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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."
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Discovery Miles 8 870
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