Malcolm X remarked that "education is the passport of the future." This book, developed for aspiring and forward-thinking college students, identifies future careers and future skill sets for the global marketplace and workspaces on the horizon. These future careers include occupations in artificial intelligence, information technology, wearables, virtual reality, genomics, cryptocurrencies, connected homes and others. The skill sets presented include complex problem solving, critical thinking, emotional intelligence, cognitive flexibility, detail orientation, creativity, and others anticipating future competencies. The concepts of factual knowledge, conceptual knowledge, procedural knowledge, and meta-cognitive knowledge are also discussed to foster the undergraduate learning experience in American higher education.

Higher education is undergoing profound change at an unprecedented pace in today's academic marketplace. This accelerating and precipitating change has motivated these distinguished authors - passionate observers of academe - to read well-chosen publications about meeting demands and responding to needs among our nation's historically Black universities and colleges (HBCUs). We have captured the essence of expediting the critical analysis to confront the challenges of academic administration, finance, student life, technology, and other areas in the academic enterprise. Today's administrators and academicians must be able to make balanced decisions based on a methodology that is compendious, intelligible, unambiguous, clear, and credible. The authors have provided this methodology based on their collective experiences in perhaps the toughest sector of the marketplace - the HBCU sector. The timing of this savvy book could not be better. Given recent media coverage of controversial and debatable decision-making at institutions of higher learning, this book can serve as a resource for meeting institutional challenges, approaching them with sequential structure, involving stakeholders in analytics (patterns) & informatics (processes) and formulating recommendations for future arbitration. The active research process for making these tough decisions provides a collaborative convergence to advance the process from a collegial examination of facts and issues. This process supports widespread advocacy in higher education for fostering organizational learning, leveraging human capital, institutionalizing human empowerment, and growing learning communities of practice for success.

This collaborative book by five distinguished scholars in overlapping fields suggests that fruitful living is extremely hard work and that social harmony requires the unlocking and the emancipation of the human brain - the core cerebral source for advancing human coherence, connectivity, cohesion and civility. The stakes are simply too high for stakeholders across our country not to respond to the ongoing and escalating crisis of human division and the desperate need for engagement, enlightenment, and acceptance of human diversity. The authors strongly encourage academic and practitioner psychologists, as well as other students and social scientists, to join a timely framed narrative for greater progress in diversity. Neurodiversity aims to encourage dialogue, discourse, and discovery about what may be obvious to many but avoided by most - because its forces us to look inward instead of outward. We can make such inward observations, through the lenses of psychology, cognition, mindfulness, and underleveraged brain capacity amid modern cultural neuroscience. This is critically important - particularly in a time marked by the widespread amplification of ambiguity, angst, ambivalence, and anger. This book focuses on "crucial thinking" versus "critical thinking." The authors pose fundamental questions -- about what we are calling a form of cognitive "levitation" and taxonomical "climbing" (CBDT) -- to think about purposes of intellectual discourse, not necessarily to seek empirical evidence. A special feature of this book is the inclusion of sample student learning outcomes as "provisos" throughout the narrative. We have attempted to integrate the student learning outcomes in the text's narrative and connect them to the sections where they are inserted for the reader. The book's embedded taxonomies can also facilitate the instruction, composition, and conceptualization of targeted student learning outcomes.

This work is designed as a working resource for academicians and practitioners involved with community health work at the higher educational level. Faculty, students and community participants are the focus of this collection whose purpose is community health-based service learning - where and when coming out to the community as caring catalysts is central to a higher education mission. All these catalysts must see themselves as partners in a service learning community of practice; They must embrace the analysis of self-reflection toward cultural competence, and thy must engage in data and diagnostic decision-making through action research or service learning in community health intervention. Service learning literacy" is defined as skill, behaviour, attitude, knowledge or awareness that is manifested, within the community health worker or researcher, as a result of or outcome from a faculty led, community service learning activity or experience as part of a student's academic program of study in higher learning. Higher education, through civic engagement and community service learning, must combine efforts with local and regional communities to help eradicate health disparity, eliminate health vulnerability, optimize healthy life style, promote inter-generational and cyclical health and wellness and maximize health care access to the under-served and uninsured. All these aspects of community health work are dealt with by contributions from scholars and practitioners involved in the community health movement. Contributing Editors include Dr.s Tracy Mims, Jerry Watson and Karen C. Wilson. Contributors include Professors Richard Schmuck, Joseph Martin Stevenson, Ricky Boggan, Chris Ann Arthur, John J. Green and Dr D. Melissa Phillips. The first volume of the book conceptualized specific frameworks in the context of action research, faculty reflections about action research, general rubrics for action research, overlapping action-research methods, scope of both proactive and responsive action research, and collaborative processes involving action research. The second volume deals with broader frameworks relative to service learning as social work, global perspectives, cultural competence, community health, environmental justice, hypothetical case scenarios and presented examples by two of the authors who trained and active social workers.

CATALYSTICS: Classroom Analytics for Teaching about Social Justice in Higher Learning can serve as the genesis for moving the usual mission statements promulgated by so many universities and colleges from the maintained pontification to the movement of proof. We use the word, CATALYSTICS to create a confluence between the terms catalytical and analytics, resulting in our subtitle about classroom instruction with action research for catalytical change. Action research literacy empowers us to do this and it should be used for teaching about social justice. As our new global society continues to struggle with finding answers to complex questions concerning economic decline, racial and religious conflict, health disparities, corporate ethics, global warming, national and global security, technological reliance, educational failure and many other compelling challenges impacting the human condition, the demand to conduct actionable research to resolve real life problems becomes more amplified and the revelations of the research findings become more pronounced to society and the social justice within society. Time is of the essence, the greater good is at stake, the bigger picture is losing focus, the larger context is losing meaning, and change must come sooner than later as the world continues to terribly troubled, broadly broken and widely wounded. Integrating action research for social justice in reflective teaching can empower those to lead.

The authors have not considered a traditional executive summary for this book so that readers will read and absorb the entire the book to capture the essence, content and scope of this timely publication. Their experience has been that, too often, college students limit their reading of material about race to synopses versus synergies of information. The primary purpose of this holistic handbook is to provide guiding prescriptive principles toward institutionalization of policies and practices that foster global diversity and local inclusion in institutions of higher learning in the aftermath of the unsettling and disturbing racial incidents in the Deep South following the re-election President Barack H. Obama. Ironically, President Obama was criticised in 2013 for the lack leadership diversity (especially women) among his cabinet and senior staff. In any event, this handbook has been conceptualized based on the individual, collective and culminating Southern "cotton to" experiences of the five authors from both predominantly/historically White institutions of higher learning (PWIs) and predominately/historically Black institutions of higher learning (HBCUs). Both institutional communities can use this book to create campus climate and culture for global diversity and local inclusion. The handbook encompasses seven chapters, seven conceptual frameworks in a logic model, and seven steps for campus-community collaboration. The book also highlights three dimensional "circular" themes and threads from spirituality in the preface and the initial chapter from several faiths and religions to introduce and symbolize spiritually different yet "commonly" denominating doctrines from around the world. We believe these themes and threads represent the "Commonwealth of intellectual intersections" in modern academe, driven by diverse intellectual capital and inclusive cerebral currency. This book was written to encourage systemic, holistic and systematic inputs, operations, outputs, outcomes and impacts that yield returns on investment (ROI) from campus-wide implementation of global diversity and local inclusion efforts.

Universities and colleges are increasingly recognized as having a key role in national and regional development processes (Goddard et al 1994; Keane and Allison, 1999; Chatterton&Goddard 2000). The role of universities in this respect is likely to further increase given the development of a 'knowledge-intensive' economy and society. Entrepreneurialism and venture capitalism have served as the historical backbone and economic back drop for this country's past, present and future prosperity. Many, notably America's immigrants, have come to see education plus entrepreneurship as the 'American Dream'. Given this historical and demographic reality, how should college campuses be changed with creative and responsive curriculum? The modern campus should be exciting, engaging and empowering for students and faculty. The purpose of Drs. Stevenson and White's study is to contribute strategies and methodologies to the international conversation, the growing body of research and the expanding field of study concerning the future campus in higher education. Important arguments with supporting research are made for a much needed reappraisal of the role of entrepreneurship in higher education and a way forward is presented for colleges and universities to reinvigorate key areas of curricula to reflect the global changes in economics and education taking place today.

How many times have you heard a potential college bound student say, Sure, I want to go to college, but right now, I have to make a living for myself and help my family? Or, I want to go to college, but I don t know what I want to study. On one hand, I love to read and write about literature; on the other, I also like doing physical things outdoors with my hands. Or, I learn better in smaller classes and I would feel lost in a large classroom setting. Or, I love to help people at my church with repairing things, but I also want beyond my church one day to learn more about different cultures around the world. This scholarly driven, yet practical, book is pointedly and purposefully titled, EMPOWERFUL INFORMATICS, to help students, parents, families, communities, and institutions of higher learning find the balance for personal empowerment, academic enlightenment, and economic efficiency. The authors have found that, too frequently, many families have misconceptions about the benefits of and the return on an investment in higher education. From the authors collective experiences, too often, families perceive higher learning based on inaccurate data, incomplete data, no data or information about options not far from their homes, neighbourhoods, and communities. The phases and points of progress for EMPOWERFUL INFORMATICS are discussed in this guidebook through the eight points of futuring, philosophy, anticipation, goal-setting, measurement, renewal, resource alignment, and human purpose/circling back over three phases. The book is quite timely, given the national conversations and movement concerning the cutting back and the curtailment of federal financial support for lower income students many of whom are first generation higher education seekers. This book is intended to reach the potential student as an idealist and the pragmatist, the dreamer and the doer, the farmer and the philosopher; and the scientist and the artist. As authors with over three decades of experience in adult, continuing, lifelong, higher, and other postsecondary education, we asked ourselves four fundamental questions in preparing and finishing this very timely book in today's unpredictable, uncertain, unsure, and chaotic global economy.

The authors of this book workbook precis or primer are senior professors, dissertation advisors, and seasoned administrators for a research university in the Deep South. Our title INQUIRY reflects the books aim to help readers with the principles of research scope concerning investigative (examination); nuances (meaning); questions (evoke); in (throughout); research (scientific) yield (return). The book was generated from many discussions over the years about the quality of dissertations and the organizational challenges experienced by doctoral students before, during and after the dissertation prospectus or proposal stage. The content of this book was driven, motivated, and derived from formative feedback given by some of our doctoral students who completed a series of pre-dissertation proposal workshops. We have attempted to address all of their typical inquiries, concerns, challenges and issues in the pre and post dissertation proposal process. We have attempted in our short book to capture these challenges and address them in a very succinct precis by identifying ten basic digits for planning the dissertation proposal process and beyond for the lifelong researcher. However we also spend a great of time making suggestions in the preplanning process prior to the ten step process. We recommend that doctoral students seek out separate readings for some of the fundamental components of traditional qualitative research relative to areas such as varying research designs, biography, case study, ethnography, grounded theory, phenomenology, and other elements of conventional quantitative research like instrumentation, sampling, variables, testing, and other statistics. We call our digits finger tip because the writing and word processing of the dissertation are the manifestation of work from the finger tips of the human hand based on the thinking constructs generated from the mind. Therefore, research derived from the process of dissertation thinking, engaging and writing is the result of cognitive and relational symmetry between the human mind and the human hand. An exercise we have used with our students involves each student putting on latex gloves and writing the chapter initials and numbered digits at the bottom of each finger. This allows the student to look at all finger digits that represent the all sections of the dissertation proposal, while typing about the dissertation on a computer key board. Given this profound psychological, physiological and metaphorical synergy, mind-to-hand coordination, we have chosen each finger of the hand to symbolize each step in our precis. The left and right hands each have five digits, thumb, index, middle, ring, and little. The scientific designation for each, the thumb, index, middle, ring and little fingers are the 1st, 2nd, 3rd, 4th, and 5th. The final dissertation has five chapters and five finger digits from the hand can intersect the psychological, physiological and metaphorical dimensions. After a comprehensive introduction, our book chapters are organised in a way to engage students of the dissertation process from looking at their hands beginning with the left thumb as the first digit to symbolize the stage of thought or idea provocation; the second left index digit as the literature review; the third left middle digit as the theoretical framework; the fourth left ring digit as the research questions; and the fifth left little digit as the hypothesis stage (or step). The right hand fingers represent the remaining key five chapters. The right thumb symbolizing research design ; the right index for instrumentation ; the right middle for data collection/coding ; the right middle for data analysis; and the right little for data findings.

THEORRY -- The Higher Education of Research Resource Yield --is written for the modern college or university student scholar. THEORRY empowers undergraduate students to be renaissance scholars and apply academic data driven decision making as research leaders and apply practical logical model decision making as resource managers before, during and after the college experience. The Work includes three important Chapters with sections concerning leadership empowerment through research literacy and management development through logic modelling for today s renaissance student scholar on the modern college or university campus. We embraced the varying definitions of the renaissance person to conceptualize our unique definition. Generally, a renaissance person is defined as intellectual, cultured, well rounded, well grounded, experienced, educated, accomplished, or a person who draws from wide ranging bodies of knowledge. Specifically, we define the modern renaissance student as modern scholar who is well balanced from being: (a) empowered with knowledge about research leadership from seeking competence in research literacy at the freshman, sophomore, junior and senior levels of college and; (b) engaged in skill development about logic modelling from seeking competence in resource management during and after college education to support the process of lifelong learning. This is book about academic, logical and practical decision making. In today's challenging and complex society where and when managing life for results must be part of habitual orientation for intellectual decision making and data-driven analysis in everyday living, students from all stations and stages should plan ahead, organize well and evaluate daily activities on the job, at home, in the global community. This is especially true for students in today s higher education who seek ongoing intellectual growth, student life management, and continued lifelong learning. This book provides a framework for decision making before college, during college, and after college. After all, daily student management should be a lifelong commitment; not just an experience, activity, or exercise that illuminates from challenges in our lives. Often, daily life with unanticipated issues, concerns, challenges could be the result of illogical thinking, inessential preparation, inadequate information, ineffective conceptualization, inefficient organization, failure of being proactive, failure in not seeing all the parts of the whole, or personal poor planning. This phenomenon accounts for many students inability to choose major, a minor, or a degree. The management logic matrix introduced in our second Chapter, entitled THINK, (called ZOOOM ) can be an effective and efficient resource for confronting daily these challenges. We use real-life (academic and practical) examples to illustrate the application of our logic model. To broaden practical thinking to academic context, our book includes references for some best practices and lessons learned in the business (private sector) and public administration (public sector). Especially in today s global economy, these challenges fall under all kinds of managing situations particularly in the present economy, we have found that students with limited time, limited resources, and limited support need systematic structures to manage the simplest of tasks as well as other tasks with more compelling complexity. All management challenges require the organization of the resources, the identification of outputs and outcomes, and the measurement of the work completed. The work empowers students and other readers to meet these daily life management challenges. The study provides a framework for decision making before college, during college, and after college.

This work is a scholarly monograph for practical use for higher education faculties. Specifically the monograph is aimed at faculties in historically Black and minority colleges and universities but its scope also includes the hundreds of state and private institutions that are trying to raise the level of research engagement among their core faculty. The lessons learned and the techniques observed worldwide by the authors are also included in this work and the study covers general application of action research for responsive proactive intervention in classroom instruction and improvement of higher education outcomes for students, graduate students and returning seekers of higher education as well as faculty needing mentoring and focus in their career development. There are few books that explore these areas of interest and this one is deigned to be intellectually solid as well as imminently practical and usable.

As recognized by Schmidt(2005)and Dumas-Hines et al (2001)many institutions of higher learning are facing the challenges of finding ways to diversify their campuses. This work by leading minority educators aims to answer the challenge by creating philosophical statements that reflect a national consensus, setting goals to diversify students and faculty, examining best practices, and implementing activities and action plans. The authors discuss how both historically majority and minority institutions need to broaden and deepen their efforts. Attention is paid to Latino/ Asian-Pacific Islander faculty and student populations and motivations. Action plans that emphasize incentives and transnational and global realities are discussed.