Protestant institutions of higher learning have historically enrolled fewer students of color than nonsectarian colleges and universities. In this book, George Yancey explores the racial climate on Protestant campuses, examining the reasons why these institutions succeed or fail to attract a diverse student body and why students of color who do attend such institutions either succeed or fail to graduate. Of course, no major Protestant denomination endorses overt racism, and Protestant educators have indicated a wish to increase racial diversity on their campuses. Despite this expressed desire, however, Yancey finds numerous barriers to achieving such diversity. On the one hand, evangelical institutions, like the denominations that sponsor them, tend to espouse an individualistic, "colorblind" ideology that ignores racial injustices and discourages the attendance of students of color. Mainline Protestants have much more progressive racial attitudes than conservatives. Ironically, however, Protestants of color tend to be theologically conservative, and have deep disagreements with the mainline on such theological issues as biblical inerrancy and social issues like homosexuality. Yancey finds that many traditional approaches to enhancing diversity appear ineffective. Such diversity programs, he discovers, are not as effective as curriculum reforms or student led multicultural groups. Educational courses and student led groups that deal with racial issues prove to be more highly correlated with a diverse student body than multicultural, anti-racism, community, or non-European cultural programs.

This book uses psychological theories and learning processes, such as Problem Based Learning (PBL), to provide a new approach for teaching psychology at an undergraduate level and prevent diminishing motivation. It creates a detailed example of a psychology degree using the PBL method and suggests how a week of the course could be planned.

This book introduces recent global advances and innovations in industry integrated engineering and computing education to academics, program managers, department heads, and deans, and shares with readers a critical perspective on future potentials in industry integrated engineering education. It covers topics and issues such as integrated engineering and computing education, part-time engineering masters programs, secure BIM learning, ethics, and IT workforce development. The book concludes with detail information on summarizing and extracting different frameworks, cases, and models into a practitioner toolkit, along with pragmatic recommendations for engineering education academics to quickly utilize, adopt, and adapt the toolkits for their own curricular development activities.

Inside Doctoring provides a behind-the-scenes look at what it is like to become and be a physician. From pre-med to resident, the effective doctor to the incompetent one, Inside Doctoring presents autobiographical accounts and real-life case studies in insightful and fascinating detail.

This book takes a fresh look at professional practice and professional education. In times of increased managerialism of academic teaching and a focus on graduate learning outcomes, it discusses possibilities to teach and learn otherwise. A deliberate professional is someone who consciously, thoughtfully and courageously makes choices about how to act and be in the practice world. A pedagogy of deliberateness is introduced that focuses on developing the following four characteristics of professionals: (1) deliberating on the complexity of practice and workplace cultures and environments; (2) understanding what is probable, possible and impossible in relation to existing and changing practices; (3) taking a deliberate stance in positioning oneself in practice as well as in making technical decisions; and (4) being aware of and responsible for the consequences of actions taken or actions not taken in relation to the 'doing', 'saying', 'knowing' and 'relating' in practice. Educating the deliberate professional is a comprehensive volume that carves out and explores a framework for a pedagogy of deliberateness that goes beyond educating reflective and deliberative practitioners. As a whole, this book argues for the importance of educating deliberate professionals, because, in the current higher education climate, there is a need to reconcile critique (thinking), participation (doing) and moral responsibility (relating to others) in professional practice and professional education.

This book addresses important questions and puzzles regarding the massification of higher education in Asia. It equips readers to critically evaluate and understand the consequences and challenges that massification entails, while also prompting policymakers and higher education administrators to tackle emerging issues related to the massification of higher education. Readers will gain a deeper, nuanced understanding of this trend, including its impacts and governance issues.

Historically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.

This volume provides an empirical and qualitative analysis of the nature and extent of the Japanese academic profession, with a special focus on the changes that occurred in the period between 1992 and 2007. Based on responses to two comprehensive surveys administered to faculty samples with a similar questionnaire, the book presents key aspects of the academic activities and views of Japanese faculty members. Divided into five sections, the book describes the changing social, economic and educational environment, academic organization and life, productivity, as well as the effects of the profession on society. The last section describes the Japanese academic profession as observed from the USA and Asia. In addition to its focus on empirical analysis, the book makes use of historical and comparative perspectives to explore the various aspects of the changes that have occurred in the academic profession in this non-English-speaking country.

IT education, particularly at business colleges, is undergoing a transformation because of the emerging federated systems or enterprise-wide systems (ES). This follows a trend in industry, which uses complex software applications like SAP and others. This movement toward ES in industry has created major challenges for integrating ES into the classroom. ""Enterprise Systems Education in the 21st Century"" presents methods of reengineering business curricula in order to use ES solutions. It also helps ES vendors understand the higher education environment so they can support college and university programs. ""Enterprise Systems Education in the 21st Century"" acts as a platform for both educators and vendors to present solutions and experiences gained from the challenges of integrating ES into the business classroom.

.Simpson identifies strategies for cost containment or cost reduction in higher education and discusses these strategies in light of their effect on the quality of the learning experience, the future of the academic profession, and the implications for society. This differs from most of the current literature on cost, which tends only to describe it, explain factors underlying its increase, and how it may be financed.

Particular concern is given to options that could be followed over the long term without impairing the quality of educational opportunities, the academic profession, or society in general. The emphasis is thus on the objectives to be served, rather than the resolution of financial difficulties on the revenue side or on crisis management. Some of the strategies discussed are applicable at particular levels of government; some relate to interinstitutional arrangements; and some are options for individual institutions. This book is recommended for university trustees and administrators, educational administration courses, and government policymakers and concerned faculty.

This book tackles the role of universities in driving economic growth. Their role as providers of talent, technology and new ideas is considered in the light of the 2008 Global Financial Crisis. A series of expert authors consider success, opportunity and how national frameworks can be fine-tuned to deliver business success.

On the occasion of Mary Henkel's seventieth birthday a group of her colleagues have come together to write this volume of articles as a tribute to her work and a token of gratitude for contributions to higher education research. The authors analyse these developments leading up to and possibly beyond the present in a tribute to Mary Henkel's work using her birthday as an occasion to focus attention on her contributions to higher education research - something she would normally seek to avoid.

This book is also a contribute to understanding how research in higher education has developed since its origins as Mary Henkel was one of its founding scholars together with other well-known researchers such as Maurice Kogan, Guy Neave, Ulrich Teichler, Martin Trow, Burton Clark, etc. The book will be useful to all researchers in areas related to higher education, namely governance, academic work, academic identities and quality.

This book uses an in-depth, phenomenological interview approach to explain the generational characteristics of today's Chinese university youths and the critical dispositions they believe indispensable in acquiring English as an academic language in and outside school settings. By presenting the authentic voices of the recruited participants, the book clarifies how English for academic purposes (EAP), as an emerging global phenomenon and a research-informed practice, enables and empowers them for conscious self-transformation and critical awareness development through language study. The book also explores issues arising in the fields of general English language teaching as well as traditional and critical EAP, and discusses university English language learners' learning needs and rights. The book further promotes a dynamic and transformative University EAP pedagogy of particularity, practicality, and possibility moving from the oppression of language education to its liberation, and the increasing critical consciousness among the present and future university youths in a time of great social changes.

"Surgical Education: Theorising an Emerging Domain" delineates surgical (as opposed to medical) education as a new and emerging field of academic enquiry. This reflects profound changes in healthcare training and practice on an international basis. As such, this book introduces, examines and explores the contribution of selected concepts and theories to surgical learning and practice. The first four chapters consider core facets of surgical education, such as simulation, while subsequent chapters take a key idea, often well known in another field, and examine its relevance to surgical education.

Of course, performing invasive procedures is no longer the exclusive preserve of 'traditional' surgeons. Boundaries between surgery and the interventional specialties (radiology, cardiology, intensive care) are becoming increasingly blurred, especially as technology continues to expand. Changing work patterns and explosive technological development mark this out as a major growth area. New educational approaches (e.g. the use of simulation) are emerging. And all clinical practice is a team activity, where clinicians from many specialties (medicine, nursing, allied professions) come together with shared goals. For all the above groups, and their patients, education (teaching, training, learning and assessment) is of crucial importance.

Yet the unique characteristics of surgical education have not previously been addressed from an educational perspective, nor have its possibilities as a new research domain been mapped. The domain needs to be theorised and its epistemological foundations established. There is thus both a need and a market for a definitive work in this area, aimed at surgeons, other clinicians, non-clinicians, educators, and others interested in this new domain.

The image of the university is tarnished: this book examines how recent philosophies of education, new readings of its economics, new technologies affecting research and access, and contemporary novelists' representations of university life all describe a global university that has given up on its promise of greater educational equality.

Both educators and their students are involved in the process of assessment - all parties are expected to meet and exceed expectations in the face of competing conditions. New practices are being developed to enhance students' participation, especially in their own assessment, be it though peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Though widely researched, few have measured these innovations' effectiveness in terms of satisfaction, perceived learning, or performance improvements. Innovative Practices for Higher Education Assessment and Measurement bridges the gap between political discourse, theoretical approach, and teaching practices in terms of assessment in higher education. Bringing new insights and presenting novel strategies, this publication brings forth a new perception of the importance of assessment and offers a set of successful, innovative practices. This book is ideal for educators, administrators, policy makers, and students of education.

This volume draws together interdisciplinary approaches from political philosophy, social work, medicine and sociology to analyze the theoretical foundations and practical examples of evidence-based and evidence-informed education for the public good. It presents a range of conceptions of the evidence-based and evidence-informed education and a justification for why the particular examples or issues chosen fit within that conception for the sake of public good. It explores the current literature on evidence-based and evidence-informed educational policy, research and practice, and introduces a new term, 'evidence free', meaning actions of some policymakers who disregard or misuse evidence for their own agenda. The demands about the quality and relevance of educational research to inform the policy and practice have been growing over the past decade in response to the Evidence-Based Education movement. However the literature is yet to tackle the question of the interrelationships between evidence, research, policy and practice in education for the public good in an international context. This book fills that gap.

University ethics is everyone's business, and big business is what the university is all about whether in the US, Europe or the rest of the world. How this has come about is less important than that it has, and is being taken very seriously by global and national forces. The important issue confronting higher education is its assumed role in guaranteeing economic prosperity. Governments are no longer content to let research leak out serendipitously into the economy. The Post-Industrial Society, Information Society, Knowledge Economy and Smart Economy require nothing less than commercially directed research producing innovatory products. The public interest is reduced to economic measures. The political, social and moral implications of changing practices in the university are rarely acknowledged in the rise of the New Alchemy. This book examines the resulting ambiguities and questionable evidence in favour of current polices.