This book has been primarily written for people who are interested and involved in helping students maximise the learning and development they gain from their higher education experience. The authors contributing to this book hope that their attempt to examine and give practical meaning to the idea of lifewideness makes sense to you and helps you support and facilitate development of people in your professional context. We hope also that it might have meaning for you in your own life. The book is also written for people who are helping higher education institutions develop a better understanding of the ways in which students engage in and are shaped by their whole life experience while they are studying. And for those people who are trying to bring about change in institutional practice, particularly those who are finding it challenging, we hope the contributions in this book will reinforce your conviction that this is a worthwhile thing to do. In recent years, Universities in the UK have been encouraged to evaluate what they do through the lens of the students' experience. This has resulted in an increasing institutional interest and awareness in the way in which students integrate higher education with their life beyond the campus. Student Support Services in some universities have been inspired by the visionary report 'Learning Reconsidered: A Campus-wide Focus on the Student Experience' (NASPA and ACPA 2004). We hope that this book will encourage and be of value to those who make decisions or who create policies relating to the student experience.

Online degree programs have long faced the issue of retention and engagement from their students. Proper support and guidance for students can encourage continuation in these programs, and can help lead to student success. Coaching for Student Retention and Success at the Postsecondary Level: Emerging Research and Opportunities is a pivotal reference source that provides vital research on the application of student support systems as a promising intervention for post-secondary retention and student success. While highlighting topics such as student assessment, online programs, and professional identity, this publication explores support strategies that boost retention, as well as the methods of using support and guidance to promote student success. This book is ideally designed for educational professionals, educational organizations, educational administrators, universities, and academics seeking current research on the effects of guidance on student retention rates and success.

This book focuses on integrity throughout the PhD journey and beyond, and is organised around two main themes: (1) integrity in relation to the capabilities developed by doctoral candidates for professional practice; and (2) integrity and coherence at the PhD system level. The working methods of key participants such as PhD candidates, supervisors, university managers, government agencies and politicians are central to achieving integrity goals within PhD programmes. In this context, a number of constructs are developed that inform the practice-based elements of the book in relation to conducting doctoral research, research supervision, academic writing, and research training support systems; in particular, these include our Moral Compass Framework for professional integrity, notions of collective morality, decision-making when faced with 'wicked' problems, connected moral capability and our double-helix model of capability development, negotiated sense in contrast with common sense, completion mindsets and contexts, mindfulness, liminality, and mutual catalysis in joint authorship. While the data the book employs stems from practice-led research within the Australian doctoral system, the conclusions drawn are of global relevance. Throughout the book, wherever appropriate, comparisons are made between the Australian context and other contexts, such as the doctoral systems of the United Kingdom, Europe and the United States.

From the 1960s to the 1980s, a range of academic possibilities for women developed, as their career histories and intellectual biographies reveal. Some women sought to generate a new knowledge specialty in their disciplines, often explicitly defying admonishments that the subject matter was an oxymoron. Others pursued academic paths that disregarded these new opportunities and developments. Together their accounts portray how feminist scholarship emerged and was facilitated by historically specific conditions: a critical mass of like-minded women, a national political movement, an abundance of financial support for doctoral candidates, a tolerance from established faculty for students to pursue the margins of disciplinary scholarship, and an organizational capacity to add new academic categories for courses, programs, academic positions, and extra-departmental groups. That historical era has since been supplanted by feminist infighting and backlash, as well as more cost-conscious academic management practices, which have altered the academic landscape for knowledge creation. Analyzing the accounts of academic women during this era yields a conceptual framework for understanding how new knowledge is created on multiple levels--through personal reflection on life experiences, disciplinary legacies, local organizational contexts, and wider societal expectations.

Featuring engaging and enlightening readings written by professors in philosophy, psychology, sociology, education, English, communication, and library science, University Matters for Your Success helps students excel in academic life and prepare for a successful future. The anthology offers valuable insight and perspective on a wide range of topics that are critical to students embarking upon their college careers. Opening readings focus on making connections, discovering a sense of belonging, and participating in a first year experience course. Besides college study skills, additional readings provide students with tools and evidence-based best practices for overcoming procrastination, mastering time management, creating moments of opportunity, and conquering anxiety. Students thoughtfully consider why they are attending university, how to cultivate lifelong learning skills, and how to effectively choose a major and plan for a career. Articles on developing media literacy, the importance of diversity, the service learning experience, and conducting research equip readers with invaluable perspective and skills. Designed to help students understand the benefits, opportunities, and full purpose of higher education, University Matters for Your Success is well suited for freshman orientation or college success programs.

The book is centered on international higher education's role for the global common good. The purpose of this book is to critically examine the need for globally competent citizens, professionals, and leaders in the 21st century and higher education's role in the global common good for a sustainable world. The book presents an evidence-based interdisciplinary framework and promising strategies to allow all learners to develop global citizenship and global leadership while addressing the need to prepare human capital for the global knowledge economy and digital transformation in the 21st century. Cross-sector case studies are shared to demonstrate global leadership in action.

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.

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.

In this interdisciplinary application of rhetorical analysis, Donald Lazere argues that college educators should publicly address and teach students to be aware of the conservative biases in American politics, media, and education itself that are generally assumed to be the norm of 'business as usual.' Because only bias on the left has been publicly 'marked, ' mainstream discourse shuts out any proportionate comparison with all the biases on the right--surveyed here at length. Lazere appeals to conservative scholars and intellectuals to engage in good-faith dialogue with leftist counterparts toward a balanced assessment of opposing biases.

College and university faculty in the arts (visual, studio, language, music, design, and others) regularly grade and assess undergraduate student work but often with little guidance or support. As a result, many arts faculty, especially new faculty, adjunct faculty, and graduate student instructors, feel bewildered and must "reinvent the wheel" when grappling with the challenges and responsibilities of grading and assessing student work. Meaningful Grading: A Guide for Faculty in the Arts enables faculty to create and implement effective assessment methodologies-research based and field tested-in traditional and online classrooms. In doing so, the book reveals how the daunting challenges of grading in the arts can be turned into opportunities for deeper student learning, increased student engagement, and an enlivened pedagogy.