The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

This title is thus mainly written from a practical "how to" perspective. A wide range of topics related to education is dealt with - from the present legislative framework, through various aspects of teaching and learning to a consideration of assessment practices, curriculum design, web-based learning and the compilation of a teaching portfolio.

With 1300 UCAT practice questions (including a full mock exam), in-depth explanations, and comprehensive tips and techniques spanning over 800 pages, this book constitutes an ideal preparation tool for the UCAT exam, helping candidates save time, retain focus and optimise their score. Fully compliant with the new-style UCAT exam, the book shows how to approach each type of question (abstract, verbal and quantitative reasoning, decision making and situational judgement) and helps candidates familiarise themselves with all the potential traps that can be laid by the examiners. The overwhelming range of exercises that it contains will enable all UCAT candidates to refine and optimise their technique to answer questions under strict time constraints. This book replicates the breadth and depth of the different types of questions that can be asked in the live UCAT test and the spectrum of difficulties that it covers (from normal to stretching), which makes it an ideal preparation tool for all those who want to achieve a high score and maximise their chances of getting into the medical school of their choice. (Previously UKCAT)

In a 50-room building that housed Connecticut's Civil War orphans, the University of Connecticut began in the fall of 1881 as the Storrs Agricultural School. From this beginning comes a rich history of change that continues through the billion-dollar program known as UConn 2000. In these pages are many previously unpublished and many long-unseen images that chronicle 120 years of that transformation. Each era in the university's history has seen growth and change: the 1890s, when faculty and administration squared off in the "the war of the rebellion"; 1908 to 1928, when President Charles L. Beach changed the curriculum and fought for "the needs of the college"; the 27-year administration of Albert N. Jorgensen, which saw a small college become a major research university; the 1960s, when, under Homer Babbidge Jr., the university made great academic advances while facing the sociopolitical challenges of the times; and today, when unprecedented changes are rebuilding and enhancing Connecticut's flagship university.

The idea of ''vocation'' has fallen out of fashion in twenty-first-century America, replaced with careerism and credentialism. Neither go far in answering the weighty questions of meaning and morality that have always been integral to a vocational pursuit. Kaethe Schwehn and L. DeAne Lagerquist offer perspectives from fourteen professors at St. Olaf College on the value of vocation, showing how a focus on one's calling rather than on success or credentials paves the way for the civic good sought by defenders of liberal arts education. Moving beyond abstract generalities, the essays in Claiming Our Callings exemplify the reflective practices at the heart of liberal arts, for faculty and students alike. Martin E. Marty once said that "The vocation of St. Olaf is vocation,'' and the contributors to this volume draw on their experiences teaching in a range of departments at the College-from biology and economics to history and religion-to reflect on both their calling as professors and their practices for fostering students' ability to identify their own vocations. All are convinced of the continuing value of the liberal arts, particularly in generating exploration of the meaning and purpose of life. These scholars' varied notions of how vocation is best understood and cultivated reveal the differing religious commitments and pedagogical practices present within their college community. Together they demonstrate how the purposes of their own lives intersect creatively with the purposes of higher education and the needs of their students and the world.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Mapping the future of British Universities in a changing world Can the Prizes still Glitter? is edited by Hugo de Burgh (Editor of China in Britain, Professor of Journalism and Director of the China Media Centre at the University of Westminster), Anna Fazackerley (Director of Education Think Tank Agora) and Jeremy Black (Professor of History at Exeter University). It is the inaugural publication of Agora, a new independent think tank focusing on the future of our universities, and offers a fascinating insight into Britain's academic institutions in an ever-changing world. Thirty-four contributors, including eight vice chancellors (and, of course, our very own Terence Kealey), politicians, business leaders and academics from a variety of disciplinary backgrounds and a range of institutions have written personal essays outlining where universities are now and where they ought to be. Between them, these engaging thinkers tackle the entire spectrum of higher education. Individually and collectively they confront many of the big and uncomfortable issues facing Britain, exhibit some of the solutions of which individual institutions are proud, and delineate the kind of tough decisions and actions that politicians and university leaders need to undertake in order for British institutions to match the rapid progress evident elsewhere in the world.

One of the most remarkable education leaders of the late nineteenth century and the creator of the modern American research university finally gets his due. Daniel Coit Gilman, a Yale-trained geographer who first worked as librarian at his alma mater, led a truly remarkable life. He was selected as the third president of the University of California; was elected as the first president of Johns Hopkins University, where he served for twenty-five years; served as one of the original founders of the Association of American Universities; and-at an age when most retired-was hand-picked by Andrew Carnegie to head up his eponymous institution in Washington, DC. In Daniel Coit Gilman and the Birth of the American Research University, Michael T. Benson argues that Gilman's enduring legacy will always be as the father of the modern research university-a uniquely American invention that remains the envy of the entire world. In the past half-century, nothing has been written about Gilman that takes into account his detailed journals, reviews his prodigious correspondence, or considers his broad external board service. This book fills an enormous void in the history of the birth of the "new" American system of higher education, especially as it relates to graduate education. The late 1800s, Benson points out, is one of the most pivotal periods in the development of the American university model; this book reveals that there is no more important figure in shaping that model than Daniel Coit Gilman. Benson focuses on Gilman's time deliberating on, discussing, developing, refining, and eventually implementing the plan that brought the modern research university to life in 1876. He also explains how many university elements that we take for granted-the graduate fellowships, the emphasis on primary investigations and discovery, the funding of the best laboratory and research spaces, the scholarly journals, the university presses, the sprawling health sciences complexes with teaching hospitals-were put in place by Gilman at Johns Hopkins University. Ultimately, the book shows, Gilman and his colleagues forced all institutions to reexamine their own model and to make the requisite changes to adapt, survive, thrive, compete, and contribute.

Wellbeing is foundational to citizens' individual and collective ability to acknowledge, address, and alleviate ongoing struggles, shared risks, and the unprecedented challenges of our time. A holistic focus on wellness across campus communities is timely and important, given that national and global justice movements are calling upon post-secondary institutions to address the ways in which education systems have been reproducing dominant narratives, reinforcing systemic discrimination, and retaliating against education leaders who work to disrupt structural inequalities. Leadership Wellness and Mental Health Concerns in Higher Education offers diverse perspectives about whether and how campus leaders around the world are sustaining and advancing health and wellness in unprecedented times and amplifies diverse voices in the exploration of how to advance individual and collective wellbeing in higher education. Covering a wide range of topics such as stress management and burnout, this reference work is ideal for academicians, scholars, researchers, administrators, practitioners, instructors, and students.

Recently, the priorities of higher education have adjusted; where before the focus was primarily on the financial side of education, institutions now consider people to be their main source of value and education to be much more than the production and dissemination of knowledge. Due to this, a gap has been created between decades of emphasis on financing and the undermining of the qualitative requirements of education. New Perspectives on Using Accreditation to Improve Higher Education outlines key issues that must be addressed if accreditation agencies globally are to achieve their primary objective of ensuring that universities and the degree programs they offer are of even greater quality than they are at present. Covering topics such as leadership, assessment, and sustainability, this reference work is ideal for principals, policymakers, higher education staff, researchers, scholars, academicians, practitioners, instructors, and students.