The Gee Years chronicles the tenure of E. Gordon Gee, eleventh president of The Ohio State University, from the closely held search process to his departure.

When Gee lost his beloved wife, Elizabeth, to cancer in 1991 and became a single parent, he not only carried on, he carried the university through some of its most exhilarating but contentious times. By 1996, he was so popular, private polls said he could run for Ohio governor—and win—on either ticket. When he, and his new bride Constance Bumgarner Gee, left instead for Brown University in January 1998, they left behind a stronger Ohio State and a string of stories about power brokers, politicians, and just plain Buckeyes. Populated by such figures as Les Wexner and George Voinovich, Andy Geiger and John Cooper, Bernadine Healy and John Glenn, The Gee Years is “inside baseball,” written by a member of Gee’s inner circle, his communications director. From the board room to the press box, from fundraisers to sit-ins, this is the story of a singular academic leader and more than seven years in the history of the complex university he headed.

RAND is conducting a longitudinal study that evaluates the effectiveness of voluntary summer learning programs in reducing summer learning loss, which contributes substantially to the achievement gap between low- and higher-income students. Based on evaluations of programs in six school districts, this second report in a series provides research-based advice for school district leaders as they create and strengthen summer programs.

In this book, Jay Jordan draws from WAC/WID, second language writing, rhetoric and composition, and scholarship on English teaching and learning in South Korea to describe the ways writing as a privileged literate activity shapes and is shaped by the development of one university’s transnational campuses. Through grounded analysis of three years of student and faculty surveys and interviews, writing samples, observations, and through personal narrative about the author’s experience at both campuses, Grounded Literacies in a Transnational WAC/WID Ecology closely describes and theorizes the intellectual, social, and material complexities of cross-border educational efforts. Despite the smoothly marketable promise of many U.S.-based international educational experiments, the mutual embeddedness of campus, university, host city, student and faculty experiences, differing expectations, national aspirations, and individual and collective goals and anxieties richly nuances the argument that literacies can never be reduced to classroom or curricular plans.