Contrary to popular opinion, it is possible to get a great undergraduate education without spending - or borrowing - $200,000. This book teaches you how. Written for students and parents, "How to Save $50,000 on College" provides simple, easy-to-apply tips and strategies to get the education you want for the price you can afford.

With nearly 48 percent of all U.S. undergraduates attending community and technical colleges, the two-year sector is an integral part of our nation's higher education system and a vital part of our nation's future. The need for effective faculty evaluation and professional development within two-year colleges stems partly from the size of this sector and also from the diversity of its program offerings and its student body. Miller and his co-authors bring timely, authoritative, and practical material to two audiences in this rapidly growing field of education: first, teachers who have permanent appointments but could use professional development and improvement; and, second, the already large and still growing number of part-time instructors who could use more evaluating and improving. This book is intended to be a direct assistance for these groups as well as to administrators who must make personal decisions.

This professional book is for human resource managers and staff development officers of two-year colleges. A greater emphasis needs to be placed on human resource management, according to Miller and his co-authors, that will result in better personnel decision making.

Wits University celebrates 100 years of academic and research excellence, innovation, and social justice in 2022. The origins of Wits lie in the South African School of Mines, which was established in Kimberley in 1896 and transferred to Johannesburg as the Transvaal Technical Institute in 1904, becoming the Transvaal University College in 1906 and renamed the South African School of Mines and Technology four years later. Full university status was granted in 1922, incorporating the College as the University of the Witwatersrand. Professor Jan H. Hofmeyr was its first Principal.

The University of the Witwatersrand occupies a special place in the hearts and minds of South Africans. Its history is inextricably linked with the development of Johannesburg, with mining and economic development, and with political and social activism across the country.

Wits University at 100: From Excavation to Innovation captures important moments of Wits’ story in celebration of the university’s centenary in 2022. It explores Wits’ origins, the space and place that it occupies in society, and its transformation as it prepares the ground for the next century. From its humble beginnings as a mining college in Johannesburg to its current position as a flourishing and inclusive university, Wits University at 100 is a story of innovation driven from the global South.

In text and image, Wits is presented as a dynamic institution that thrives because of its people, many of whom, in one way or another, have shifted the world. The experiences, achievements and insights of past and present ‘Witsies’ come alive in this glossy, full-colour book that maps the university’s vision for the future.

""Class Issues" reminds us that university intellectuals work in knowledge factories; that the factories produce engines of dominance; and that, therfore, sabotage has to be the order of the day. The essays state their cases with elegance, with thoroughness, and with economical precision. No one interested in addressing his or her mite of effort to transforming the world can afford to ingore this book."
--Wahneema Lubiano
Duke University

The university classroom has been turned into an intensely bitter battlefield. Conservatives are attacking the academy's ability to teach, and at times its very right to educate. As the dust begins to settle, the contributors to this volume weigh in with a constructive and wide-ranging statement on the progressive possibilities of teaching. This is, in many ways, a book for the morning after the PC Wars, when the shouting dies down and the imperatives of pedagogy remain.

Asserting a complex, inter-related agenda for teachers and students, "Class Issues" is an anthology of essays on radical teaching. Leading scholars of literary and cultural studies, queer studies, ethnic studies and working-class literature examine the challenges that confront progressive pedagogy, as well as the histories that lie behind the achievements of cultural studies. "Class Issues" offers a plan for the construction of an alternative public sphere in the rapidly changing space of the classroom in the academy.

"Class Issues" is a compilation of important new work on the tradition of radical teaching as well as forceful suggestions for the mobilization of radical consciousness.
Contributers:
Goerge Lipsitz, Bruce Robbins, Maria Damon, John Mowitt, DonaldK. Hedrick, Neil larsen, Gayatri Chakravorty Spivak, Peter Hitchcock, Alan Wald, Mike Hill, Ronald Strickland, Henry A. Giroux, Rachel Buff, Jason Loviglio, Carol Stabile, Timothy Brennan, Jeffrey R. di Leo, Christian Moraru, Vijay Prashad, Judith halberstam, Gregory L. Ulmer, John P. Leavey, Jr., Jeffrey Williams.

As the demand for quality education grows, whilst resources are limited, innovative pedagogy is the only solution that can bridge both scarcity and quality. This edited collection showcases how innovative approaches to teaching and learning have become the need of the hour in higher education. How might new technologies and a fresh take on curriculum design create a sufficient impact on learners? Pouring renewed emphasis onto the practice of innovative pedagogy, the authors chronicle the success stories of fresh interventions, and demonstrate the potential impact of re-inventing the learner-centered approach. With insight from academics around the world, including action-based models, the authors address the challenges which they faced while implementing new and sometimes radical methods, and provide a roadmap for future change. Pooling a wealth of experience on how to create an efficient learning environment in today's competitive world, this book prepares educators, policymakers and other stakeholders to embrace transformational change within their institutions.

Drawing extensively from critical educational theory, feminist perspectives and the writings of community college insiders as well as from her three years of classroom research, Professor Herideen develops the concept of Critical Mainstreaming. This educational model transcends traditional dichotomies such as vocational vs. liberal arts education and educating for critical consciousness vs. training for upward mobility. Critical Mainstreaming provides a unique pedagogy designed to maximize educational and career success for nontraditional students. Her work challenges the current wave of higher educational reform proposed by policymakers such as President Clinton and former Secretary of Labor Robert Reich by showing the limitations of the human capital model for education. Dr. Herideen proposes structural and instructional innovations so that educators, administrators, and policymakers can remedy rather than reproduce existing social inequities.

Despite the fact that 39% of the nation's college students attend community colleges, there is almost no literature using student voices to explore the dilemmas of nontraditional students. This book is unique because it combines macro and micro sociological analysis by blending the insights of community college insiders with the abstract principles proposed by critical theorists. Through a theoretically based experimental approach to education for the less privileged, Professor Herideen shows the strengths and limitations of a variety of educational models.

This edited collection addresses the institutional context and social issues in which teaching the women's studies introductory course is embedded and provides readers with practical classroom strategies to meet the challenges raised. The collection serves as a resource and preparatory text for all teachers of the course including experienced teachers, less experienced teachers, new faculty, and graduate student teaching assistants. The collection will also be of interest to educational scholars of feminist and progressive pedagogies and all teachers interested in innovative practices.

The contributors discuss the larger political context in which the course has become a central representative of women's studies to a growing, although less feminist-identified, population. Increased enrollments and changes in student population are noted as a result, in part, of the popularity of Introduction to Women's Studies courses in fulfilling GED and diversity requirements. New forms of student resistance in a climate of backlash and changes in course content in response to internal and external challenges are also discussed. Evidence is provided for an emerging paradigm in the conceptualization of the introductory course as a result of challenges to racism, heterosexism, and classism in women's studies voiced by women of color and others in the 1980s and 1990s. Sensationalist charges that women's studies teachers, including those who teach the Introduction to Women's Studies course, are the academic shock troops of a monolithic feminism are challenged and refuted by the collection's contributors who share their struggles to make possible classrooms in which informed dialogue and disagreement are valued.

Little research has been conducted to identify aspects of effective social transformation leadership in American college and university leadership. The authors of this book argue that while much less has been done at predominantly White institutions to practically apply the processes of social transformation as a leadership model, HBCUs have historically relied upon strategies of social transformation as they sought to build and sustain the distinct mission of their institutions that enhance college access, inclusion, and choice. This publication is intended to serve as a departure from the examination of the typology of transformation leadership in the private sector and, instead, view this leadership model through the lens of higher education. The authors' intent is to focus on institutional leadership at historically Black colleges and universities (HBCUs) and provide a deeper understanding of the Social Change Model and how it can be successfully situated as a conduit for realizing and sustaining the mission of Black colleges from perspectives of the past, present, and future.

The Brother Code: What is the role of manhood and masculinity in the lives of African American males in college? How do manhood norms influence decisions within and beyond college? How might mothers and fathers differentially affect manhood and masculinity in their sons? What are African American's men unique ways of knowing themselves and their surroundings? The Brother Code: Manhood and Masculinity among African American Men in College situates itself at the intersection of higher education and cultural studies to address these questions and more. Primarily, this book offers colleges and universities a penetrative gaze into a complex web of identities-the manhood of African American males in college. Yet the book also seizes a rare opportunity in higher education research to review six historical eras of African American manhood as well as the troublesome relationship between African American males and education in general. This knowledge is important for understanding all aspects of African American male participation in college, including enrolment, retention, curricular, and co-curricular involvement. Based on an empirical study, the data in this book emerged from one-on-one interviews in which 24 African American males enrolled in 12 colleges discussed how manhood matters in their social and college lives. The aim is to help unearth the marginalised topics of manhood, gender, and masculinity in males generally but, more specifically among African American males, a marginalised student group in education. Using an interdisciplinary approach, the book draws upon literature in history, African American studies, gender studies, sociology, cultural studies, psychology, and anthropology.

"Leslie and Fretwell have produced as good a book as I have seen in the timely field of higher education's response to its pervasive long-range financial dilemmas. They bring together the message of urgency and the call for tough decisions with the wisdom of opportunism, incrementalism, and an appreciation of the uniqueness of the academy. Their strategic advice--applicable to a very wide range of institutions and based on a good and diverse set of real experiences--avoids the sometimes patronizing naivete that management 'experts' so often bring to the table." --D. Bruce Johnstone, university professor and former chancellor, State University of New York