|
Books > Social sciences > Education > Higher & further education > General
 |
Index; 1924
(Hardcover)
University of Massachusetts at Amherst
|
R899
Discovery Miles 8 990
|
Ships in 12 - 19 working days
|
|
Not every PhD becomes a professor. Some never want to, but others
discover-too late and ill-prepared to look elsewhere-that there's
precious little room in today's ivory tower, and what's there might
not be a good fit. For those leaving academia, or wanting out, or
finding themselves adrift, this book offers hope, advice, and a
bracing look at how others facing the same quandary have made
careers outside of the academy work. All of the authors in this
volume, as well as the editors, have built successful careers
beyond the groves of academia-as freelance editors and writers,
consultants and lecturers, librarians, realtors, and
entrepreneurs-and each has a compelling story to tell. Their
accounts afford readers a firsthand view of what it takes to
transition from professor to professional. They also give plenty of
practical advice, along with hard-won insights into what making a
move beyond the academy might entail-emotionally, intellectually,
and, not least, financially. Imparting what they wish they'd known
during their PhDs, these writers aim to spare those who follow in
their uncertain footsteps. Together their essays point the way out
of the "tenure track or bust" mindset and toward a world of
different but no less rewarding possibilities.
Higher education has changed significantly over the past 50 years,
and the individuals who provide leadership for these institutions
has similarly changed. The pathway to the college presidency, once
the domain of academic administration, has diversified as an
increasing number of development officers, student affairs and
enrollment management professionals, and even politicians have
become common in the role. It is important to understand who the
presidents are in the current environment and the challenges they
face. Challenges such as dealing with the COVID-19 pandemic,
enrollment shortfalls, Title IX, and athletic scandals have risen
to the forefront and have contributed to the issues and role of
college and university leadership. The Handbook of Research on the
Changing Role of College and University Leadership provides
important research on the topic of college and university
leadership, especially focusing on the changing role of the college
president. The chapters discuss college leadership as it is now and
how it will evolve into the future. Topics included are the role of
the president at various types of universities, their involvement
within university functions and activities, and the duties they
must carry out and challenges they face. This book is ideal for
professionals and researchers working in higher education,
including faculty members who specialize in education, public
administration, the social sciences, and management, along with
teachers, administrators, teacher educators, practitioners,
researchers, academicians, and students who are interested in
college and university leadership and how this role is
transforming.
![Pine Needles [serial]; 1954 (Hardcover): North Carolina College for Women, Woman's College of the University of,...](//media.loot.co.za/images/x80/3498609515227179215.jpg) |
Pine Needles [serial]; 1954
(Hardcover)
North Carolina College for Women, Woman's College of the University of, University of North Carolina at Green
|
R900
Discovery Miles 9 000
|
Ships in 12 - 19 working days
|
|
Students of color and those of lower economic backgrounds and of
underrepresented groups appear to face a disadvantage when they
transition from high schools into colleges. These students tend to
have lower academic preparation than white students, which leads to
higher levels of stress and anxiety, as well as an increased
placement in remedial courses, which negatively impacts their
graduation rates. As institutions become aware of these facts and
take appropriate measures to improve educational experiences, they
must implement Transparency in Learning and Teaching (TILT)
initiatives in order to provide equal access to education.
Integrating Transparency in Learning and Teaching (TILT): An
Effective Tool for Providing Equitable Opportunity in Higher
Education provides information on Transparency in Learning and
Teaching (TILT) concepts and how they can be used in course
development to improve student learning and performance. It focuses
on bringing positive learning experiences to college students,
especially first-generation students, which can lead to higher
levels of academic success. It strongly advocates for transparent
education and provides guidance for overcoming the existing
accessibility gap in higher education. Covering topics such as
business education, online learning platforms, and teaching
modalities, this book is an indispensable resource for
academicians, faculty developers, administrators, instructional
designers, professors, and researchers.
Online instruction is rapidly expanding the way administrators and
educators think about and plan instruction. In addition, due to a
pandemic, online instructional practices and learning in a virtual
environment are being implemented with very little training or
support. Educators are learning new tools and strategies at a quick
pace, and often on their own, even through resistance. It is
important to explore lessons learned through the pandemic but also
of importance is sharing the virtual classroom options and
instruction that align to best practices when transitioning to
online instruction. Sharing these will allow educators to
understand and learn that virtual instruction can benefit all, even
when not used out of need, and can enhance face-to-face courses in
many ways. The Handbook of Research on Lessons Learned From
Transitioning to Virtual Classrooms During a Pandemic is a critical
reference that presents lessons instructors have learned throughout
the COVID-19 pandemic including what programs and tools were found
to be the most impactful and useful and how to effectively embed
virtual teaching into face-to-face teaching. With difficult choices
to be made and implemented, this topic and collection of writings
demonstrates the learning curve in a state of survival and also
lessons and resources learned that will be useful when moving back
to face-to-face instruction as a tool to continue to use.
Highlighted topics include the frustrations faced during the
transition, lessons learned from a variety of viewpoints, resources
found and used to support instruction, online learner perspectives
and thoughts, online course content, and best practices in
transitioning to online instruction. This book is ideal for
teachers, principals, school leaders, instructional designers,
curriculum developers, higher education professors, pre-service
teachers, in-service teachers, practitioners, researchers, and
anyone interested in developing more effective virtual and
in-classroom teaching methods.
|
|