The SLF Album is the first comprehensive story of the University of Notre Dame's Sophomore Literary Festival. This portrait focuses primarily on the literary giants whose presence has made this festival one of the nation's most esteemed. It also gives us a fascinating, behind-the-scenes look at this thirty year-old phenomenon which has always been organized, coordinated, and managed by students. Established in 1967 as a week-long Faulknerian festival, in 1968 the Sophomore Literary Festival came into its own with a series of readings and workshops by some of the country's most prestigious writers, including Norman Mailer, Joseph Heller, Kurt Vonnegut, and Ralph Ellison. The precedent set in 1968 became a legacy which has carried through to 1996, and DeCicco's portrait presents each year as its own chapter. equal on importance and prestige to all previous years. In addition to providing excerpts from the writers' readings and lectures, DeCicco describes the sophomore committee's author selection process and events which shed light ion the fame and foibles of many literary greats. DeCicco's success in portraying the participating internationally acclaimed authors, who include Margaret Atwood, Allen Ginsberg, Arthur Miller, Robert Bly, Tennessee Williams, Joyce Carol Oates, Edward Albee, Susan Sontag, Gloria Naylor, is uniquely tied to the intimacy of the Notre Dame setting. Her record encompasses the mythical images of these world-renowned authors in the context of a modest student-run festival at a midwestern private university. This comprehensive history is important and fascinating reading for all who have experienced the magic of Notre Dame's Sophomore Literary Festival, as well as for anyone interested in the arts.

With the rising occurrence of human caused, natural, and technological crises, Investigating the Design and Implementation of Operational Safety Plans for Crisis at Higher Education Institutions offers guiding principles, implementation factors, and best practices for creating more effective operational safety plans at higher education institutions. In many cases, limited resources prior to a crisis may lead to inadequate planning that hampers implementation. Additionally, operational safety plans typically are created or revised in a reactive manner after the fact. As the result of an exhaustive literature review, the author determined that, unlike other fields, effective best practices for operational safety planning are either unknown to the institutions that need them most or institutional factors and financial constraints prevent them from implementing them in full.

While online learning was an existing practice, the COVID-19 pandemic greatly accelerated its capabilities and forced educational organizations to swiftly introduce online learning for all units. Though schools will not always be faced with forced online learning, it is apparent that there are clear advantages and disadvantages to this teaching method, with its usage in the future cemented. As such, it is imperative that methods for measuring and assessing the effectiveness of online and blended learning are examined in order to improve outcomes and future practices. Measurement Methodologies to Assess the Effectiveness of Global Online Learning aims to assess the effectiveness of online teaching and learning in normal and pandemic situations by addressing challenges and opportunities of adoption of online platforms as well as effective learning strategies, investigating the best pedagogical practices in digital learning, questioning how to improve student motivation and performance, and managing and measuring academic workloads online. Covering a wide range of topics such as the future of education and digital literacy, it is ideal for teachers, instructional designers, curriculum developers, educational software developers, academics, researchers, and students.

What does it really take to get a job in academia? Do you want to go to graduate school? Then you're in good company: nearly 80,000 students will begin pursuing a PhD this year alone. But while almost all new PhD students say they want to work in academia, most are destined for something else. The hard truth is that half will quit or fail to get their degree, and most graduates will never find a full-time academic job. In Good Work If You Can Get It, Jason Brennan combines personal experience with the latest higher education research to help you understand what graduate school and the academy are really like. This candid, pull-no-punches book answers questions big and small, including * Should I go to graduate school-and what will I do once I get there? * How much does a PhD cost-and should I pay for one? * What does it take to succeed in graduate school? * What kinds of jobs are there after grad school-and who gets them? * What happens to the people who never get full-time professorships? * What does it take to be productive, to publish continually at a high level? * What does it take to teach many classes at once? * How does "publish or perish" work? * How much do professors get paid? * What do search committees look for, and what turns them off? * How do I know which journals and book publishers matter? * How do I balance work and life? This realistic, data-driven look at university teaching and research will help make your graduate and postgraduate experience a success. Good Work If You Can Get It is the guidebook that anyone considering graduate school, already in grad school, starting as a new professor, or advising graduate students needs. Read it, and you will come away ready to hit the ground running.

Self-directed learning is a concept that has been in circulation for centuries, though the topic experiences lulls and surges as contemporary theories identify advantages or improvements to better align the topic with contemporary learning environments. Self-directed learning is an instructional strategy where students accept a leadership role in their own learning practice and an increasingly significant learning technique for undergraduate students performing in a technologically and globally advanced college arena. Self-Directed Learning and the Academic Evolution From Pedagogy to Andragogy is an essential reference book that supports a student shift from passive pedagogical learning to active andragogical exploration and specifically shift from seeking mastery of basic skills to recognizing and reassessing the structure of personal assumptions, expectations, feelings, and actions. It fills the gap between theory-laden academic books designed to help academic faculty incorporate self-directed learning activities into their courses and the self-help books designed to help motivate individuals to learn new skills. This book is designed to specifically empower college students to accept a leadership role in their academic journey. Covering topics such as self-directed learning, lifelong learning, educational leadership, and competency-based education, this book is a foundational resource for teachers, instructional designers, administrators, curriculum developers, academicians, researchers, and students.

The fourth industrial revolution, or Industry 4.0, is characterized by the exponential pace of technology developments covering wide-ranging fields such as artificial intelligence, robotics, autonomous vehicles, 3D printing, nanotechnology, biotechnology, materials science, energy storage, and quantum computing. It is anticipated that it will result in a future that is volatile, uncertain, complex, and ambiguous; this has led to a widespread call for the development of 21st-century skills and competencies among the young, particularly in the science field. Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond considers how we prepare prospective science teachers for the fourth industrial revolution; how we create teacher education curricula that will help pre-service science teachers to be sufficiently versatile in the rapidly changing world; and which key perspectives, processes, methods, and tools have especially promising payoffs in the lives of pre-service science teachers. Covering key topics such as virtual reality, teacher preparation, and science classrooms, this premier reference source is ideal for policymakers, administrators, scholars, researchers, academicians, instructors, and students.