Education is the foundation to almost all successful lives. It is vital that learning opportunities are available on a global scale, regardless of individual disabilities or differences, and to create more inclusive educational practices. Disability and Equity in Higher Education Accessibility is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in higher education, despite traditional hindrances. Featuring extensive coverage on relevant topics such as higher education policies, electronic resources, and inclusion barriers, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of disability-inclusive global education.

Building and Maintaining Collaborative Communities: Schools, University, and Community Organizations is a new and noteworthy volume in the literature on collaboration among schools and universities. It expands the playing field to include both publically and privately funded community organizations and the effects of the interaction of the three on projects in a multitude of settings both domestically and in international venues. Asked to analyze their projects following the Slater Matrix, nineteen examples provide an inside glimpse into the success and limitations of each project. Chapters are organized in order of complexity of type of collaboration. The editors expect this to be a useful guide for university personnel, school administrators, and community organizations wishing to embark or expand on projects involving schools, universities, and community organizations. In a time of short resources and uncertain sustainability, it should serve as a useful tool in making decisions in the planning, process, carrying out, and analysis of each endeavor.

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.

One of the most pivotal tasks of a regional government is to find different and innovative ways to develop their economies. Formulating universities, in that respect, potentially holds the key to competitive global economic success. Smart Specialization Strategies and the Role of Entrepreneurial Universities is a crucial reference source that examines a new competitive paradigm where universities can act as a partner institution, policy actor, and producer of knowledge that can affect the potential for economic growth and development of regions. While highlighting topics such as economic development, entrepreneurship ecosystem evolution, and regional competitiveness, this publication explores the varying dynamics that are evolving toward the successful mobilization of university resources on regional economies. This book is ideally designed for policymakers, administrators, researchers, developers, academicians, marketers, and business professionals.

With the increased support from funding agencies and in literature, an interdisciplinary culture is of growing significance. "Creating Interdisciplinary Campus Cultures" provides an introduction to interdisciplinary change through pragmatic strategies. Sponsored by the Association of American Colleges and Universities, this unique resource is the only book focused on creating and sustaining institutional support for interdisciplinary work. Since an interdisciplinary culture is of increasingly importance in higher education, this book gives administrators and faculty the tools they need to ensure their work is successful and sustainable.

This book describes southern womanhood and liberal northern education.From the end of Reconstruction and into the New South era, more than one thousand white southern women attended one of the Seven Sister colleges: Vassar, Wellesley, Smith, Mount Holyoke, Bryn Mawr, Radcliffe, and Barnard. Joan Marie Johnson looks at how such educations - in the North, at some of the country's best schools - influenced southern women to challenge their traditional gender roles and become active in woman suffrage and other social reforms of the Progressive Era South.Attending one of the Seven Sister colleges, Johnson argues, could transform a southern woman indoctrinated in notions of domesticity and dependence into someone with newfound confidence and leadership skills. Many southern students at northern schools imported the values they imbibed at college, returning home to found schools of their own, women's clubs, and woman suffrage associations. At the same time, during college and after graduation, southern women maintained a complicated relationship to home, nurturing their regional identity and remaining loyal to the Confederacy.Johnson explores why students sought a classical, liberal arts education, how they prepared for entrance examinations, and how they felt as southerners on northern campuses. She draws on personal writings, information gleaned from college publications and records, and data on the women's decisions about marriage, work, children, and other life-altering concerns.In their time, the women studied in this book would eventually make up a disproportionately high percentage of the elite southern female leadership. This collective biography highlights their important role in forging new roles for women, especially in social reform, education, and suffrage.

A volume in Advances in Service-Learning ResearchSeries Editor Shelley H. Billig, RMC Research Corporation, DenverIn this volume in the IAP series on Advances in Service-Learning Research, top researchers presentrecent work studying aspects of program development, student and community outcomes, and future researchdirections in the field of service-learning and community engagement. These chapters, selected through arigorous peer review process, are based on presentations made at the annual meeting of the InternationalResearch Conference on Service-Learning and Community Engagement, held in October, 2008, in NewOrleans.This volume features efforts in research and practice to support and expand service-learning and engaged scholarship in both K-12 andhigher education. Models of effective partnerships between institutions of higher education and their community partners are developed in chapterslooking at relationships between campus and community in terms of partnership identity or in terms of shared understanding by campus andcommunity partners. Outcomes for K-12 and college students engaged in service learning are the focus of several studies. The impact of high-qualityservice-learning on K-12 student achievement and school-related behaviors is described. Racial identity theory provides a useful frame forunderstanding developing student conceptualizations, while another chapter emphasizes aspects of self-exploration and relationship building as basesfor gains in student attitudes and skills. In a final section, chapters deal with service-learning and community engagement as a coherent research fieldwith a distinct identity, reviewing current work and proposing directions for future research.

Established in 2006, the American Association of Blacks in Higher Education (AABHE), formerly constituted as the Black Caucus (American Association of Higher Education), has been the consistent voice of Black issues in academe. According to the stated mission, the AABHE pursues the educational and professional needs of Blacks in higher education with a focus on leadership, equity, access, achievement and other vital issues impacting students, faculty, staff, and administrators. AABHE also facilitates and provides opportunities for collaborating and networking among individuals, institutions, groups and agencies in higher education in the United States and internationally. This 2012 year will mark the beginning of the AABHE research consortium, an arm of the organization that will advance scholarly research and publications to highlight critical issues pertinent to the success and uplift of Black populations across the higher education diaspora. This book will explore important issues across multiple fields-fields represented by the scholars/members of AABHE. AABHE scholars will contribute chapters based on their disciplinary expertise. The work of Earnest Boyer as articulated in the book Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship will be used as the conceptual foundation to ground this important work. A particular focus on the elements of Boyer's seminal work will include chapters devoted to the Scholarship of Teaching and Learning; Scholarship of Engagement; Scholarship of Discovery; and Scholarship of Integration. This scholarly book is unique in that it provides essential insight on how not only faculty, but also administrators who are invested in insuring that the priorities of the professoriate are aligned with the mission and vision of urban postsecondary institutions.

Inclusion as Social Justice: Theory and Practice in African Higher Education unravels the practical dimensions and complexities involved in the implementation of social justice in African higher education systems in the broader theoretical context of epistemological dynamics working for or against diverse student populations in higher education.