In the probing interviews in this vibrant new book, eminent scholars struggle with some of the most crucial issues facing contemporary intellectuals. Poststructuralist philosopher Judith Butler discusses the "pain" of rigorous intellectual work, saying that it is "necessarily extremely hard labor," as she examines the intersection of discourse and political action. Award-winning filmmaker, philosopher, and social theorist David Theo Goldberg reviews his life's work, especially on issues of racism. Literary critic and feminist philosopher Avital Ronell sets out to disrupt the standard logic of signification, to force readers into fresh ways of perceiving a subject at hand. Postcolonial theorist Homi Bhabha discusses how critical literacy is intimately connected to the question of democratic representation, and he elaborates on how cultural difference can lead to a politics of discrimination. And neo-Marxist cultural critic Slavoj Zižek takes readers on an exhilarating journey through a wide range of critical subjects.

This special issue contains essays regarding the CHI '95 conference, which featured a panel titled, Discount or Disservice? Discount Usability Analysis: Evaluation at a Bargain Price or Simply Damaged Merchandise? Wayne Gray, who organized the panel, presented a controversial critique of studies that had evaluated various usability evaluation methods (UEMs). The level of interest in this discussion led Gray to propose a review article that dealt with the issues in a more systematic fashion. The resulting essay, written by Gray and his collaborator Marilyn Salzman, conducted an in-depth review of a series of influential studies that used experimental methods to compare a variety of UEMs. Gray and Salzman's analysis was framed using Cook and Campbell's (1979) well-known discussion of various forms of validity. They used this to evaluate numerous details of these comparative studies, and they concluded that the studies fell short on the criteria by which good experimental studies are designed and interpreted.

In the probing interviews in this vibrant new book, eminent scholars struggle with some of the most crucial issues facing contemporary intellectuals. Poststructuralist philosopher Judith Butler discusses the "pain" of rigorous intellectual work, saying that it is "necessarily extremely hard labor," as she examines the intersection of discourse and political action. Award-winning filmmaker, philosopher, and social theorist David Theo Goldberg reviews his life's work, especially on issues of racism. Literary critic and feminist philosopher Avital Ronell sets out to disrupt the standard logic of signification, to force readers into fresh ways of perceiving a subject at hand. Postcolonial theorist Homi Bhabha discusses how critical literacy is intimately connected to the question of democratic representation, and he elaborates on how cultural difference can lead to a politics of discrimination. And neo-Marxist cultural critic Slavoj Zižek takes readers on an exhilarating journey through a wide range of critical subjects.

This special issue contains essays regarding the CHI '95 conference, which featured a panel titled, Discount or Disservice? Discount Usability Analysis: Evaluation at a Bargain Price or Simply Damaged Merchandise? Wayne Gray, who organized the panel, presented a controversial critique of studies that had evaluated various usability evaluation methods (UEMs). The level of interest in this discussion led Gray to propose a review article that dealt with the issues in a more systematic fashion. The resulting essay, written by Gray and his collaborator Marilyn Salzman, conducted an in-depth review of a series of influential studies that used experimental methods to compare a variety of UEMs. Gray and Salzman's analysis was framed using Cook and Campbell's (1979) well-known discussion of various forms of validity. They used this to evaluate numerous details of these comparative studies, and they concluded that the studies fell short on the criteria by which good experimental studies are designed and interpreted.

As advanced composition continues to grow as an important sub-area of rhetoric and composition, it becomes increasingly more important for scholars and teachers to have access to key studies produced in the field. Providing a comprehensive overview of significant work on the theory and pedagogy of advanced composition generated between 1980 and 1995, this collection contains 24 essays and articles previously published in major scholarly books and journals. Divided into four major areas, this book: * explores how individuals and institutions over the last 15 years have constructed advanced composition courses and programs, * attempts to articulate what distinguishes advanced composition courses, students, and pedagogies from those commonly encountered in first-year composition, * outlines specific pedagogies for advanced composition, and * investigates how scholarship can inform advanced composition and examines several political and ethical issues. The essays presented here chronicle composition's struggle to define and construct an appropriate writing course on the advanced level. Although these essays have clear historical value -- in that together they trace attempts to come to terms with advanced composition -- they also have implications for future work in the area. They suggest how educators might continue to draw on scholarship both within and outside of composition to investigate relevant theoretical issues and to construct effective advanced pedagogies.

Written by leading education experts and by university presidents, provosts, and other leaders nationally recognized for their innovations, the 22 original and provocative chapters in this new book comprise a wide-ranging examination of the many challenges faced in fashioning the university of tomorrow. Authors offer their research, predictions, concerns, and advice on topics ranging from university finances, student access, changing technologies, and the philosophical underpinnings of college education. They address the multiple challenges facing higher education today, offering ideas and solutions. Contributors include Warren Arbogast, Gretchen Bataille, Lee Benson, Rita Bornstein , Sally Clausen , Reed Way Dasenbrock, John A. Dossey, Jean Dowdall, James L. Fisher, Judy L. Genshaft , Henry A. Giroux, Ira Harkavy , Michael Hoad, Freeman A. Hrabowski, Stephen K. Klasko, James V. Koch, George Mehaffy , J. Hillis Miller, Gary A. Olson , John W. Presley, John Puckett , Michael Rao, Charles B. Reed, Rollin C. Richmond, Roseann Runte, Neil J. Smelser , Sheila M. Stearns, and Randy L. Swing.

Written by leading education experts and by university presidents, provosts, and other leaders nationally recognized for their innovations, the 22 original and provocative chapters in this new book comprise a wide-ranging examination of the many challenges faced in fashioning the university of tomorrow. Authors offer their research, predictions, concerns, and advice on topics ranging from university finances, student access, changing technologies, and the philosophical underpinnings of college education. They address the multiple challenges facing higher education today, offering ideas and solutions. Contributors include Warren Arbogast, Gretchen Bataille, Lee Benson, Rita Bornstein , Sally Clausen , Reed Way Dasenbrock, John A. Dossey, Jean Dowdall, James L. Fisher, Judy L. Genshaft , Henry A. Giroux, Ira Harkavy , Michael Hoad, Freeman A. Hrabowski, Stephen K. Klasko, James V. Koch, George Mehaffy , J. Hillis Miller, Gary A. Olson , John W. Presley, John Puckett , Michael Rao, Charles B. Reed, Rollin C. Richmond, Roseann Runte, Neil J. Smelser , Sheila M. Stearns, and Randy L. Swing.

As advanced composition continues to grow as an important sub-area of rhetoric and composition, it becomes increasingly more important for scholars and teachers to have access to key studies produced in the field. Providing a comprehensive overview of significant work on the theory and pedagogy of advanced composition generated between 1980 and 1995, this collection contains 24 essays and articles previously published in major scholarly books and journals.
Divided into four major areas, this book:
* explores how individuals and institutions over the last 15 years have constructed advanced composition courses and programs,
* attempts to articulate what distinguishes advanced composition courses, students, and pedagogies from those commonly encountered in first-year composition,
* outlines specific pedagogies for advanced composition, and
* investigates how scholarship can inform advanced composition and examines several political and ethical issues.
The essays presented here chronicle composition's struggle to define and construct an appropriate writing course on the advanced level. Although these essays have clear historical value -- in that together they trace attempts to come to terms with advanced composition -- they also have implications for future work in the area. They suggest how educators might continue to draw on scholarship both within and outside of composition to investigate relevant theoretical issues and to construct effective advanced pedagogies.

Drawing on more than three decades of experience as a scholar, teacher, and administrator, Gary A. Olson, a keen observer of higher education and a monthly columnist for the "Chronicle of Higher Education," explores the intricacies of life in academe. These meditations, which appeared as columns in the "Chronicle" over a six-year span, explore a rich tapestry of subjects from the craft of academic administration to how institutions are reforming their operations. Also included are topics germane to faculty and their work, such as how to network within your discipline, how to report faculty accomplishments accurately, how to navigate the tenure and promotion system, and how to create a culture of recognition and reward for faculty, staff, and students.
Many academics become preoccupied with the intricacies of their own disciplines and are not always cognizant of how other parts of their institutions work. Most go through their careers with an incomplete (and in some cases completely wrong) understanding of many aspects of academic life. Olson s essays shed light on the complex workings of our academic institutions and provide answers to important questions about the modern university: What are the limits of academic freedom? Exactly what is shared governance? Why are many universities reorganizing their academic units? What are successful ways to recruit first-rate faculty and staff? Witty, incisive, and entertaining, this book is for anyone interested in academic life and a must read for new professors and new administrators."