Critical stories are more than just anecdotes or tales. They are narratives that raconter, or recount, the author's own experiences, situating them in broader cultural contexts. Just as the autoethnographer situates the self in relation to the "others" of which the self is both a part and from which it is distinct, the critical storyteller situates his or her story of conflict in relation to the broader reality from which the conflict arises. The key is the reality that is being related and the perspective from which it is being shared. In Critical Storytelling in Millennial Times, marginalized, excluded, and oppressed people share insights from their liminality and help readers learn from their perspectives and experiences. Examples of stories in this volume range from undergraduate perspectives on financial aid for college students, to narratives on first-hand police brutality, to heartbreaking tales about addiction, bullying, and the child sex trade in Cambodia. Undergraduate authors relate their stories and pose important questions to the reader about inciting change for the future. Follow along in their journeys and learn what you can do to make a change in your own reality. Contributors are: Ben Brawner, Dwight Brown, Bryce Cherry, Kaytlin Jacoby, Jimmy Kruse, Dean Larrick, Bric Martin, Kara Niles, Claire Parrish, Grace Piper, Claire Prendergast, Alexsenia Ralat, Alec Reyes, Stephanie Simon, S. H. Suits, Katy Swift, Morgan Vogels, and Brittany Walsh.

This book addresses the interlocking systems of race and gender in institutions of higher education in America. The study is based on empirical data from African American women of various disciplines in faculty and administrative positions at traditionally white colleges and universities. It focuses primarily on narratives of the women in terms of how they are affected by racism, as well as sexism as they perform their duties in their academic environments. The findings suggest that a common thread exists relative to the experiences of the women. The book challenges and dispels the myth that Black progress has led to equality for African American women in the academy. The results of this study make it even more critical that the voices of African American women be heard and their experiences in the academy be expressed. This may be one way to inform academic and lay readers that racism and sexism are not dead.

Since the earliest days of universities, students have told stories about their daily lives, often emphasizing extraordinary, surprising, and baffling events. This book examines the fascinating world of college and university legends. While it primarily looks at legends, it also gives some attention to rumors, pranks, rituals, and other forms of folklore. Included are introductory chapters on types of campus folklore, a collection of some 50 legends from a broad range of colleges and universities, an overview of scholarship, and a discussion of campus legends in movies, television, and popular culture. Since the earliest days of universities, students have told stories about their daily lives, often emphasizing extraordinary, surprising, and baffling events. Legends often dramatize certain hopes and fears, showing how stressful and exciting the college experience can be. From the stereotype of the absent minded professor to the adventures of spring break to the mysterious world of fraternities and sororities, campus legends have also become an important part of popular culture. This book provides a convenient, readable introduction to campus legends. While the volume focuses primarily on legends, it also explores rumors, pranks, rituals, and other related folklore types. The book begins with an overview of college and university folklore. This is followed by a discussion of particular types of legends and other folklore genres. The handbook then presents some 50 examples of college and university legends, including ghost stories, urban legends, food lore, drinking tales, murders and suicides, and many others. These examples are accompanied by brief comments. The book next surveys scholarship on campus folklore and discusses the place of college and university legends in films, television, literature, and popular culture. The volume cites numerous print and electronic resources.

This book investigates the role of the National Petroleum Council (CNP) and especially of Petrobras in the construction and shaping of courses in Geosciences, as part of the historical process of the search for and exploration of oil, which began in Brazil in 1864 and ended in 1968 with the discovery of the first offshore well. The book explores the history of the discovery of oil in Brazil together with the historical development of oil research and geosciences in Brazil. It also elucidates significant events and developments which occurred between 1864 and 1968 such as the foundation of the Ouro Preto Mining School, the foundation of the CNP and Petrobras and other scientific societies and universities and their contributions to the formation and constitution of geosciences in Brazil. This book also discusses the massive investments by CNP and Petrobras in technical and scientific research for oil exploration in the Brazilian territory.This unique book appeals to scientists, students and professionals in geosciences, history and related fields.

Writing Centers have traditionally been viewed as marginalized facilities within their institutions. At the same time, faculty in all disciplines have come to stress the importance of good writing, and institutions have created Writing Across the Curriculum (WAC) Programs to address this concern. Often, the interests of Writing Centers conflict with those of WAC programs, and the theoretical foundations of the two may not necessarily be the same. Nonetheless, Writing Centers--whether voluntarily or involuntarily--have become more involved with efforts to promote Writing Across the Curriculum and have formed fruitful partnerships with WAC Programs. While journal articles have begun to discuss these partnerships, this book offers an extended treatment of the topic. By examining the relationships between Writing Centers and WAC programs, this volume challenges the view that Writing Centers are marginalized and demonstrates how they are aggressively moving toward the curricular center of education.

Each chapter examines the evolving theoretical, practical, and institutional relationships between Writing Centers and Writing Across the Curriculum programs. By drawing from institutionally specific experiences, expert contributors present a variety of approaches for establishing and developing effective Writing Center/WAC partnerships. Included are perspectives from established and emerging theorists from all levels, including high schools, community colleges, small four-year colleges and universities, and major research institutions. The contributors accurately portray the true diversity of Writing Center/WAC partnerships and assess the compatibility of these partnerships with larger institutional missions. The volume touches on such topics as the use of computers in writing instruction, the use of student writing tutors, and the problems inherent in discipline-specific language. By deepening our knowledge of the merging of Writing Centers and WAC Programs, this book sets the foundation for more advanced future research.

For many academics preparing to enter into the world of teaching and scholarly work in higher education institutions, formal graduate education provides discipline specific content. However, there is a practical side of academic preparation that goes unaddressed. The overall objective of Case Studies for the New Professor: Surviving the Jungle of the Academy is to provide case studies ("what if" scenarios) that augment the discipline specific content of those preparing to become professors. The significance of this volume lies in its usefulness as a "go to" book that addresses situations, contexts, and examples of issues that new professors or administrators in higher education face. The case studies focus on issues that professors may face with students, colleagues, administrators, and other constituencies with whom they may have contact. This "case studies" approach is significant also in that each one pays special attention to providing a complete narrative to the extent that it is the eyes and ears for an outside reader to understand what happened in that situation. Each case is followed by reflective and analytical questions for readers to begin shaping their own professional responses and reactions in order to cultivate understanding and decision making skills which will result in positive and productive experiences.

What is the role of a professor? How does someone achieve professorial status? What do non-professorial colleagues think about professors? How do professors themselves perceive their roles? What are the bases of these perceptions, and what are their implications for the professoriate's evolving role both within the neoliberal university, and in the approaching post-neoliberal era? Professors as Academic Leaders draws on a wealth of data not only to explore what it is to be a professor but also to consider how professors are perceived by others. Linda Evans presents the findings from four studies, with a combined data base of over 2,400 questionnaire responses and over 90 interview transcripts, and discusses their implications for the future development of the UK-based professoriate and academic leadership in higher education. She analyses the concepts of leadership and of professionalism, and illustrates how, in trying to meet people's expectations of them, professors' 'enacted', professionalism is shaped by the professionalism that others demand of them. Professorship is revealed to be demanding, at times stressful and morale-sapping, and at times exhilarating and rewarding. Linda Evans questions whether universities are making best use of their most senior academics, and proposes ways of refashioning professorship.

This is a how-to book for the academic life based on more than 50 years combined personal experience and 8 years of formal group mentoring as part of a workshop on these topics. The unwritten rules of university life are shared through fictional vignettes that are all too real. Secrets to successfully achieving short-term and long-term goals are provided in the progress timelines and suggested milestones. Beginning with selecting a training program and choosing a job, this book takes the student, fellow, or faculty member through the maze of academic secrecy to a new level of understanding and empowerment.
Key Features
* Provides the unwritten rules for success and "tells it like it is"
* Chapters are organized to help you develop and market your career and determine how to organize your curriculum vitae
* Includes vignettes to illustrate possible pitfalls in academics and strategies on how to avoid them, or how to select the most effective course of action
* Guides you step-by-step through the process of writing grant proposals, abstracts, slide preparation, poster preparation, and presentations
* Provides timelines to estimate your overall career progress or for specific tasks such as grant writing
* Describes negotiation techniques to assist you in interactions with your mentor, your department chair, grant officers, and journal editors
* Summarizes content of each chapter in paragraph subheadings to facilitate reading

Educational pedagogy refers to student-centered learning that provides meaningful engagement to directly enhance critical thinking and creativity. This edited collection equips readers to understand and implement impactful creative teaching and learning methods designed to act as a catalyst to improve the learning experiences of students. Diving into various case studies and interventions that have put innovative techniques into action, this book analyses how teaching-learning methods and student engagement can be significantly improved. The authors demonstrate that education does not only mean teaching, learning and research, but should also consider the emotional connection, commitment, and dialogical process between the faculty and students. Ultimately, the volume concludes that it is the responsibility of faculty members to create an environment that provides students with tools that are socially engaging, interactive and meaningful. Readers will come away from this book with the critical knowledge and pathway to action required to make this happen.

Institutions of higher education across the world are expected to contribute to the resolution of economic, social, and environmental problems and to respond to them. However, in order to meet these expectations, universities need to have a strong sense of university governance to provide academics and researchers with a high degree of independence. University Governance and Academic Leadership in the EU and China provides innovative insights into the evolving higher education system of university governance in Europe and China. The content within this publication analyzes university governance, education technology, academic integrity, higher education, clear role positioning, and more. It is a vital reference source for education administrators, educators, academicians, policymakers, government officials, professionals, researchers, and consultants seeking coverage on topics centered on successful and effective leadership in modern universities.

By its very nature ethnography is an emergent methodology. To be ethical the ethnographer needs to manage research ethics in-situ. This need to manage ethical dilemmas as they arise often comes into conflict with increased ethical regulation and procedures from ethics review boards that require the researcher to foresee ethical quandaries before data collection commences. These regulations can constrain the emerging purpose of the study, evolving means of data collection and multifaceted ways of interacting with participants that are seen as being the strengths of undertaking an ethnographic approach. The chapters in this volume problematise this tension and highlight the importance of managing ethics in-situ by reflecting on recently completed and current projects drawing out ethical dilemmas relating to data ownership, dissemination, representation, social justice and managing ethnographic studies in the midst of a global pandemic and Covid-19 lockdowns. Reflecting on these experiences of doing educational ethnography with children and young people, drawing on a diverse range of studies conducted in England, Scotland, South America, India, and the Basque Country, this volume argues that administrative and conceptual change is needed to ensure that ethics does not become a tick box exercise but that ethnographers commit fully to conscientiously managing ethics in-situ.

The content of the book is based on the lectures on the theory of elasticity, stability, and dynamics of structures. The importance of these disciplines in the preparation of young structural engineers for work in the practice cannot be overemphasized. The university training in such fundamental discipline must seek to build a strong foundation and to illustrate the application of the used methods to practical engineering problems. The solution of a structural engineering problem usually consists of three basic steps: the simplification to such a state of idealization that it can be expressed in allegorical or geometrical form, the solution of this mathematical form, and the interpretation of the results of the solution in terms of the engineering needs. By successive illustration of these three steps in the solution of each problem, the student must be led and encouraged to approach the solution of his own engineering problems in a similar way or in similar manner with a desired degree of accuracy in the final result.