This book offers a lively, engaging and potentially transformative introduction to the ideas, insights and practical know-how that a modern university teacher requires. Bringing together contributors with extensive practical teaching experience as well as pedagogical expertise, it uses accessible language and real cases to explore everyday teaching challenges and provide strategies and techniques for stimulating deep and satisfying learning. This book is for anyone with the ambition to teach well at degree level.

By examining the lives and social dynamics of Jewish university students, Pickus shows how German Jews rearranged their self-images and redefined what it meant to be Jewish.

Increasingly, the purpose and function of Western universities is being challenged and put under pressure to demonstrate value for students, policy, and society at large. Concurrently, the management and leadership of universities differs by institution and often prioritises one need other others. The three main goals that have persisted across the development of Higher Education in the Western world are; the higher education of students, the advancement of knowledge and service to those outside the university. In the history of the Western university one of these goals has always dominated. A university cannot function fully if it must interpret two of its goals in ways that serve a third. The Fully Functioning University introduces the concept of a 'post-Humboldtian university' which values each of these goals in its own right, and the 'fully functioning university' as one which expresses the three goals entirely. The authors outline the sort of higher education that a fully-functioning university would offer, the implications of the concept of a 'fully-functioning university' for its contribution to the advancement of knowledge, and the contribution of the fully-functioning university to the service part of the tripartite mission. This timely book will be relevant for senior managers and leaders in higher education in the UK and internationally, as well as for higher education researchers and postgratudate students.

Tucked away in a corner of the University of Texas Medical Branch campus stands a majestic relic of an era long past. Constructed of red pressed brick, sandstone, and ruddy Texas granite, the Ashbel Smith Building, fondly known as Old Red, represents a fascinating page in Galveston and Texas history. It has been more than a century since Old Red welcomed the first group of visionary faculty and students inside its halls. For decades, the medical school building existed at the heart of UTMB campus life, even through periods of dramatic growth and change. In time, however, the building lost much of its original function to larger, more contemporary facilities. Today, as the oldest medical school building west of the Mississippi River, the intricately ornate Old Red sits in sharp contrast to its sleeker neighbors.

"Old Red: Pioneering Medical Education in Texas "examines the life and legacy of the Ashbel Smith Building from its beginnings through modern-day efforts to preserve it. Chapters explore the nascence of medical education in Texas; the supreme talent and genius of Old Red architect, Nicholas J. Clayton; and the lives of faculty and students as they labored and learned in the midst of budget crises, classroom and fraternity antics, death-rendering storms, and threats of closure. The education of the state's first professional female and minority physicians and the nationally acclaimed work of physician-scientists and researchers are also highlighted. Most of all, the reader is invited to step inside Old Red and mingle with ghosts of the past--to ascend the magnificent cedar staircase, wander the long, paneled hallways, and take a seat in the tiered amphitheater as pigeons fly in and out of windows overhead.

When the urbane, learned, and widely-liked David Derham accepted the invitation to establish the second university law school in Australia's state of Victoria, Derham wrote to a friend of the challenge ahead: "I am probably mad to do it but will have some compensating fun no doubt." As the foundation dean, Derham achieved his vision of establishing a new law school with an innovative curriculum, a first-rate staff recruited from around the world, and a state-of-the-art building constructed around Victoria's best law library. Within a short time, Monash University Law School rose to be among the leading law schools in Australia and became the model that successive new law schools openly copied. If David Derham could see his law school today, there are many achievements he would be proud of, some developments that would appall him, and a few that would leave him scratching his head. In this lively and engaging 50th-anniversary history of the law school, the story of how Derham's vision has played out is told without fear or favor. While the law school's many fine achievements are fully recognized, so too are the wrong turns and backward steps. Most importantly, this is a book about the thousands of people, staff, and students who have been part of the history of the law school. There have been many extraordinary characters. No student will forget the inimitable Louis Waller, the intimidating Enid Campbell, or the remarkable Lawrie McCredie and Ron McCallum. Memorable students have been plentiful, including many who have become heavyweights in law, politics, and business. Interestingly, the authors found that the most widely remembered student was the great impersonator, Campbell McComas, aka Granville Williams; far more people recall being at his famous fake lecture than could possibly have been present on that day (Series: Law)

Higher education worldwide is operating in a highly volatile context, a consequence of rapid globalisation, constricting funding and intense technological change. These forces challenge assumptions about work, productivity, and international demand for knowledge, skills and resources, igniting needs for highly competent and educated graduates.To remain viable, universities have to build their capacity to respond promptly, positively and wisely to an interlaced combination of "change forces". One approach is to redesign learning and teaching to enhance subject discipline knowledge and skills. An alternative approach is to develop a learning and teaching framework that builds institutional knowledge and capabilities and connects them to the university's strategic plan. Taking a longitudinal perspective, covering seven years and three separate research projects, this book focuses on the alternative approach.Producing Pedagogy describes the development and subsequent evaluation of a whole-of-institution approach to pedagogy, based on five associated principles: Sustainability, Engagement, Scholarship, Flexibility, and Contextual Learning. This refereed volume collates insights about the development of the pedagogy using as its case study a regional Australian university.

Slavery and the University is the first edited collection of scholarly essays devoted solely to the histories and legacies of this subject on North American campuses and in their Atlantic contexts. Gathering together contributions from scholars, activists, and administrators, the volume combines two broad bodies of work: (1) historically based interdisciplinary research on the presence of slavery at higher education institutions in terms of the development of proslavery and antislavery thought and the use of slave labor; and (2) analysis on the ways in which the legacies of slavery in institutions of higher education continued in the post-Civil War era to the present day. The collection features broadly themed essays on issues of religion, economy, and the regional slave trade of the Caribbean. It also includes case studies of slavery's influence on specific institutions, such as Princeton University, Harvard University, Oberlin College, Emory University, and the University of Alabama. Though the roots of Slavery and the University stem from a 2011 conference at Emory University, the collection extends outward to incorporate recent findings. As such, it offers a roadmap to one of the most exciting developments in the field of U.S. slavery studies and to ways of thinking about racial diversity in the history and current practices of higher education.

The totalising effect of consumerism, well-being and satisfaction is a discourse which may negate the value of struggle and mastery of complex subjects and a realization of personal potentiality. Why Universities Should Seek Happiness and Contentment considers the consequences of a hedonistic and well-being centred model of student education as one of the goals of higher education and proposes an alternative goal for higher education. In a globalised consumer society where the anxiety for an identity leads to the fear of not reaching the standard, Paul Gibbs shows how anxiety can be harnessed to secure contentment with one's own future without the fear of consumer-induced emptiness. He conceptualises higher education in a counter-valued way to the current dominant discourse of higher education institutions and educational policy while placing students at the centre of their own educational activity. In doing so, Gibbs proposes contentment as a guiding principle of higher education.

Steven M. Cahn's advice on the professorial life covers an extensive range of critical issues: how to plan, complete, and defend a dissertation; how to navigate a job interview; how to improve teaching performance; how to prepare and publish research; how to develop a professional network; and how to garner support for tenure. He deals with such hurdles as a difficult dissertation advisor, problematic colleagues, and the pressures of the tenure clock. Whether you are beginning graduate study, hoping to secure an academic position, or striving to build a professorial career, Cahn's insights are invaluable to traversing the thickets of academia.

Redesigning Higher Education: A Small New England Public University Changes Higher Education tells the story of how Plymouth State University (New Hampshire), a small New England public university, is changing the face and future of higher education for the 21st century. This is the Plymouth Experiment. The authors highlight ongoing change and transformation at Plymouth State University during challenging demographic and financial times in higher education. With many institutions merging or closing across the nation, Plymouth State University's fifteenth president brought a vision for organizational transformation grounded in holistic integration with student-centered decision-making. The transformation began with reorganizing twenty-four academic departments and three colleges into seven Integrated Clusters of discipline-based communities. Redesigning Higher Education uses a storytelling narrative approach to provide a practical application of the radical changes meant to transform the higher education experience.

Curriculum Design and Praxis in Language Teaching presents a variety of methodologies and theoretical perspectives for current and future postsecondary instructors in the areas of linguistics, second-language acquisition, and world literatures. Offering valuable insights for instructors, the materials presented in this book integrate perspectives and resources from various target languages, world regions, and cultures into areas related to teaching and learning within the field of language. From critical assessments of the current academic curriculum to the fine-tuning of lesson planning, the essays in this collection address the innovative design and implementation of traditional, blended, and online language courses. Including inter-artistic approaches, case studies, and practical guides, this book provides theoretical and hands-on suggestions regarding how to mindfully reinforce students' socio-cultural engagement and linguistic development both inside and outside of their language-learning classrooms. The innovative ideas for language pedagogy presented in this book - including implementing technology, enhancing engaged spaces of learning, and adapting to the ever-changing field of pedagogy - represent agile ways of blending old and new approaches to carry forward into twenty-first-century postsecondary classrooms.

Southern Conference on African American Studies Inc. C. Calvin Smith Book Award. Between Washington and Du Bois describes the life and work of James Edward Shepard, the founder and president of the first state-supported black liberal arts college in the South. Arguing that black college presidents of the early twentieth century were not only academic pioneers but also race leaders, Reginald Ellis shows how Shepard played a vital role in the creation of a black professional class during the Jim Crow era.

Grounded in research on neuroscience, faculty development, work productivity, positive psychology, and resilience, this faculty development guide is filled with the techniques and strategies that go beyond a discussion of work-life balance and teaching tips to offer practical tools for managing the life of the professor while maximizing his or her potential. Faculty who complete the book's exercises are able to anchor their work, roles, and use of time in their most deeply held values, to integrate their personal and professional lives into a seamless garment, and to create a legacy of a life well-lived.

Touchdown: The Story of the Cornell Bear chronicles the exploits of the four live bears that served in succession as mascots for the Big Red football team beginning with the legendary 1915 team through the 1930s. These enterprising bears traveled on the team train, stayed in hotels and rode the elevators, clubbed their mascot counterparts, escaped into the Atlantic Ocean, spent time in exile, cavorted in nightclubs, were kidnapped by rival fans, and electrified the crowds at Schoellkopff field by ambling up and down the goalposts. Written by alumnus John Foote in a humorous and entertaining style that includes excerpts from the Cornell Daily Sun, the book takes the reader back to the halcyon days of Cornell football when enterprising students and alumni found creative ways to keep the bears on the sidelines and in the imaginations of students for generations to come. This must-read story captures the essence of the Cornell spirit as these mischievous and at times feisty creatures gave Cornellians the tradition of the Big Red Bear.

Beginning with his installation as chancellor on University Day, 2000, James Moeser started each academic year with a major address in which he outlined his envisioned agenda for the year ahead. In retrospect, these addresses can be read as guideposts to mark the history of Carolina's first decade of the twenty-first century, a period of great progress. A common thread running through all of these addresses is a call for excellence-that Carolina should be America's leading public university with a commitment to public engagement and social justice and that Carolina should be both great and good. Moeser did not shy away from controversy in these addresses, stoutly defending academic and First Amendment freedoms. The book concludes with two addresses given after his term in office, one that offers an overview of his administration, and a second, his brief remarks at the unveiling of his portrait, which is reproduced on the cover of this book.

Despite the growing number ofAsian American and Latino/a law students, many panethnic students still feel as if they do not belong in this elite microcosm, which reflects the racial inequalities in mainstream American society. While in law school, these students-often from immigrant families, and often the first to go to college-have to fight against racialized and gendered stereotypes. In Incidental Racialization, Diana Pan rigorously explores how systemic inequalities are produced and sustained in law schools. Through interviews with more than 100 law students and participant observations at two law schools, Pan examines how racialization happens alongside professional socialization. She investigates how panethnic students negotiate their identities, race, and gender in an institutional context. She also considers how their lived experiences factor into their student organization association choices and career paths. Incidental Racialization sheds light on how race operates in a law school setting for both students of color and in the minds of white students. It also provides broader insights regarding racial inequalities in society in general.

In many countries across the world, the demographic compositions of universities have changed with the increasing numbers of international students. According to the OECD (2014) in 2012 there were 4.5 million students studying at universities in countries other than the ones in which they had been born. It was more than double the number in 2000. International student mobility is a result of globalisation and the internationalisation of higher education. This book reviews these developments as they relate to Africa. It examines the changing social relations of diversity of postgraduate South African and international students living together in residence at the University of Pretoria. It is an instrumental, qualitative case study based on content analyses of semi-structured interviews with more than 90 students. There is a dearth of such studies in African higher education. The academic literatures have concentrated on educational change at national, continental and global levels. It is unknown what is happening on the ground, from the point of view of the daily experiences and perceptions of local and international students. This research project draws on community studies to analyse the sociology of three residences at the University of Pretoria, at which most of the postgraduate international students live with their South African peers. The majority of the international students come from other African countries. This community, across the three sites, is analysed in relation to the intersectionality of race, socio-economic class, gender and sexuality and, especially, nationality. These social relations embedded within the residence-community constitute a fundamental characteristic of globalisation: The inter-relationship between the nation state (nationality) and the international developments (globalisation and internationalisation) that have undermined the nation states independence and autonomy. The problem is viewed at the cultural coalface at one university community, rather than systemically and structurally from the top. Put another way, students constantly engage with representations of where they come from and the global realities they encounter at the university. This is illustrated in analyses of the intersectionality of diversity relations. The author shows the range, complexities and specificities of diversity and its changing social dynamics. It is hoped that such studies can be compared with others in international education in Africa, the global South and the developed world.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Who gets into elite universities, how and why? What are places like Harvard in the United States or Cambridge in England looking for when they admit undergraduate students? What qualities do selectors value and how do they decide between many applicants with often stellar attainment records? And, are we all better off because of who these elite universities admit? Meritocracy and the University provides an insight into the world of university admissions. Based on interviews with professional admissions staff and academic faculty members who select students, the book explains what selectors value and how they make decisions. By shining a light on the world of university admissions in England and in the United States, readers are invited to reflect on the similarities and differences in who selects and how selection is done, the purpose and mission of universities, and the challenges universities face in building fair admissions processes when earlier opportunities to shine in education are unequally distributed.

It has long been assumed that college admission should be a simple matter of sorting students according to merit, with the best heading off to the Ivy League and highly ranked liberal arts colleges and the rest falling naturally into their rightful places. Admission to selective institutions, where extremely fine distinctions are made, is characterized by heated public debates about whether standardized exams, high school transcripts, essays, recommendation letters, or interviews best indicate which prospective students are "worthy."And then there is college for everyone else. But what goes into less-selective college admissions in an era when everyone feels compelled to go, regardless of preparation or life goals? "Ravenwood College," where Alex Posecznick spent a year doing ethnographic research, was a small, private, nonprofit institution dedicated to social justice and serving traditionally underprepared students from underrepresented minority groups. To survive in the higher education marketplace, the college had to operate like a business and negotiate complex categories of merit while painting a hopeful picture of the future for its applicants. Selling Hope and College is a snapshot of a particular type of institution as it goes about the business of producing itself and justifying its place in the market. Admissions staff members were burdened by low enrollments and worked tirelessly to fill empty seats, even as they held on to the institution's special spirit. Posecznick documents what it takes to keep a "mediocre" institution open and running, and the struggles, tensions, and battles that members of the community tangle with daily as they carefully walk the line between empowering marginalized students and exploiting them.

It has long been assumed that college admission should be a simple matter of sorting students according to merit, with the best heading off to the Ivy League and highly ranked liberal arts colleges and the rest falling naturally into their rightful places. Admission to selective institutions, where extremely fine distinctions are made, is characterized by heated public debates about whether standardized exams, high school transcripts, essays, recommendation letters, or interviews best indicate which prospective students are "worthy."And then there is college for everyone else. But what goes into less-selective college admissions in an era when everyone feels compelled to go, regardless of preparation or life goals? "Ravenwood College," where Alex Posecznick spent a year doing ethnographic research, was a small, private, nonprofit institution dedicated to social justice and serving traditionally underprepared students from underrepresented minority groups. To survive in the higher education marketplace, the college had to operate like a business and negotiate complex categories of merit while painting a hopeful picture of the future for its applicants. Selling Hope and College is a snapshot of a particular type of institution as it goes about the business of producing itself and justifying its place in the market. Admissions staff members were burdened by low enrollments and worked tirelessly to fill empty seats, even as they held on to the institution's special spirit. Posecznick documents what it takes to keep a "mediocre" institution open and running, and the struggles, tensions, and battles that members of the community tangle with daily as they carefully walk the line between empowering marginalized students and exploiting them.

This book presents the organisational maturity of research management at a university in the city of Bogota, Colombia, through some of the components of the CPMMV5, CMMI and PMBOKv5 models of the Project Management Institute (PMI). With the participation of management, administrators (managers of processes), teachers and students of the university utilise the maturity box organised via the evaluation instruments (questionnaires) applied to these estates with their respective knowledge base across the DOFA matrix. In addition, some of the university's own practices were created to support the good practices already presented in the PMBOK guide. The results obtained are a part of the progress concerning the first stage of the GEINVE v2.0 project, which is aimed at achieving the design and construction of a comprehensive model for investigative management at the Colombian university. In this first stage, the theme is presented in four chapters from the authors research focus on the epistemology of the project, its methodology, results and final discussions. In the last chapter, the authors make some recommendations for an improvement plan directed towards the university and focused on the mission units to the strategic units of the university. In the end, the conclusions and bibliographical references are presented, which support some positions of authors and studies taken as a basis for the development of the project.

Academic identity is continually being formed and reformed by the institutional, socio-cultural and political contexts within which academic practitioners operate. In Europe the impact of the 2008 economic crisis and its continuing aftermath accounts for many of these changes, but the diverse cultures and histories of different regions are also significant factors, influencing how institutions adapt and resist, and how identities are shaped. Academic Identities in Higher Education highlights the multiple influences acting upon academic practitioners and documents some of the ways in which they are positioning themselves in relation to these often competing pressures. At a time when higher education is undergoing huge structural and systemic change there is increasing uncertainty regarding the nature of academic identity. Traditional notions compete with new and emergent ones, which are still in the process of formation and articulation. Academic Identities in Higher Education explores this process of formation and articulation and addresses the question: what does it mean to be an academic in 21st century Europe?