With the rapid availability of information, it becomes essential to keep pace with this availability as well as process the information into knowledge that has real-world applications. Neuroscientific methods allow an approach to this problem based on the way that the human brain already operates. Over the centuries and through observation and trial and error, we already know a great deal about how we can teach and learn, but now we can verify this with scientific fact and discover previously unknown aspects of brain physiology. These observations of brain functioning have produced many learning theories, all of which have varying degrees of validity. These theories, in turn, give birth to theories and models of instructional design, which also have varying degrees of validity. A Conceptual Framework for SMART Applications in Higher Education: Emerging Research and Opportunities is a critical scholarly publication that explores how the brain acquires and processes information to turn information into knowledge and the role of SMART technology and how it combines and integrates visual and aural data to facilitate learning. The book also discusses ways to apply what is known about teaching to how the brain operates and how to incorporate instructional design models into the teaching and learning process. Highlighting various topics such as neurogenesis, smart technologies, and behaviorism, this book is essential for instructional designers, online instruction managers, teachers, academicians, administrators, researchers, knowledge managers, and students.

Beyond their educational value, university institutions can play a pivotal role in community improvement. By utilizing academic resources, these organizations can positively impact their communities. Engaged Scholarship and Civic Responsibility in Higher Education is a critical reference source for the latest scholarly research on the adoption and implementation of civic engagement initiatives in higher education institutions. Including a range of pertinent topics such as service learning, economic development, and social justice, this book is ideally designed for academics, practitioners, students, professionals, and researchers interested in the growing influence of universities on community improvement.

This book attempts to offer not just a bird's-eye view of the communities of designers project, but also to help identify broad themes and issues that can inform discussions and policies of technology integration at other institutions.

The Enhancing Diversity in Graduate Education (EDGE) Program began twenty years ago to provide support for women entering doctoral programs in the mathematical sciences. With a steadfast commitment to diversity among participants, faculty, and staff, EDGE initially alternated between Bryn Mawr and Spelman Colleges. In later years, EDGE has been hosted on campuses around the nation and expanded to offer support for women throughout their graduate school and professional careers. The refereed papers in A Celebration of the EDGE Program's Impact on the Mathematics Community and Beyond range from short memoirs, to pedagogical studies, to current mathematics research. All papers are written by former EDGE participants, mentors, instructors, directors, and others connected to EDGE. Together, these papers offer compelling testimony that EDGE has produced a diverse new generation of leaders in the mathematics community. This volume contains technical and non-technical works, and it is intended for a far-reaching audience, including mathematicians, mathematics teachers, diversity officers, university administrators, government employees writing educational or science policy, and mathematics students at the high school, college, and graduate levels. By highlighting the scope of the work done by those supported by EDGE, the volume offers strong evidence of the American Mathematical Society's recognition that EDGE is "a program that makes a difference." This volume offers unique testimony that a 20-year old summer program has expanded its reach beyond the summer experience to produce a diverse new generation of women leaders, nearly half of whom are underrepresented women. While some books with a women-in-math theme focus only on one topic such as research or work-life balance, this book's broad scope includes papers on mathematics research, teaching, outreach, and career paths.

Integral to the goals of democracy is the premise that the citizenry must be taught the skills necessary for living in a democratic society as a means of achieving social change. In what ways can higher education live up to its civic missions? Should the security of society be of any concern to higher education, and in what ways can colleges and universities contribute to societal security management? "Theories of Democratic Governance in the Institutions of Higher Education" unravels the notion that "as the institutions of higher education fail to meet their democratic responsibilities, so, too, will the social and cultural infrastructures of their homeland decline to the extent that they become hostile to the democratization of the society." As a contextual framework, Emmanuel Tetteh investigates these eminent concerns, focusing on three critical premises: analysis, synthesis, and evaluation in examining five potential Breadth Theories, including three other resources that helped explore the applicability of these theories from the contemporary and historical democratic perspectives.

Only one out of every twenty-four high school athletes goes on to play college sports. That means that over 95 percent of student-athletes miss out on the opportunity of a lifetime. In the competitive world of college athletics, the difference between becoming a recruited athlete and giving up on your dreams comes down to more than just talent on the court or field. It requires planning, hard work, and an understanding of how college sports budgets and scholarship distributions impact your recruiting options."Be a Recruited Athlete-The Secret to College Recruiting" gives you the tools you need to connect with college coaches, interpret their intentions, and evaluate real opportunities. Author Hans J. Hanson, founder of The College Sports Track-a personalized service that helps families in the college search, sports recruiting, and scholarship process-shares the secrets that have helped thousands of students realize their dreams of college athletics. Learn how to build value, create leverage, gain trust, and generate options. Master the sports scholarship strategy. Distinguish between "understanding opportunity" and the "hope, wait, and wish strategy." Understand NCAA rules for coaches' contact with prospects.Becoming a recruited athlete requires more than talent. It is a choice. "With Be a Recruited Athlete-The Secret to College Recruiting, " the choice is yours.

Gender and diversity are crucial areas that require more attention in multiple academic settings. As more women progress into leadership positions in academia, it becomes necessary to develop solutions geared specifically toward success for females in such environments. Navigating Micro-Aggressions Toward Women in Higher Education provides innovative insights into the institutionalized racism against women of color in higher education institutions. The content within this publication offers information on the historical vestiges of racist and sexist ideologies and why women of color are underrepresented in various levels of higher education leadership. It is a vital reference source for educational administrators, professors, higher education professionals, academicians, and researchers seeking information on gender studies and women's roles in higher education.

A volume in Research for Social Justice Personal Passionate Participatory Inquiry (Sponsored by AERA Qualitative Research SIG and International Studies SIG) Series Editors Ming Fang He, Georgia Southern University and JoAnn Phillion, Purdue University Series Scope: Research for Social Justice: Personal Passionate Participatory Inquiry, the book series, demonstrates a form of educational inquiry that connects the personal with the political, the theoretical with the practical, and research with social and educational change. The principle aspect of this form of inquiry that distinguishes it from others is that the researcher is not separate from the socio-political and cultural phenomena of the inquiry, the data collected, findings, interpretations, or writing. The purpose of the proposed book series is to draw together work which demonstrates three distinct qualities: personal passionate participatory with explicit research agendas that focus on equity, equality, and social justice, specific research methodologies that illustrate the participatory process of the inquiries, and positive social and educational change engendered by the inquiries. Scope of the Book: Personal Passionate Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change.