In The Academic Tribes, an English professor who has survived stints as a dean and a vice-chancellor “takes a gentle, satiric sideswipe at academia, its foibles, follies, and myths” (ALA Booklist). This parody of anthropological analysis allows Hazard Adams to describe the principles and antinomies of academic politics, campus stereotypes, the various tribes divided by discipline, the agonies accompanying each stage on the way to full professorship, and, of course, the power struggle between faculties and academic administrators. For this first paperback edition, Adams has written a new preface, in which he looks back at the decade since the book was originally published, and has included an appendix of three relevant essays that appeared since the original publication.
 

For many students in Nevada and throughout the nation, they are the first in their family to go to college—these students are identified as “first-generation.” The population of first-generation students continues to increase year-over-year and their unique needs have shaped the way education practitioners must approach serving future students effectively.

This collection of essays, written by University of Nevada, Reno (UNR) faculty and students, is an examination of the programs and strategies created to support first-generation and other underrepresented student populations. In addition, it serves as a dedication to the families and students whose hopes and dreams include the attainment of a college degree. Readers will gain insight into the framework needed to provide accessible programs and services to a large and diverse student population before, during, and after college graduation as well as first-hand success stories from the students themselves.

Each generation hopes for a better life for their children. Higher education, in particular, has been a dream for many in this country that has been made possible through public and private financial support. Every new generation of college-bound students faces new and evolving challenges, but the fierce dedication and commitment demonstrated in these pages define the key to developing a thriving and diverse institution that helps all students succeed.
 

One wonders if there is any academic field that doesn’t suffer from the way it is portrayed by the media, by politicians, by pundits and other publics. How well scholars in a discipline articulate their own definition can influence not only issues of image but the very success of the discipline in serving students and its other constituencies. The Activist WPA is an effort to address this range of issues for the field of English composition in the age of the Spellings Commission and the No Child Left Behind Act.

Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition’s best principles. Adler-Kassner argues that the “story” of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. In The Activist WPA, she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.

Class ends. Students pack up and head back to their dorms. The professor, meanwhile, goes to her car . . . to catch a little sleep, and then eat a cheeseburger in her lap before driving across the city to a different university to teach another, wholly different class. All for a paycheck that, once prep and grading are factored in, barely reaches minimum wage.
 
Welcome to the life of the mind in the gig economy. Over the past few decades, the job of college professor has been utterly transformed—for the worse. America’s colleges and universities were designed to serve students and create knowledge through the teaching, research, and stability that come with the longevity of tenured faculty, but higher education today is dominated by adjuncts. In 1975, only thirty percent of faculty held temporary or part-time positions. By 2011, as universities faced both a decrease in public support and ballooning administrative costs, that number topped fifty percent. Now, some surveys suggest that as many as seventy percent of American professors are working course-to-course, with few benefits, little to no security, and extremely low pay.
 
In The Adjunct Underclass, Herb Childress draws on his own firsthand experience and that of other adjuncts to tell the story of how higher education reached this sorry state. Pinpointing numerous forces within and beyond higher ed that have driven this shift, he shows us the damage wrought by contingency, not only on the adjunct faculty themselves, but also on students, the permanent faculty and administration, and the nation. How can we say that we value higher education when we treat educators like desperate day laborers?
 
Measured but passionate, rooted in facts but sure to shock, The Adjunct Underclass reveals the conflicting values, strangled resources, and competing goals that have fundamentally changed our idea of what college should be. This book is a call to arms for anyone who believes that strong colleges are vital to society.
 

A revolution in American medicine is in full swing, with the race from fee-for-service to fee-for-value at the front line in an epic battle that will transform healthcare delivery for decades to come. In America’s Healthcare Transformation, eminent physician leader Robert A. Phillips brings together key thought leaders and trail-blazing practitioners, who provide a wide-ranging exploration of the strategies, innovations, and paradigm shifts that are driving this healthcare transformation.

 

The contributors offer a panoramic look at the dramatic changes happening in the field of medicine, changes that put the patient at the heart of the process. Among other subjects, the essays evaluate innovative high quality and low cost care delivery solutions from around the United States and abroad, describe fundamental approaches to measuring the safety of care and the impact that guidelines have on improving quality of care and outcomes, and make a strong case that insurance reform will fundamentally and irreversibly drive delivery reform. In addition, America’s Healthcare Transformation reviews the role of health information technology in creating safer healthcare, provides a primer on the development of a culture of safety, and highlights ground-breaking new ways to train providers in patient safety and quality. Finally, the book looks at reports from Stanford Health Care and Houston Methodist which outline how successful behaviorally based strategies, anchored in values, can energize and empower employees to deliver a superior patient experience.

 

Drawing on the wisdom and vision of today’s leading healthcare innovators, America’s Healthcare Transformation provides a roadmap to the future of American healthcare. This book is essential reading for all health care providers, health care administrators, and health policy professionals, and it will be an invaluable resource in the effort to improve the practice of medicine and the delivery of healthcare in our communities and nation. 

 

Around the Texts of Writing Center Work reveals the conceptual frameworks found in and created by ordinary writing center documents. The values and beliefs underlying course syllabi, policy statements, website copy and comments, assessment plans, promotional flyers, and annual reports critically inform writing center practices, including the vital undertaking of tutor education.

In each chapter, author R. Mark Hall focuses on a particular document. He examines its origins, its use by writing center instructors and tutors, and its engagement with enduring disciplinary challenges in the field of composition, such as tutoring and program assessment. He then analyzes each document in the contexts of the conceptual framework at the heart of its creation and everyday application: activity theory, communities of practice, discourse analysis, reflective practice, and inquiry-based learning.

Around the Texts of Writing Center Work approaches the analysis of writing center documents with an inquiry stance—a call for curiosity and skepticism toward existing and proposed conceptual frameworks—in the hope that the theoretically conscious evaluation and revision of commonplace documents will lead to greater efficacy and more abundant research by writing center administrators and students.

In The Art of Being In-between Yanna Yannakakis rethinks processes of cultural change and indigenous resistance and accommodation to colonial rule through a focus on the Sierra Norte of Oaxaca, a rugged, mountainous, ethnically diverse, and overwhelmingly indigenous region of colonial Mexico. Her rich social and cultural history tells the story of the making of colonialism at the edge of empire through the eyes of native intermediary figures: indigenous governors clothed in Spanish silks, priests’ assistants, interpreters, economic middlemen, legal agents, landed nobility, and “Indian conquistadors.” Through political negotiation, cultural brokerage, and the exercise of violence, these fascinating intercultural figures redefined native leadership, sparked indigenous rebellions, and helped forge an ambivalent political culture that distinguished the hinterlands from the centers of Spanish empire.

Through interpretation of a wide array of historical sources—including descriptions of public rituals, accounts of indigenous rebellions, idolatry trials, legal petitions, court cases, land disputes, and indigenous pictorial histories—Yannakakis weaves together an elegant narrative that illuminates political and cultural struggles over the terms of local rule. As cultural brokers, native intermediaries at times reconciled conflicting interests, and at other times positioned themselves in opposing camps over the outcome of municipal elections, the provision of goods and labor, landholding, community ritual, the meaning of indigenous “custom” in relation to Spanish law, and representations of the past. In the process, they shaped an emergent “Indian” identity in tension with other forms of indigenous identity and a political order characterized by a persistent conflict between local autonomy and colonial control. This innovative study provides fresh insight into colonialism’s disparate cultures and the making of race, ethnicity, and the colonial state and legal system in Spanish America.