College Technology Survival Kit provides students with the necessary tools and knowledge to succeed in their academic careers through the use of basic computer skills and other technology. The book helps to prevent the technology-related frustrations students can encounter when asked to write papers, create presentations, and navigate a school's learning management system. The book features information on computer programs like Microsoft Word, Excel, and PowerPoint, as well as commonly used learning management systems Blackboard and Canvas. It offers students lessons in file management, Google web applications, email programs, and developing presentations in Prezi. The text provides complete, step-by-step instructions to help students navigate common computer-based programs and systems and develop technological competency. The revised second edition features updates to student project and student check features within each chapter. It also includes updated instructions for navigating Microsoft Work, with material that covers the use of document themes, theme fonts, and more. College Technology Survival Kit is a cross-disciplinary, supplementary text designed to support all higher education students, regardless of their field of study. It is ideal for foundational courses in computer sciences or other classes where basic computer skills are needed.

In response to the COVID-19 pandemic, universities around the globe have taken numerous extraordinary measures and implemented many changes to their strategic, operational, and academic activities. Currently, there is a transformation taking place from the emergency decision-making in the early stages of the pandemic towards reflection and resolution on how the past months can shape governance and strategy. Higher education institutions have been facing challenges with the alignment of their university governance for their strategic and operational plans. Presently, university leaders have prioritized risk management and financial management over all else. Unfortunately, due to these priorities, university responses to the pandemic took the top-down approach of management, rejecting the shared governance structures and collegial practices of the institutions. The pandemic has accelerated the openness to change by creating an emergency or steering response team led by university presidents and provosts, with sub-teams focusing on operations and other academic advisory groups working together to deal with the fast-rising scenarios. The consequence is a clear flow of information and strong communication across the institution, which sequentially builds on mechanisms to respond to the secondary effects of the pandemic. Moreover, higher education institutions are continuously facing challenges with their strategic alignment of business objectives in order to have a diverse educational system in response to the pandemic. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic presents the latest research and studies investigating information on university governance and adapting previous, existing, and proposed models for the current pandemic. This book is comprised of chapters contributed by various leading international authors to discuss and analyze all aspects of university governance in relation to their impact on strategies in finance, sustainability, academic issues, research, faculty and students, leadership, campus, employment and recruitments, and more. This is an essential text for university presidents, strategic planning authorities in universities, college deans and academic department chairpersons, government authorities and policymakers, researchers, students, and academicians.

This book creatively redefines how teacher educators and faculty in secondary and post-secondary language education can become designers with intercultural education in mind. The author aligns theoretical frameworks with practical features for revising the modern language curriculum via themes and novel tasks that transfer language learning from classroom to community, developing communicative competence for mediation and learner autonomy along the way. For novice and experienced instructors alike, this book empowers them to: - design curriculum from transferable concepts that are worthy of understanding and have value within the culture(s) and to the learner; - develop assessments that ask the learner to solve problems, and create products that transfer concepts or address needs of various audiences that they will encounter in community, life, and work; - direct language learners through a spiral, articulated program that supports academic, career and personal goals. Pedagogical features include a glossary of key terms, research-to-practice boxes, scaffolded design tasks, reflection questions and template samples representing language exemplars from the following languages and cultures: Arabic, Chinese, Ede Yoruba, French, German, Hindi, Italian, Japanese, Korean, Ladino, Nahuatl, Portuguese, Russian, Spanish, Te Reo Maori and Urdu. The accompanying online resources offer blank templates, PowerPoints and guides for designing bespoke curricula with key performance assessments.

Cathedrals of Learning: Great and Ancient Universities of Western Europe provides a conspectus of the great Western European universities, pithily tells their life stories, showcases their architectural heritage, and describes the art, literary, and natural history collections they have accumulated over the centuries. This book profiles the ancient universities and their distinctive organizational cultures, reveals their customs, ceremonies, and traditions, their quirks and quiddities, recounts their complicated histories, describes their architectural wonders (libraries, museums, anatomy theaters, botanical gardens) and treasures (rare manuscripts, antiquities, paintings, and objects d'art of all kinds), and introduces their famous alumni, distinguished scholars, Nobel Prize-winning scientists, and famously eccentric personalities. It is a book for scholars, researchers, and anyone interested in these ancient institutions that remain centers of learning in the contemporary world.

It is said that crisis is the true test of a leader. The leaders who contributed to this volume and their peers at HBCUs nationwide were tested in unprecedented ways by the events of 2020 and 2021. The crisis caused by COVID-19 was unique in its wide-ranging effects, its duration, and the need for a multi-pronged and comprehensive response. This was a test to challenge even the strongest leaders. Accustomed to challenges and to adversity, the leaders of our nation's HBCUs stepped up, marshalled their forces, and developed and implemented plans to mitigate and to combat the impact of COVID-19 on their institutions and on African American higher education. While each president who contributed to this volume brought their own unique perspective, skills, and experience to the crisis on their particular campus, they confronted common challenges. Racial disparities in the United States affect every aspect of life, and the pandemic magnified and exacerbated those disparities. The racial disparities that we see in our health and health care in this country are evident in the numbers of African Americans, including college students, who contracted the virus and who suffered significant health ramifications and even death. At the same time, COVID-19 forced our nation online and the racial and economic digital divide which some thought had been bridged turned out to be wider than ever. As jobs were lost, particularly in service industries and other key sectors, people of color, especially Black and Brown people, took a disproportionate economic hit. Not only did HBCU leaders have to develop and implement plans to mitigate COVID's deadly threat to the health and safety of their students, faculty, and staff, they also had to address the challenges associated with trying to provide remote learning for students who lacked computers and internet access at home; transporting students back home who didn't have the resources to pay for transportation; and in some cases finding housing for students who could not return home or didn't have a home or sufficient food, among other issues.