In the last decade, the development of new technologies has made innovation a fundamental pillar of education. Teaching innovation is characterized by digital, technological, and didactic elements and processes to improve design-thinking in the teaching field. Therefore, teaching innovation includes the evolution of both teaching and learning models to drive improvements in educational methodologies. In this context, one of the research areas that has been most relevant to date in teaching innovation is university communities and higher education centers. Teaching innovation is a pioneer in the understanding and comprehension of the different teaching methodologies and models developed in the academic area. In this way, teaching innovation is a process that seeks validation in the academic and teaching communities at universities in order to promote the improvement of teaching and its practices and uses in the future characterized by digital development and data-based methods. The development of new teaching innovation methodologies and practices at universities is the challenge of the 21st century for the development of a resilient and efficient education. Therefore, this edited book aims to compile and study the major practices and case studies of teaching innovation developed in recent years at universities. In this way, teachers and educators can use the contributions presented in this book based on teaching processes, practices, case studies, and interactive activities. In this digital era, this book can be used as a sourcebook on study cases focused on teaching innovation methodologies as well as on the identification of new technologies that will help the development of initiatives and practices focused on teaching innovation at universities.

The contributors to Amplified Voices, Intersecting Identities: First-Gen PhDs Navigating Institutional Power in Early Careers overcame deeply unequal educational systems to become the first in their families to finish college. Now, they are among the 3% of first-generation undergraduate students to go on to graduate school and then become faculty, in spite of structural barriers that worked against them. These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, ability and social class. These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, women, or people with disabilities. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to a research literature and to campus programming that frames their identities around "need", they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service. Contributors are: Veronica R. Barrios, Candis Bond, Beth Buyserie, Noralis Rodriguez Coss, Charise Paulette DeBerry, Janette Diaz, Alfred P. Flores, Jose Garcia, Cynthia George, Shonda Goward, Luis Javier Penton Herrera, Nataria T. Joseph, Castagna Lacet, Jennifer M. Longley, Catherine Ma, Esther Diaz Martin, Nadia Yolanda Alverez Mexia, T. Mark Montoya, Miranda Mosier, Michelle Parrinello-Cason, J. Michael Ryan, Adrian Arroyo Perez, Will Porter, Jaye Sablan, Theresa Stewart-Ambo, Keisha Thompson, Ethan Trinh, Jane A. Van Galen and Wendy Champagnie Williams.

This edited book contains chapters related to the excellent management and leadership practices currently taking place at historically Black colleges and universities (HBCUs) in the context an economic recession. Each chapter highlights successful operations at HBCUs from management, leadership, and administrative standpoints in a manner that is not comparative of or overly reliant upon dominant literature, standards, or theories. Amongst the deficit-laden literature regarding the fiscal, accreditation, and governance status of HBCUs are few studies highlighting those institutions successfully operating in a difficult economy. This book fills that gap of information by offering chapters on excellent management and leadership practices occurring at a variety of HBCUs today.