Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers. With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/ candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted.

Institutions of higher education are at the forefront of the technological interface with life and society. Such technological innovations within university research centers, university library resource developments, and new tools available for teaching and learning, are nurturing in new educational approaches and debates concerning the appropriate use of new technologies. Cases on Digital Technologies in Higher Education: Issues and Challenges provides a collection of practical case studies exploring the application of digital technologies in higher education along with strategies to address new challenges facing educational institutions in the 21st century. This book establishes a selective synthesis of research on technology to help guide individuals within institutions of higher education faced with technological change. Focusing greatly on engineering education, it addresses technological concerns in order to find solutions that will help maximize the utility of new digital technologies and minimize their adverse effects in a variety of learning environments.

This book is about international students from Asia studying at American universities in the age of globalization. It explores significant questions, such as: Why do they want to study in America? How do they make their college choices? To what extent do they integrate with domestic students, and what are the barriers for intergroup friendship? How do faculty and administrators at American institutions respond to changing campus and classroom dynamics with a growing student body from Asia? Have we provided them with the skills they need to succeed professionally? As they are preparing to become the educational, managerial and entrepreneurial elites of the world, do Asian international students plan to stay in the U.S. or return to their home country? Asian students constitute over 70 percent of all international students. Almost every major American university now faces unprecedented enrollment growth from Asian students. However, American universities rarely consider if they truly understand the experiences and needs of these students. This book argues that American universities need to learn about their Asian international students to be able to learn from them. It challenges the traditional framework that emphasizes adjustment and adaptation on the part of international students. It argues for the urgency to shift from this framework to the one calling for proactive institutional efforts to bring about successful experiences of international students.

In a shift from traditional teacher-centered (or lecture-focused) methods to learner-centered methods (shifting from an emphasis on "teaching" to "learning"), faculty are now expected to provide technology-enhanced platforms for learning and to foster 21st century skills such as teamwork, problem solving, critical thinking, and self-management-all of which help prepare students for successful futures as citizens, professionals, and lifelong learners. Faculty Roles and Changing Expectations in the New Age provides a theoretical understanding of the link between ongoing changes in institutions and changes in faculty roles and provides course designs and pedagogical approaches that place faculty in the role of leaders and coaches for learning. While highlighting topics such as online andragogy, language learning, and digital transformation, this publication explores real-life examples and experiences of those involved in optimizing the practices of teaching and learning in the digital age. It is ideally designed for educators, instructors, administrators, faculty, researchers, practitioners, professors, and trainers.

This book, Volume I, contains true short stories from the real world as experienced and seen through the eyes of the author. Its purpose is to share many of this life's lessons which accentuate thinking and thought production of the reader. Within these contents, there are true stories with which readers can relate, i.e., there is something for nearly everyone. By the time most of us have reached the latter part of our lives, we have experienced and seen things which can be helpful to those whom have not reached our ages. This book is a learning tool. Between these covers, you will find stories which deal with politics, power, pettiness, ethics, morality, spirituality, legal and illegal behaviors and practices with which we are all faced on a frequent basis. It is the intention of this author for this work to be helpful to those who follow. Even before my teens, something drew me to older people. Somehow I knew that they were aware of things which could be helpful to me. Most of the time, when I paid attention to their advice and instruction, I was able to learn how to avoid making the mistakes they had experienced before me.

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.

This book examines the governance of Asian student and academic mobility, which has transformed the higher education landscape. While campuses are experiencing an unprecedented level of diversity, knowledge creation remains explicitly Eurocentric and dominated by the Global North. The authors advocate for a new educational paradigm that takes into account the transcultural flow of knowledge on campus as a public good, capitalises on Asian students and academics' multilingual competencies, and offers them equal access to creating quality-orientated education. The book argues that international higher education must be grounded in both a plurality of knowledges and the ethics of cognitive justice, and that the governing policies should facilitate the higher education sector to build a platform of internationalising affect and effect on campus.

This multidisciplinary book brings together scholars from Norway and the UK to discuss the notion of trust within the structures and forms of higher education located in two distinctive localities. The meaning of trust is multi-variant and nuanced, but is omnipresent in the literature on higher education ranging from student engagement to policy exhortations. A key feature of this book is the effort to integrate the term 'trust' conceptually, functionally and phenomenological more generally as well as within the context of higher education. Practice from within Norway and the UK is used to illustrate and expose relevant similarities and varieties in trust and the (possible) lack of it within the sector. The book thus faces the complexity of trust and its distinctive manifestation through a number of analytical lenses and realities.

Researchers, higher education administrators, and high school and university students desire a sourcebook like The Model Minority Stereotype: Demystifying Asian American Success. This book will assist readers in locating research and literature on the model minority stereotype. This sourcebook is composed of an annotated bibliography on the stereotype that Asian Americans are successful. The most powerful resource for scholars to use and teachers to read must not simply duplicate what others (and previous literature) have written about, but must challenge it. Each chapter in The Model Minority Stereotype is thematic and challenges the model minority stereotype. Consisting of ten chapters, this book is the most comprehensive book written on the model minority myth to date.

Matters related to sustainable development, albeit global in nature, are best handled at the local level. This line of thinking is particularly true to the higher education context, where the design and implementation of sustainability initiatives on campuses can demonstrate how a given university translates the principles of sustainable development into practice, at the institutional level. Yet, there is a paucity of specific events where a dialogue among sustainability academics and practitioners concerned with a) research, projects b) teaching and c) planning and infra-structure leading to campus greening takes place, so as to allow a transdisciplinary and cross-sectoral exchange of ideas and experiences on the issues, matters and problems at hand. It is against this background that this book has been prepared. It is one of the outcomes of the "First Symposium on Sustainability in University Campuses" (SSUC-2017) organised by the University of Sao Paulo in Brazil, Manchester Metropolitan University (UK), the Research and Transfer Centre "Applications of Life Sciences" of the Hamburg University of Applied Sciences (Germany), and the Inter-University Sustainable Development Research Programme (IUSDRP). This book showcases examples of campus-based research and teaching projects, regenerative campus design, low-carbon and zero carbon buildings, waste prevention, and resilient transport, among others. It also demonstrates the role of campuses as platforms for transformative social learning and research, and explores the means via which university campuses can be made more sustainable. The aims of this publication are as follows: i. to provide universities with an opportunity to obtain information on campus greening and sustainable campus development initiatives from round the world; ii. to document and promote information, ideas and experiences acquired in the execution of research, teaching and projects on campus greening and design, especially successful initiatives and good practice; iii. to introduce methodological approaches and projects which aim to integrate the topic of sustainable development in campus design and operations. This book entails contributions from researchers and practitioners in the field of campus greening and sustainable development in the widest sense, from business and economics, to arts, administration and environment.

"Marc Bousquet's "How the University Works" should be required reading for anyone with an interest in the future of higher education, including administrators, faculty members, graduate students, and--even more significantly--undergraduates and their parents."
--Thomas Hart Benton, "The Chronicle of Higher Education"

""How the University Works" is a serious wake-up call for the entire profession, and, based on what I overheard at the [2007 MLA] book fair, Bousquet is about to emerge as the Al Gore of higher education."
aThomas Hart Benton, The Chronicle of Higher Education

"Marc Bousquet is the most trenchant theorist of the current academic labor situation, and How the University Works is the best study of academic labor conditions in the U.S. since the 1970s. It is thoroughly and creatively researched, theoretically bold, often mercifully frank, and frequently poignant in its arguments and findings."
aVincent B. Leitch, General Editor of the Norton Anthology of Theory and Criticism

As much as we think we know about the modern university, very little has been said about what it's like to work there. Instead of the high-wage, high-profit world of knowledge work, most campus employees a including the vast majority of faculty a really work in the low-wage, low-profit sphere of the service economy. Tenure-track positions are at an all-time low, with adjuncts and graduate students teaching the majority of courses. This super-exploited corps of disposable workers commonly earn fewer than $16,000 annually, without benefits, teaching as many as eight classes per year. Even undergraduates are being exploited as a low-cost, disposable workforce.

Marc Bousquet, a majorfigure in the academic labor movement, exposes the seamy underbelly of higher education a a world where faculty, graduate students, and undergraduates work long hours for fast-food wages. Assessing the costs of higher educations corporatization on faculty and students at every level, How the University Works is urgent reading for anyone interested in the fate of the university. ALSO OF INTEREST Author interview with Cary Nelson Author Blog on "The Chronicle of Higher Education" Call to Arms for Academic Labor--Review by "Inside Higher Ed" Author's Blog View the Table of Contents
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This book analyses European higher education policies and their three main drivers: the European Commission, the European Court of Justice and the building of the European Higher Education Area through the Bologna Process. Central to the volume is the issue of European institutions' intervention in higher education: building a common area for higher education in a domain protected by subsidiarity is no easy task, and one that must consider the supra-national, national and institutional levels that all play a role in policy implementation. In this volume, the editors and contributors navigate within the tensions between the establishment of an internal market on the one hand and national sovereignty on the other. This volume will surely be of interest and value to those studying and working in the area of higher education policy and understanding relationships between European institutions and member states.

This interdisciplinary anthology sheds light on the frameworks and lived experiences of Black women educators. Contributors for this anthology submitted works from an array of academic disciplines and learning environments, inviting readers to bear witness to black women faculty's classroom experiences, as well as their pedagogical approaches both inside and outside of the higher education classroom that have fostered transformative teaching-learning environments. Through this multidimensional lens, the editors and contributors view instruction and learning as a political endeavor aimed at changing the way we think about teaching, learning. and praxis.