Scales-Trent)
ch. 23. Exploring Critical Feminist Pedagogy: Revelations and Confessions about Teaching at Midlife (Esther Ngan-ling Chow)

Part V Community & Generativity
ch. 24. Themes That Link through Time (Sue V. Rosser)
ch. 25. Naming, Sharing, Speaking: Teaching in Midlife (Jean F. O'Barr)
ch. 26. "Thinking Back through [My] Mother": Reclaiming Anger, Advocacy, and Pleasure in Teaching (Judith A. Dorney)
ch. 27. Charis = Light = Grace (Phyllis R. Freeman)

Notes and References
Selected Bibliography
Contributors
Acknowledgments

Additional Info:
Asserts that faculty lack the continuing conversation with colleagues that could help them grow more fully into the demands of the teacher's craft. Possible reasons for the privatization of teaching; Good teaching as more than technique; Topics for talk about good teaching; Ground rules for creative conversation; More.

Additional Info:
The American Theological Library Association has served libraries, librarians, and academic institutions with distinction for sixty years. A Broadening Conversation offers a means of listening in on the rich and vivid conversation of this community over the course of its history so far. (From the Publisher)

Table Of Content:
ch. 1 Introduction (Anne Richardson Womack)
ch. 2 Theological librarianship as a ministry (Raymond P. Morris)
ch. 3 The theological librarian : his commitment and strategy (James J. Kortendick)
ch. 4 Developing professionally on the job (David W. Faupel)
ch. 5 That they all may be one (Simeon Daly)
ch. 6 Some values in theological librarianship (James Dunkly)
ch. 7 On spiritual reading and religious reading in peril : president's address (Milton Joe Coalter)
ch. 8 Power and responsibility : reflections on theological librarianship (Sharon Taylor)
ch. 9 Introduction (Monica Corocoran)
ch. 10 The cataloger and instruction (Helen B. Uhrich)
ch. 11 Problems in manuscript cataloging (Julia H. Macleod)
ch. 12 Archival good works for theologians (Lester J. Cappon)
ch. 13 Changing a pile of books into a library (John J. Shellem)
ch. 14 Collection development in a theological research library (Caroline Whipple)
ch. 15 Circulation in theological libraries : seeking and saving the lost (Thomas F. Gilbert)
ch. 16 Parchment, paper, PDF : the literature of theological librarianship (David R. Stewart)
ch. 17 Introduction (Roger L. Loyd)
ch. 18 Seminary libraries and theological education (L.R.Elliot)
ch. 19 The community of learning (Helen B. Uhrich)
ch. 20 Professors and librarians : partners in the Oikumene (Paul A. Crow, Jr.)
ch. 21 Theological libraries revisited (Leon Pacala)
ch. 22 The structures of religious literature : conceptual frameworks for improving bibliographic instruction (Andrew D. Scrimgeour)
ch. 23 Theological libraries and theological librarians in theological education (James Dunkly)
ch. 24 Introduction (Michael Bramah)
ch. 25 Joint panel discussion : the library in the life of the seminary (Robert F Beach (moderator))
ch. 26 Some thoughts on the joint theological school-liberal arts college library (Arthur E. Jones, Jr.)
ch. 27 The theological library : servant or partner? (Claude Welch)
ch 28 Religious studies and theology (John E. Wilson)
ch. 29 Serving the religion information needs of the public(Mary A. Dempsey)
ch. 30 Introduction (John A. Bollier)
ch. 31 Seminary librarians (greetings and challenge from ATS) (Lewis J. Sherrill)
ch. 32 Six years of ATLA : a historical sketch (L.R. Elliot)
ch. 33 Building on our strengths for the future (Elmer J. O'Brien)
ch. 34 A look at the past (G. Paul Hamm)
ch. 35 A combined greeting to ATLA 40 and reflection on ATLA 1 (Ernest G. White)
ch. 36 Introduction (Eileen K. Crawford)
ch. 37 On the union classification (Julie Pettee)
ch. 38 When Catholic and Protestant theologies meet (Gustave Weigel)
ch. 39 Contemporary challenges to theological librarianship (Connoy C. Gamble, Jr.)
ch. 40 The index to religious periodical literature : past, present, and future (G. Fay Dickerson and John A. Peltz)
ch. 41 Revolution, evolutions, and syndromes (Decherd Turner)
ch. 42 Can serious academic religious book publishing survive in an age of pop culture? (Clayton E. Carlson)
ch. 43 Globalization and theological libraries (Robert J. Schreiter)
ch. 44 Shadow and substance (Roy Stokes)

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

Additional Info:
Click Here for Book Review
Abstract: The goal of Engaged Teaching in Theology and Religion is to guide a process of self-reflection for scholars and teachers of theology and religion that leads to intentional, transformative teaching, dialogue, and reform in theological education and religious studies. Effective teaching approaches must address the selfhood of the teacher, as well as pedagogy, course content, and community engagement. This book sets itself apart from other works in the field because of this holistic approach. In addition to addressing these four areas, Harrison and Knight provide a variety of practices for teaching that take seriously students' cries for a more socially and personally relevant pedagogy and curriculum in a rapidly changing transnational world. The volume provides a well-reasoned and accessible re-thinking of teaching theology and religion so that schools of theology and departments of religion might better live out their stated goals of forming transformative, courageous, and thoughtful leaders and teachers in the twenty-first century. (From the Publisher)

Table Of Content:
ch. 1 Introduction: Why Do We Teach?

PART I: SELF
ch. 2 The Teaching Self: Authority through Authenticity
ch. 3 The Teaching Self and the Name Game
ch. 4 The Practice of Self

PART II: PEDAGOGY
ch. 5 Teaching Matters
ch. 6 Open Pedagogy: The Bank is Closed
ch. 7 Practices of Engaged Pedagogy

PART III: CONTENT
ch. 8 Content that Connects
ch. 9 Content that Opens Us to Other Ways of Knowing
ch. 10 Practices for Integrating Content that Awakens

PART IV: COMMUNITY
ch. 11 Community Engaged Education
ch. 12 Community: Turning Theory Into Action
ch. 13 The Practice of Community

Notes

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:
Journal Issue. Full text is available online.

Table Of Content:
Governance and the Future of Theological Education (Daniel O. Aleshire)
Governance: What is it?(G. Douglass Lewis)
Faculty Powers in Shared Governance (David L. Tiede)
More than Simply Getting Along: The Goal of Shared Governance in Theological Schools (Rebekah Burch Basinger)
Report from United Theological Seminary of the Twin Cities (Eleazar S. Fernandez and Richard D. Weis)
Report from Iliff School of Theology (Jacob Kinnard and Ann Graham Brock)
Report from Multnomah Biblical Seminary (John L. Terveen)
Report from St. Peter's Seminary (John Dool and Brian Dunn)
Report from Denver Seminary (W. David Buschart and Bradley J. Widstrom)
Report from Ashland Theological Seminary (Wyndy Corbin Reuschling and Lee Wetherbee)
Attending to the Collective Vocation (Gordon T. Smith)
The Academic Teaching and the Practical Needs of the Clergy (John Bright)

Additional Info:
Click Here for Book Review
Imagine a classroom that explores the twinned ideas of embodied teaching and a pedagogy of tenderness. Becky Thompson envisions such a curriculum--and a way of being--that promises to bring about a sea change in education.

Teaching with Tenderness follows in the tradition of bell hooks's Teaching to Transgress and Paulo Freire's Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offer a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care.

Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship. (From the Publisher)

Table Of Content:
Series Editor’s Foreword (AnaLouise Keating)
Acknowledgments
Introduction
ch 1. Thatched Roof, No Walls
ch 2. Inviting Bodies
ch 3. Creating Rituals
ch 4. Why We Flee
ch 5. To You, I Belong
ch 6. Our Bodies in the World

Notes
Bibliography
Index

Additional Info:
Although much has been written about leaders and leadership, we unfortunately know little about women, particularly minority women, who fill this particular role.

This book the second in a series that explores women leaders in different contexts presents the stories, and the reflections on their paths to leadership, of seven African American women. Five are, or have been, college presidents; three have devoted a good portion of their lives to leadership in higher education policy at state and/or national levels.

Each has been the first woman, or first African American, or first African American woman in one or more of the positions of authority that she has held. Along the way, they have overcome the double bind of sexism and racism that can inhibit the professional attainment of African American women, particularly as they move toward the top of their professions.

Although their pathways into leadership are different, definite similarities in their experiences, values, and beliefs emerge. Their values took root in the 1960s, a time of strong cohesion in the Black community, a time during which African Americans and women made great strides toward equality. They recognize that they owe their strength to the confidence and sense of empowerment instilled in each of them by parents and early role models. Several of them believe that their leadership skills were born out of their childhood experiences. Grateful for the support they have received, these women leaders express a need to give back to those communities that nourished their growth and leadership of which this book is a manifestation.

At a time when national demographic dataindicate that a significant turnover in college leadership is about to occur presenting increased opportunities for women and minorities these African American women leaders hope that the strategies they describe, the insights they impart, the experiences they recount, and, most of all, the passion they have sustained for the betterment of and greater inclusiveness in higher education, will inspire the next generation of women to answer the leadership call.

The African-American Women Leaders Covered in this Book: Debra Austin, Lois Carson, Marvalene Hughes, Yolanda Moses, Beverly Daniel Tatum, Jerry Sue Thornton, Belle S. Wheelan. These women exude strength and self-confidence. They each hold the belief, as Belle Wheelan puts it, that "with a little heart and a lot of learning I can do anything". (From the Publisher)

Table Of Content:
Acknowledgements
Forward

ch. 1 The Realities of African American Women in Higher Education Leadership
ch. 2 Being Okay With Being Me
ch. 3 Walking the Talk
ch. 4 Finding Purpose Through Meaningful Leadership
ch. 5 Making Things Happen
ch. 6 Choosing a Commitment to Change
ch. 7 Energized for the Hard Work of Leadership
ch. 8 For the Greater Good
ch. 9 Six C's of Leadership
ch. 10 Project Methodology

Index

Additional Info:
Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this paper, we (a group of eight scholars from five different countries) describe how our interactions with SoTL have impacted the shaping of our academic identities. We have struggled to define the value, purpose, outcomes, and meanings of being a disciplined SoTL scholar, sometimes in addition to and sometimes in opposition to being a disciplinary scholar. Through analysis of our own 100-word reflective narratives, we identify common conflicts and configurations around our experiences of developing a SoTL identity. We describe how navigating among conflicting identities can lead us into a troublesome but deeply reflective liminal space, prompting profound realizations and the reconstruction of academic identity. Drawing on this notion of liminality helps us to understand our journeys as moving through a necessary and important transformational landscape, and allows us to suggest ways to support those engaging with SoTL to develop an integrative SoTL identity.

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:
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:
Click Here for Book Review
Reappraising ideas associated with Ernst Bloch, Roland Barthes and Gaston Bachelard within the context of a utopian pedagogy, Hope, Utopia and Creativity in Higher Education reframes the transformative, creative and collaborative potential of education offering new concepts, tactics and pedagogical possibilities. Craig A. Hammond explores ways of analysing and democratising not only pedagogical conception, knowledge and delivery, but also the learning experience, and processes of negotiation and peer-assessment. Hammond shows how the incorporation of already existent learner hopes, daydreams, and creative possibilities can open up new opportunities for thinking about popular culture and memory, learning and knowledge, and collaborative communities of support. Drawing together theoretical and cultural material in a teaching and learning environment of empowerment, Hammond illustrates that formative articulations of alternative, utopian futures, across sociological, humanities, and education studies subjects and curricula, becomes possible.

Table Of Content:
Acknowledgements

Ch 1. Introduction: Critical Pedagogies – Horizons of Possibility

Part I: Tactics: Conceptualising Hope, Utopia & Creativity
Ch 2. Ernst Bloch, Hope and Utopia: The Stuff of Possibility
Ch 3. Roland Barthes: Punctum! The Death of the Author
Ch 4. Gaston Bachelard: Poetics, Space & Daydreaming

Part II: Pedagogical Strategies for Creative Possibilities
Ch 5. Dérive and Détournement: Pedagogical Strategies for Creative Engagement
Ch 6. Bye Bye Badman: The Redemption of Hope through Popular Culture
Ch 7. The Wisdom of the Crowd: Liberating Creativity

Part III: Learner Stories, Reflections and Projections
Ch 8. A Garland of Rhythms
Ch 9. Encounters, Stories, Connections
Ch 10. Beyond the Trace: Reflections from Past Learners
Ch 11. Conclsion Elpis/Eidos – Elpeidetics: Hopeful Visions?

Appendix 1: Student Contact Emails
Appendix 2: Student Information, Questionnaire and Permissions
Bibliography
Index

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:
An intimate and inspiring chronicle of a young woman entering a vocation that for centuries has been the exclusive dominion of menSet in the context of the Church Year, The Close is an enthralling account of one young woman's spiritual journey. It is both a personal meditation on faith, in the spirit of Kathleen Norris's Cloister Walk, and a fascinating behind-the-scenes story of a graduate student's first year, in the mode of Scott Turow's One L. Raised in a liberal, interfaith home, Breyer, responding to an inner call to a spiritual vocation, began her training at New York's General Theological Seminary in 1997. She describes her intense immersion in daily prayer, the rigors and rewards of the academic program, and the challenging tension between secular and spiritual that marks her training, including working as a chaplain at Bellevue Hospital. She probes the day-to-day meanings of such profound issues as exaltation, enlightenment, and redemption, illuminating the unique experience of a young person of faith preparing to live and hoping to thrive in a secular modern world. (From the Publisher)

Table Of Content:
Introduction: Coming into the Kingdom

ch. 1 Advent
ch. 2 Christmas
ch. 3 Epiphany
ch. 4 Lent
ch. 5 Easter
ch. 6 Pentecost

Acknowledgments

Additional Info:
The long-awaited reprint of one of SPD's most popular titleS, this book features a new foreword by Gloria E. Anzaldua, as well as an updated bibliography. It also includes the original 1981 foreword (Toni Cade Bambara), the original preface (Cherrie L. Moraga) and the original introduction (Anzaldua & Moraga). (From the Publisher)

Table Of Content:
Foreword, (Toni Cade Bambara)
Preface, (Cherrie Moraga)
The Bridge Poem, (Donna Kate Rushin)
Introduction, (Cherrie Moraga and Gloria Anzaldua)
Children Passing in the Streets
The Roots of Our Radicalism
When I Was Growing Up, (Nellie Wong)
on not bein, mary hope lee
For the Color of My Mother, (Cherrie Moraga)
I Am What I Am, (Rosario Morales)
Dreams of Violence, (Naomi Littlebear)
He Saw Chrystos
Entering the Lives of Others
Theory in the Flesh
Wonder Woman, (Genny Lim)
LaGuera, (Cherrie Moraga)
Invisibility is an Unnatural Disaster: Reflections of an Asian American Woman, (Mitsuye Yamada)
It's In My Blood, My Face -My Mother's Voice, The Way I Sweat, (Anita Valerio)
"Gee, You Don't Seem Like An Indian From the Reservation", (Barbara Cameron)
"... And Even Fidel Can't Change That!" (Aurora Levins Morales )
I Walk in the History of My People, (Chrystos)
And When You Leave, Take Your Pictures With You Racism in the Women's Movement And When You Leave, Take Your Pictures With You, (Jo Carrillo)
Beyond the Cliffs of Abiquiu, (Jo Carrillo)
I Don't Understand Those Who Have Turned Away From Me, (Chrystos)
Asian Pacific American Women and Feminism, (Mitsuye Yamada, Millicent Fredericks, Gabrielle Daniels)
"— But I Know You, American Woman", (Judii Moschkovich)
The Pathology of Racism: A Conversation with Third World Wimmin, (doris davenport)
We're All in the Same Boat, (Rosario Morales)
An Open Letter to Mary Daly, (Audre Lorde)
The Master's Tools Will Never Dismantle the Master's House, (Audre Lorde)
Between the Lines On Culture, Class, and Homophobia
The Other Heritage, (Rosario Morales)
billie lives! billie lives!, (hattie gossett)
Across the Kitchen Table: A Sister-to-Sister Dialogue, (Barbara Smith and Beverly Smith)
Lesbianism: An Act of Resistance, (Cheryl Clarke)
Lowriding Through the Women's Movement, (Barbara Noda)
Letter to Ma, (Merle Woo)
I Come With No Illusions, (Mirtha Quintanales)
I Paid Very Hard for My Immigrant Ignorance, (Mirtha Quintanales)
Earth-Lover, Survivor, Musician, (Naomi Littlebear)
Speaking in Tongues
The Third World Woman Writer
Speaking in Tongues: A Letter To Third World Women Writers, (Gloria Anzaldua)
who told you anybody wants to hear from you? you ain't nothing but a black woman!, (hattie gossett)
In Search of the Self as Hero: Confetti of Voices on New Year's Night, (Nellie Wong)
Chicana's Feminist Literature: A Re-vision Through Malintzin/or Malintzin: Putting Flesh Back on the Object, (Norma Alarcon)
Ceremony for Completing a Poetry Reading, (Chrystos)
El Mundo Zurdo
The Vision
Give Me Back, (Chrystos)
LaPrieta, (Gloria Anzaldua)
A Black Feminist Statement
Combahee River Collective The Welder, (Cherrie Moraga)
O.K. Momma, Who the Hell Am I?: An Interview with Luisah Teish, (Gloria Anzaldua)
Brownness, (Andrea Canaan)
Revolution: It's Not Neat or Pretty or Quick, Pat Parker
No Rock Scorns Me as Whore, (Chrystos)
Biographies of the Contributors
Third World Women in the United States - By and About Us: A Selected Bibliography (Cherrie Moraga)

Additional Info:

Additional Info:
From the Publishers
What allows African American women not just to survive, but to become resilient? N. Lynne Westfield finds an answer to this question as she examines the Dear Sisters' Literary Group. As a Womanist scholar, Westfield reflects on the ways in which the hospitality of the group relates to the long-standing African American tradition of concealed gatherings, the Christian tradition of hospitality, and Christian education.

Table Of Content:
Preface
ch. 1 The Resilience of African American Women
ch. 2 Gathering the Voices
ch. 3 Hospitality among Dear Sisters
ch. 4 Doing Womanist Theology with Dear Sisters
ch. 5 Practical Implications for Christian Education
Epilogue
Index

Additional Info:
Focuses on socializing future faculty to the values of undergraduate education. Values of hiring colleges and universities; Approaches to graduate preparation; Preparation of future faculty project; Initiatives and strategic benefits. INSET: More about support programs..

Additional Info:
In this groundbreaking work, Shorris examines the nature of poverty in America today. Why are people poor, and why do they stay poor? Shorris argues that they lack politics, or the ability to participate fully in the public world; knowing only the immediacy and oppression of force, the poor remain trapped and isolated. To test his theory, he created an experimental school teaching art, logic, philosophy, and poetry to poor people. Shorris hoped that, by studying the humanities, his students would learn to reflect and negotiate rather than simply react -- and would use this knowledge to break the cycle of poverty on their own. The results of his experiment proved nothing short of astonishing.

Here is the full story -- a completely revised and expanded edition of Shorris's New American Blues -- of the landmark endeavor that has spawned nearly two dozen programs in the United States, Canada, and Mexico, and that has been lauded from town meetings in the Yukon to the front page of the New York Times. Included in this book are reading lists and detailed information on the organization, staffing, and teaching methods used in the course. (From the Publisher)

Table Of Content:
Intentions

ch. 1 Richer Than Rockefeller
ch. 2 A Game of Poverty: Definitions
ch. 3 Born for Each Other
ch. 4 The Golden Age of Poverty
ch. 5 The Surround of Force
ch. 6 The Mirror of Force
ch. 7 The Fallacy of Work
ch. 8 Citizenship by Exclusion
ch. 9 Across Cultures
ch. 10 Political Inventions
ch. 11 A Prison Epiphany
ch. 12 adical Humanism
ch. 13 The Clemente Experiment Begins
ch. 14 The Bard Course
ch. 15 The Curriculum
ch. 16 Variations and Self-Criticism
ch. 17 Other Countries, Other Cultures
ch. 18 Conclusion: A Dangerous Corollary

Appendix
Index

Additional Info:
Blea provides a synthesis of the women's history of Native Americans, Asians, African Americans, and Latinas, and she examines the similarities and differences among these women. From each she extracts suggestions on ways to promote racial and ethnic tolerance. (From the Publisher)

Table Of Content:
Tables
Acknowledgments
Introduction

ch. 1 Radical Feminists
ch. 2 Indigenous Women and the American Holocaust
ch. 3 Chicanas and Immigrant Latinas Inherit and Internalize Colonialism
ch. 4 African American Women
ch. 5 Asian and Pacific Islander Women
ch. 6 Healing from Intolerance and Redefining Direction

Selected Bibliography
Index

Additional Info:
In Black Sexual Politics, one of America's most influential writers on race and gender explores how images of Black sexuality have been used to maintain the color line and how they threaten to spread a new brand of racism around the world today. In the tradition of her award-winning book, Black Feminist Thought, Patricia Hill Collins now turns her critical eye to race, gender, and sexuality in relation to black men and women. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: No Turning Back

Part I African Americans and the New Racism
ch. 1 Why Black Sexual Politics?
ch. 2 The Past Is Ever Present: Recognizing the New Racism
ch. 3 Prisons for Our Bodies, Closets for Our Minds: Racism, Heterosexism, and Black Sexuality

Part II Rethinking Black Gender Ideology
ch. 4 Get Your Freak On: Sex, Babies, and Images of Black Femininity
ch. 5 Booty Call: Sex, Violence, and Images of Black Masculinity
ch. 6 Very Necessary: Redefining Black Gender Ideology

Part III Toward a Progressive Black Sexual Politics
ch. 7 Assume the Position: The Changing Contours of Sexual Violence
ch. 8 No Storybook Romance: How Race and Gender Matter
ch. 9 Why We Can't Wait: Black Sexual Politics and the Challenge of HIV/AIDS

Afterword: The Power of a Free Mind
Notes
Glossary
Bibliography
Index

Additional Info:
Women professors of educational administration share their personal stories of being female firsts. (From the Publisher)

Table Of Content:
Preface

ch. 1 Framing the Stories (Norma T. Mertz)
ch. 2 A First Woman with Clout (Edith A. Rusch and Barbara L. Jackson)
ch. 3 Breaking Through (Martha McCarthy)
ch. 4 Nothing Except a Battle Lost Can Be Half So Melancholy as a Battle Won: A Fight for Tenure (Carolyn J. Wood)
ch. 5 Traversing the Fault Line (Ellen V. Bueschel)
ch. 6 Where the Boys Were...With Apologies to Connie Francis (Norma T. Mertz)
ch. 7 Goodness of Fit (Diana G. Pounder)
ch. 8 First Ladies in the Academy (Deborah A. Verstegen)
ch. 9 From School Administrator to University Professor (Betty Malen)
ch. 10 The "Accidental" Professor (Non A. Prestine)
ch. 11 Resistance and Determination: Faculty Experiences of a Women Religious (Patricia A. Bauch, O.P.)
ch. 12 From the Bush to the Ivory Tower (Mary Gardiner)
ch. 13 One Woman's Struggle to Include and Be Included(Carolyn M. Keeler)
ch. 14 Being First: Stories of Social Complexities (Paula Myrick Short)
ch. 15 My Life as a Trophy (Edith A. Rusch)
ch. 16 Making Meaning of the Stories (Norma T. Mertz)

Unfinished, Uncertain Chronology of Women's Entry into the All-Male Educational Administration Professoriate
Contributors

Additional Info:
In the burgeoning field of whiteness studies, What White Looks Like takes a unique approach to the subject by collecting the ideas of African-American philosophers. George Yancy has brought together a group of thinkers who address the problematic issues of whiteness as a category requiring serious analysis. What does white look like when viewed through philosophical training and African-American experience?
In this volume, Robert Birt asks if whites can "live whiteness authentically." Janine Jones examines what it means to be a "goodwill white." Joy James tells of beating her "addiction" to white supremacy, while Arnold Farr writes on making whiteness visible in Western philosophy. What White Looks Like brings a badly needed critique and philosophically sophisticated perspective to central issue of contemporary society. (From the Publisher)

Table Of Content:
Acknowledgments
Contributors
Introduction: Fragments of a Social Ontology of Whiteness
ch. 1 Racial Exploitation and the Wages of Whiteness
ch. 2 The Bad Faith of Whiteness
ch. 3 The Impairment of Empathy in Goodwill Whites for African Americans
ch. 4 Deligitimizing the Normativity of "Whiteness": A Critical Africana Philosophical Study of the Metaphoricity of "Whiteness"
ch. 5 A Foucauldian (Genealogical) Reading of Whiteness: The Production of the Black Body/Self and the Racial Deformation of Pecola Breedlove in Toni Morrison's The Bluest Eye
ch. 6 Whiteness Visible: Enlightenment Racism and the Structure of Racialized Consciousness
ch. 7 Rahabilitate Racial Whiteness?
ch. 8 Critical Reflections on Three Popular Tropes in the Study of Whiteness
ch. 9 Whiteness and Africana Phenomenology
ch. 10 On the Nature of Whiteness and the Ontology of Race: Toward a Dialectical Materialist Analysis
ch. 11 Silence and Sympathy: Dewey's Whiteness
ch. 12 Whiteness and Feminism: Deja Vu Discourses, What's Next?
ch. 13 The Academic Addict: Mainlining (& Kicking) White Supremacy (WS)
Index

Additional Info:
The contributors to this inspiring anthology meet the challenge that everyone faces: that of becoming a whole person in both their personal and professional lives. John C. Haughey, SJ, has gathered twelve professionals in higher education from a variety of disciplines—philosophy, theology, health care, business, and administration. What they have in common reflects the creative understanding of the meaning of "catholic" as Haughey has found it to operate in Catholic higher education.

Each essay in the first six chapters describes how its author has assembled a unique whole from within his or her particular area of academic competence. The last six chapters are more autobiographical, with each author describing what has become central to his or her identity. All twelve are "anticipating an entirety" with each contributing a coherence that is as surprising as it is delightful. (From the Publisher)

Table Of Content:
Preface

Part One: Whole as Task
ch. 1. Wholeness Through Science, Justice, and Love (Patrick H. Byrne)
ch. 2 From Discovery to Risk (Cynthia Crysdale)
ch. 3 Professional Education as Transformation (Robert J. Deahl)
ch. 4 Learning to Love the Law of the Sea (William P. George)
ch. 5. Catholicity and Faculty Seminars (Rev. Msgr. Richard M. Liddy)
ch. 6 The "Real World" of Business (J. Michael Stebbins)

Part Two: Whole as Identity
ch. 7 Attaining Harmony as a Hindu-Christian (Michael Amaladoss)
ch. 8 Arriving at a Christocentric Universe (Ilia Delio)
ch. 9 Le Petit Philosophe (Patrick A. Heelan)
ch. 10 Towards a Catholic Christianity: A Personal Narrative (Michael McCarthy)
ch. 11 The Hunting and the Haunting (Peter Steele)
ch. 12 Attaining Harmony with the Earth (Cristina Vanin)

Epilogue
List of Contributors
Index

Additional Info:
In The Scope of Our Art a diverse group of theological teachers explores the spiritual dimensions of their vocation as religious educators. Drawing on a rich array of resources, including Scripture, The Rule of St. Benedict, medieval women mystics, the Methodist theologian Georgia Harkness, and Simone Weil, as well as their own teaching experiences, the contributors discuss the vital relationships between academic and spiritual formation, religious commitments and teaching practices, and individual and institutional vocation. (From the Publisher)

Table Of Content:
Introduction
Formative Practices of the Theological Teacher's Vocation (W. Clark Gilpin)
Writing as a Spiritual Discipline (Stephanie Paulsell)
Reading as a Spiritual Discipline (Paul J. Griffiths)
Contemplation in the Midst of Chaos: Contesting the Maceration of the Theological Teacher (Bonnie J. Miller-McLemore)
My Vocational Kinship with the United States' First Female Theologian (Rosemary Skinner Keller)
Theological Teachers in Their Classrooms Teaching as Conversation (Susan M. Simonaitis)
Teaching as a Ministry of Hope (Paul J. Wadell)
Teaching as Cultivating Wisdom for a Complex World (Lois Malcolm)
Teaching and Learning as Ceaseless Prayer (Michael Battle)
Theological Teachers in Their Schools: "Yea, the Work of Our Hands, Establish Thou It": On Stability in the Academic Life (Claire Mathews McGinnis)
Vocation in the Outback (Frederick W. Norris)
Negotiating the Tensions of Vocation (L. Gregory Jones)
The Formation of Vocation - Institutional and Individual (Leanne van Dyke)
Attending to the Collective Vocation (Gordon T. Smith)
Contributors

Additional Info:
National Jewish Book Award finalist in Contemporary Jewish Life and Practice category Make Yourself a Teacher is a teaching book and a book about teaching. It discusses three dramatic, well-known stories about the student and teacher Rabbi Eliezer ben Hyrcanus from the Oral Torah. The stories of R. Eliezer serve as teaching texts and models for reflection on the teacher/student relationship in the Jewish tradition and in contemporary culture, with special emphasis on the hevruta mode of Jewish learning, a collaborative process that invites the reader into a dialogue with teachers past and present.

Susan Handelman considers how teacher/student relations sustain and renew the Jewish tradition, especially during troubled times. As a commentary on historical and contemporary educational practices, she asks a range of questions about teaching and learning: What is it that teachers do when they teach? How do knowledge, spirituality, and education relate? What might Jewish models of study and commentary say about how we teach and learn today? Handelman not only presents pedagogical issues that remain controversial in today's debates on education but she also brings the stories themselves to life. Through her readings, the stories beckon us to sit among the sages and be their students.

Susan Handelman is professor of English at Bar-Ilan University, Israel. (From the Publisher)

Table Of Content:
Preface
Note on Translation and Transliteration of Hebrew
Notes on Notes
Introduction

"I Only Want the Piece Which Is in Your Mouth"
ch. 1 "Torah of the Belly": Rabbi Eliezer Starves for a Teacher
ch. 2 "The Gates of Wounded Feelings"" Rabbi Eliezer Is Banned
ch. 3 "Father! Father! Israel's Chariot and Its Horsemen!": The Passing of Rabbi Eliezer

Epilogue
Notes
Selected Bibliography
Index

Additional Info:
David Brooks discusses On Thinking Institutionally in a recent column. Read it here! David Brooks Column

A brilliant look at institutions as popular as professional sports and as austere as the Supreme Court, all through the lens of what it means to "think institutionally."

The twenty-first-century mind deeply distrusts the authority of institutions. It has taken several centuries for advocates of "critical" thinking to convince Western culture that to be rational, liberated, authentic, and modern means to be anti-institutional. In this mold-breaking book, Hugh Heclo moves beyond the abstract academic realm of thinking "about" institutions to the more personal significance and larger social meaning of what it is to "think institutionally." His account ranges from "respect for the game" of baseball to Greek philosophy, from twenty-first-century corporate and political scandals to Christian theology and the concept of "office" and "professionalism." Think what you will about one institution or another, but after Heclo, no reader will be left in doubt about why it matters to think and act institutionally.

What do these things have in common?
(From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction: Respect for the Game
ch. 2 Our Modern Impasse
ch. 3 From Thinking about Institutions to Thinking Institutionally
ch. 4 Being Institutionally Minded
ch. 5 Applications, Dangers, and the Uphill Journey
ch. 6 Ways of Thinking, Ways of Being

Notes
Appendix: Selected Works of Hugh Heclo
Index
About the Author

Additional Info:
What should be the role of our institutions of higher education? To promote good moral character? To bring an end to racism, sexism, economic oppression, and other social ills? To foster diversity and democracy and produce responsible citizens?

In Save the World On Your Own Time, Stanley Fish argues that, however laudable these goals might be, there is but one proper role for the academe in society: to advance bodies of knowledge and to equip students for doing the same. When teachers offer themselves as moralists, political activists, or agents of social change rather than as credentialed experts in a particular subject and the methods used to analyze it, they abdicate their true purpose. And yet professors now routinely bring their political views into the classroom and seek to influence the political views of their students. Those who do this will often invoke academic freedom, but Fish argues that academic freedom, correctly understood, is the freedom to do the academic job, not the freedom to do any job that comes into the professor's mind. He insists that a professor's only obligation is "to present the material in the syllabus and introduce students to state-of-the-art methods of analysis. Not to practice politics, but to study it; not to proselytize for or against religious doctrines, but to describe them; not to affirm or condemn Intelligent Design, but to explain what it is and analyze its appeal."

Given that hot-button issues such as Holocaust denial, free speech, and the Israeli-Palestinian conflict are regularly debated in classrooms across the nation, Save the World On Your Own Time is certain to spark fresh debate-and to incense both liberals andconservatives-about the true purpose of higher education in America. (From the Publisher)

Table Of Content:
Introduction

ch. 1 The Task of Higher Education
ch. 2 Do Your Job
ch. 3 Administrative Interlude
ch. 4 Don't Try to Do Someone Else's Job
ch. 5 Don't Let Anyone Else Do Your Job
ch. 6 Higher Education under Attack
ch. 7 A Conclusion and Two Voices from the Other Side

Selected Bibliography
Index

Additional Info:
Click Here for Book Review
The author aims to use Kuchipudi Indian classical Hindu dance to educate non-Hindus about Hinduism with postcolonialism in mind. This goal arises from her dance experiences and the historical era of imperialism. Colonization occurs when those in power believe there is a need to dominate in a manner that subjugates people. Colonizers created colonies as they moved into territory because they felt there was a need to “civilize” the so-called savages of the land. Postcolonialism is an intellectual discourse that confronts the legacy of colonialism and attempts to de-colonize. With the legacy of colonialism and a postcolonial lens in mind, some research questions arise. How does she, as a Kuchipudi dancer, use Hindu dance to educate non-Hindus about the Eastern literature of Hinduism? For non-Hindus, she feels the power of the exoticizing gaze when she dances, which might very well block the educational intention of the dance. This exoticizing gaze prevents the understanding of the traditional nature of the dance and the introduction to Hinduism as a world religion. The author’s problem is moving the exotic gaze of non-Hindus to an educational gaze that seeks to learn about the ethics of Hinduism in a manner that takes into consideration the multiple perspectives of the complex society we live in today.

Table Of Content:
Ch 1. Introduction: A Postcolonial Self-Study
Ch 2. De-Orientalized Pedagogical Spaces
Ch 3. The Gazes
Ch 4. Unveiling the Hidden Curriculum of Hindu
Ch 5. Religious Epistemology with a Focus on the Ramayana Ch 6. Conclusion

References

About the Author

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:
Focuses on the role of faculty members in the career of students. Anxieties expressed by deans and presidents of schools on how faculty members should be trained; How the popularity of religious studies reshaped the training of theological faculty; Capabilities of most theological faculty.

Additional Info:
This collection of essays written by seventeen Generation X academics passionately, provocatively, and eloquently demonstrates the personal issues, conflicts, and triumphs that are definitive of this generation. These essays define the voice of an often overlooked and ignored demographic. (From the Publisher)

Table Of Content:
Preface (Elwood Watson)

ch. 1 Only Human: My Experience in Higher Education (Martha Diede)
ch. 2 Confessions of a Bakke Baby: Race, Academia, and the “Joshua Generation” (Terrance Tucker)
ch. 3 Taking Chances: Gay, Male and Feminist in the Academy (Daniel Farr)
ch. 4 Tenured To Contingent: Life Choices and the Academic Career (Annemarie Hamlin)
ch. 5 The Evolution of Tolerance: Growing Up as a White Southerner in the Aftermath of Desegregation (Andria J. Woodell)
ch. 6 Reflections on Navigating Invisibility and the Consequences of Being Black and Gay in the Academy (Darryl Holloman)
ch. 7 Reflections Upon One Experience Leading To a Career in Academia (Douglas Mikutel)
ch. 8 Living Beyond The Dream Deferred: An Auto-Ethnography of My Experiences in the Academy (Antonio C. Cuyler)
ch. 9 In Search of the Abyss: Negotiating Xtra-Academic Potential (David Prescott-Steed)
ch. 10 Team Mollick: Our Two-For-One Academic Journey (Kathleen and George Mollick)
ch. 11 My Ongoing Journey: A Black Generation X Professor’s Story In Appalachia (Elwood Watson)
ch. 12 Leaving the Popular Culture Classroom: Why I’d Rather Keep My Fandom to Myself... (Kristi Key)
ch. 13 Doogie Howser, Ph.D. in Identity Crisis (Zachary Snider)
ch. 14 Changing the State of Tomorrow Today: One Generation Xer’s Journey to End Racism and White Supremacy in the Academy and Beyond (Aimee Glocke)
ch. 15 Hopefully Drifting (Lance Alexis)
ch. 16 The Aftermath of Admission (Jenny R. Sadre-Orafai)
ch. 17 Notes From An In-Betweener (Daryl A. Carter)

Contributors
Index

Additional Info:
From the Pubisher

The essays in this volume are a collection of reflective narratives, rather than traditional scholarly treatises. The book is divided into two parts. The first part describes our individual journeys as each of us found our way to civically engaged scholarship and came to see it as critical to our academic endeavors and identity. This section also highlights the interdisciplinary nature of our work as we discuss our journeys through our own disciplinary lenses. The second part presents detailed examples of our civic engagement, including service-learning classes, community based research projects, and creation of community service-learning spaces. These chapters provide a varied picture of the available avenues for civic engagement for students and faculty in a higher education setting. We provide sufficient details of our projects and classes to enable replication. The book concludes with a discussion of civic engagement as it is defined in the literature. The conclusion also discusses institutional factors that support and promote civic engagement as well as the importance of community involvement in service learning. Five common themes that emerged across the chapters are described. These themes include the use of service learning and civic engagement as an effective pedagogy, the relationship between civic engagement and political activism, the importance of partnership and collaboration, the meaning found in civic engagement, and the challenges of civically engaged work.

Table Of Content:
Introduction: The Journey

Part I - Journeys To Civically Engaged Scholarship
ch. 1 Reflections on the Search for Meaning in Academia (Marissa L. Diener)
ch. 2 From Service for Meaning to Meaningful Service (Maged Senbel)
ch. 3 The Search for Authentic Citizenship (Luke Garrott)
ch. 4 The Knock on the Door (Marshall Welch)
ch. 5 Expanding Horizons through Service and Service-Learning (Gina Maria Musolino)
ch. 6 Beyond Us and Them: Community-Based Research as a Politics of Engagement (Caitlin Cahill)
ch. 7 Teaching English, Reading Poetry, Living in the World (Janet Kaufman)
ch. 8 A Journey of Voluntarism (Nancy Winemiller Basinger)
ch. 9 The Civically Engaged Scholar: Identity, Relationship, and the RPT Process (Hank Liese)

Part II - Civic Engagement In Action: Community-Based Research and Service-Learning
ch. 10 Children's Development in Context: Understanding through Service-Learning (Marissa L. Diener)
ch. 11 The Story of the Westside Studio (Maged Senbel)
ch. 12 The Professional Journey: Neighborhood Democracy (Luke Garrott)
ch. 13 Reflections on the Eye of the Storm (Marshall Welch)
ch. 14 Integrating Service-Learning for Physical Therapy Programs: Frameworks & Opportunities (Gina Maria Musolino)
ch. 15 Planning for Change: Community-Based Urban Research with Young People (Caitlin Cahill)
ch. 16 Literacy Center: Partnership and Learning for All (Janet Kaufman)
ch. 17 Finding Student Satisfaction in Service-Learning: Implementing Service-Learning in a Graduate Nonprofit Management Class (Nancy Winemiller Basinger)
ch. 18 The Documentary Human Rights, and Social Justice: An Experiment in Service-Learning (Hank Liese)

Conclusion (Hank Liese and Marshall Welch)
About the Authors

Additional Info:
Click Here for Book Review
Abstract: This book offers an energizing Christian vision for the art of teaching. The authors - experienced teachers themselves - encourage teacher-readers to reanimate their work by imagining it differently. David Smith and Susan Felch, along with Barbara Carvill, Kurt Schaefer, Timothy Steele, and John Witvliet, creatively use three metaphors - journeys and pilgrimages, gardens and wilderness, buildings and walls - to illuminate a fresh vision of teaching and learning. Stretching beyond familiar clichés, they infuse these metaphors with rich biblical echoes and theological resonances that will inform and inspire Christian teachers everywhere. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

Part One - Journeys and Pilgrimages
ch. 1 Setting Our Feet on the Road
ch. 2 Are We Tourists or Pilgrims?
ch. 3 Walking the Path
ch. 4 What Sustains the Journey

Part Two - Gardens and Wilderness
ch. 5 Clearing the Ground
ch. 6 Generous Beauty: Is Your Classroom a Royal Garden?
ch. 7 Shaping the Soul
ch. 8 The Just Community

Part Three - Buildings and Walls
ch. 9 Drawing the Blueprints
ch. 10 Laying the Foundations
ch. 11 Building the Walls
ch. 12 Climbing the Steps
ch. 13 Entering the Sanctuary
ch. 14 Setting Up House

ch. 15 An Ending, An Invitation

Notes
General Index
Scripture Index
Index of Reflection

Additional Info:
Click Here for Book Review
Abstract: Through candid discussions and personal counter-narrative stories, Black Faculty in the Academy explores the experiences and challenges faced by faculty of color in academe. Black faculty in predominantly White college and university settings must negotiate multiple and competing identities while struggling with issues of marginality, otherness, and invisible barriers. This important book illuminates how faculty can develop a professional identity that leads to success in academe, while at the same time remaining true to cultural and personal identities. Through rich narratives, chapter authors situate race-related encounters at the center of their experience in an effort to deconstruct and challenge commonly held assumptions about life in academe. They also provide key recommendations and strategies to help faculty of color ensure their continued professional success. Framed by critical race theory, these stories show how faculty can successfully maneuver through all stages of a career in academe, including tenure and promotion, publication, mentoring, networking, teaching, and dealing with institutional climate issues. This valuable book is for faculty and administrators seeking to create an environment that nurtures professional growth and fosters success among Black faculty. (From the Publisher)

Table Of Content:
Preface
Introduction (Fred A. Bonner II and Frank Tuitt)

I. Black Faculty: Navigating Daily Encounters with Racism
ch. 1 Acclimating to the institutional climate: There’s a "chill" in the air (Mark Giles)
ch. 2 The Life of A Black Male Scholar: Contesting Racial Microaggressions in Academe (Ariel William Moore*) *Denotes pen name used at author’s request
ch. 3 Social networking and support: No, I don’t know how to play golf (Anton Lewis & Katherine Helm)
ch. 4 Cultural Taxation and The Over Commitment of Service at Predominantly White Institutions (Marjorie Shavers, J. Yasmine Butler, & James L. Moore III)

II. Black Faculty: Meaning Making through Multidisciplinary and Intersectional Approaches
ch. 5 Black Faculty Negotiating the Microaggressions in Scholarship (Aretha Faye Marbley, Leon Rouson, Jiaqi Li, Shih-Han Huang, Colette M. Taylor)
ch. 6 Using Endarkened and Critical Race Feminist Perspectives To Question and Analyze Knowledge Production Narratives (Natasha N. Croom, Lori D. Patton)
ch. 7 Navigating Race-Gendered Microaggressions: The Experiences of a Tenure-Track Black Female Scholar (Dorinda Carter Andrews)
ch. 8 Black Queer (Re)presentation in (White) Academe: I am the Hell and the High Water (Dafina-Lazarus Stewart)

III. Black Faculty: Finding Strength through Critical Mentoring Relationships
ch. 9 Self-Reflection as a Critical Tool in the Life of an Early Career African American Male Scholar (Alonzo M. Flowers)
ch. 10 Engaging Mentoring Relationships in Academia: Hard Lessons Learned (Buffy Smith)
ch. 11 The critical need for faculty mentoring: Say brother, can you spare the time? (Fred A. Bonner)
ch. 12 Establishing critical relationships with students: That’s not what white professor "X" told us (Saundra Tomlinson-Clarke)

Additional Info:
Discusses how university presidents and provosts across America have been re-examining various aspects of the faculty reward system--from the obligations faculty are expected to perform, to the ways teaching and service are evaluated, to the bases for promotion and advancement. What set off this re-examination; Observations into changing expectations; Changes in how faculty are evaluated; Shifts in faculty incentives and rewards.

Additional Info:
By reclaiming the passions of our hearts and exploring insights and ideas, we begin a remembering of ourselves. As we begin to reclaim our wholeness, we also have the capacity to renew and revitalize our institutions from within.

After a long career of writing and speaking about how living in congruence—without division between inner and outer life—allows for being present with ourselves and those who journey with us, Parker Palmer and colleagues at the Center for Courage & Renewal developed a process of shared exploration. This Circle of Trust approach encourages people to live and work more authentically within their families, workplaces, and communities.

This issue explores the transformative power of engaging in a Circle of Trust. The authors examine its direct applications to teaching and learning, and they explore and discuss the research being done by the facilitators of this work.

This is the 130th 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 Notes

ch. 1 Principles and Practices of the Circle of Trust Approach 3- The directors of the Center for Courage & Renewal discuss the principles and practices of a Circle of Trust approach that have broad applicability across disciplines of teaching and learning. (Terry Chadsey, and Marcy Jackson)

ch. 2 Soul and Role Dialogues in Higher Education: Healing the Divided Self - This chapter describes the creation of a university faculty–staff group formed to explore the deep heartfelt and heartbroken nature of work in academia and to develop an intentional community to discuss ways of working productively in the tension between soul and role in higher education. (Paul Michalec, and Gary Brower)

ch. 3 The Circle of Trust Approach and a Counselor Training Program: A Hand in Glove Fit - This chapter explains how the Circle of Trust principles and practices have been actively infused in a Master's of Counseling Psychology, Marriage and Family Therapy Program and issues a call for systemic reform in our institutions of higher education to embrace a model more aligned with the relational and connected world in which we live. (Judith A. Goodell)

ch. 4 Dialing In to a Circle of Trust: A 'Medium' Tech Experiment and Poetic Evaluation - A distance learning model in Montana uses "found poems" as an evaluative tool to provide evidence that elements of transformational learning are achievable without direct face-to-face interaction between participants. (Christine T. Love)

ch. 5 The Power of Paradox in Learning to Teach - This chapter acknowledges the inherent uncertainty of both teaching and learning to teach and how learning to hold paradoxes may help teacher candidates live creatively with ambiguity. (Karen Noordhoff)

ch. 6 The Role of Identity in Transformational Learning, Teaching, and Leading - This chapter explores the relationship between the development of identity and integrity and the process of transformation within the context of a leadership preparation program. (Michael I. Poutiatine, and Dennis A. Conners)

ch. 7 Lessons Learned from Transformational Professional Development - A description and evaluation of a transformational professional development approach resulting in school cultures with greater relational trust and responsibility and commitment therein. (Twyla T. Miranda)

ch. 8 Circles of Learning in Mississippi: Community Recovery and Democracy Building - How an innovative community recovery and democracy building project, begun in the wake of Hurricane Katrina, offers a new approach for social change that addresses the root of human suffering lodged deep in the human heart where seeds of transformation also rest. (Bonnie Allen, and Estrus Tucker)

ch. 9 Measuring the Impact of the Circle of Trust Approach - This research identifies the impact of the Circle of Trust experience on the personal lives of the participants and the ways in which the experience has led to constructive action in their professional roles. (Janet Smith)

Index

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:
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:
This book encourages and enables faculty to deeply examine their teaching experiences, stories, and choices so real insight results. The author invites faculty to recall stories from their own biographies, demonstrates how to view these stories as critical incidents instead of mere reminiscences, and introduces an approach faculty can undertake to analyze then interpret these stories for the benefit of professional growth in teaching. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Author

ch. 1 Storied Contexts
ch. 2 Living Stories
ch. 3 Storied Accounts
ch. 4 Seeking Patterns
ch. 5 Exploring Patterns
ch. 6 Locating Assumptions
ch. 7 Exploring Paradigmatic Assumptions
ch. 8 Storied Teaching

References
Index

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:
Podcast. Leading thinkers in the church, the academy, and the non-profit world giving the talk of their lives in 20-minutes or less.

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

Additional Info:
Mentoring is an important but often overlooked resource in theological education and students' academic and spiritual formation. This essay profiles the mentoring practices and postures of the writing tutor and the spiritual director as exemplars of academic and spiritual mentoring. An extended probe of this analogy affirms the integration of academic and spiritual formation as a core value in theological education; identifies mentoring in theological education as a hidden treasure fostering this integration and warranting attention as a theological practice; and re-envisions the theological practice of mentoring under the traditional rubric of the “care of souls,” embracing the relational, educational, formational, spiritual, and rhetorical dimensions of this practice.

Additional Info:
Throughout his long and prolific career, Edward Shils brought an extraordinary knowledge of academic institutions to discussions about higher education. The Calling of Education features Shils's most illuminating and incisive writing on this topic from the last twenty-five years of his life. The first essay, "The Academic Ethic," articulates the unique ethical demands of the academic profession and directs special attention to the integration of teaching and research. Other pieces, including Shils's renowned Jefferson lectures, focus on perennial issues in higher learning: the meaning of academic freedom, the connection between universities and the state, and the criteria for appointing individuals to academic positions.

Edward Shils understood the university as a great symphonic conductor comprehends the value of each instrument and section, both separately and in cooperation. The Calling of Education offers Shils's insightful perspective on problems that are no less pressing than when he first confronted them. (From the Publisher)

Table Of Content:
Foreword
Introduction

ch. 1 The Academic Ethic
ch. 2 The Criteria of Academic Appointment
ch. 3 Do We Still Need Academic Freedom?
ch. 4 The Eighth Jefferson Lecture in the Humanities: "Render unto Caesar..." - Government, Society, and the Universities in Their Reciprocal Rights and Duties
ch. 5 The Idea of the University: Obstacles and Opportunities in Contemporary Societies
ch. 6 The Modern University and Liberal Democracy

Index

Additional Info:
Podcast. In this 2013 podcast, the GradHacker podcasters are joined by three guests who discuss the prospect of #altac (alternative academic) careers for today's graduate students preparing to enter the workforce. (The hosts first discuss recent posts relating to grad-student concerns, including "Training grad students for a new scholarly landscape.")

Additional Info:

Additional Info:
Podcast. 2014 podcast episode. You're dismayed by the job market in higher ed, and have heard of "alt-ac" (alternative academic) careers, but don't know how to begin exploring the possibilities. Sanders offers a practical set of steps toward discerning and researching the possibilities off the beaten, tenure-track, teaching path.

Additional Info:
In this profound look at the academy, John Bennett reminds us that our leadership decisions always presuppose our philosophies of life and that understanding precedes practice. How we understand the communities we lead informs the many practical judgments we make about directions to take, structures to create, processes to initiate, and values to uphold.

Bennett argues that faculty may understand their departments or institutions in one of two ways: as simply aggregations of individuals or as communities of intertwined persons. From these views, two different leadership values and positions emerge.

The first disposes us toward seeing academic conflict as inevitable and elevates heroic leadership styles where power is understood in terms of advancing one agenda over competitors. The second underwrites leadership as supporting openness to others and emphasizes the vital contributions that can follow.

By providing specific illustrations of the two modes of leadership and the nature of hospitality and openness, Academic Life presents a strong platform from which to build a rich and rewarding academic community. (From the Publisher)

Table Of Content:
ch. 1 The nature of insistent individualism
ch. 2 Why the prevalence of insistent individualism?
ch. 3 Hospitality as an essential virtue
ch. 4 Self, others, institutions, and the common good
ch. 5 Conversation as an essential metaphor
ch. 6 The uses of conversation
ch. 7 Community and covenant
ch. 8 Engaged, but not heroic, leadership

Additional Info:
This is an edited transcript of a conversation between two founding women on the delights and demands of teaching and learning within and beyond traditional institutional life, facilitated by Lisa M. Hess of the journal's Editorial Board. The conscious feminine practices of a women's writing school, Women Writing for (a) Change (Cincinnati, Ohio), created the circle-container for the sharing of words and wisdom. Narrative, pedagogical, and organizational issues arose as the circle listened and examined the realities of contributing as a woman in higher education, yesterday and today.

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

Table Of Content:
ch. 1 Reflections on a Teaching Career in Religion (Tazim R. Kassam)
ch. 2 Evoking a World You Might Inhabit (Edward Mooney)
ch. 3 Delight in Learning is Infectious (Margaret Miles)
ch. 4 Against a Narrow View of the World (Peter Paris)
ch. 5 Loving the Future (Rebecca Chopp)
ch. 6 Allowing the Possibility of Multiple Truths (Daniel Boyarin)
ch. 7 Embracing Embodied, Mediated Knowledge (Katie Cannon)
ch. 8 Helping a Mind Grow (Mahmoud Ayoub)
ch. 9 Get Them Inspired First (Martin E. Marty)

Additional Info:
Click Here for Book Review
Abstract: In this volume, the culmination of a lifetime's work as an educator, Marshall Gregory lays out a pedagogical theory and ethical vision for teaching. He argues that teachers across the arts and sciences can reach for teaching excellence by relying on more than good will, good intentions, sincerity, enthusiasm, and trial and error. They can think, individually and collectively, about the educable capacities of the students they teach and about the ultimate aim of their teaching: not to merely impart information or train their students in a discipline, but to develop their students' abilities for thought, reflection, questioning, and engagement to their fullest extent. Drawing on over forty-five years of teaching and thirty-five years of training teachers to think about pedagogy, Gregory speaks to any teacher wanting to more fully ground the what of teaching in the how and why. (From the Publisher)

Table Of Content:
List of Figure
Preface
Acknowlegments

ch. 1 Good Teaching and Educational Vision: Not the Same Thing as Disciplinary Expertise
ch. 2 Forgetting, Learning, and Living: How Education Makes a Difference Even Though We Forget Most of What We Learn
ch. 3 The Dynamics of Desire in Everyday Classrooms
ch. 4 Ethical Pedagogy
ch. 5 From Shakespeare on the Page to Shakespeare on the Stage: What I Learned about Teaching in Acting Class
ch. 6 Love? What’s Love Got to Do with it?
ch. 7 Developing Your Own Philosophy of Education: Principles, Not Personalities
ch. 8 What Is Teaching, After All?
ch. 9 Teacherly Ethos Revisited

Bibliography
Index

Additional Info:

Additional Info:

Additional Info:

Additional Info:
Click Here for Book Review
Abstract: In Class Not Dismissed, award-winning professor Anthony Aveni tells the personal story of his six decades in college classrooms and some of the 10,000 students who have filled them. Through anecdotes of his own triumphs and tribulations—some amusing, others heartrending—Aveni reveals his teaching story and thoughts on the future of higher education.

Although in recent years the lecture has come under fire as a pedagogical method, Aveni ardently defends lecturing to students. He shares his secrets on crafting an engaging lecture and creating productive dialogue in class discussions. He lays out his rules on classroom discipline and tells how he promotes the lost art of listening. He is a passionate proponent of the liberal arts and core course requirements as well as a believer in sound teaching promoted by active scholarship.

Aveni is known to his students as a consummate storyteller. In Class Not Dismissed he shares real stories about everyday college life that shed light on serious educational issues. The result is a humorous, reflective, inviting, and powerful inquiry into higher education that will be of interest to anyone invested in the current and future state of college and university education. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Why I Teach
I Love You, Miss Cohen
Dreams of Skywatching
The Ones I Remember
Archetype of the Professor
Learning, Loving, Breathing

ch. 2 What I Teach
From Mountaintop to Classroom
Assignment One
Acquiring the Tool of My Trade
Encountering the Liberal Arts
A Little History
The Core of the Liberal Arts: What Is It and What’s It Good For?
Tradition vs. Change, or How to Move a Graveyard
Diversity, Modernity, and Globalization: New Cores for New Generations

ch. 3 How I Teach
Teaching as Storytelling and Showing Learning by Experience
Am I the Sage on the State: What Makes for a Good Lecture?
Or the Guide on the Side: Is Techno-learning the Answer?
What’s on the Test? Teaching and Measuring Basic Student Skills
How To and How Not To Teach?

ch. 4 Questioning Teaching
Are Sound Teaching and Strong Scholarship Compatible?
Should My Job Be Guaranteed for Life?
How Can Teachers Serve the Wider Community?
In Loco Parentis: I’m Not Your Paren - or Am I?
Can We Really Measure Good Teaching?
Better Grades for Better Students?
Why Are Professors under Siege?
How Do We Teach in a Dummied-Down Culture?
The Life of Mind and Body: Do They Really Go Together?
How Can We Improve Our Colleges and Universities?
Why College Anyway?

ch. 5 Epilogue: Class (Not) Dismissed

Notes

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.