• New faculty receive little to no preparation to participate in governance, and when elected or volunteer to serve, find themselves without the knowledge or tools – this book fills that need. • Each chapter includes practical strategies and tools for effective participation in governance, as well as identification of common roadblocks and pitfalls. • Helps readers understand how to participate in equitable, inclusive, transparent, and effective shared governance. • The book draws from research, invited contributions, organizational change work, and feminist theory to equip faculty in the academy with the skills to not only be better at service but to also affect change within their work environments. • Chapters include vignettes from faculty (ranging from different types of institutions, positions, and disciplines) to provide first-hand- accounts & prompts of shared governance experiences. • This is one of the first books to help faculty understand the principles behind shared governance: how to participate effectively, what the responsibilities are that accompany participation, the potential for effecting change within governance, and how to identify when things just don't work, and change is necessary.

• New faculty receive little to no preparation to participate in governance, and when elected or volunteer to serve, find themselves without the knowledge or tools – this book fills that need. • Each chapter includes practical strategies and tools for effective participation in governance, as well as identification of common roadblocks and pitfalls. • Helps readers understand how to participate in equitable, inclusive, transparent, and effective shared governance. • The book draws from research, invited contributions, organizational change work, and feminist theory to equip faculty in the academy with the skills to not only be better at service but to also affect change within their work environments. • Chapters include vignettes from faculty (ranging from different types of institutions, positions, and disciplines) to provide first-hand- accounts & prompts of shared governance experiences. • This is one of the first books to help faculty understand the principles behind shared governance: how to participate effectively, what the responsibilities are that accompany participation, the potential for effecting change within governance, and how to identify when things just don't work, and change is necessary.

* Innovative: teaches students foundational concepts of women's studies that they can then apply to any discipline * Applies concepts using concrete, engaging examples Teaches students to think like a feminist scholar * Skill-based learning * Companion materials to help instructors switch from their old texts * Short enough to use in a single course * List of compatible readings create an alternative to a reader

Academic Labor beyond the College Classroom initiates a scholarly and professional conversation, calling upon faculty to participate in, reimagine, and transform their institutional and professional work to look beyond just teaching and research. Chapters in this contributed volume offer case studies, strategies, and exemplars of how faculty can re-engage in institutional service, mentoring, governance, and administrative duties to advance equity efforts at all levels of the university, calling for what Dr. Nancy Chick names in the Foreword as a "scholarship of influence." This book draws from a diverse range of methodologies and disciplines, issuing an invitation to faculty "across the divide" of their specific college, school, or corner of the university into cross-conversations and partnerships for positive change.

This volume brings together diverse, cross-disciplinary scholarly voices to examine gender construction in children's and young adult literature. It complements and updates the scholarship in the field by creating a rich, cohesive examination of core questions around gender and sexuality in classic and contemporary texts. By providing an expansive treatment of gender and sexuality across genres, eras, and national literature, the collection explores how readers encounter unorthodox as well as traditional notions of gender. It begins with essays exploring how children's and YA literature construct communities formed by gender, ethnicity, sexuality, and in face-to-face and virtual spaces. Section II's central focus is how gendered identities are formed, unpacking how texts for young readers ranging from Amish youth periodicals to the blockbuster Divergent series trace, reproduce, and shape gendered identity socialization. In section III, the essential literary function of translating trauma into narrative is addressed in classics like Anne of Green Gables and Pollyanna, as well as more recent works. Section IV's focus on sexuality and romance encompasses fiction and nonfiction works, examining how children's and young adult literature can serve as a regressive, progressive, and transgressive site for construction meaning about sex and romance. Last, Section IV offers new readings of paratextual features in literature for children -- from the classic tale of Cinderella to contemporary illustrated novels. The key achievement of this volume is providing an updated range of multidisciplinary and methodologically diverse analyses of critically and commercially successful texts, contributing to the scholarship on children's and YA literature; gender, sexuality, and women's studies; and a range of other disciplines.

This edited collection contends that if women are to enter into leadership positions at equal levels with their male colleagues, then sexism in all its forms must be acknowledged, attended to, and actively addressed. This interdisciplinary collection-Surviving Sexism in Academia: Strategies for Feminist Leadership-is part storytelling, part autoethnography, part action plan. The chapters document and analyze everyday sexism in the academy and offer up strategies for survival, ultimately 'lifting the veil" from the good old boys/business-as-usual culture that continues to pervade academia in both visible and less-visible forms, forms that can stifle even the most ambitious women in their careers.

* Innovative: teaches students foundational concepts of women's studies that they can then apply to any discipline * Applies concepts using concrete, engaging examples Teaches students to think like a feminist scholar * Skill-based learning * Companion materials to help instructors switch from their old texts * Short enough to use in a single course * List of compatible readings create an alternative to a reader

Academic Labor beyond the College Classroom initiates a scholarly and professional conversation, calling upon faculty to participate in, reimagine, and transform their institutional and professional work to look beyond just teaching and research. Chapters in this contributed volume offer case studies, strategies, and exemplars of how faculty can re-engage in institutional service, mentoring, governance, and administrative duties to advance equity efforts at all levels of the university, calling for what Dr. Nancy Chick names in the Foreword as a "scholarship of influence." This book draws from a diverse range of methodologies and disciplines, issuing an invitation to faculty "across the divide" of their specific college, school, or corner of the university into cross-conversations and partnerships for positive change.

This edited collection contends that if women are to enter into leadership positions at equal levels with their male colleagues, then sexism in all its forms must be acknowledged, attended to, and actively addressed. This interdisciplinary collection-Surviving Sexism in Academia: Strategies for Feminist Leadership-is part storytelling, part autoethnography, part action plan. The chapters document and analyze everyday sexism in the academy and offer up strategies for survival, ultimately 'lifting the veil" from the good old boys/business-as-usual culture that continues to pervade academia in both visible and less-visible forms, forms that can stifle even the most ambitious women in their careers.

This volume brings together diverse, cross-disciplinary scholarly voices to examine gender construction in children's and young adult literature. It complements and updates the scholarship in the field by creating a rich, cohesive examination of core questions around gender and sexuality in classic and contemporary texts. By providing an expansive treatment of gender and sexuality across genres, eras, and national literature, the collection explores how readers encounter unorthodox as well as traditional notions of gender. It begins with essays exploring how children's and YA literature construct communities formed by gender, ethnicity, sexuality, and in face-to-face and virtual spaces. Section II's central focus is how gendered identities are formed, unpacking how texts for young readers ranging from Amish youth periodicals to the blockbuster Divergent series trace, reproduce, and shape gendered identity socialization. In section III, the essential literary function of translating trauma into narrative is addressed in classics like Anne of Green Gables and Pollyanna, as well as more recent works. Section IV's focus on sexuality and romance encompasses fiction and nonfiction works, examining how children's and young adult literature can serve as a regressive, progressive, and transgressive site for construction meaning about sex and romance. Last, Section IV offers new readings of paratextual features in literature for children -- from the classic tale of Cinderella to contemporary illustrated novels. The key achievement of this volume is providing an updated range of multidisciplinary and methodologically diverse analyses of critically and commercially successful texts, contributing to the scholarship on children's and YA literature; gender, sexuality, and women's studies; and a range of other disciplines.

This book provides a practical, evidence-based guide to teaching introductory Women's and Gender Studies courses. Based on the findings of a Scholarship of Teaching and Learning project that analyzed 72 Intro students' written work, the authors equip instructors with key principles that can help them adapt their pedagogy to a range of classroom environments. By putting student learning at the center of course design, the authors invite readers to reflect on their own investments in and goals for the introductory course. The book also draws on the authors' combined decades of teaching experience, and aims to help instructors anticipate the emotional, intellectual, and interpersonal challenges and rewards of teaching and learning in the introductory WGS course. Chapters focus on course design, including identifying desired learning outcomes (in terms of course content, skills, and dispositions or habits of mind); choosing course materials; pedagogical activities; and assessing student learning. This book will be an invaluable resource for experienced WGS instructors and those seeking or planning to teach it for the first time, including graduate students and high school teachers.