A SCHOLARLY BOOK REPOSITORY
This is a comprehensive book on the tax benefits of the charitable contribution, or bargain sale, of a conservation easement. It provides a detailed explanation of the complex and extensive requirements of the federal tax code and related concepts, including the rules governing the operation of tax-exempt organizations such as land trusts. Clearly written, systematic in its coverage, it is intended to be of value for anyone who deals with land trust issues, including land trust staff and trustees, landowners, lawyers, accountants, government officials, and interested lay people. Structured for easy reference, A Tax Guide to Conservation Easements is designed to be used as a resource tool. Related topics are cross-referenced throughout. All principles in the book are illustrated with one or more useful examples.
The tax benefits of contributing a conservation easement are unquestionably the heart of voluntary land conservation today. Knowledge of the tax law relating to land trusts and conservation easements is vital to properly establishing and managing land trusts and to insuring the tax deductibility of conservation easements. The future of voluntary land conservation is dependent on a clear understanding of tax policy. Complete, meticulous, and up to date, A Tax Guide to Conservation Easements is an essential handbook.
Tax Haven Ireland uncovers the central players in this process and exposes the coverups employed by the Irish state, with the help of accountants, lawyers, and financial services companies. From the lucrative internet porn industry to corruption in the property market, this issue distorts the economy across the state and in the wider international system, and its history runs deep, going back the country’s origins as a British colonial outpost.
Today, in the wake of Brexit and in the shadow of yet another economic crash, what can be done to prevent such dangerous behaviour and reorganize our economies to invest in the people? Can Ireland – and all of us – build an alternative economy based on fairness and democratic values?
Tax Policy and the Economy publishes current academic research findings on taxation and government spending that have both immediate bearing on policy debates and longer-term interest. The articles in Volume 23 address a range of topics, including Social Security, understanding corporate tax losses, the influence of globalization on the design of a tax system, and the question of whether federal provision of goods and services crowds out their provision by lower levels of government or the private sector.
Tax Policy and the Economy publishes current academic research findings on taxation and government spending that have both immediate bearing on policy debates and longer-term interest. The papers in this volume range from topics as broad as the relative efficacy of tax cuts versus spending increases as a form of economic stimulus to a targeted analysis of the Low Income Housing Tax Credit. Also included are two papers at that examine different aspects of policies designed to provide fiscal stimulus, as well as an examination of the effects of recent reforms in the Earned Income Tax Credit.
Natasha Sarin, Lawrence Summers, Owen Zidar, and Eric Zwick study how investors respond to taxes on capital gains, whether their incentives to invest are affected by those taxes, and whether that responsiveness has changed over time. Ethan Rouen, Suresh Nallareddy, and Juan Carlos Suárez Serrato revisit the question of whether cuts to corporate taxes increase income inequality, bringing new data and new statistical techniques to generate fresh findings. Alan Auerbach and William Gale investigate whether the advantages and disadvantages of different types of taxation are affected when interest rates stay low for long periods, as has been the case in the U.S. for many years. Nora Gordon and Sarah Reber study the distributional impact of emergency subsidies to schools made by the federal government during the recent COVID pandemic and whether those subsidies were sufficient to cover the increased school costs induced by the pandemic. Jacob Goldin, Elaine Maag, and Katherine Michelmore investigate the fiscal cost of an expansion of the U.S. child tax credit, which has been discussed extensively in policy circles recently. They take into account not only the direct expenditure on the allowance but how cost is affected by the existence of work incentives and by possible beneficial effects on childrens’ adult earnings.
Tax Policy and the Economy publishes current academic research on taxation and government spending with both immediate bearing on policy debates and longer-term interest.
This volume of Tax Policy and the Economy presents new research on important issues concerning US taxation and transfers. First, Edward L. Glaeser, Caitlin S. Gorback, and James M. Poterba examine the distribution of burdens associated with taxes on transportation. Replacing the gasoline tax with a vehicle-miles-traveled (VMT) tax would increase the burden on higher-income households, who drive more fuel-efficient cars and are more likely to own electric vehicles. User charges for airports, subways, and commuter rail are progressive, while the burden of bus fees is larger for lower-income households than for their higher-income counterparts. Next, Katarzyna Bilicka, Michael Devereux, and Irem Güçeri investigate tax shifting by multinational companies (MNCs) and the implications of a potential Global Minimum Tax (GMT). They find that MNCs shift intellectual property to tax havens, and that a large share of patenting activity takes place in tax havens where little or no R&D occurs. Tax havens are particularly important for MNCs with large subsidiary networks; such firms would likely be subject to a GMT. Mark Duggan, Audrey Guo, and Andrew C. Johnston study the role of experience rating in the Unemployment Insurance (UI) system and find that the current structure stabilizes the labor market because it penalizes firms with high rates of UI-eligible layoffs. In the fourth paper, David Altig, Laurence J. Kotlikoff, and Victor Yifan Ye calculate how retiring at different ages will affect Social Security benefit amounts, taking into account taxation and other benefits. They find that virtually all individuals aged 45 to 62 should wait until age 65 or later to maximize their Social Security benefits. Indeed, 90 percent would benefit from waiting until age 70, but only 10 percent do so. Finally, Jonathan Meer and Joshua Witter examine the potential impact of the Earned Income Tax Credit on the labor force decisions of childless adults who are eligible for a small credit after they reach age 25. Comparing labor force attachment changes just before and after this age suggests that the EITC has little impact on the labor force participation of this group.
Tax Policy and the Economy publishes current academic research on taxation and government spending with both immediate bearing on policy debates and longer-term interest.
This volume presents new research on taxation and public expenditure programs, with particular focus on how they affect economic behavior. John Guyton, Kara Leibel, Dayanand Manoli, Ankur Patel, Mark Payne, and Brenda Schafer study the disallowance of Earned Income Tax Credit (EITC) benefits as a result of IRS audits, and find that in post-audit years, audited taxpayers are less likely than similar non-audited taxpayers to claim EITC benefits. Janet Holtzblatt, Swati Joshi, Nora Cahill, and William Gale provide new empirical evidence on racial differences in the income tax penalty, or bonus, associated with a couple being married. Haichao Fan, Yu Liu, Nancy Qian, and Jaya Wen evaluate how computerizing value-added tax transactions in China affected the tax revenue collected from large manufacturing firms. Niels Johannesen, Daniel Reck, Max Risch, Joel Slemrod, John Guyton, and Patrick Langetieg study data on the ownership of foreign bank accounts and other financial accounts as reported on income tax returns. They find that many of these accounts are in tax havens, and they discuss the impact of the Foreign Account Tax Compliance Act on tax compliance and government revenue. Louis Kaplow integrates charitable giving into an optimal income tax framework, and shows that the externalities associated with such giving are key to determining its optimal tax treatment. Finally, Roger Gordon compares caps or quantity targets on emissions with carbon taxes and points out that which one dominates can be situation-specific and depend on a number of features of the economy.
“This is the first book to systematically examine the variation in policies of Eastern European countries. There is a theoretical contribution to understandings of variation in tax policies, but just as impressive is the in-depth empirical analysis and in particular the data from interviews with key players in the process.”
—Yoshiko Herrera, University of Wisconsin-Madison
Post-Communist tax reform, like institutional reform in other areas of the post-Communist transition, holds tremendous material consequences for different groups in society. Consequently, one would expect the allocation of resources and the distribution of the financial burden of that allocation to be highly sensitive to domestic politics. Indeed the political stakes should be especially high since post-Communist tax reform requires not merely a simple adjustment at the margin, but the fundamental reallocation of the responsibility for government revenue. In Eastern Europe, however, important areas of tax policy do not reflect traditional domestic variables (e.g., interest groups and partisanship) so much as the international imperatives associated with regional and global economic integration.
In Tax Politics in Eastern Europe, Hilary Appel analyzes the domestic and international factors that drive tax policy. She begins with a review of the greatest challenges in the initial creation of the capitalist tax systems in former Communist states and then turns to the evolution of specific forms of taxation in order to gauge the relative impact of domestic politics on tax policy. Appel concludes that, although some tax areas, such as personal income taxes, remain politicized, most other taxes, such as corporate income taxes and all forms of consumption taxes, have been less subject to domestic political pressures because of powerful constraints resulting from regional and global economic integration.
The Alliance for Progress was a program intended to stimulate and aid the economic development of the peoples of Latin America. It proposed that the United States and nineteen Latin American republics pool financial and technical resources to aid the peoples of all these republics in achieving better living standards, greater human dignity, and increased political freedom. Although achievement of these goals depended partially upon the availability of external assistance, it depended even more upon the ability and willingness of the Latin Americans themselves to make numerous far-reaching institutional reforms within their countries.
One of the most important needs was in the area of tax reform, which had been made a quid pro quo for the twenty billion dollars promised by the United States through the program. This limitation upon the use of United States funds made obvious the need for a means of evaluating the adequacy of Latin American tax-reform efforts. In this study Raynard M. Sommerfeld presents an examination of this problem and recommends basic criteria for such evaluation. The study reviews the objectives of the Alliance for Progress, investigates the prevailing tax systems in the Latin American republics, and offers recommendations for tax-reform efforts to harmonize tax policy with the economic development goals stipulated in the Charter of Punta del Este.
The author emphasizes and reiterates the fact that thorough studies of the individual countries are necessary for the planning of truly adequate tax reform. He offers the facts developed in his study as interim tools for United States Alliance for Progress agencies in evaluating Latin American tax-reform efforts, for Latin American planners seeking to guide their countries most easily on the road to economic maturity, and for all scholars, teachers, and students interested in the fields of Latin American economics, taxation, and political history.
Other conclusions include the apparently mutually reinforcing nature of tax simplification and tax rate reduction, and the role of indirect tax reforms (such as the value-added tax) in successful reform undertakings.
A tax revolt almost as momentous as the Boston Tea Party erupted in California in 1978. Its reverberations are still being felt, yet no one is quite sure what general lessons can be drawn from observing its course. This book is an in-depth study of this most recent and notable taxpayers' rebellion: Howard Jarvis and Proposition 13, the Gann measure of 1979, and Proposition 9 (Jarvis II) of 1980. The people of California, speaking directly through referenda, redirected their state from an intense and expensive concern for the welfare of its citizens to a far more circumspect role. The sequence involved cutting property taxes, limiting tax growth, and then rejecting a state income tax cut.
Why did Californians vote to lower some taxes and not others? How fundamental is the American disposition toward tax revolt? Will it happen again? The authors consider a variety of partial answers: the self-interest of certain groups, the apathy of others, the role of party affiliation, the specter of symbolic racism, the meaning of mass mood surges. The interplay between class politics and symbolic protest embodied in the California Tax Revolt has since spread to other states—for example, Proposition 21/2 in Massachusetts, which lowered property taxes—and has reached the federal level. President Reagan, with Republican and conservative Democrat support, has enacted major spending cuts and long-range tax relief. The new revolutionary strand in the fabric of the American political culture appears to be strong.
A tax revolt almost as momentous as the Boston Tea Party erupted in California in 1978. Its reverberations are still being felt, yet no one is quite sure what general lessons can be drawn from observing its course. This book is an in-depth study of this most recent and notable taxpayers' rebellion: Howard Jarvis and Proposition 13, the Gann measure of 1979, and Proposition 9 (Jarvis II) of 1980. The people of California, speaking directly through referenda, redirected their state from an intense and expensive concern for the welfare of its citizens to a far more circumspect role. The sequence involved cutting property taxes, limiting tax growth, and then rejecting a state income tax cut.
Why did Californians vote to lower some taxes and not others? How fundamental is the American disposition toward tax revolt? Will it happen again? The authors consider a variety of partial answers: the self-interest of certain groups, the apathy of others, the role of party affiliation, the specter of symbolic racism, the meaning of mass mood surges. The interplay between class politics and symbolic protest embodied in the California Tax Revolt has since spread to other states—for example, Proposition 21/2 in Massachusetts, which lowered property taxes—and has reached the federal level. President Reagan, with Republican and conservative Democrat support, has enacted major spending cuts and long-range tax relief. The new revolutionary strand in the fabric of the American political culture appears to be strong.
Documenting the evolution of economic development and fiscal policies in Taiwan over the last four decades, this work explores the effectiveness of specific tax and trade policies. The authors make a major revision to the previously accepted role played by the export processing zones and the protection of domestic producers from foreign competition. The extensive use of duty exemption systems enabled the government to create competition among the exporting firms, and the innovative design of economic policies and administrative systems helped the private sector generate savings, expand investments, and promote exports.
This work analyzes how unique fiscal policies and administrative practices were designed to foster the rapid growth and development of Taiwan during this period.
Assaf Razin and Joel Slemrod gathered experts from two traditionally distinct specialties, taxation and international economics, to lay the groundwork for understanding these issues, which will require the attention of scholars and policymakers for years to come.
Contributors describe the basic provisions of the U.S. tax code with respect to international transactions, highlighting the changes contained in the U.S. Tax Reform Act of 1986; explore the ways that tax systems influence the decisions of multinationals; examine the effect of taxation on trade patterns and capital flows; and discuss the implications of the opening world economy for the design of optimal international tax policy. The papers will prove valuable not only to scholars and students, but to government economists and international tax lawyers as well.
This important contribution to tax analysis presents seven related theoretical essays that examine the effects of capital income taxation on the behavior of firms. It is divided into three sections, focusing on optimal tax design, firm financial policy, and inflation. Taken together, the essays demonstrate the powerful role taxes play in shaping the behavior of American corporations, and also provide insights into the difficult task of tax reform.
Alan Auerbach’s results suggest policies the government might adopt to promote the optimal accumulation of capital. He examines the implications for capital taxation of discrepancies between nominal depreciation rates and real economic depreciation, and suggests appropriate rules of thumb for determining when capital taxation is neutral among alternative investment projects. He also makes important contributions to the debate over the integration of corporate and personal taxes on capital income and to the behavioral puzzle of why corporations pay dividends to their shareholders.
“[The book’s] most important contribution, however, is undoubtedly with respect to consumption taxes. No one, anywhere, has thought through with such care just how the so-called ‘simplified alternative tax’ (essentially a direct personal consumption tax combined with a cash-flow corporate tax) might work in the real world. Since such taxes are increasingly being considered—if not adopted—all over the world, in developing and developed countries alike, for this reason alone this book should be high on the reading list of all those concerned with the design and implementation of efficient and equitable direct tax systems.”—From the Foreword by Richard M. Bird
By addressing some of the most critical policy issues of the day with a minimum of economic jargon, Taxes and Capital Formation makes the results of Bureau research available to a wide audience of policy officials and staff as well as to members of the business community. The volume should also prove useful for courses in public policy, business, and law. In keeping with Bureau tradition, the papers do not contain policy recommendations; instead, they promote a better understanding of how the economy works and the effects of specific policies on particular aspects of the economy.
"In tax administration," writes the author, "all countries can learn from each other." This revealing case study of the development of Israel's tax system--a system which has dealt with the full panoply of problems that tax administrators must face and which is further characterized by heavy taxation--offers a wealth of noteworthy examples for other countries.
Harold C. Wilkenfeld presents a detailed account of the historical and economic realities that forged Israel's elaborate tax structure from the Ottoman period to the present day. He scrutinizes such areas as the crises that Israel's tax administration faced shortly after the State achieved its independence, the problems which had to be solved, the formulation of administrative policy, the interplay of a developing civil service and a developing citizenry. All of these areas are viewed in the context of an evolving economy and a continuing external conflict.
The author presents practical guidelines for countries interested in advancing the effectiveness of tax administration. For instance, many of the Israeli administration's tactics against tax evasion may be transplantable to other nations. Likewise, a number of the technical solutions to administrative problems of both direct and indirect taxes can certainly and readily be adapted to conditions in a number of developing countries.
Taxes and People in Israel comes as a welcome addition to a field which offers few critical, historical studies of the entire tax system of a country. It will be of considerable interest to tax administrators and ought to be read by every new head of a tax administration. It should also prove a valuable source to public administrators, lawyers, sociologists, economists, and anyone concerned with giving fiscal advice to the developing countries.
Insightful, good-humored essays on the possibilities of alien life and the uses of space exploration, based on an astrobiologist’s everyday conversations with his fellow humans—taxi drivers, to be precise. “This is a joy to read.” —Publishers Weekly
If you’ve ever sat in the back seat of a taxi, you know that cabbies like to talk. Sports or politics, your job or theirs, taxi drivers are fine conversationalists on just about any topic. And when the passenger is astrobiologist Charles Cockell, that topic is usually space and what, if anything, lives out there.
Inspired by conversations with drivers all over the world, Taxi from Another Planet tackles the questions that everyday people have about the cosmos and our place in it. Will we understand aliens? What if there isn’t life out in the universe? Is Mars our Plan B? And why is the government spending tax dollars on space programs anyway? Each essay in this genial collection takes questions like these as a starting point on the way to a range of insightful, even poignant, observations. Cockell delves into debates over the inevitability of life and looks to both human history and scientific knowledge to consider what first contact will be like and what we can expect from spacefaring societies. He also offers a forceful argument for the sympathies between space exploration and environmentalism.
A shrewd and entertaining foray into the most fundamental mysteries, Taxi from Another Planet brings together the wisdom of scientific experts and their fellow citizens of Earth, the better to understand how life might unfold elsewhere.
“Timely…Cockell makes us consider a gamut of new possibilities that boggle the mind.”
—Bruce Dorminey, Forbes
“Taxi from Another Planet conveys an array of ideas—all fascinating, and some profound—with a light touch and utter clarity. Accessible to anyone curious about the cosmos.”—Martin Rees, coauthor of The End of Astronauts
“Entertaining and informative in equal measure.”—Morgan Hollis, Nature Astronomy
If you’ve ever sat in the back seat of a taxi, you know that cabbies like to talk. Sports or politics, your job or theirs, taxi drivers are fine conversationalists on just about any topic. And when the passenger is astrobiologist Charles Cockell, that topic is usually space and what, if anything, lives out there.
Inspired by conversations with drivers all over the world, Taxi from Another Planet tackles the questions that everyday people have about the cosmos and our place in it. Will we understand aliens? What if there isn’t life out in the universe? Is Mars our Plan B? And why is the government spending tax dollars on space programs anyway? Each essay in this genial collection takes questions like these as a starting point on the way to a range of insightful, even poignant, observations. Cockell delves into debates over the inevitability of life and looks to both human history and scientific knowledge to consider what first contact will be like and what we can expect from spacefaring societies. He also offers a forceful argument for the sympathies between space exploration and environmentalism.
A shrewd and entertaining foray into the most fundamental mysteries, Taxi from Another Planet brings together the wisdom of scientific experts and their fellow citizens of Earth, the better to understand how life might unfold elsewhere.
Taxi-dance halls, as the introduction notes, were social centers where men could come and pay to dance with “a bevy of pretty, vivacious, and often mercenary” women. Ten cents per dance was the usual fee, with half the proceeds going to the dancer and the other half to the owner of the taxi-hall. Cressey’s study includes detailed maps of the taxi-dance districts, illuminating interviews with dancers, patrons, and owners, and vivid analyses of local attempts to reform the taxi-dance hall and its attendees.
Cressey’s study reveals these halls to be the distinctive urban consequence of tensions between a young, diverse, and economically independent population at odds with the restrictive regulations of Prohibition America. Thick with sexual vice, ethnic clashes, and powerful undercurrents of class, The Taxi-Dance Hall is a landmark example of Chicago sociology, perfect for scholars and history buffs alike.
During the eighteenth century, hundreds of thousands of free descendants of Africans in Mexico faced a highly specific obligation to the Spanish crown, a tax based on their genealogy and status. This royal tribute symbolized imperial loyalties and social hierarchies. As the number of free people of color soared, this tax became a reliable source of revenue for the crown as well as a signal that colonial officials and ordinary people referenced to define and debate the nature of blackness.
Taxing Blackness: Free Afromexican Tribute in Bourbon New Spain examines the experiences of Afromexicans and this tribute to explore the meanings of race, political loyalty, and legal privileges within the Spanish colonial regime. Norah L. A. Gharala focuses on both the mechanisms officials used to define the status of free people of African descent and the responses of free Afromexicans to these categories and strategies. This study spans the eighteenth century and focuses on a single institution to offer readers a closer look at the place of Afromexican individuals in Bourbon New Spain, which was the most profitable and populous colony of the Spanish Atlantic.
As taxable subjects, many Afromexicans were deeply connected to the colonial regime and ongoing debates about how taxpayers should be defined, whether in terms of reputation or physical appearance. Gharala shows the profound ambivalence, and often hostility, that free people of African descent faced as they navigated a regime that simultaneously labeled them sources of tax revenue and dangerous vagabonds. Some free Afromexicans paid tribute to affirm their belonging and community ties. Others contested what they saw as a shameful imposition that could harm their families for generations. The microhistory includes numerous anecdotes from specific cases and people, bringing their history alive, resulting in a wealth of rural and urban, gender, and family insight.
Tea growing was a prosperous industry in Sichuan when Wang Anshi's New Policies created a Tea Market Agency to buy up Sichuanese tea and trade it to Tibetan tribesmen for cavalry horses. At first the highly autonomous Agency not only acquired the needed horses but made a profit. After the Jurchen conquest of North China, however, market realities changed and the combined Tea and Horse Agency's once successful policies ruined tea farmers, failed to meet quotas for horses, and ran a deficit. Smith details the workings of Sichuan tea farming and the tea trade, examines the geopolitical factors that forced the Song to buy horses, and graphically describes the difficulties of driving them more than a thousand miles through rugged mountains with only inexperienced conscripts as trail hands.
In this study of fiscal sociology, Smith also explains how the Tea and Horse Agency transformed the Sichuan local elite, which was notorious for its resistance to state power, into imperial civil servants eager to tax their own region. He draws on modern theories of corporate behavior to explain what made the inner workings of the Agency an extraordinary departure for the Chinese civil service; and he demonstrates how the Agency put into practice the most radical New-Policies theories of state economic activism. The Agency made entrepreneurs out of bureaucrats, but ultimately became ruinously tyrannical as the system of state rewards and punishments drove its personnel to actions that crippled key sectors of the economy.
In ten succinct chapters, the book documents the channels through which tax policy in the United States and abroad affects plant and equipment investments, spending on research and development, the cost of debt and equity finance, and dividend repatriations by United States subsidiaries. It also discusses the impact of U.S. firms' outbound foreign investment on domestic and foreign economies. Especially useful to nonspecialists is an appendix that summarizes current United States rules for taxing international income.
"Taxing Women is a must-have primer for any woman who wants to understand how our current tax system affects her family's economic condition. In plain English, McCaffery explains how the tax code stacks the deck against women and why it's in women's economic interest to lead the next great tax rebellion."—Patricia Schroeder
"McCaffery is an expert on the interplay between taxes and social policy. . . . Devastating in his analysis. . . . Intriguing."—Harris Collingwood, Working Women
"A wake-up call regarding the inequalities of an archaic system that actually penalizes women for working."—Publishers Weekly
Featuring essays, interviews, and commentaries by noted critics and artists, the volume examines the vastness of Mac’s theatrical imagination, the singularity of their voice, the inclusiveness of their cultural insights and critiques, and the creativity they display through stylistic and formal qualities and the unorthodoxies of their personal and professional trajectories. Contributors consider the range of Mac’s career as a playwright, performer, actor, and singer, expanding and enriching the conversation on this much-celebrated and deeply resonant body of work.
On July 10, 1971, during birthday celebrations for King Hassan II of Morocco, attendant officers and cadets opened fire on visiting dignitaries. A young officer, Aziz BineBine, arrived late and witnessed the ensuing massacre without firing a single shot, yet he would spend the next two decades in a political prison hidden in the Atlas Mountains—Tazmamart. Conditions in this now-infamous prison were nightmarish. The dark, underground cells, too small for standing up in, exposed prisoners to extreme weather, overflowing sewage, and disease-ridden rats. Forgetting life outside his cell—his past, his family, his friends—and clinging to God, BineBine resolved to survive. Tazmamart: 18 Years in Morocco’s Secret Prison is a memorial to BineBine and his fellow inmates’ sacrifice. This searing tale of endurance offers an unfiltered depiction of the agonizing life of a political prisoner.
Although TDR programs must conform to zoning laws, they provide market incentives that make them more equitable (and often more lucrative) for sellers and frequently benefit buyers by allowing them to receive prior approval for their high-density development plans. Since the 1970s when modern TDR applications were first conceived, more than 200 communities in 33 states across the U.S. have implemented TDR-based programs. The most common uses of TDR to date involve protecting farmland, environmentally sensitive land, historic sites, and "rural character," and urban revitalization.
Until now, however, there has never been a clearly written, one-volume book on the subject. At last, The TDR Handbook provides a comprehensive guide to every aspect of TDR programs, from the thinking behind them to the nuts and bolts of implementation-including statutory guidance, model ordinances, suggestions for program administration, and comparisons with other types of preservation programs. In addition, six of its twenty chapters are devoted to case studies of all major uses to which TDR programs have been utilized to date, including recent urban revitalization projects that utilize TDR principles.
From chai to oolong to sencha, tea is one of the world’s most popular beverages. Perhaps that is because it is a unique and adaptable drink, consumed in many different varieties by cultures across the globe and in many different settings, from the intricate traditions of Japanese teahouses to the elegant tearooms of Britain to the verandas of the deep South.
In Tea food historianHelen Saberi explores this rich and fascinating history. Saberi looks at the economic and social uses of tea, such as its use as a currency during the Tang Dynasty and 1913 creation of a tea dance called “Thé Dansant” that combined tea and tango. Saberi also explores where and how tea is grown around the world and how customs and traditions surrounding the beverage have evolved from its legendary origins to its present-day popularity.
Featuring vivid images of teacups, plants, tearooms, and teahouses as well as recipes for both drinking tea and using it as a flavoring, Tea will engage the senses while providing a history of tea and its uses.
In her mouthwatering new book, Melanie King offers a concise cultural history. All three beverages hail from faraway places: tea came first from China, coffee from the Middle East, and chocolate from Central America. Physicians and politicians alike were quick to comment in newspapers and popular periodicals on their supposed perils or health benefits. Readers learn that coffee was recommended in the seventeenth century as protection against the bubonic plague. Tea was thought to make women unattractive and men “unfit to do their business,” while a cup of chocolate was supposed to have exactly the opposite effect on the drinker’s sex life and physical appearance. As consumption of these newly discovered delicacies grew, merchants seized on the opportunity by setting up coffee houses or encouraging ever-more-elaborate tea-drinking rituals.
Filled with fascinating and often funny anecdotes—from a goatherd whose flock became frisky after eating coffee berries to a duchess with a goblet of poisoned chocolate, Tea, Coffee & Chocolate shows how the rowdy initial reception of these drinks forms the roots of today’s enduring caffeine culture.
Winner, LASA Mexico Humanities Book Prize, 2017
Among the surviving documents from the colonial period in Mexico are rare Maya-authored manuscript compilations of Christian texts, translated and adapted into the Maya language and worldview, which were used to evangelize the local population. The Morely Manuscript is well known to scholars, and now The Teabo Manuscript introduces an additional example of what Mark Z. Christensen terms a Maya Christian copybook. Recently discovered in the archives of Brigham Young University, the Teabo Manuscript represents a Yucatecan Maya recounting of various aspects of Christian doctrine, including the creation of the world, the Fall of Adam and Eve, and the genealogy of Christ.
The Teabo Manuscript presents the first English translation and analysis of this late colonial Maya-language document, a facsimile and transcription of which are also included in the book. Working through the manuscript section by section, Christensen makes a strong case for its native authorship, as well as its connections with other European and Maya religious texts, including the Morely Manuscript and the Books of Chilam Balam. He uses the Teabo Manuscript as a platform to explore various topics, such as the evangelization of the Maya, their literary compositions, and the aspects of Christianity that they deemed important enough to write about and preserve. This pioneering research offers important new insights into how the Maya negotiated their precontact intellectual traditions within a Spanish and Catholic colonial world.
The twelve stories in Teach the Free Man mark the impressive debut of Peter Nathaniel Malae. The subject of incarceration thematically links the stories, yet their range extends beyond the prison’s barbed wire and iron bars. Avoiding sensationalism, Malae exposes the heart and soul in those dark, seemingly inaccessible corridors of the human experience.
The stories, often raw and startlingly honest, are distinguished by the colloquial voices of California’s prison inmates, who, despite their physical and cultural isolation, confront dilemmas with which we can all identify: the choice to show courage against peer pressure; the search for individual rights within a bureaucracy; and the desperate desire for honor in the face of great sacrifice. These stories present polished and poetic examples of finding something redemptive in the least among us.
The book’s epigraph by W. H. Auden, from which the book takes its title, exemplifies the spirit of these dynamic stories:
In the deserts of the heart
Let the healing fountain start.
In the prison of his days
Teach the free man how to praise.
Research has shown that very young children can learn sign language before they learn to speak. Teach Your Tot to Sign: The Parents’ Guide to American Sign Language provides parents and teachers the opportunity to teach more than 500 basic American Sign Language (ASL) signs to their infants, toddlers, and young children. Hearing children, deaf children, and children with special needs can benefit from learning the elementary signs chosen for this handy pocket-size book. Young children who can communicate using simple signs become less frustrated and also bond in a special way with their parents. In teaching ASL to parents of toddlers and preschool teachers, author Stacy A. Thompson recognized the need for a book that could be used at home and in the classroom. Her book features fundamental signs of great appeal to young children and concise instructions on how to sign, including the critical importance of facial expression.
Teach Your Tot to Sign anticipates all of the common desires and interests of young children — food, pets, planes, trains, cars, and boats, games, holidays, vegetables, family — in short, nearly everything. Reflecting children’s endless curiosity, the vocabulary chosen ranges from signs for “baby,” “broken,” “clown,” “dinosaur,” “firefighter,” “gentle,” “hot,” “hurt,” “ketchup,” “pacifier,” “rooster,” “sad,” “spaghetti,” “wagon,” “water,” “wet,” to “you’re welcome,” and even “McDonalds.” This lively assortment of signs will help every child convey earlier in their development their thoughts, feelings, and desires to their parents and teachers.
The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions. The book moves beyond a singular focus on teacher racial diversity that has characterized scholarship and policy work in this area. Instead, it pushes for scholars to consider that racial diversity in teacher education is not simply an end in itself but is, a means to accomplish other goals, such as developing justice-oriented and asset-based pedagogies.
Three critiques form this postmodern approach to teacher research. An epistemological critique considers issues of power in the relationship of university researchers to teachers. A sociopolitical critique examines the relationships that a teacher may have to the research process. A professional critique argues for staff development programs that encourage teachers to take greater responsibility for curriculum and instruction and for institutional structures that support teacher research as a professional activity.
As Shelton shows, many working- and middle-class whites sided with corporate interests in seeing themselves as society's only legitimate, productive members. This alliance increasingly argued that public employees and the urban poor took but did not give. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears to undermine not just teacher unionism but the whole of liberalism.
Examining teachers' unions and public education from the bottom up, Lyons shows how the CTU and its members sought rigorous reforms. A combination of political action, public relations campaigns, and community alliances helped the CTU to achieve better salaries and benefits, increased school budgets, reformed curricula, and greater equality for women within the public education system. But its agenda was also constrained by internal divisions over race and gender and by ongoing external disputes with the school administration, politicians, and business and civic organizations.
Detailed and informed by rich interviews, Teachers and Reform: Chicago Public Education, 1929-1970 tells the story of how committed union members effected changes to public education and to local politics that still benefit Chicago teachers, students, and the city today.
The MET Go! is intended for early adolescents at the middle school to lower-secondary school level who want to measure their general English language proficiency in a variety of linguistic contexts. The test results can be used for educational purposes, such as when finishing an English language course, as a motivational tool to encourage students as they progress in their English study, or as a supporting credential for youth opportunities requiring English skills. It may also be used as a bridge to a higher-level exam such as the MET.
The Teacher’s Answer Pack for The Official MET Go! Practice Test Book includes:
- answer keys
- audio transcripts for the Listening practice tests
- Writing test responses with commentary for two of the practice tests
- examiner instructions and script for the Speaking test prompts
- selected practice test vocabulary lists
- a progress tracking log for recording practice test scores
- actual test form instructions and a sample answer sheet
The Teacher’s Attention is a fresh take on relationships in schools. Looking beyond our obsession with raising test scores, this book recognizes that education is a key partner in raising children. Garrett Delavan contends that allowing students, educators and parents to navigate a smaller number of relationships—a concept he calls "relationship load"—provides many benefits, including a better chance at achieving equal access to a good education for all children.
Delavan shows how class size, school size, and longer-term student-teacher relationships are all equally critical components for educating our children ethically and successfully. After examining these proposed reforms in detail, Delavan also considers counterarguments and provides a detailed projection of costs and savings, putting to rest the assumption that smaller classes and smaller schools are necessarily more expensive. Finally, the book discusses possible steps toward implementation, showing how the author's proposed reforms are remarkably practical.
John Dewey was one of the most prominent philosophers and educational thinkers of the twentieth century, and his influence on modern education continues today. In Teachers, Leaders, and Schools: Essays by John Dewey, educators Douglas J. Simpson and Sam F. Stack Jr. have gathered some of Dewey’s most user-friendly and insightful essays concerning education with the purpose of aiding potential and practicing teachers, administrators, and policy makers to prepare students for participation in democratic society.
Selected largely, but not exclusively, for their accessibility, relevance, and breadth of information, these articles are grouped into five parts—The Classroom Teacher, The School Curriculum, The Educational Leader, The Ideal School, and The Democratic Society. Each part includes an introductory essay that connects Dewey’s thoughts not only to each other but also to current educational concerns. The sections build on one another, revealing Dewey’s educational theories and interests and illustrating how his thoughts remain relevant today.
This teacher's manual was written to accompany the textbook Norsk, nordemenn og Norge, published by the University of Wisconsin Press (text ISBN 0-299-08690-9)
In Teachers of the People, Dana Villa takes us back to the moment in history when “the people” first appeared on the stage of modern European politics. That moment—the era just before and after the French Revolution—led many major thinkers to celebrate the dawning of a new epoch. Yet these same thinkers also worried intensely about the people’s seemingly evident lack of political knowledge, experience, and judgment. Focusing on Rousseau, Hegel, Tocqueville, and Mill, Villa shows how reformist and progressive sentiments were often undercut by skepticism concerning the political capacity of ordinary people. They therefore felt that “the people” needed to be restrained, educated, and guided—by laws and institutions and a skilled political elite. The result, Villa argues, was less the taming of democracy’s wilder impulses than a pervasive paternalism culminating in new forms of the tutorial state.
Ironically, it is the reliance upon the distinction between “teachers” and “taught” in the work of these theorists which generates civic passivity and ignorance. And this, in turn, creates conditions favorable to the emergence of an undemocratic and illiberal populism.
Teachers on the Waves of Transformation aims to answer this question through the lens of education. With careful exploratory research at two schools in a small town in central Bohemia, anthropologist Dana Moree follows the fates of two generations of teachers at the schools. Through interviews with teachers, school administrators, and the students’ parents, Moree focuses on the relationships, values, shared stories, and symbolic and ritual worlds that create the culture of the schools. Teachers on the Waves of Transformation offers a unique perspective of cultural flux as witnessed in the classroom.
Teaching about race and racism can be a difficult business. Students and instructors alike often struggle with strong emotions, and many people have robust preexisting beliefs about race. At the same time, this is a moment that demands a clear understanding of racism. It is important for students to learn how we got here and how racism is more than just individual acts of meanness. Students also need to understand that colorblindness is not an effective anti-racism strategy.
In this book, Cyndi Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes and avoids shaming students. She provides evidence for how learning works with respect to race and racism along with practical teaching strategies rooted in that evidence to help instructors feel more confident. She also differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students.
"This provocative and timely book challenges Americans to rethink what it means to take democracy and religious freedom seriously in public education. Emile Lester takes the reader beyond culture war conflicts rooted in religious divisions and offers bold, new solutions for addressing our differences with fairness and robust toleration. Instead of battlegrounds, he argues, public schools can and should be places that include all voices in ways that prepare citizens to engage one another with civility and respect. Teaching about Religions is essential reading for all who care about the future of public schools---and the health of American democracy."
--- Charles C. Haynes, Senior Scholar, Freedom Forum First Amendment Center
"More than simply a synthesis of existing scholarship, [this book is] an original contribution to the field. [The] major themes are timely, and this book might well contribute to public discussion of important issues in our culture wars."
---Warren Nord, University of North Carolina–Chapel Hill
"Arriving in the wake of a bitter battle over the place of Islam in America and in the midst of calls for greater understanding and civility, Emile Lester's new book is a timely contribution to the debate about the best ways to teach about religion in our nation's public schools. A pioneering researcher in this field, Lester offers thoughtful critiques of existing proposals as well as fresh ideas. His recommendations reflect painstaking efforts to understand the concerns of groups (most notably, conservative Christians) to which he does not belong, and a firm grasp of the difference between fostering understanding of other faiths and pressing for acceptance of them. Lester's prescriptions, always informed and fair-minded and sometimes provocative, should drive the debate forward in productive ways."
---Melissa Rogers, Director, Center for Religion and Public Affairs at Wake Forest University School of Divinity and Nonresident Senior Fellow, The Brookings Institution
Frequent news stories about the debates waged between secularists and religious conservatives have convinced most Americans that public schools must choose between promoting respect for religious minorities and respecting the interests of conservative Christians. As a result, public schools fail to teach students about the meaning and value of protecting religious liberty and consequently perpetuate mistrust across the cultural divide, further empower extremists, and obscure the fact that most Americans of all religious backgrounds share a commitment to basic democratic principles.
In response, the public schools in the religiously diverse and divided community of Modesto, California, have introduced a widely acclaimed required world religions course. Drawing on groundbreaking research on the creation of and response to the Modesto course as well as on political philosophy, Emile Lester advocates a civic approach to teaching about religion in public schools that at once emphasizes respect for all views about religion and provides a special recognition of conservative Christian beliefs.
Part 1 offers the pedagogical basis teachers need to apply best practices, as well as:
- Tips for collaborative writing and writing productivity
- Strategies for using generative artificial intelligence (AI) technology in teaching and writing
- Open-access resources and instruction planning activities
Part 2 focuses on the steps of writing a scientific paper, offering:
- A strong foundation in the structure of and strategies for successful writing
- Customizable teaching materials on how to write a scientific paper
- Strategies for planning a paper, crafting writing to reach readers, developing persuasive arguments, and building a successful author team
- How-to write each section of a paper, from the title to the conclusion
- Guidance on navigating the publishing process, including selecting the appropriate journal and effectively responding to peer-reviewer comments
The book primarily explores accelerated composition through the lens of two-year colleges to answer a central question in the field: to what extent do educators need to alter two-year college curricular design? The contributors also delve into assessment, a crucial process for instructors and their students transitioning to accelerated learning; the key role that reading plays in the writing process; and noncognitive learning, an area of study that has been associated with accelerated learning since its inception. Together these thirteen chapters provide instructors with a strategic approach to teaching accelerated and corequisite composition.
Teaching Accelerated and Corequisite Composition points toward a new way of approaching first-year composition: a method of instruction that fosters the growth and success of writers who were once considered underprepared for college writing and are now achieving unprecedented success.
Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, whether in synchronous online teaching or the individual classroom. Through debate, students learn how to make hypotheses, support their conclusions with evidence, and deploy the rhetoric of persuasion in the target language. Though this method provides an exciting pedagogy for moving students from the advanced to the superior level, there is a paucity of materials available for instructors who wish to plan a curriculum focused on debate. Teaching Advanced Language Skills through Global Debate: Theory and Practice provides teachers with both the theoretical underpinnings for using debate in the foreign language classroom as well as practical advice for developing reading, listening, writing, and speaking skills through debate. It discusses task-based language learning and helps instructors design debate-related tasks for the classroom.
Teaching Advanced Language Skills through Global Debate will be useful for any instructor working at the advanced level, and particularly for those training future language instructors. One of the new digital short publications available through Georgetown University Press, it is an ideal complement to the press’s new titles on mastering languages through global debate.
Georgetown Digital Shorts—longer than an article, shorter than a book—deliver timely works of peer-reviewed scholarship in a fast-paced, agile environment. They present new ideas and original texts that are easily and widely available to students, scholars, libraries, and general readers.
Many faculty and graduate students from other countries expect language difficulties when they teach, but are unprepared for other surprises: different cultures make different assumptions about the academic background of college students, how students learn, the appropriate roles of teachers and students, and even the fundamental purpose of a college education.
The third edition of Teaching American Students explains the expectations of undergraduates at American colleges and universities and offers practical strategies for teaching, including how to give clear presentations, how to teach interactively, and how to communicate effectively. Also included are illustrative examples as well as advice from international faculty and teaching assistants. Appendices offer concrete suggestions on topics from planning the first day of class to grading papers and problem sets.
Ever since Socrates, teaching has been a difficult and even dangerous profession. Why is good teaching such hard work?
In this provocative, witty, and sometimes rueful book, David K. Cohen writes about the predicaments that teachers face. Like therapists, social workers, and pastors, teachers embark on a mission of human improvement. They aim to deepen knowledge, broaden understanding, sharpen skills, and change behavior. One predicament is that no matter how great their expertise, teachers depend on the cooperation and intelligence of their students, yet there is much that students do not know. To teach responsibly, teachers must cultivate a kind of mental double vision: distancing themselves from their own knowledge to understand students’ thinking, yet using their knowledge to guide their teaching. Another predicament is that although attention to students’ thinking improves the chances of learning, it also increases the uncertainty and complexity of the job.
The circumstances in which teachers and students work make a difference. Teachers and students are better able to manage these predicaments if they have resources—common curricula, intelligent assessments, and teacher education tied to both—that support responsible teaching. Yet for most of U.S. history those resources have been in short supply, and many current accountability policies are little help. With a keen eye for the moment-to-moment challenges, Cohen explores what “responsible teaching” can be, the kind of mind reading it seems to demand, and the complex social resources it requires.
This guide clearly and succinctly presents the basic tenets of teaching foreign languages specifically for Arabic teachers. Consolidating findings from second language acquisition (SLA) research and applied linguistics, it covers designing curricula, theory and methods, goals, testing, and research, and intersperses practical information with background literature in order to help teachers improve their teaching of Arabic as a foreign language (TAFL).
Karin C. Ryding, a well-regarded scholar of Arabic linguistics and former president of the American Association of Teachers of Arabic, frames the discussion with SLA literature and suggests practical and effective ways of helping students learn. Ryding discusses issues at the core of Arabic teaching effectiveness and the achievement of communicative competence, such as the teaching of pronunciation, speaking, reading, listening, and writing; teaching mixed-level classes; creative classroom organization; corrective feedback; and use of activities and exercises, with plenty of examples from Arabic and tips for teachers. She also covers materials development and proficiency testing, providing study questions and recommended readings for each chapter.
This guide, which can be used as a textbook, is the first of its kind aimed specifically at TAFL, and should be of interest to Arabic instructors-in-training, academics, graduate students, linguists, department chairs, language coordinators, and teacher trainers. It also serves as a resource for teachers of other less commonly taught languages (LCTLs), who struggle with similar issues.
Opening a Design Education Pipeline from University to K-12 and Back
• Peter Scupelli, Doris Wells-Papanek, Judy Brooks, Arnold Wasserman
To prepare students to imagine desirable futures amidst current planetary-level challenges, design educators must think and act in new ways. In this paper, we describe a pilot study that illustrates how educators might teach K-12 students and university design students to situate their making within transitional times in a volatile and exponentially changing world. We describe how to best situate students to align design thinking and learning with future foresight. Here we present a pilot test and evaluate how a university-level Design Futures course content, approach, and scaffolded instructional materials – can be adapted for use in K-12 Design Learning Challenges. We describe the K-12 design-based learning challenges/experiences developed and implemented by the Design Learning Network (DLN). The Design Futures course we describe in this paper is a required course for third-year undergraduate students in the School of Design at Carnegie Mellon University. The “x” signifies a different type of design that aligns short-term action with long-term goals. The course integrates design thinking and learning with long-horizon future scenario foresight. Broadly speaking, we ask how might portions of a design course be taught and experienced by teachers and students of two different demographics: within the university (Design Undergraduates) and in K-12 (via DLN). This pilot study is descriptive in nature; in future work, we seek to assess learning outcomes across university and K-12 courses. We believe the approach described is relevant for lifelong learners (e.g., post-graduate-level, career development, transitional adult education).
Re-Clarifying Design Problems Through Questions for Secondary School Children: An Example Based on Design Problem Identification in Singapore Pre-Tertiary Design Education
• Wei Leong, Leon Loh, Hwee Mui, Grace Kwek, Wei Leong Lee
It is believed that secondary school students often define design problems in the design coursework superficially due to various reasons such as lack of exposure, inexperience and the lack of research skills. Questioning techniques have long been associated with the development of critical thinking. Based on this context and assumption, the current study aimed to explore the use of questioning techniques to enable pre-tertiary students to improve their understanding of design problems by using questions to critique their thinking and decision-making processes and in turn, generate more effective design solutions. A qualitative approach is adopted in this study to identify the trajectories of students during design problem identification and clarification process. Using student design journals as a form of record for action and thoughts, they are analyzed and supplemented by hearing survey with the teacher-in-charge. From the study, the following points can be concluded: (1) questions can be a useful tool to facilitate a better understanding of the design problem. (2) The process of identification and clarification of design problem is important in the development of critical thinking skills and social-emotional skills of the students. (3) It is important that students are given time and opportunity to find out the problems by themselves. (4) Teachers can be important role models as students may pick up questioning techniques from teacher–student discussions. (5) Departmental reviews and built-in professional development time for weekly reviews on teaching and learning strategies are necessary for the continual improvement D&T education.
Surveying Stakeholders: Research Informing Design Curriculum
• Andrea Quam
Fundamental to design education is the creation and structure of curriculum. Neither the creation of design curriculum, nor the revaluation of existing curriculum is well documented. With no clear documentation of precedent, best practices are left open to debate. This paper and presentation will discuss the use of a survey as a research tool to assess existing curriculum at Iowa State University in the United States. This tool allowed the needs and perspectives of the program’s diverse stakeholders to be better understood. Utilizing survey methods, research revealed the convergence and divergence of stakeholders’ philosophies, theories and needs in relation to design curriculum. Accreditation and professional licensing provide base level of guidelines for design curriculum in the United States. However, each program’s curricular structure beyond these guidelines is a complicated balance of resources, facilities, faculty and the type of institution in which it is housed. Once established, a program’s curriculum is rarely reassessed as a whole, but instead updated with the hasty addition of classes upon an existing curricular structure. Curriculum is infrequently re-addressed, and when it is, it is typically based on the experience and opinions of a select group of faculty. This paper presents how a survey was developed to collect data to inform curricular decision-making, enabling the reduction of faculty bias and speculation in the process. Lessons learned from the development of this research tool will be shared so it might be replicated at other institutions, and be efficiently repeated periodically to ensure currency of a program’s curriculum.
New Challenges when Teaching UX Students to Sketch and Prototype
• Joep Frens, Jodi Forlizzi, John Zimmerman
In this paper we report on new challenges when teaching User Experience (UX) students how to sketch and prototype their designs. We argue that UX students sketch and prototype differently than other design students, and we discuss how changes in the field necessitate a response in education. We describe sketching and prototyping as a continuum that students successfully traverse when they follow a process of “double loop learning.” We highlight three new challenges: (1) New computational design materials, (2) new maker tools and (3) changes within the tech industry. We explore these three challenges through examples from our students, and we outline strategies for sketching and prototyping in this new reality. We conclude that this is a starting point for further work on keeping education up to speed with practice.
How to Teach Industrial Design?: A Case Study of College Education for Design Beginners
• Joomyung Rhi
Industrial design education has existed for a long time as part of the university system, but the curriculum and contents of each subject vary considerably from school to school. In recent years, the introduction of new concepts that change the definition of design has blurred the boundaries of design, making the curriculum different. Establishing a standard curriculum to address these challenges is an important task, but it is necessary to fully understand how design education actually takes place and to share content with educators. This paper aims to contribute to the debate on industrial design education by fully disclosing the process and results of the first stage of industrial design education of a university by autobiographical method. The first course, Product Design Practice 1, is a studio class based on a task feedback iteration system. Students are required to submit assignments showing weekly progress. The instructor reviewed the assignments submitted before the class and gave written comments in class. In addition, details of the design process and method that are difficult to identify as novice students are learned through twelve case studies and applied to the project. This Task Feedback Repeating Class system gives students the opportunity to implement design ability while gaining detailed skills with a comprehensive view. Through this process, the researcher got a reflection on the class and implications for the improvement of the class.
Preliminary Study on the Learning Pressure of Undergraduate Industrial Design Students
- Wenzhi Chen
Learning pressure affects students’ learning process and performance. Industrial design education emphasizes that operations on real design problems that have heavy working loads may cause learning pressure. The purpose of this study is to explore the issues causing learning pressure and the pressure management strategies of undergraduate industrial design students. There were 297 students who participated in the questionnaire survey. The main findings are as follows: First, learning pressure includes academic pressure, peer pressure, self-expectations, time pressure, financial pressure, pressure from instructors, external pressure, future career, pressure from parents, resource pressure, achievement and situational pressure. In addition, the main learning pressure is caused by finance, time, resources, external issues and future career. Second, the pressure management strategies include problem solving, procrastination and escape, help seeking, leisure, emotional management and self-adjustment. The most useful strategy for managing pressure is leisure, and procrastination and escape is the least useful strategy. Third, all learning pressures are significantly correlated with procrastination and escape strategy, but the coefficients are low. The results can be a reference for industrial design education and related research.
Rewarding Risk: Exploring How to Encourage Learning that Comes from Taking Risks
• Dennis Cheatham
High-stakes testing that became the norm after the “No Child Left Behind Act” of 2001 helped condition students to strive for correct answers for clear problems, all on the first try. However, the iterative process inherent in designing requires risk-taking to conduct a trial-and-error process of defining problems and exploring possible solutions. This design research project was operated with Miami University Graphic Design students to test their willingness to take risks in their coursework to achieve their self-defined measures of success. Students identified that improving their skills was how they defined success. An interaction design assignment involving front-end coding was modified to test students’ comfort taking risks to grow their skills. Most students took risks in the assignment to grow their interaction design skills. The project revealed that closer attention to student motivation when developing learning experiences could help students make the transition to practicing design as an iterative process fraught with risk.
An Analysis of the Educational Value of PBL Design Workshops
• Ikjoon Chang, Suhong Hwang
The purpose of this study is to plan and operate design-workshops based on project-based learning (PBL), and examine their educational value for students. The PBL workshop encourages direct participation from students and produces educational value, and it is important to raise the interest level of workshops to elicit proactive participation. The workshop in this study was carried out over 2 weeks in January 2017 at Korea’s Yonsei University. The workshop was composed of eight teams of students from three countries, including Korea, China and Japan, and the course was primarily divided into two sessions. The workshop participants examined in this thesis were notably satisfied with the elements of the course meant to garner interest. In the questionnaire results, participants also indicated that they obtained ample educational value through the workshop. An important element of the workshop was to connect the participants with businesses, which is also an important component of design education. Despite this, participants expressed a relatively lower level of satisfaction compared to other elements of the workshop. The results and analysis of this study will hopefully become a meaningful resource for educators when designing workshops in the future.
Collaborative Design Education with Industry: Student Perspective by Reflection
- Nathan Kotlarewski, Louise Wallis, Michael Lee, Gregory Nolan, Megan Last
This study suggests that student reflection on academic and industry collaborative projects can enhance student’s understanding on the design process to solve live industry problems. It contributes to the body of design literature to support students learning of explicit and implicit knowledge. A 2017 learning by-making (LBM) unit in the School of Architecture and Design, at the University of Tasmania, Australia, developed a unit for students to collaborate with Neville Smith Forest Products Pty. Ltd (NSFP). NSFP is a local Tasmanian timber product manufacturer who currently stockpiles out-of-grade timber that has limited market applications. Undergraduate design students from second- and third-year Furniture, Interior and Architecture degrees collaborated with NSFP to value-add to their out-of-grade resource in the LBM unit. A series of design challenges, observations of industry practice and access to out-of-grade timber from NSFP exposed students to live industry problems and provided them the opportunity to build professional design skills. Students reflected on the collaborative LBM unit in a reflection journal, which was used to provide evidence of their learning experiences. The collaborative environment between academia and industry allowed students to acquire an understanding of timber product manufacturing that helped them develop empathy toward the industry problem and influence the development of new products. This study presents how student reflections influenced a change in their design process as they progressed through sequential design challenges to address an industry problem by adopting Valkenburg and Dorst reflective learning framework.
Interdisciplinary Trends in Design Education: The Analysis of Master Dissertation of College of Design and Innovation, Tongji University
• Lisha Ren, Yan Wang
This paper expounds the background of Chinese design education as well as the orientation of the design education of Tongji University in the new times, it also collects 458 Master Thesis of College of Design and Innovation during 2010–2016 as analyzed sample. Based on the coding of subject classification, quantitative analysis and content analysis are made in order to understand the interdisciplinary education status of College of Design and Innovation from the two perspectives: the overall cross-disciplinary performance and the relationship between different cross-disciplinary directions.
From ANT to Material Agency: A Design and Science Research Workshop
• Anne-Lyse Renon, A. De Montbron, Annie Gentes, Julien Bobroff
This paper studies a design workshop that investigates complex collaboration between fundamental physics and design. Our research focuses on how students create original artifacts that bridge the gap between disciplines that have very little in common. Our goal is to study the micro-evolutions of their projects. Elaborating first on Actor Network Theory we study how students’ projects evolved over time and through a diversity of inputs and media. Throughout this longitudinal study, we use then a semiotic and pragmatic approach to observe three “aesthetical formations”: translation, composition and stabilization. These formations suggest that the question of material agency developed in the field of archeology and cognitive science need to be considered in the design field to explain metamorphoses from the brief to the final realizations.
After extensive SoTL training, the GSTLI professors reviewed interaction in their respective classrooms. Through meticulous study of class videos and written assignments in three General Studies Requirements courses for first-year students, the teachers learned how to ensure connecting with students who have a variety of language differences and communication methods.
The other professors assessed bottlenecks in classes on the linguistic structure of ASL, and on criminal justice. The linguistics professor identified the bottleneck as the students’ inability to conceptualize the interrelationship between definitions and examples, a fundamental skill to scientific thinking. In the criminal justice class, the professor saw the need to guide students through linguistic bottlenecks by providing materials in both ASL and English. The successes of the GSTLI presented in this unique volume can benefit other teachers by better preparing them to meet the needs of bilingual diverse learners in more effective ways.
Teaching and Learning in Jewish Day Schools offers an important analysis of Jewish day school classrooms today. In light of difficulties initiating, evaluating, and sustaining educational innovation, this volume takes stock of what is happening among students and teachers in contemporary Jewish day school classrooms. The authors of this volume confront and question several bedrock principles of Jewish education to address how day schools intersect with broader societal issues including race and gender. They point to themes and topics that scholars and practitioners are grappling with to explore new potential pathways to evaluating student learning and learning outcomes: assessing core subject areas; understanding the ways social and environmental factors contribute to learning; and studying how race, ethnicity, class, and gender shape student learning and school culture. The chapters address topics relevant to educators working in contemporary Jewish day schools including Zionism, the outcomes of Israel education, Jewish engagement, the experience of Latinx students, community building, and more.
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