This collection of provocative and timely essays addresses the ways in which religious and educational institutions have come to define one another and American culture and identity.
Education in America-public and private, from the elementary to the university level-is the subject of urgent, ongoing debates. School vouchers, home schooling, prayer in the classrooms, sex education in the schools, and evolution versus creationism are just a few of the touchstones and flashpoints that have ignited a national dialogue concerning the role of religion in U.S. educational institutions.
The ten major essays assembled here emerged from a series of conferences conducted by the Public Religion Project at the University of Chicago Divinity School, funded by a grant from The Pew Charitable Trust. Written by recognized leaders in the fields of education and religion, the essays address such issues as the role of religious studies programs in tax-supported public universities; the evolving role of the university chaplain; the impact of religious doctrine on literary scholarship and the natural sciences; the college president as a spiritual leader; the secularization of private colleges whose foundations rest in the spiritual mission of a specific church or denomination and, conversely, the obligations, if any, of colleges that have maintained distinct denominational identities toward pluralistic outreach and openness; and an examination of the home schooling movement.
A true "dialogue" designed to inspire readers to rethink, argue, act, and continually converse on the subject, Religion, Education, and the American Experience will appeal to educators, college and university administrators, and boards of trustees, as well as academic libraries and scholars of education and religious studies.
WPAs in Transition shares a wide variety of professional and personal perspectives about the costs, benefits, struggles, and triumphs experienced by writing program administrators making transitions into and out of leadership positions. Contributors to the volume come from various positions, as writing center directors, assistant writing program administrators, and WPAs; mixed settings, including community colleges, small liberal arts colleges, and research institutions; and a range of career stages, from early to retiring. They recount insightful anecdotes and provide a scholarly context in which WPAs can share experiences related to this long-ignored aspect of their work.
During such transitions, WPAs and other leaders who function as both administrators and faculty face the professional and personal challenges of redefining who they are, the work they do, and with whom they collaborate. WPAs in Transition creates a grounded and nuanced experiential understanding of what it means to navigate changing roles, advancing the dialogue around WPAs’ and other administrators’ identities, career paths, work-life balance, and location, and is a meaningful addition to the broader literature on administration and leadership.
Contributors: Mark Blaauw-Hara, Christopher Blankenship, Jennifer Riley Campbell, Nicole I. Caswell, Richard Colby, Steven J. Corbett, Beth Daniell, Laura J. Davies, Jaquelyn Davis, Holland Enke, Letizia Guglielmo, Beth Huber, Karen Keaton Jackson, Rebecca Jackson, Tereza Joy Kramer, Jackie Grutsch McKinney, Kerri K. Morris, Liliana M. Naydan, Reyna Olegario, Kate Pantelides, Talinn Phillips, Andrea Scott, Paul Shovlin, Bradley Smith, Cheri Lemieux Spiegel, Sarah Stanley, Amy Rupiper Taggart, Molly Tetreault, Megan L. Titus, Chris Warnick
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