Communicative Understandings of Women's Leadership Development: From Ceilings of Glass to Labyrinth Paths, edited by Elesha L. Ruminski and Annette M. Holba, intertwines the disciplines of communication studies, leadership studies, and women's studies to offer theoretical and practical reflection about women's leadership development in academic, organizational, and political contexts. Women's leadership development exists at the intersection of consciousness-raising, communication competence, and education to increase one's knowledge and practice of "leadership," which makes the weaving together of these three disciplines important. Thus, Communicative Understandings of Women's Leadership Development claims a space for women's leadership studies and acknowledges the paradigmatic shift from discussing women's leadership using the glass ceiling phenomenon to what Eagly and Carli (2007) identify as the labyrinth of leadership. Recognizing this metaphoric shift is crucial because many women now develop leadership amid the postmodern flux of organizational change; hierarchical, top-down systems are being eroded in lieu of transformational, collaborative, even improvisational leadership processes. Women's leadership studies is emerging as a fruitful interdisciplinary area that reframes the debate about whether we live, work, and learn within a third-wave feminist or post-feminist context. While this area might include feminist theorizing, it also might not emphasize such epistemologies. For this reason, Ruminski and Holba's edited collection explores and highlights a variety of feminist and non-feminist intersections, and is thus an important and timely contribution to both marking where we are with women's leadership development in higher education and how women can further develop themselves as leaders.

Communicative Understandings of Women's Leadership Development: From Ceilings of Glass to Labyrinth Paths, edited by Elesha L. Ruminski and Annette M. Holba, intertwines the disciplines of communication studies, leadership studies, and women's studies to offer theoretical and practical reflection about women's leadership development in academic, organizational, and political contexts. Women's leadership development exists at the intersection of consciousness-raising, communication competence, and education to increase one's knowledge and practice of "leadership," which makes the weaving together of these three disciplines important. Thus, Communicative Understandings of Women's Leadership Development claims a space for women's leadership studies and acknowledges the paradigmatic shift from discussing women's leadership using the glass ceiling phenomenon to what Eagly and Carli (2007) identify as the labyrinth of leadership. Recognizing this metaphoric shift is crucial because many women now develop leadership amid the postmodern flux of organizational change; hierarchical, top-down systems are being eroded in lieu of transformational, collaborative, even improvisational leadership processes. Women's leadership studies is emerging as a fruitful interdisciplinary area that reframes the debate about whether we live, work, and learn within a third-wave feminist or post-feminist context. While this area might include feminist theorizing, it also might not emphasize such epistemologies. For this reason, Ruminski and Holba's edited collection explores and highlights a variety of feminist and non-feminist intersections, and is thus an important and timely contribution to both marking where we are with women's leadership development in higher education and how women can further develop themselves as leaders.

This book is about teachers learning about teaching. As increasingly complex educational models and new theories of student learning have become part of the discourse of higher education, college instructors have sought new opportunities for instructional development. However, while more and more schools are supporting these programs, there have been very few efforts to examine the outcomes of faculty training. This book follows a group of faculty through efforts to make their teaching more interactive, and describes the results by reporting the reactions of the first-year college students in their classes. Included along the way are the personal reflections of the faculty members as they struggle with new techniques, and revelations about what worked and what didn't. The result is a compelling case for peer and institutional support in the ongoing process of instructional development.