This book is a guide for designing professional development programs for graduate students. The teaching competencies framework presented here can serve as the intended curriculum for such programs. The book will also be an excellent resource for evaluating programs, and will be an excellent resource for academics who study graduate students. This book presents the work of the Graduate Teaching Competencies Consortium to identify, organize, and clarify the competencies that graduate students need to teach effectively when they join the professoriate. To achieve this goal, the Consortium developed a framework of 10 teaching competencies organized around three overarching questions: What do graduate students need to achieve by the end of their graduate education to be successful teacher-scholars? What do graduate students need to understand about higher education to have successful careers as educators? What do graduate students need to do to be successful teachers during their graduate student careers? Although much work has been done to identify the competencies of effective teachers in higher education, only a small portion of this work has been conducted with graduate student instructors. This is an important area of research given that graduate students are critical in the higher education academic pipeline. Nationally, graduate students teach between 25% and 50% of courses offered at the undergraduate level. Graduate student teaching is also critical because during early teaching experiences teachers establish a teaching style and set of teaching skills, which will endure as graduate students enter the professoriate. It is important to develop a teaching competency framework that is specific to graduate student instructors as they often have unique needs and roles as teachers. Moreover, as many professional development programs for graduate student instructors evolve based upon factors such as available resources and perceived needs of graduate students, this framework will be a useful aid for thoughtfully designing strategic, evidence-based, comprehensive professional development opportunities and programs.

This book is a guide for designing professional development programs for graduate students. The teaching competencies framework presented here can serve as the intended curriculum for such programs. The book will also be an excellent resource for evaluating programs, and will be an excellent resource for academics who study graduate students. This book presents the work of the Graduate Teaching Competencies Consortium to identify, organize, and clarify the competencies that graduate students need to teach effectively when they join the professoriate. To achieve this goal, the Consortium developed a framework of 10 teaching competencies organized around three overarching questions: What do graduate students need to achieve by the end of their graduate education to be successful teacher-scholars? What do graduate students need to understand about higher education to have successful careers as educators? What do graduate students need to do to be successful teachers during their graduate student careers? Although much work has been done to identify the competencies of effective teachers in higher education, only a small portion of this work has been conducted with graduate student instructors. This is an important area of research given that graduate students are critical in the higher education academic pipeline. Nationally, graduate students teach between 25% and 50% of courses offered at the undergraduate level. Graduate student teaching is also critical because during early teaching experiences teachers establish a teaching style and set of teaching skills, which will endure as graduate students enter the professoriate. It is important to develop a teaching competency framework that is specific to graduate student instructors as they often have unique needs and roles as teachers. Moreover, as many professional development programs for graduate student instructors evolve based upon factors such as available resources and perceived needs of graduate students, this framework will be a useful aid for thoughtfully designing strategic, evidence-based, comprehensive professional development opportunities and programs.

"Critique and Dissent" brings together for the first time in one volume a collection of papers spanning forty years of annual conferences of the " European Group for the Study of Deviance and Social Control." The European Group is one of the largest international forums for the study of 'crime', social harm and mechanisms of control and has been at the forefront of debates and creative developments in the emergence and consolidation of critical criminologies in Europe and beyond. This edited collection showcases some of the most exciting and innovative contributions since its first conference in 1973, illustrating the theoretical depth and contrasting interpretive frames deployed in the critical analysis of deviancy and social control. The book will be of interest to academics, activists, practitioners, post-graduate and final year undergraduate students in the fields of criminology, penology, social policy, law, socio-legal studies, sociology and other related disciplines.

Endorsements ""Critique and Dissent" is to anti-criminology what" Protest and Survive" was to the anti-nuclear movement... as an anthology, it is a fitting testament to forty years of a genuinely pan-European, critical organisation which remains a challenge to the theoretical, empirical and methodological boundaries of critical social science."
-Steve Tombs, Professor of Criminology, The Open University
"This book documents some of the key theoretical and activist contributions of the European Group... over its first four decades... and] demonstrates a sound base to inspire future decades of rigorous scholarship, critique, dissent and activism."
-Ann Singleton, Head of the Centre for the Study of Poverty and Social Justice, University of Bristol