Accountability, Pragmatic Aims, and the American University frames the debates on teaching and learning accountability in Higher Education. By examining significant historic periods in Higher Education, Martinez-Aleman explores the present apprehension about accountability in today's colleges and universities. Throughout the book's chapters, Martinez-Aleman uses the pragmatic philosophy of John Dewey to enlighten current understandings of professional freedoms and she also discusses democratic imperatives in light of accountability obligations: the teaching of undergraduates, data and empirical research on college teaching and learning, and the institutional policies for graduate student and faculty teaching development. This book reveals the tensions between the democratic character of the university-qualities that may seem irreconcilable with accountability metrics-and the corporate or managerial economies of modern American universities. Higher Education faculty, administrators, public policy makers, and students enrolled in Higher Education Masters and PhD programs will find that this book informs their practice and will serve to contribute to the debates on accountability for years to come.

Accountability, Pragmatic Aims, and the American University frames the debates on teaching and learning accountability in Higher Education. By examining significant historic periods in Higher Education, Mart?nez-Alem?n explores the present apprehension about accountability in today's colleges and universities. Throughout the book's chapters, Mart?nez-Alem?n uses the pragmatic philosophy of John Dewey to enlighten current understandings of professional freedoms and she also discusses democratic imperatives in light of accountability obligations: the teaching of undergraduates, data and empirical research on college teaching and learning, and the institutional policies for graduate student and faculty teaching development. This book reveals the tensions between the democratic character of the university?qualities that may seem irreconcilable with accountability metrics?and the corporate or managerial economies of modern American universities. Higher Education faculty, administrators, public policy makers, and students enrolled in Higher Education Masters and PhD programs will find that this book informs their practice and will serve to contribute to the debates on accountability for years to come.

In the era of such online spaces as Facebook, Instant Messenger, Live Journal, Blogger, Web Shots, and campus blogs, college students are using these resources and other online sites as a social medium. Inevitably, this medium presents students with ethical decisions about social propriety, self disclosure and acceptable behaviour. Because online social networking sites have proven problematic for college students and for college administrators, this book aims to offer professional guidance to Higher Education administrators and policy makers. Online Social Networking on Campus: Understanding what matters in student culture is a professional guide for Higher Education faculty and Student Affairs administrators, which rigorously examines college students' use of online social networking sites and how they use these to develop relationships both on and off campus. Most importantly, Online Social Networking on Campus investigates how college students use online sites to explore and makes sense of their identities. Providing information taken from interviews, surveys and focus group data, the book presents an ethnographic view of social networking that will help Student Affairs administrators, Information Technology administrators, and faculty better understand and provide guidance to the "neomillennials" on their campuses.

In the era of such online spaces as Facebook, Instant Messenger, Live Journal, Blogger, Web Shots, and campus blogs, college students are using these resources and other online sites as a social medium. Inevitably, this medium presents students with ethical decisions about social propriety, self disclosure and acceptable behaviour. Because online social networking sites have proven problematic for college students and for college administrators, this book aims to offer professional guidance to Higher Education administrators and policy makers. Online Social Networking on Campus: Understanding what matters in student culture is a professional guide for Higher Education faculty and Student Affairs administrators, which rigorously examines college students? use of online social networking sites and how they use these to develop relationships both on and off campus. Most importantly, Online Social Networking on Campus investigates how college students use online sites to explore and makes sense of their identities. Providing information taken from interviews, surveys and focus group data, the book presents an ethnographic view of social networking that will help Student Affairs administrators, Information Technology administrators, and faculty better understand and provide guidance to the "neomillennials" on their campuses.

Critical theory has much to teach us about higher education. By linking critical models, methods, and research tools with an advocacy-driven vision of the central challenges facing post secondary researchers and staff, Critical Approaches to the Study of Higher Education makes a significant-and long overdue-contribution to the development of the field. The contributors argue that, far from being overly abstract, critical tools and methods are central to contemporary scholarship and can have practical policy implications when brought to the study of higher education. They argue that critical research design and critical theories help scholars see beyond the normative models and frameworks that have long limited our understanding of students, faculty, institutions, the organization and governance of higher education, and the policies that shape the post secondary arena. A rigorous and invaluable guide for researchers seeking innovative approaches to higher education and the morass of traditionally functionalist, rational, and neoliberal thinking that mars the field, this book is also essential for instructors who wish to incorporate the lessons of critical scholarship into their course development, curriculum, and pedagogy.

Critical theory has much to teach us about higher education. By linking critical models, methods, and research tools with an advocacy-driven vision of the central challenges facing postsecondary researchers and staff, Critical Approaches to the Study of Higher Education makes a significant-and long overdue-contribution to the development of the field. The contributors argue that, far from being overly abstract, critical tools and methods are central to contemporary scholarship and can have practical policy implications when brought to the study of higher education. They argue that critical research design and critical theories help scholars see beyond the normative models and frameworks that have long limited our understanding of students, faculty, institutions, the organization and governance of higher education, and the policies that shape the postsecondary arena. A rigorous and invaluable guide for researchers seeking innovative approaches to higher education and the morass of traditionally functionalist, rational, and neoliberal thinking that mars the field, this book is also essential for instructors who wish to incorporate the lessons of critical scholarship into their course development, curriculum, and pedagogy.

The only comprehensive encyclopedia on the subject of women in higher education. America's first wave of feminists-Susan B. Anthony, Elizabeth Cady Stanton, and others-included expanded opportunities for higher education in their Declaration of Sentiments at the first Women's Rights Convention in Seneca Falls, New York, in l848. By then, the first American institutions to educate women had been founded, among them, Mt. Holyoke Seminary, in l837. However, not until after the Civil War did most universities admit women-and not for egalitarian purposes. War casualties had caused a drop in enrollment and the states needed teachers. Women students paid tuition, but, as teachers, were paid salaries half that of men. By the late 20th century, there were more female than male students of higher education, but women remained underrepresented at the higher levels of educational leadership and training. This volume covers everything from historical and cultural context and gender theory to women in the curriculum and as faculty and administrators. A-Z entries are divided into nine major content sections, each preceded by a topical overview designed to provide a broad introduction to the area. Major sections include Historical and Cultural Contexts, Gender Theory and the Academy, Feminism in the Academy, Women in the Curriculum, and Women and Higher Education Policy Over 50 contributors represent broad and diverse views of the complex and evolving role of women in higher education Two appendixes provide an overview of available references for further research: Women's Studies Research Resources and Colleges Identifying Themselves as Women's Colleges A complete cross referenced bibliography of all sources is noted in individual entries