This collection brings together insightful chapters which explore diverse student success initiatives and programs in response to challenges faced by community colleges. Each chapter of the collection magnifies a specific aspect of student affairs to illustrate how dedicated departments and practitioners have effectively supported student success via select projects or initiatives. Readers will gain a deeper insight into the contemporary applications, practices, and impacts of agendas such as the assessment of student affairs and services, student success programming, Guided Pathways, and The Completion Agenda. By demonstrating the meaningful involvement of student affairs practitioners in fulfilling institutional missions and visions, this collection contributes to an overarching dialogue about promoting community college student success. This collection will be of interest to researchers, academics, graduates, and postgraduate students in the fields of higher education administration, educational leadership, adult education, and lifelong learning.

This collection brings together insightful chapters which explore diverse student success initiatives and programs in response to challenges faced by community colleges. Each chapter of the collection magnifies a specific aspect of student affairs to illustrate how dedicated departments and practitioners have effectively supported student success via select projects or initiatives. Readers will gain a deeper insight into the contemporary applications, practices, and impacts of agendas such as the assessment of student affairs and services, student success programming, Guided Pathways, and The Completion Agenda. By demonstrating the meaningful involvement of student affairs practitioners in fulfilling institutional missions and visions, this collection contributes to an overarching dialogue about promoting community college student success. This collection will be of interest to researchers, academics, graduates, and postgraduate students in the fields of higher education administration, educational leadership, adult education, and lifelong learning.

This "Companion" provides the first definitive overview of psychocultural anthropology: a subject that focuses on cultural, psychological, and social interrelations across cultures.
Brings together original essays by leading scholars in the field
Offers an in-depth exploration of the concepts and topics that have emerged through contemporary ethnographic work and the processes of global change
Key issues range from studies of consciousness and time, emotion, cognition, dreaming, and memory, to the lingering effects of racism and ethnocentrism, violence, identity and subjectivity

This "Companion" provides the first definitive overview of psychocultural anthropology: a subject that focuses on cultural, psychological, and social interrelations across cultures.
Brings together original essays by leading scholars in the field
Offers an in-depth exploration of the concepts and topics that have emerged through contemporary ethnographic work and the processes of global change
Key issues range from studies of consciousness and time, emotion, cognition, dreaming, and memory, to the lingering effects of racism and ethnocentrism, violence, identity and subjectivity

This book explores theory and best practices to improve teaching and learning to promote equity in the classroom in specific disciplinary areas including STEM, healthcare, and the humanities. Each chapter includes actionable pedagogical or curricular recommendations such as course assignments and lesson plans. This is the second of four edited volumes focusing on applications of the Scholarship of Teaching and Learning (SoTL) for more equitable learning opportunities.

This book is the first of four edited volumes designed to reconceptualize teaching and learning in higher education through a critical lens, with this inaugural publication focusing on the fundamentals behind the experience. Chapter authors explore recent research on the cognitive science behind teaching and learning, dispel myths on the process, and provide updates to the application of traditional learning theories within the modern, diverse university. Through reviews of fundamental theories of teaching and learning, together with specific classroom practices, this volume applies social justice principles that have been traditionally seen as belonging to K-12 or adult education to higher education.

This book is the third in a four volume series that focuses on research-based teaching and learning practices that promote social justice and equity in higher education. In this volume, we focus on the application of the scholarship of teaching and learning in higher education outside of the classroom to maximize the effectiveness of student affairs programming. Specifically, authors focus on the application of SoTL in higher education outside of the classroom (e.g., faculty development, leadership, student involvement, student affairs) in ways that promote greater equity and inclusion in higher education. Each chapter includes a description of how higher education may traditionally marginalize students from underrepresented groups, outlines a research-based plan to improve student experiences, and provides a program or activity plan to implement the recommendations from each chapter.

This book explores theory and best practices to improve teaching and learning to promote equity in the classroom in specific disciplinary areas including STEM, healthcare, and the humanities. Each chapter includes actionable pedagogical or curricular recommendations such as course assignments and lesson plans. This is the second of four edited volumes focusing on applications of the Scholarship of Teaching and Learning (SoTL) for more equitable learning opportunities.

This book explores the extent to which fuzzy set logic can overcome some of the shortcomings of public choice theory, particularly its inability to provide adequate predictive power in empirical studies. Especially in the case of social preferences, public choice theory has failed to produce the set of alternatives from which collective choices are made. The book presents empirical findings achieved by the authors in their efforts to predict the outcome of government formation processes in European parliamentary and semi-presidential systems. Using data from the Comparative Manifesto Project (CMP), the authors propose a new approach that reinterprets error in the coding of CMP data as ambiguity in the actual political positions of parties on the policy dimensions being coded. The range of this error establishes parties’ fuzzy preferences. The set of possible outcomes in the process of government formation is then calculated on the basis of both the fuzzy Pareto set and the fuzzy maximal set, and the predictions are compared with those made by two conventional approaches as well as with the government that was actually formed. The comparison shows that, in most cases, the fuzzy approaches outperform their conventional counterparts.

This book explores the extent to which fuzzy set logic can overcome some of the shortcomings of public choice theory, particularly its inability to provide adequate predictive power in empirical studies. Especially in the case of social preferences, public choice theory has failed to produce the set of alternatives from which collective choices are made. The book presents empirical findings achieved by the authors in their efforts to predict the outcome of government formation processes in European parliamentary and semi-presidential systems.Using data from the Comparative Manifesto Project (CMP), the authors propose a new approach that reinterprets error in the coding of CMP data as ambiguity in the actual political positions of parties on the policy dimensions being coded. The range of this error establishes parties fuzzy preferences. The set of possible outcomes in the process of government formation is then calculated on the basis of both the fuzzy Pareto set and the fuzzy maximal set, and the predictions are compared with those made by two conventional approaches as well as with the government that was actually formed. The comparison shows that, in most cases, the fuzzy approaches outperform their conventional counterparts."

This book focuses on research-based teaching and learning practices that promote social justice and equity in higher education. The fourth volume in a four-volume series, this book critically addresses virtual and remote classroom settings. Chapters explore contexts within and outside the classroom, including a history of online learning; research on student engagement and perceptions; specific, actionable pedagogical or curriculum recommendations; and the application of traditional learning theories in virtual settings. The volume also explores how online education, through a technopositivist lens, promotes and reinforces sexist, racist, and gendered behaviors, as well as the role of the "student as consumer," troubling education in virtual settings in a way that allows for deeper discussion about how to make virtual education emancipatory and empowering.

This book is the third in a four volume series that focuses on research-based teaching and learning practices that promote social justice and equity in higher education. In this volume, we focus on the application of the scholarship of teaching and learning in higher education outside of the classroom to maximize the effectiveness of student affairs programming. Specifically, authors focus on the application of SoTL in higher education outside of the classroom (e.g., faculty development, leadership, student involvement, student affairs) in ways that promote greater equity and inclusion in higher education. Each chapter includes a description of how higher education may traditionally marginalize students from underrepresented groups, outlines a research-based plan to improve student experiences, and provides a program or activity plan to implement the recommendations from each chapter.

This book focuses on research-based teaching and learning practices that promote social justice and equity in higher education. The fourth volume in a four-volume series, this book critically addresses virtual and remote classroom settings. Chapters explore contexts within and outside the classroom, including a history of online learning; research on student engagement and perceptions; specific, actionable pedagogical or curriculum recommendations; and the application of traditional learning theories in virtual settings. The volume also explores how online education, through a technopositivist lens, promotes and reinforces sexist, racist, and gendered behaviors, as well as the role of the "student as consumer," troubling education in virtual settings in a way that allows for deeper discussion about how to make virtual education emancipatory and empowering.

This book is the first of four edited volumes designed to reconceptualize teaching and learning in higher education through a critical lens, with this inaugural publication focusing on the fundamentals behind the experience. Chapter authors explore recent research on the cognitive science behind teaching and learning, dispel myths on the process, and provide updates to the application of traditional learning theories within the modern, diverse university. Through reviews of fundamental theories of teaching and learning, together with specific classroom practices, this volume applies social justice principles that have been traditionally seen as belonging to K-12 or adult education to higher education.