Located between the great Victorian museums of South Kensington and the Royal Albert Hall, the Royal College of Music, founded in 1883, has been a central influence on British musical life ever since. This wide-ranging account places the College within its musical and educational environments. It argues that the RCM's significance lies not only in its famous performers and composers, but also the generations of its more anonymous former students who have done so much to improve the musical life of the localities in which they have worked as teachers and animateurs. As a cultural history, this account also captures how significantly society's consumption of music - from new technologies to the altered perspectives of historical and world musics - has changed since the College was founded, and how very different our points of musical reference now are. This study traces the effects of such developments on the College's work.

Despite comprising the largest minority in rural settings, the literature to date largely subsumes African American rural students into a broader set of Black and African American students, with a primarily urban focus. This volume focuses on the higher education pathways of rural African American students and highlights their experiences in US colleges and universities. Addressing the fact that rural students have higher high school graduation rates than their urban peers but are less likely to take paths towards higher education, the authors identify research needs, areas of concerns, and strategies to encourage and sustain greater postsecondary participation among African Americans from rural settings. Contributors to the volume address the meaning of race and place, cultural capital, gender dynamics, gifted education, college choice, teacher and education leader preparation, campus programming and the role of Historically Black Colleges and Universities, with specific reference to African American rural students, to pin down a clear picture of the barriers and drivers of their higher education journeys.

Higher Education is changing - in scope, style, technology, and objectives. This book looks at the impact of information technologies on higher education and the reorganization of universities in more managerial and business directions. The book combines empirical and analytical chapters from scholars on both sides of the Atlantic.

The essential how-to guide to successful college teaching and learning The college classroom is a place where students have the opportunity to be transformed and inspired through learning-but teachers need to understand how students actually learn. Robert DiYanni and Anton Borst provide an accessible, hands-on guide to the craft of college teaching, giving instructors the practical tools they need to help students achieve not only academic success but also meaningful learning to last a lifetime. The Craft of College Teaching explains what to teach-emphasizing concepts and their relationships, not just isolated facts-as well as how to teach using active learning strategies that engage students through problems, case studies and scenarios, and practice reinforced by constructive feedback. The book tells how to motivate students, run productive discussions, create engaging lectures, use technology effectively, and much more. Interludes between chapters illustrate common challenges, including what to do on the first and last days of class and how to deal with student embarrassment, manage group work, and mentor students effectively. There are also plenty of questions and activities at the end of each chapter. Blending the latest research with practical techniques that really work, this easy-to-use guide draws on DiYanni and Borst's experience as professors, faculty consultants, and workshop leaders. Proven in the classroom and the workshop arena, The Craft of College Teaching is an essential resource for new instructors and seasoned pros alike.

Higher education is undergoing unprecedented transformation. In the global knowledge economy universities are of paramount importance to governments worldwide. This creates a strong rationale for an element exploring how the interactions between universities and the state are being reconfigured, while highlighting the role policy analysis can play in explaining these dynamics. Specifically, this element draws on four theoretical approaches - New-Institutionalism, the Advocacy Coalition Framework, the Narrative Policy Framework, and Policy Diffusion and Transfer - to inform the analysis. Examples are drawn from a range of countries and areas of potential research informed by policy theory are identified. This element features a section dedicated to each of the three main missions of the university followed by an analysis of the institution as a whole. This reveals how universities, while typically seeking greater autonomy, remain subject to a multifaceted form of nation state oversight as they continue to globalise in an uncertain world.

Located between the great Victorian museums of South Kensington and the Royal Albert Hall, the Royal College of Music, founded in 1883, has been a central influence on British musical life ever since. This wide-ranging account places the College within its musical and educational environments. It argues that the RCM's significance lies not only in its famous performers and composers, but also the generations of its more anonymous former students who have done so much to improve the musical life of the localities in which they have worked as teachers and animateurs. As a cultural history, this account also captures how significantly society's consumption of music - from new technologies to the altered perspectives of historical and world musics - has changed since the College was founded, and how very different our points of musical reference now are. This study traces the effects of such developments on the College's work.

Over 50% of US undergraduates are at community colleges. By many measures, particularly college completion, America's undergraduate education is underperforming. This is nationally important since America's future goes to college in these institutions. This book offers a successful and scalable solution to the current crisis by zeroing in on teaching and its corollary - learning. This book describes the experience of LaGuardia Community College where, each year, some 80% of new students who enroll need at least one course in developmental language or mathematics, and historically half of them have not passed; and presents a successful initiative based on the realization that pedagogy and engagement with students really matters, enabling students in developmental classes to not only to pass but to graduate at the same rate as students who entered needing no remediation. This book offers a detailed view both of the underlying rationale for and of the implementation of LaGuardia's Global Skills for College Completion research/demonstration project, showing how purposeful collaboration, reflection, coaching and sharing of practices, along with the use of video and the development of an online inventory of teaching strategies, has both helped faculty to improve their own teaching and resulted in greater student success. The authors address the unseen and unheard challenges that faculty face; document and name the parts of pedagogy that have long seemed invisible to both teachers and administrators; and most importantly present the voices and work of the faculty themselves to show in very particular detail how they shared and refined ideas and teaching strategies, and developed sets of tools to overcome the complex variables of the barriers to learning that they encountered. After an Introduction discussing the challenges of American higher education, what the research tells us about teaching and learning and what faculty members need in order to improve their effectiveness in the classroom, the book outlines the framework and history of the project and its goals. Chapter 1 underscores the complexity and value of reflection for improving teaching practices, as well as the affordances of technology, and the benefits of online communities to create open spaces for dialogue. Chapter 2 walks the reader through the theory of change that undergirds the model's professional development design. Chapter 3 describes the tools and routines of faculty engagement, with many examples, to show what this work looks like. Chapters 4 and 5 discuss in detail the infrastructure of the online community, with a focus on the interpersonal and technological dimensions. Finally, in Chapter 6, the authors reflect on the work accomplished and issue a call to action, to engage faculty in the multi-faceted process of reflection, adaptation, assessment and improvement. Ultimately, this book reflects on reflecting, uncovering the key insights that college teaching have so often fallen short because there is no common language to discuss obstacles, and that most professional development does not occur within the context of practice. Here is a rigorous model of action that meets those challenges head on to great effect, and will stimulate faculty and faculty developers alike.

This book outlines successful transformation strategies and efforts that have been developed to assist the South African higher education system in moving beyond its post-apartheid state of being. Through case studies authored by South African higher education scholars and scholars affiliated with South African institutions, this book aims to highlight the status of transformation in the South African higher education system; demonstrate the variety of transformation initiatives used in academic institutions across South Africa; and offer recommendations to further advance this transformation. Written for scholars and advanced students of higher education in international settings, this volume aims to support quality research that benefits the demographic composition of South African academics and students, and offers lessons that can inform higher education transformation in similarly multicultural societies.

Unisa 1873-2018: The making of a distance learning university presents a critical appraisal of Unisa's transformation as it navigates the unfolding saga of South Africa's political development. The history of Unisa is fraught with a complex, oft-times ambiguous and contradictory, relationship with the state. This official history of the University of South Africa provides a platform on which future narratives around Unisa can be constructed. As a distinctly colonial institution, Unisa was a site of friction between the colonial powers and nascent captive forces of Afrikaner nationalism and white supremacist ideology. The character of present day Unisa allows for the expression of alternative and dissenting opinions despite its proximity to a constitutionally crafted state in its pursuit of the `African university in service of humanity'. This is highlighted in the motifs of transformation, Africanisation and democratisation explored in the book. Unisa 1873-2018 captures the university's transitions from an examining body to one that has fully embraced open distance and e-learning, more attuned to student needs. It delineates Unisa's shift to a more representative and African orientated institution serving the needs of the continent.

A masterful history of the postwar transformation of American higher education American higher education is nearly four centuries old. But in the decades after World War II, as government and social support surged and enrollments exploded, the role of colleges and universities in American society changed dramatically. Roger Geiger provides the most complete and in-depth history of this remarkable transformation, taking readers from the GI Bill and the postwar expansion of higher education to the social upheaval of the 1960s and 1970s, desegregation and coeducation, and the challenges confronting American colleges today. Shedding critical light on the tensions and triumphs of an era of rapid change, Geiger shows how American universities emerged after the war as the world's most successful system for the advancement of knowledge, how the pioneering of mass higher education led to the goal of higher education for all, and how the "selectivity sweepstakes" for admission to the most elite schools has resulted in increased stratification today. He identifies 1980 as a turning point when the link between research and economic development stimulated a revival in academic research-and the ascendancy of the modern research university-that continues to the present. Sweeping in scope and richly insightful, this groundbreaking book demonstrates how growth has been the defining feature of modern higher education, but how each generation since the war has pursued it for different reasons. It provides the context we need to understand the complex issues facing our colleges and universities today, from rising inequality and skyrocketing costs to deficiencies in student preparedness and lax educational standards.

The Conflict over the Conflict chronicles one of the most divisive and toxic issues on today's college and university campuses: Israel/Palestine. Some pro-Palestinian students call supporters of Israel's right to exist racist, and disrupt their events. Some pro-Israel students label pro-Palestinian students terrorists, and the Jews among them traitors. Lawsuits are filed. Legislation is proposed. Faculty members are blacklisted and receive death threats. Academic freedom is compromised and the entire academic enterprise is threatened. How did we get here and what can be done? In this passionate book, Kenneth S. Stern examines attempts from each side to censor the other at a time when some say students, rather than being challenged to wrestle with difficult issues and ideas, are being quarantined from them. He uniquely frames the examination: our ability to think rationally is inhibited when our identity is fiercely connected to an issue of perceived social justice or injustice, and our proclivity to see in-groups and out-groups - us versus them - is obvious. According to Stern, the campus is the best place to mine this conflict and our intense views about it to help future generations do what they are supposed to do: think. The Conflict over the Conflict shows how this is possible.

With his many years of overseas experiences as an international student, educator and scholar, Teofilo C Daquila has conducted his research on the internationalisation of higher education (IHE), as it has become an important policy issue and research topic for governments and universities around the world. He aims to determine the extent of internationalisation of higher education in the Asia-Pacific region particularly in Australia, Singapore and Japan in terms of its determinants and impacts using a multi- and inter-disciplinary framework of analysis, through historical, political, geographical, economic, social, and cultural dimensions.Daquila examines three leading universities in the world as case studies to determine their internationalisation experiences and the extent of their competitiveness. These are the University of Melbourne, the National University of Singapore, and Kyoto University. He uses four indicators of competitiveness: governance and structure, demand conditions, factor conditions, and internationalisation strategies (using the following indicators of IHE: expansion, broadening/diversification, deepening and facilitation).This book is highly recommended for anyone interested in the internationalisation of higher education, its determinants and multiple perspectives, the competitiveness and internationalisation experiences and strategies of universities.

Anticipate, manage, and overcome the complex issues facing community colleges Practical Leadership in Community Colleges offers a path forward through the challenges community colleges face every day. Through field observations, reports, news coverage, and interviews with leaders and policy makers, this book digs deep into the issues confronting college leaders and provides clear direction for managing through the storm. With close examination of both emerging trends and perennial problems, the discussion delves into issues brought about by changing demographics, federal and state mandates, public demand, economic cycles, student unrest, employee groups, trustees, college supporters, and more to provide practical guidance toward optimal outcomes for all stakeholders. Written by former presidents, including a past president of the American Association of Community Colleges, this book provides expert guidance on anticipating and managing the critical issues that affect the entire institution. Both authors serve as consultants, executive coaches, and advisors to top leaders, higher education institutions, and leadership development programs throughout the United States. Community colleges are facing increasingly complex issues from both without and within. Some can be avoided, others only mitigated but all must be managed, and college leaders must be fully prepared or risk failing the students and the community. This book provides real-world guidance for current and emerging leaders and trustees seeking more effective management methods, with practical insight and expert perspective. * Tackle the college completion challenge and performance-based funding initiatives * Manage through economic cycles, declining support, and calls for accountability * Delve into the issues of privatization and employee unionization * Execute strategies to align institutional goals and mission * Manage organizational change and new ways of thinking that are essential in today's competitive environment * Manage issues involving diversity, inclusiveness, and equity * Prepare adequately for campus emergencies Community colleges are the heartbeat of the nation's higher education system, and bear the tremendous responsibility of serving the needs of a vast and varied student body. Every day may bring new issues, but effective management allows institutions to rise to the challenge rather than falter under pressure. Practical Leadership in Community Colleges goes beyond theory to provide the practical guidance leadership needs to more effectively lead institutions to achieve results and serve the students and the community.

A volume in Contemporary Perspectives in Race and Ethnic Relations Series Editors: M. Christopher Brown II, Alcorn State University and T. Elon Dancy II, University of Oklahoma As the U.S. focuses on positioning itself to retain and advance its status as a world leader in technology and scientific innovation, a recognition that community colleges are a critical site for intervention has become apparent. Community colleges serve the lion's share of the nation's postsecondary students. In fact, 40% of all undergraduate students are enrolled in community colleges, these students account for nearly 30% of all STEM undergraduate majors in postsecondary institutions. These students serve as a core element of the STEM pipeline into four-year colleges and universities via the community college transfer function. Moreover, community colleges are the primary postsecondary access point for non-traditional students, including students of color, first-generation, low-income, and adult students. This is a particularly salient point given that these populations are sordidly underrepresented among STEM graduates and in the STEM workforce. Increasing success among these populations can contribute significantly to advancing the nation's interests in STEM. As such, the community college is situated as an important site for innovative practices that have strong implications for bolstering the nation's production and sustenance of a STEM labor force. In recognition of this role, the National Science Foundation and private funding agencies have invested millions of dollars into research and programs designed to bolster the STEM pipeline. From this funding and other independently sponsored inquiry, promising programs, initiatives, and research recommendations have been identified. These efforts hold great promise for change, with the potential to transform the education and outcome of STEM students at all levels. This important book discusses many of these promising programs, initiatives, and research-based recommendations that can impact the success of STEM students in the community college. This compilation is timely, on the national landscape, as the federal government has placed increasing importance on improving STEM degree production as a strategy for America's future stability in an increasingly competitive global marketplace. Informed by research and theory, each chapter in this volume blazes new territory in articulating how community colleges can advance outcomes for students in STEM, particularly those from historically underrepresented and underserved communities

Smart financial management means more students served Community College Finance provides an introduction to best practices for community college leaders and their boards, with guidance on the complex regulations, processes, and considerations surrounding the financial management of these unique institutions. As community colleges continue to increase in importance, this book provides non-technical yet extensive information to guide current and future leaders toward the establishment of effective processes to secure and maintain the funding that is so crucial to the education and future of millions of students nationwide. Readers will gain insight into the background and foundation of community college finance and learn the essentials of practice in today's economic and political climate. The discussion covers student financial aid, tuition, budgeting, and more, and explores the future of federal policy and what it means for the institutions that play such a critical role in the nation's educational system. Over eight million students attend more than a thousand community colleges in the United States today, and those colleges are now facing the retirement of their founding generation of leadership. Meanwhile, the balance between traditional funding sources is shifting as new models and approaches are being implemented, and comprehensive, guiding resources are lacking. This book fills that need with expert insight reflecting current realities and a true understanding of the challenges community colleges face. Readers will: * Delve into factors affecting funding and the cost of attendance * Develop a budgeting style and process that serves the institution * Learn to manage fiscal crises effectively without reducing standards * Consider the future of federal policy and how it will affect budgeting At a time when a difficult economy raises questions about the value of higher education, the value that community colleges offer becomes ever more clear. Community College Finance provides the guidance leaders need to help their institutions flourish.

How the university went global and became the heart of the information age The university is experiencing an unprecedented level of success today, as more universities in more countries educate more students in more fields. At the same time, the university has become central to a knowledge society based on the belief that everyone can, through higher education, access universal truths and apply them in the name of progress. This book traces the university's rise over the past hundred years to become the cultural linchpin of contemporary society, revealing how the so-called ivory tower has become profoundly interlinked with almost every area of human endeavor. David John Frank and John Meyer describe how, as the university expanded, student and faculty bodies became larger, more diverse, and more empowered to turn knowledge into action. Their contributions to society underscored the public importance of scholarship, and as the cultural authority of universities grew they increased the scope of their research and teaching interests. As a result, the university has become the bedrock of today's information-based society, an institution that is now implicated in the solution to every conceivable problem. But, as Frank and Meyer also show, the conditions that helped spur the university's recent ascendance are not immutable: eruptions of nationalism, authoritarianism, and illiberalism undercut the university's universalistic and rationalistic premises, and may threaten the centrality of the university itself.

A masterful history of the postwar transformation of American higher education In the decades after World War II, as government and social support surged and enrollments exploded, the role of colleges and universities in American society changed dramatically. Roger Geiger provides an in-depth history of this remarkable transformation, taking readers from the GI Bill and the postwar expansion of higher education to the social upheaval of the 1960s and 1970s, desegregation and coeducation, and the ascendancy of the modern research university. He demonstrates how growth has been the defining feature of modern higher education, but how each generation since the war has pursued it for different reasons. Sweeping in scope and richly insightful, this groundbreaking book provides the context we need to understand the complex issues facing our colleges and universities today, from rising inequality and skyrocketing costs to deficiencies in student preparedness and lax educational standards.

'Brilliant' CANDICE CARTY-WILLIAMS, author of QUEENIE 'Essential' BERNARDINE EVARISTO, author of GIRL, WOMAN, OTHER 'Hugely important' PAULA AKPAN ____________________________ As a minority in a predominantly white institution, taking up space is an act of resistance. Recent Cambridge grads Chelsea and Ore experienced this first-hand, and wrote Taking Up Space as a guide and a manifesto for change. FOR BLACK GIRLS: Understand that your journey is unique. Use this book as a guide. Our wish for you is that you read this and feel empowered, comforted and validated in every emotion you experience, or decision that you make. FOR EVERYONE ELSE: We can only hope that reading this helps you to be a better friend, parent, sibling or teacher to black girls living through what we did. It's time we stepped away from seeing this as a problem that black people are charged with solving on their own. It's a collective effort. And everyone has a role to play. Featuring honest conversations with students past and present, Taking Up Space goes beyond the buzzwords of diversity and inclusion and explores what those words truly mean for young black girls today. ____________________________ #Merky Books was set up by publishers Penguin Random House and Stormzy in June 2018 to find and publish the best writers of a new generation and to publish the stories that are not being heard. #Merky Books aims to open up the world of publishing, and this year has launched a New Writer's Prize and will soon be launching a #Merky Books traineeship. 'I know too many talented writers that don't always have an outlet or a means to get their work seen, and hopefully #Merky Books can now be a reference point for them to say "I can be an author", and for that to be a realistic and achievable goal... Reading and writing as a kid were integral to where I am today and I, from the bottom of my heart, cannot wait to hear your stories and get them out into the big wide world.' STORMZY

Reflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion - evidence-informed 'principle's to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education In addition to new case studies from a wider variety of countries than ever before, this new edition includes discussion of: - What is meant by 'agency' - Gender, ethnicity, disability and university teaching - Digital learning spaces and social media - Teaching career development for academics - Decolonising the curriculum - Assessment and feedback practices - Teaching excellence and 'learning gain' - 2015 UN General Assembly 2030 Agenda for Sustainable Development reflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.

Still Learning: A 50 Year History of Monash University Peninsula Campus is an institutional history that brings the lives of students and staff academic and extracurricular into focus, and conveys the excitement and atmosphere of the times. Several of Australia s most famous artists, teachers, writers, politicians and entertainers studied at Peninsula Campus, and Still Learning connects significant moments in Australia s history to their time on campus. Well known children s writer Paul Jennings, artist and sculptor Peter Corlett and the incorrigible Max Gillies were all students at the institution. As editor of the student magazine Struan, Gillies made a name for himself in 1962 over the issue of censorship, at a timewhen censorship laws greatly impacted on the value of student reading materials. In the 1960s and 1970s a Miss Frankston competition, which would not be countenanced today, was a popular event. Students writing in Struan enjoyed a staple diet of sport, social activities, rock music, sexual relationships, and interstate and overseas trips. They nonetheless complained of lack of funds for food The 1970s were turbulent times in Australia, and the issues of the day played out in the lives of students and staff on the campus. Still Learning highlights the Portsea Annexe and the significant part it played as an external venue for teachers developing their classroom experience. In its in carnations as Frankston Teachers College and the State College of Victoria at Frankston, the institution thrived. However, as the Chisholm Institute of Technology at Frankston it faced many challenges and entered into a period of relative decline.The timely merger with Monash University in 1990 slowly improved the campus s fortunes. Today, Monash University Peninsula Campus is a significant part of the southern hemisphere s largest university, with a vibrant campus and a key focus as a health precinct.

A colorful history of US research universities, and a market-based theory of their global success. American education has its share of problems, but it excels in at least one area: university-based research. That's why American universities have produced more Nobel Prize winners than those of the next twenty-nine countries combined. Economist Miguel Urquiola argues that the principal source of this triumph is a free-market approach to higher education. Until the late nineteenth century, research at American universities was largely an afterthought, suffering for the same reason that it now prospers: the free market permits institutional self-rule. Most universities exploited that flexibility to provide what well-heeled families and church benefactors wanted. They taught denominationally appropriate materials and produced the next generation of regional elites, no matter the students'-or their instructors'-competence. These schools were nothing like the German universities that led the world in research and advanced training. The American system only began to shift when certain universities, free to change their business model, realized there was demand in the industrial economy for students who were taught by experts and sorted by talent rather than breeding. Cornell and Johns Hopkins led the way, followed by Harvard, Columbia, and a few dozen others that remain centers of research. By the 1920s the United States was well on its way to producing the best university research. Free markets are not the solution for all educational problems. Urquiola explains why they are less successful at the primary and secondary level, areas in which the United States often lags. But the entrepreneurial spirit has certainly been the key to American leadership in the research sector that is so crucial to economic success.

Higher education is changing - in scope, style, technology, and objectives. This book looks at the impact of information technologies on higher education and the reorganization of universities in more managerial and business directions. The book combines empirical and analytical chapters from scholars on both sides of the Atlantic.

Sexual assault on college campuses has drawn tremendous public attention and colleges are under great pressure to respond. In many cases, the result has been a system of sexual assault tribunals that violates the rights of alleged assailants and assault survivors. Gerstmann shows how colleges are often punishing students as sex offenders without a fair hearing and are defining sexual offenses in an unconstitutionally broad manner. Using unbiased and accessible language, this book avoids easy answers and asks: how are colleges failing to assess accusations in a fair manner? Why are 'affirmative consent' laws unconstitutional? How can we do a better job preventing sexual assault? The author argues that colleges are too often making poor choices in terms of how they respond to allegations of sexual assault and, in doing so, they are depriving students of due process, while failing to protect victims of assault.

As the commercialization of American higher education accelerates, more and more students are coming to college with the narrow aim of obtaining a preprofessional credential. The traditional four-year college experience--an exploratory time for students to discover their passions and test ideas and values with the help of teachers and peers--is in danger of becoming a thing of the past. In College, prominent cultural critic Andrew Delbanco offers a trenchant defense of such an education, and warns that it is becoming a privilege reserved for the relatively rich. In describing what a true college education should be, he demonstrates why making it available to as many young people as possible remains central to America's democratic promise. In a brisk and vivid historical narrative, Delbanco explains how the idea of college arose in the colonial period from the Puritan idea of the gathered church, how it struggled to survive in the nineteenth century in the shadow of the new research universities, and how, in the twentieth century, it slowly opened its doors to women, minorities, and students from low-income families. He describes the unique strengths of America's colleges in our era of globalization and, while recognizing the growing centrality of science, technology, and vocational subjects in the curriculum, he mounts a vigorous defense of a broadly humanistic education for all. Acknowledging the serious financial, intellectual, and ethical challenges that all colleges face today, Delbanco considers what is at stake in the urgent effort to protect these venerable institutions for future generations. In a new afterword, Delbanco responds to recent developments--both ominous and promising--in the changing landscape of higher education.

Americans have access to some of the best science education in the world, but too often black students are excluded from these opportunities. This essential book by leading voices in the field of education reform offers an inspiring vision of how America's universities can guide a new generation of African Americans to success in science. Educators, research scientists, and college administrators have all called for a new commitment to diversity in the sciences, but most universities struggle to truly support black students in these fields. Historically black colleges and universities (HBCUs) are different, though. Marybeth Gasman, widely celebrated as an education-reform visionary, and Thai-Huy Nguyen show that many HBCUs have proven adept at helping their students achieve in the sciences. There is a lot we can learn from these exemplary schools. Gasman and Nguyen explore ten innovative schools that have increased the number of black students studying science and improved those students' performance. Educators on these campuses have a keen sense of their students' backgrounds and circumstances, familiarity that helps their science departments avoid the high rates of attrition that plague departments elsewhere. The most effective science programs at HBCUs emphasize teaching when considering whom to hire and promote, encourage students to collaborate rather than compete, and offer more opportunities for black students to find role models among both professors and peers. Making Black Scientists reveals the secrets to these institutions' striking successes and shows how other colleges and universities can follow their lead. The result is a bold new agenda for institutions that want to better serve African American students.