The purpose of this edited volume is to examine the historical and contemporary dynamics of diversity as well as the realities, challenges, and opportunities associated with diversity work at Historically Black Colleges and Universities (HBCUs). This proposed book will include four sections, focusing on the historical developments and socio-political factors impacting diversity work at HBCUs, organizational structure and philosophical approaches, challenges and opportunities facing particular populations, and analysis of best practices. This text is designed to provide an overview and better understanding of diversity and multiculturalism that exists in historically Black colleges and universities. The contents of the text will examine equity and inclusion efforts in these institutions, and will explore various theories and practices utilized within the academy. Also, the text will examine race, class, gender, ethnicity, nationality, religion, age, ability and sexuality. The goal of the book is to assist students, faculty, and staff in the higher educational landscape in developing their own understandings of historical and contemporary issues related to diversity at HBCUs. Critical analysis of the multiple worldviews will be discussed as we explore the origin, nature and scope of multiple ideologies within diversity, equity and inclusion at HBCUs. In addition, this book will be an invaluable teaching resource for faculty in Educational Leadership Programs, Student Affairs Programs, or Sociology Programs, and other fields interested in issues of retaining and supporting diverse college students.

Achieving College Dreams: How a University-Charter District Partnership Created an Early College High School tells the story of a remarkable 10-year collaboration between the University of California, Berkeley and Aspire Public Schools to develop and nurture the California College Preparatory Academy. Bridging the two cultures-artfully described as "Pac-Man (the charter district) meets chess (the university)"-the school serves as an exemplar in providing low-income and first-generation college youth with an excellent and equitable education. Framed by a longitudinal lens, findings from community-engaged scholarship, and a diversity of voices from students to superintendents, this book charts the journey from the initial decision to open a school to the high school graduation of its first two classes. The book captures struggle, improvement, and success as it takes readers inside the workings of the partnership, the development of the school, and the spillover of effects across district and university. Confronting the challenge of interweaving rigor and support, its authors explore such critical ingredients as teacher-student advisories; school transition; the home-school divide; building a supportive college-preparatory culture; teaching with depth, relational power, and equity; the forging of an academic identity; and scaling up. At a time of sharply unequal schools, glaring disparities in college readiness, and heightened expectations, Achieving College Dreams uniquely extends the knowledge base about how to better prepare underserved students for college eligibility and success. The book also calls for universities to step up to the plate as partners with districts to ensure both excellence and equity in secondary education for all children.

The continuously growing list of technological, economic, and social challenges in today's world has made it imperative for higher educational institutions to equip students with the necessary knowledge, skills, and competences to seek employment and work in such a challenging global context. Specifically, within the engineering field, today's businesses now seek innovative engineer-managers who can design engineering systems and also handle projects/design and development; create strategic plans; handle financing; and recognize, engage with, and evaluate market opportunities. This has created a need for current research on effective engineering management education that focuses on technical people, projects, and organizations and prepares engineer and science graduates to become future industry leaders and be successful long term. Cases on Engineering Management Education in Practice explores the crucial role of innovative and effective education that helps graduates develop critical leadership, negotiation, and communication skills in specific engineering disciplines. It presents the latest scholarly information on curriculum development, instructional design, and pedagogies of engineering management learning initiatives focusing on a range of topics that fall under the scope of engineering management education practices including management, marketing, finance, law, leadership, organizational behaviors, and human resources and statistics. While highlighting topics such as curriculum reform, student motivation and engagement, and innovative learning and education practices, this book is ideal for teachers, administrators, instructional designers, researchers, practitioners, stakeholders, academicians, and students who are interested in the management of engineering education practices.

In Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into 'traditional' methodologies chapters or essays, but are nonetheless instructive - issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens. Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klodiana Kolomitro, Minna Koerkkoe, Outi Kyroe-AEmmala, Suvi Lakkala, Rod Lane, Corinne Laverty, Elizabeth Lee, Narelle Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West and Cherie Woolmer.

The use of information and communication technologies (ICTs) in education has revolutionized learning. Shifting beyond traditional mode of education, the integration of ICTs has become an advantage for students at tertiary education when used for the right purpose to enhance learning. The use of technology brings forth a flexible and accessible mode of education and bridges the gap of learning across borders. This enables students at tertiary level to have access to other universities and academic resource materials globally, thereby expanding their knowledge. Thus, it is crucial to consider the development of technology in education as part of a comprehensive pedagogical framework and take into account new developments in ICTs. ICT-Based Assessment, Methods, and Programs in Tertiary Education is an essential research publication that provides relevant theoretical frameworks and recent empirical research findings on integrating ICTs in tertiary education to enhance learning and allow students to take more control of their learning. Highlighting topics such as assessment, language learning, and e-learning, this book is ideal for teachers, professionals, academicians, researchers, administrators, curriculum designers, instructional designers, and students.