Some of the most exciting architecture in the world can be found on university campuses. In Europe, America and the Far East, vice chancellors and their architects have, over several centuries, produced an extraordinary range of innovative buildings. This book has been written to highlight the importance of university architecture. It is intended as a guide to designers, to those who manage the estate we call the campus, and as an inspiration to students and academic staff. With nearly 40 per cent of school leavers attending university, the campus can influence the outlook of tomorrow's decision makers to the benefit of architecture and society at large.

Contents:
1. Children's rights and adult's responsibilities: reinterpreting educational ethics 2. Four and five year old children's understanding of time and the future 3. Future studies: a catalyst for social and eductional change 4. Future studies and early childhood education 5. Applying future concerns to the early childhood curriculum 6. Applying future values to the early childhood curriculum 7. Early childhood professionals as agents of change

Legal actions by students against universities are growing in number, and the issues such actions raise are increasingly becoming a major concern for both teaching and administrative staff. This handbook is designed to clarify the legal framework that binds the student with the university or college.;Covering the key issues that can give rise to disagreement or misunderstanding about this complex educational relationship, the book suggests practical remedies for a broad range of common areas of complaint, including: admission procedures; welfare and safety; course and examination requirements; disputes over marking; cheating; harassment; procedural fairness in handling all disputes; distinguishing between complaints and appeals; time limits; demands for better teaching and facilities.;With checklists and advice on how to identify common problem areas and their interconnections, the guide should help institutions understand what to do and what not to do. Suitable for personal tutors, lecturers, administrators and all staff in direct contact with students, the book sets out legal and good practice principles in clear and accessible language.

The 17 Sustainable Development Goals (SDGs) have been agreed globally as an unprecedented, ambitious and innovative agenda for prosperity and peace for people and the planet. Currently researchers, policymakers and nations are trying to identify clear routes for achieving these ambitious goals by 2030. This timely text examines how education policy provides a roadmap to achieving Sustainable Development Goal 4, achieving inclusive and equitable quality education and promoting lifelong learning opportunities for all. Taysum situates the SDGs, and the roadmap to achieving them, within a historical framework of established philosophy by drawing upon the ideas of the social contract, moral values and universal principles. As well as offering a theoretical understanding of these concepts, this research also offers practical solutions by demonstrating how university Vice Chancellors, Deans of Faculties and Schools of Education can work in partnership with the wider community in order to achieve the SDGs. Supported by a website and rich bank of practical resources, this book will prove invaluable for education leaders and those in the fields of higher education and moral philosophy.

The US higher education system is on the verge of a revolution, so some observers claim. Archibald and Feldman, leading analysts, provide an incisive overview of the challenges facing and possibilities for America's universities and colleges in their training future generations. And they demonstrate that our higher education system is resilient and adaptable enough to weather the internal, external, and technological threats without changing campuses beyond recognition. The Road Ahead examines the threats posed to the current health of higher education by rising tuition and falling government support, as well as from new digital technologies rippling through the entire economy. Some predict disaster, pointing to high costs, exploding debt, and a digital tsunami that supposedly will combine to disrupt and sweep away many of the nation's higher education institutions, or change them beyond recognition. Archibald and Feldman provide a more nuanced view. They argue that the bundle of services that four-year colleges and universities provide will retain its value for the traditional age range of college students. Less certain, Archibald and Feldman argue, is whether the system will continue to be a force for social and economic opportunity. The threats are most dire at schools that disproportionately serve America's most underprivileged students. At the same time, growing income inequality reduces the ability of many students and their families to pay for higher education. Archibald and Feldman suggest a range of policy options at the state and federal level that will help America's higher education system continue to fulfill its promise.

Higher education is undergoing unprecedented transformation. In the global knowledge economy universities are of paramount importance to governments worldwide. This creates a strong rationale for an element exploring how the interactions between universities and the state are being reconfigured, while highlighting the role policy analysis can play in explaining these dynamics. Specifically, this element draws on four theoretical approaches - New-Institutionalism, the Advocacy Coalition Framework, the Narrative Policy Framework, and Policy Diffusion and Transfer - to inform the analysis. Examples are drawn from a range of countries and areas of potential research informed by policy theory are identified. This element features a section dedicated to each of the three main missions of the university followed by an analysis of the institution as a whole. This reveals how universities, while typically seeking greater autonomy, remain subject to a multifaceted form of nation state oversight as they continue to globalise in an uncertain world.

There are so many different graduate creative writing programs out there! How do I find the right one for me? Bringing together data from both Master's and doctoral creative writing programs and interviews with program applicants, students, and faculty, this is a complete practical guide to choosing a graduate creative writing program and putting together a successful application. The Insider's Guide to Graduate Degrees in Creative Writing answers frequently asked questions on such topics as: * Application prerequisites * Program sizes and durations * Funding * Acceptance rates * Cost of living * Program curricula and demographics * Workshopping techniques * Student-faculty ratios * Residency options * Postgraduate fellowship placement * Postgraduate job placement * Programs' reputations and histories The book also includes comprehensive and up-to-date hard data on the hundreds of terminal-degree graduate creative writing programs available throughout the US, UK, and internationally, making this an essential read for anyone planning to pursue a low- or full-residency graduate creative writing degree.

This book seeks to illustrate the interconnections of science and philosophy with religion and politics in the early modern period by focusing on the institutional dynamics of the university. Much of the work is devoted to one key university- that of Cambridge- and examines the major issues of the institutional setting of Newton's work, the religious and political circumstances that favoured its dissemination, and the way in which it was dealt with in the curriculum. But the author also seeks to place the problem of the role of science in the early modern university in a larger, European context. To do so, he includes a close prosopographical analysis of the scientific community from the mid-15th TO the end of the 18th century, and discusses the complex relations between the universities and the Enlightenment.

In stark contrast to undergraduates, new PhD students often find no framework for study, few deadlines and little peer support.
Working for a Doctorate:
*addresses the problems of the research process, such as finance and time management.
* offers practical guidence and specialist advice to both students and their supervisors
* is written by a team of experts who have had a long and successful experience of tutoring PhD students
* contains case studies of Current and ex-Phd students
* Explores issues such as gender, culture and the fundamental nature of the PhD.
The book will be a vital guide and companion to anyone studying, supervising or contemplating a doctoral degree in the humanities or social sciences.

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Robust university-industry partnerships are vital to achieve the 17 UN Sustainable Development Goals (SDGs) and create a better world for everyone. Developing the theory and practice of the '5th Generation University', this book shows how cross-sector collaboration and innovation are crucial to maximising the societal benefits of research, education and knowledge exchange, while also driving economic growth and productivity. The authors bring extensive experience in working at the interface between academia, industry and government to demonstrate how universities can effectively combine transdisciplinary programmatic activities and strategic corporate philanthropy. They explain how long-term alliances can be forged to have a transformational impact on the greatest challenges facing our world such as climate change.

Since 1976, increased attention has been paid to the diminishing numbers of Black males in higher education, and rightly so: the total numerical enrollments of Black female undergraduates has outstripped their male counterparts by a factor of nearly 2 to 1. Since intervention, however, the enrollment growth rate among Black males (60 per cent) exceeded that of Black females (40 per cent) (NCES, 2008). Needless to say, this good news was welcomed by many. However, as Cole & Guy-Sheftall (2003) have pointed out, it may be misguided to assume that improving the status of black men will single-handedly solve all the complex problems facing African American communities. Are we indirectly neglecting Black females? And what of their future? The purpose of "Black Female Undergraduates on Campus" is to identify both successes and challenges faced by Black female students accessing and matriculating through institutions of higher education. In illuminating the interactive complexities between persons and place, this volume is aimed toward garnering an understanding of the educational trajectories and experiences of Black females, independent of and in comparison to their peers. Special attention is paid to women pursuing careers in the high demand fields of teacher education and STEM.

The University of Wales Trinity Saint David was originally founded in 1822 as St David's College, Lampeter. It is now the oldest higher education collegiate institution in Wales, and in its two hundred years of history has been the recipient of many fascinating and rare manuscripts, early printed books, beautifully illustrated volumes, and rare publications from broadsheets to journals. These were largely received through the generous donations of many benefactors, including the institution's founder Bishop Thomas Burgess of St Davids, with the collection housed today in the Roderic Bowen Library on the Lampeter campus. This fully illustrated volume contains a selection from the many thousands of works spanning more than seven hundred years, with short essays by scholars whose knowledge and appreciation of the works are unrivalled, revealing the riches of what was once known as 'the greatest little library in Wales'.

Established on the campus of Cornell University in the fall of 1905, Alpha Phi Alpha Fraternity began as an organization to meet the needs of a handful of male African American college students. Founded with ideals of civic action and community uplift, Alpha Phi Alpha was established almost 40 years after the end of the Civil War and just a few years after the end of The Nadir-the period when institutional racism was worse than at any other post-bellum period. Exemplified by its founders, known as The Jewels, the first black intercollegiate fraternity represented virtues such as brotherhood, scholarship, and social progress. Important leaders such as Charles Hamilton Houston, Thurgood Marshall, Hubert Humphrey, Paul Robeson, Cornel West, W. E. B. Dubois, Martin Luther King Jr., Edward Brook, and Duke Ellington constitute just a small number of those who have been initiated into the ranks of Alpha. Despite the fraternity's historical prominence, a question lingers: have the organization and its members remained faithful to the precepts articulated by the founding members? In Alpha Phi Alpha: A Case Study Within Black Greekdom, Gregory S. Parks aims to answer this question through a collection of original essays, written by members of the fraternity and scholars in African American studies, education, political science, and history. Alpha Phi Alpha examines the very essence of the organization, the meaning and identity of the fraternity, and also ascertains whether and to what degree the organization has drifted from its early ideals. Drawing from Alpha's history, national magazines, and archives, as well as relying on interviews with national officers and lay members, Parks and his contributors will grapple with the growing body of empirical, critical, and historical scholarship on Black Greek-letter Organizations (BGLOs). Gregory S. Parks is coeditor of African American Fraternities and Sororities: The Legacy and the Vision (UPK). He has edited two additional books on Black Greek-letter organizations, as well as a book on diversity within college fraternities and sororities. A life member of Alpha Phi Alpha Fraternity, Inc., he received his PhD in psychology from the University of Kentucky and his JD at Cornell Law School.

What is the future of the university? The modern university system, created in the late 19th century and developed across the 20th century, was built upon the notion of disciplinarity. Today the social, epistemological, and technological conditions that supported the disciplinary pursuit of knowledge are coming to an end. Knowledge production has itself become unsustainable: we are drowning in knowledge even as new PhDs cannot find work. Sustainable Knowledge explores these questions and offers a new account of what is at stake in talk about 'interdisciplinarity'. Sustainable Knowledge develops two themes. First, it offers an account of contemporary knowledge production in terms of the concepts of disciplinarity, interdisciplinarity, and sustainability. Second, it reconceives the role of philosophy and the humanities both within the academy and across society. It argues that philosophy and the humanities must reinvent themselves, taking on the Socratic task of providing a historical and philosophical critique of society.

Are British research universities losing their way or are they finding a new way? Nigel Thrift, a well-known academic and a former Vice-Chancellor, explores recent changes in the British research university that threaten to erode the quality of these higher education institutions. He considers what a research university has now become by examining the quandaries that have arisen from a succession of misplaced strategies and false expectations. Challenging both higher education policy and leadership, he argues that the focus on student number growth and a series of research policy missteps has upset research universities' priorities just at a point in the history of planetary breakdown when their research is most needed.

People are on the move all across the globe and the student population is becoming increasingly more diverse. This has brought about new opportunities and challenges for educators, and teachers. In this series teacher educators a) deconstruct and problematize what it means to educate new teachers for increasingly diverse schools and classroom contexts, and b) highlight experiences of teacher educators as they attempt to bridge the theory to practice divide often encountered in teacher education. In these challenging times when public education is under attack, culturally responsive, antiracist, critical multicultural, social jus- tice and all forms of teaching that are inclusive and equitable must be supported and encouraged. As schools continue to be spaces where ideas and values that promote equity and justice in society are contested, teachers must be proactive in engaging in pedago- gies that respond to the needs of a diverse student population. Transformative Pedagogies bring together the work of teachers, scholars, and activists from different countries and contexts who are seeking to transform teacher education. This book will be useful to all educators seeking alternative and innovative approaches to education and meeting the needs of students. Teacher educators examine what it means to be transfor- mative and drawing on experiences from different contexts.

Examinations are deeply embedded in our culture and govern the career prospects of millions of people around the world. The University of Cambridge Local Examinations Syndicate, now Cambridge Assessment, was at the forefront of introducing public examinations for schools with the aim of raising standards in education. Examining the World explains how the organisation, established in 1858, has evolved into a world authority on assessment with three areas of operation: international examinations, home examinations, and English examinations for Speakers of Other Languages. This is the first full-length history of the organisation, describing the development of its examinations from the early days to their present form, by authors associated with Cambridge Assessment and other parts of the University. It sets the history of Cambridge examinations in their context as a department of the University and the immense changes which have taken place in examining in the UK and the widerworld.

The University is an institution that disciplines the academic self. As such it produces both a particular emotional culture and, at times, the emotional suffering of those who find such disciplinary practices discomforting. Drawing on a rich array of writing about the modern academy by contemporary academics, this Element explores the emotional dynamics of the academy as a disciplining institution, the production of the academic self, and the role of emotion in negotiating power in the ivory tower. Using methodologies from the History of Emotion, it seeks to further our understanding of the relationship between the institution, emotion and the self.

Over recent decades, national Higher Education sectors across the world have experienced a gradual process of marketisation. This book offers a new interpretation on why and how marketisation has taken place within England. It explores distinct assumptions on the nature of graduate work and how the graduate labour market drives the argumentation for more market and choice. Demonstrating the flaws in these assumptions - which are based on an idealised relationship between Higher Education and high-skilled work - this book fills an important need by questioning the current rationale for further marketisation.

Reading across the disciplines of the mid-century university, this book argues that the political shift in postwar America from consensus liberalism to New Left radicalism entailed as many continuities as ruptures. Both Cold War liberals and radicals understood the university as a privileged site for doing politics, and both exiled homosexuality from the political ideals each group favored. Liberals, who advanced a politics of style over substance, saw gay people as unable to separate the two, as incapable of maintaining the opportunistic suspension of disbelief on which a tough-minded liberalism depended. Radicals, committed to a politics of authenticity, saw gay people as hopelessly beholden to the role-playing and duplicity that the radicals condemned in their liberal forebears.
"Camp Sites" considers key themes of postwar culture, from the conflict between performance and authenticity to the rise of the meritocracy, through the lens of camp, the underground sensibility of pre-Stonewall gay life. In so doing, it argues that our basic assumptions about the social style of the postwar milieu are deeply informed by certain presuppositions about homosexual experience and identity, and that these presuppositions remain stubbornly entrenched despite our post-Stonewall consciousness-raising.

Here is a fascinating first-hand perspective of the dramatic changes that have occurred in academic library administration over the past five decades. In Leadership in Academic Libraries, distinguished directors of academic and research libraries pay tribute to W. Porter Kellam, Director Emeritus of the University of Georgia, by presenting an overview of the course of academic and research libraries over the span of his 50 year career. Administrative leaders in academic librarianship including Stuart Forth, Richard Chapin, Frank Grisham, and Ken Toombs offer a frank, perceptive, and witty account of the state of library leadership based upon many decades of accumulated experience and hard-earned knowledge.Leadership in Academic Libraries provides valuable insights on library administration, and in particular, on the job of the library director. Readers interested in the history of academic libraries and library administration will gain new insight on the environment in which these leaders worked and how they dealt with university administration and changes in collection development. Chapters also provide advice on how library directors can keep their jobs, and the value of forming professional friendships. Other topics addressed include developments in academic and research libraries over the past five decades in library administration, library services, library architecture, and interlibrary cooperation. An enjoyable autobiographical essay by Mr. Kellam that recounts his long and distinguished career concludes this remarkable volume.Library science students and professionals who wish to become more knowledgeable about the history of academic libraries will cherish the first-hand experiences of library leaders during the richest and most invigorating time in the history of American libraries. Academic librarians and library students researching the job of library director or the recent history of academic libraries will benefit from the experience and wisdom of these leaders in the areas of administration, library architecture, automation, and library cooperation.

The wider conditions of society and our own personal circumstances do not simply disappear as we cross the threshold into the research world. The illusion of life in academic research as an abstract 'life of the mind' is unsustainable. Outside academia, wider social changes have come to have an increasingly profound influence on our working lives. Within the academy, changing employment conditions and funding for higher education in recent decades have led to an increasingly insecure existence for those undertaking PhDs and further research. Slow change is happening in response, with more focus being given to precarity within the academy, the mental health needs of early career researchers, and presenting a more honest and open picture of what it's like to build an academic career. The Affective Researcher confronts this challenge of defining a new relationship between researchers and their research. It sets out, simply and accessibly, how you can become a more rounded, authentic researcher. It does this not in terms of the risk management of a methods section, or by cordoning off subjectivity as a threat to supposed objectivity. Nor is it another book on being a more 'effective' researcher. Instead, it sets out a path of how to become a more affective researcher. The chapters draw together a variety of threads from a number of discourses to provide a roadmap, as well as accompanying concepts and tools, for researchers to assert their agency over the research process through the integration of the affective perspective.

At a time when college completion is a major issue, and there is particular concern about the retention of underserved student populations, peer mentoring programs offer one solution to promoting student success. This is a comprehensive resource for creating, refining and sustaining effective student peer mentoring programs. While providing a blueprint for successfully designing programs for a wide range of audiences - from freshmen to doctoral students - it also offers specific guidance on developing programs targeting three large groups of under-served students: first-generation students, international students and student veterans. This guidebook is divided into two main sections. The opening section begins by reviewing the issue of degree non-completion, as well as college adjustment challenges that all students and those in each of the targeted groups face. Subsequent chapters in section one explore models of traditional and non-traditional student transition, persistence and belonging, address what peer mentoring can realistically achieve, and present a rubric for categorizing college student peer-mentoring programs. The final chapter in section one provides a detailed framework for assessing students' adjustment issues to determine which ones peer mentoring programs can appropriately address. Section two of the guidebook shifts from the theoretical to the practical by covering the nuts and bolts of developing a college student peer-mentoring program. The initial chapter in section two covers a range of design issues including establishing a program timeline, developing a budget, securing funding, getting commitments from stakeholders, hiring staff, recruiting mentors and, mentees and developing policies and procedures. Subsequent chapters analyze the strengths and limitations of different program delivery options, from paired and group face-to-face mentoring to their e-mentoring equivalents; offer guidance on the creation of program content and resources for mentors and mentees, and provide mentor training exercises and curricular guidelines. Section two concludes by outlining processes for evaluating programs, including setting goals, collecting appropriate data, and methods of analysis; and by offering advice on sustaining and institutionalizing programs. Each chapter opens with a case study illustrating its principal points. This book is primarily intended as a resource for student affairs professionals and program coordinators who are developing new peer-mentoring programs or considering refining existing ones. It may also serve as a text in courses designed to train future peer mentors and leaders.

Selling Our Youth explores how the class origins of recent graduates continue to shape their labour market careers and thus reproduce class privilege and class disadvantage. It shows how class and gender combine to influence these young adults' opportunities and choices, in an era when this generation has been characterized as the first likely to end up worse off economically than their parents. The authors draw upon the landmark Paired Peers research project - an empirical longitudinal study of recent graduates in England - to explore their experiences of the contemporary globalized labour market. It demonstrates how many of these young, well qualified adults struggle to achieve stable and rewarding employment in the context of the overstocked graduate supply, precarious work and exploitative working conditions. Government policies of austerity, which were in place when these young people graduated in 2013, meant this generation faced the challenges of a lower wage economy and a housing crisis. The subsequent arrival of Covid-19 and its disastrous impacts on the local and global economy are making these challenges even tougher. The authors further explore the way differences of class and gender impact upon graduate trajectories.

This book contributes to the growing field of EFL teacher identity, which is now recognized to influence numerous aspects of classroom teaching and of student learning. It focuses on an under-researched, and yet highly influential group of teachers that shape English language education in Japan: Japanese university English teachers. In three interrelated narrative studies, it examines how four relatively new teachers develop professional identity as they become members of the community of practice of university English teachers; how gender impacts the professional identity of seven female professors ranging in age from their early 30s to their 60s; and how one teacher's teaching practices and beliefs reflect her personal and professional identity.