An accessible guide to completing research projects and building a career as a practicing historian.

Writing history is both an art and a craft. This handbook is designed as an instructional guide to support students, independent scholars, and more. Becoming a Historian guides prospective historians on how best to participate in this vibrant community of scholars. This friendly guide will teach readers how to design research projects, how to differentiate between quantitative and qualitative research methodologies, and how to follow a project through to a positive conclusion. Becoming a Historian is also frank about the pains and pleasures of sticking with a long-term project. Finally, this guide explains how to present original research to wider audiences, including the appropriate use of social media, the art of public lecturing, and strategies for publication.

Written by esteemed historians Penelope J. Corfield and Tim Hitchcock, who bring more than forty years of collective experience to the project, Becoming a Historian explodes the myths and systems that can make the world of research seem intimidating. Instead, this guide offers step-by-step advice designed to make it easier to join this community of scholarship.

Becoming a Social Science Researcher is designed to help aspiring social scientists, including credentialed scholars, understand the formidable complexities of the research process. Instead of explaining specific research techniques, it concentrates on the philosophical, sociological, and psychological dimensions of social research. These dimensions have received little coverage in guides written for social science researchers, but they are arguably even more important than particular analytical techniques. Truly sophisticated social science scholarship requires that the researcher understand the intellectual and social contexts in which they collect and interpret information. While social science training in US graduate schools has become more systematic over the past two decades with numerous publications aimed at instruction, training and guidance still fall short in addressing the fundamental needs of this field.

Research with human subjects has long been controversial because of the conflicts that often arise between promoting scientific knowledge and protecting the rights and welfare of subjects. Twenty-five years ago the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research addressed these conflicts. The result was the Belmont Report: Ethical Principles and Guidance for Research Involving Human Subjects, a report that identified foundational principles for ethical research with human subjects: respect for persons, beneficence, and justice.

Since the publication of Belmont, these three principles have greatly influenced discussions of research with human subjects. While they are often regarded as the single-most influential set of guidelines for biomedical research and practice in the United States (and other parts of the world), not everyone agrees that they provide adequate guidance. Belmont Revisited brings together a stellar group of scholars in bioethics to revisit the findings of that original report. Their responses constitute a broad overview of the development of the Belmont Report and the extent of its influence, especially on governmental commissions, as well as an assessment of its virtues and shortcomings.

Belmont Revisited looks back to reexamine the creation and influence of the Belmont Report, and also looks forward to the future of research—with a strong call to rethink how institutions and investigators can conduct research more ethically.

Bennu, named for the ancient Egyptian phoenix, was the chosen destination of OSIRIS-REx, NASA’s premier mission of asteroid exploration, launched in 2016. Study of the asteroid is important in safeguarding the future of planet Earth, but Bennu is also a time capsule from the dawn of our Solar System, holding secrets over four-and-a-half billion years old about the origin of life and Earth as a habitable planet.

In 2020 the OSIRIS-REx spacecraft successfully landed on the surface of Bennu and collected pristine asteroid material for delivery to Earth in September 2023. Scientific studies of the samples, along with data collected during the rendezvous, promise to help find answers to some of humanity’s deepest questions: Where did we come from? What is our destiny in space?

This book, the world’s first complete (and stereoscopic) atlas of an asteroid, is the result of a unique collaboration between OSIRIS-REx mission leader Dante Lauretta and Brian May’s London Stereoscopic Company. Lauretta’s colleagues include Carina Bennett, Kenneth Coles, and Cat Wolner, as well as Brian May and Claudia Manzoni, who became part of the ultimately successful effort to find a safe landing site for sampling. The text details the data collected by the mission so far, and the stereo images have been meticulously created by Manzoni and May from original images collected by the OSIRIS-REx cameras.

Beyond Method provides a forum for scholars across health and human sciences disciplines to explore issues surrounding philosophy, methodology, and epistemology in the context of interpretive scholarship. The essays comprising this volume move beyond the practical descriptions or the "how to" of interpretive methods commonly found in textbooks to explore the contributions, underlying assumptions, limitations, and possibilities embedded within and across particular philosophical, methodological, and epistemological perspectives. They reveal the complexity and richness of understanding that emerges when philosophical issues are explicated within contemporary contexts, illuminating new possibilities for healthcare and human science scholarship.

When academia treats plagiarism as a right-or-wrong issue, university students are expected to already understand how to avoid this act of academic dishonesty. However, source use is filled with complexities, and student plagiarism is often connected to student struggles with the subtleties of academic writing. Scholarly work that involves incorporation of sources is, in fact, a complex network of processes. Beyond Plagiarism offers a pedagogical approach to plagiarism that is intended to help instructors, administrators, and advisors address plagiarism and mentor students’ understanding of these processes and their development as academic writers and scholars. 

Starting with an overview of the complexities underlying plagiarism and source use, the book offers practical tools that teachers can integrate in their classes. These tools include examples of modifications to syllabi; integrating processes into assignment design, classroom support, and feedback and grading; meta-texts to guide student reflection on their use of sources; explanations of why source use is important in academic writing; guiding students through learning how to read for writing, analyze genres to better understand expectations, and practice paraphrasing, summarizing, and quoting in their own assignments; approaching AI tools strategically; and modeling successful strategies for each step of the scholarly process. By taking a pedagogical approach, expert members of the academic community can help students understand how academic writing builds on and incorporates sources, provide support for students to learn to do these things through a process approach, and respond to situations of plagiarism with nuance, compassion, and a growth mindset.

An important collection of essays and scholarship by Cuban archaeologists about precontact human settlement on the island.

An important and timely collection of essays that greatly expands knowledge of the human settlement of Cuba and the activities of its indigenous peoples. The collection is a testament to the tenacity of Cuban and US scholars determined to dismantle the political and economic barriers that have impeded collaborative archaeological scholarship in Cuba. Despite economic and political challenges that have limited the pursuit of archaeological research in Cuba, these essays show that Cuban archaeology has made valuable contributions to understanding the cultural processes that have shaped life in the Caribbean in both prehispanic and historic periods and added significantly to our understanding of past Cuban peoples.

The collection, one of only a few studies of Cuban archaeology published in English in the United States, includes essays by both Cuban and US scholars that highlight trends in Cuban archaeology. It recognizes the past pioneers of joint Cuban-US archaeological projects and pays homage to those researchers, including Betty Meggers and Lourdes Dominguez, who sustained scholarly contact across the Florida Straits despite geopolitical roadblocks. 

The past five decades have witnessed a rapid growth of computer models for simulating ecosystem functions and dynamics. This has been fueled by the availability of remote sensing data, computation capability, and cross-disciplinary knowledge. These models contain many submodules for simulating different processes and forcing mechanisms, albeit it has become challenging to truly understand the details due to their complexity. Most ecosystem models, fortunately, are rooted in a few core biophysical foundations, such as the widely recognized Farquhar model, Ball-Berry-Leuning and Medlyn family models, Penman-Monteith equation, Priestley-Taylor model, and Michaelis-Menten kinetics. After an introduction of biophysical essentials, four chapters present the core algorithms and their behaviors in modeling ecosystem production, respiration, evapotranspiration, and global warming potentials. Each chapter is composed of a brief introduction of the literature, in which model algorithms, their assumptions, and performances are described in detail. Spreadsheet (or Python codes) templates are included in each chapter for modeling exercises with different input parameters as online materials, which include datasets, parameter estimation, and real-world applications (e.g., calculations of global warming potentials). Users can also apply their own datasets. The materials included in this volume serve as effective tools for users to understand model behaviors and uses with specified conditions and in situ applications. 

Blood is messy, dangerous, and charged with meaning. By following it as it circulates through people and institutions, Jenny Bangham explores the intimate connections between the early infrastructures of blood transfusion and the development of human genetics. Focusing on mid-twentieth-century Britain, Blood Relations connects histories of eugenics to the local politics of giving blood, showing how the exchange of blood carved out networks that made human populations into objects of medical surveillance and scientific research. Bangham reveals how biology was transformed by two world wars, how scientists have worked to define racial categories, and how the practices and rhetoric of public health made genetics into a human science. Today, genetics is a powerful authority on human health and identity, and Blood Relations helps us understand how this authority was achieved.

College-for-all has become the new American dream. Most high school students today express a desire to attend college, and 90% of on-time high school graduates enroll in higher education in the eight years following high school. Yet, degree completion rates remain low for non-traditional students—students who are older, low-income, or have poor academic achievement—even at community colleges that endeavor to serve them. What can colleges do to reduce dropouts? In Bridging the Gaps, education scholars James Rosenbaum, Caitlin Ahearn, and Janet Rosenbaum argue that when institutions focus only on bachelor’s degrees and traditional college procedures, they ignore other pathways to educational and career success. Using multiple longitudinal studies, the authors evaluate the shortcomings and successes of community colleges and investigate how these institutions can promote alternatives to BAs and traditional college procedures to increase graduation rates and improve job payoffs.
 
The authors find that sub-baccalaureate credentials—associate degrees and college certificates—can improve employment outcomes. Young adults who complete these credentials have higher employment rates, earnings, autonomy, career opportunities, and job satisfaction than those who enroll but do not complete credentials. Sub-BA credentials can be completed at community college in less time than bachelor’s degrees, making them an affordable option for many low-income students.
 
Bridging the Gaps shows that when community colleges overemphasize bachelor’s degrees, they tend to funnel resources into remedial programs, and try to get low-performing students on track for a BA. Yet, remedial programs have inconsistent success rates and can create unrealistic expectations, leading struggling students to drop out before completing any degree. The authors show that colleges can devise procedures that reduce remedial placements and help students discover unseen abilities, attain valued credentials, get good jobs, and progress on degree ladders to higher credentials.
 
To turn college-for-all into a reality, community college students must be aware of their multiple credential and career options. Bridging the Gaps shows how colleges can create new pathways for non-traditional students to achieve success in their schooling and careers.
 

A unique narrative structure brings the history of race science in mid-twentieth-century India to vivid life.

There has been a recent explosion in studies of race science in the twentieth and twenty-first centuries, but most have focused either on Europe or on North America and Australia. In this stirring history, Projit Bihari Mukharji illustrates how India appropriated and repurposed race science to its own ends and argues that these appropriations need to be understood within the national and regional contexts of postcolonial nation-making—not merely as footnotes to a Western history of “normal science.”
 
The book comprises seven factual chapters operating at distinct levels—conceptual, practical, and cosmological—and eight fictive interchapters, a series of epistolary exchanges between the Bengali author Hemendrakumar Ray (1888–1963) and the protagonist of his dystopian science fiction novel about race, race science, racial improvement, and dehumanization. In this way, Mukharji fills out the historical moment in which the factual narrative unfolded, vividly revealing its moral, affective, political, and intellectual fissures.

A vital guide to centering community knowledge to generate effective solutions to inequality

When organizations take on social problems, from school reform to conservation to healthcare disparities, community members are sometimes “invited to the table” to share their insights. But if the table has already been set with institutional assumptions about the issue at hand, the solutions that emerge often have little to do with the people and places they are meant to help. When this is the case, inclusion can only go so far: as Dr. Brittany Lewis argues, it’s time to build a new table.

Drawing on her work as a community researcher and nonprofit consultant, Dr. Lewis developed the Equity in Action (EIA) model as a framework for closing the gaps between communities, researchers, and institutions. By centering the knowledge of the community members who ostensibly benefit from the work of various organizations, EIA makes research questions more relevant and the research process more targeted, getting at the roots of social inequality to find sustainable, impactful solutions. In Building a New Table, Dr. Lewis guides readers through the steps of EIA: assessing the landscape, building the community action council, co-developing a research approach, data collection, community review, and identifying solutions. Along the way, she highlights the values imbued in each step and the skills needed for success as well as how the model can be adapted for different organizations.

Practical and hands-on, Building a New Table explores each phase of the Equity in Action model through case studies featuring commentary from organizational leaders and staff who have used it to reshape their engagement with the communities they serve. Demonstrating how to ground solutions in lessons from lived experience, this book teaches how authentic community engagement and community-driven research creates reciprocal, generative relationships that can enact real, systemic change.

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Rooted in contemporary understandings of social action, informed by up-to-date research on writing program administration, and attentive to the needs of value-driven decision-making, Burnin’ Daylight enables writing program administrators (WPAs) to shape writing programs that help people create the lives they envision. This book guides WPAs through the rough terrain of running a writing program during a period of sustained social and economic upheaval—and through the process of making their programs more principle-driven and sustainable along the way.
 
WPAs face a range of challenges on a regular basis: organizing class schedules, leading professional learning events, conducting program assessments, responding to student needs, meeting with deans and provosts, and more. Additionally, WPAs need to learn about and direct their programs strategically when considering the kind of program they currently have, the sort of program they envision, and how they can transition from one to another. Burnin’ Daylight acts as a roadmap for IRB-approved research and provides WPAs—specifically, new and returning WPAs—with a detailed yet flexible plan for understanding the inner workings of a writing program and how to develop a future trajectory for it.
 
Burnin’ Daylight is for writing program administrators of all experience levels and other administrators interested in taking a “principled practices” approach to their work.