Calls to improve undergraduate STEM education have resulted in initiatives that seek to bolster student learning outcomes by promoting changes in teaching practices. Written by participants in a series of ground-breaking social network analysis (SNA) workshops, Researching and Enacting Change in Postsecondary Education argues that the academic department is a highly productive focus for the spread of new, network-based teaching ideas. By clarifying methodological issues related to SNA data collection and articulating relevant theoretical approaches to the topic, this book leverages current knowledge about social network theory and SNA techniques for understanding instructional improvement in higher education.

Calls to improve undergraduate STEM education have resulted in initiatives that seek to bolster student learning outcomes by promoting changes in teaching practices. Written by participants in a series of ground-breaking social network analysis (SNA) workshops, Researching and Enacting Change in Postsecondary Education argues that the academic department is a highly productive focus for the spread of new, network-based teaching ideas. By clarifying methodological issues related to SNA data collection and articulating relevant theoretical approaches to the topic, this book leverages current knowledge about social network theory and SNA techniques for understanding instructional improvement in higher education.

This topical survey focuses on research in tertiary mathematics education, a field that has experienced considerable growth over the last 10 years. Drawing on the most recent journal publications as well as the latest advances from recent high-quality conference proceedings, our review culls out the following five emergent areas of interest: mathematics teaching at the tertiary level; the role of mathematics in other disciplines; textbooks, assessment and students' studying practices; transition to the tertiary level; and theoretical-methodological advances. We conclude the survey with a discussion of some potential directions for future research in this new and rapidly evolving domain of inquiry.

More than a century and a half after its founding, the Iowa State Fair is the state's central institution, event, and symbol. New Jersey has the Shore; Kentucky has the Derby; Iowa has the Fair. The humble Iowa State Fairground ranks alongside the Great Pyramidsat Giza and the Taj Mahal in the bestselling travel guide 1,000 Places to See Before You Die. During its annual run each August, the fair attracts hundreds of thousands of visitors who make the pilgrimage to the fairground to see the iconic butter cow, to ride the Old Mill, to walk through the livestock barns, and to peoplewatch. At the sametime that they enjoy fried candy bars and roller coasters, Iowans also compete to raise the best corn and zucchinis, to make the best jams and jellies, to rear the finest sheep and goats, the largest cattle and hogs, and the handsomest horses. This tension between entertainment and agriculture goes back all the way to the fair's founding in the mid1800s, as historian Chris Rasmussen shows in this thoughtprovoking history. The fair's founders had lofty aims: they sought to improve agricultureand foster a distinctively democratic American civilization. But from the start these noble intentions jostled up against people's desire to have fun and make money, honestly or otherwise-not least because the fair had to pay for itself. In their effort to upliftrural life without going broke, the organizers of the Iowa State Fair debated the respectability of horse racing and gambling and struggled to find qualified livestock judges. Worried about the economic forces undermining rural families, they ran competitions to select the best babies and the "ideal" rural girl and boy while luringspectators with massive panoramas of earthquakes and fires, not to mention staged trainwrecks. In short, the Iowa State Fair has as much to tell us about human nature and American history as it does about growing corn.