"High school was like a penance imposed for some unknown sin. Everything I ever learned that was important was learned outside of school. So I never thought to associate schools with learning." (Amy, UMass Boston student)

Today's diverse and financially burdened students enter  higher education eager to succeed at institutions originally designed for culturally homogenous and predominantly white middle-class populations. They are expected to learn from faculty trained primarily as researchers. Unsurprisingly, student dropout and faculty burnout rates are high, leading some conservatives to demand that higher education purge itself of "unqualified" students and teachers. But, as Achieving Against the Odds demonstrates, new and better solutions emerge once we assume that both faculty and students still possess a mutual potential for learning when they meet in the college classroom.

This collection -- drawing on the experiences of faculty at the University of Massachusetts-Boston -- documents a complex and  challenging process of pedagogical transformation. The contributors come from a wide range of disciplines -- American studies, anthropology, Asian American studies, English, ESL, history, language, political science, psychology, sociology, and theology. Like their students, they bring a variety of backgrounds into the classroom -- as people of color, women, gays, working class people, and "foreigners" of one sort or another. Together they have engaged in an exciting struggle to devise pedagogies which respond to the needs  and life experiences of their students and to draw each of them into a dialogue with the content and methodology of their disciplines. Courageously airing their own mistakes and weaknesses alongside their breakthroughs, they illuminate for the reader a process of teaching transformation by which discipline-trained scholars discover how to promote the learning of diverse students.

As one reads their essays, one is struck by how much these faculty have benefited from the insights they have gleaned from colleagues as well as students. Through argument and examples, personal revelation and references as well as students. Through argument and examples, personal revelation and references to authority, they draw the reader into their  community. This is a book to inspire and enlighten everyone interested in making higher education more truly democratic, inclusive and intellectually challenging for today's students.

As the price of higher education escalates and the number of Americans seeking a college degree steadily rises, it is now more important then ever to think about higher education in a different way. In Bright College Years, Anne Matthews paints a provocative yet evenhanded portrait of the American campus. With each chapter dedicated to sections of the academic year, Matthews puts students, professors, and administrators under the magnifying glass. She conducts her investigation in four-year universities all across the country, from enormous state schools like the University of Texas to specialized colleges like Cal Tech. Bright College Years is a fascinating look at the changing face of the American university that will be of interest to prospective students, their parents, and anyone interested in higher education.

"Matthews writes with sympathy and substantial understanding of the dilemmas colleges face these days."—Tara Fitzpatrick, Chicago Tribune

"A wide-ranging, well-written and lively account of contemporary academia."—Christian Wiman, Dallas Morning News

"Notable Book of the Year." New York Times

"An eye-opening, startling exposé;. . . . Matthews' energetic and well-written report provides a dismal yet concise insider portrait of college life."—Booklist

College Belonging reveals how colleges’ and universities’ efforts to foster a sense of belonging in their students are misguided. Colleges bombard new students with the message to “get out there!” and “find your place” by joining student organizations, sports teams, clubs and the like. Nunn shows that this reflects a flawed understanding of what belonging is and how it works. Drawing on the sociological theories of Emile Durkheim, College Belonging shows that belonging is something that members of a community offer to each other. It is something that must be given, like a gift. Individuals cannot simply walk up to a group or community and demand belonging. That’s not how it works. The group must extend a sense of belonging to each and every member. It happens by making a person feel welcome, to feel that their presence matters to the group, that they would be missed if they were gone. This critical insight helps us understand why colleges' push for students simply to “get out there!” does not always work.