In American Indian Studies, Native PhD graduates share their personal stories about their educational experiences and how doctoral education has shaped their identities, lives, relationships, and careers.

This collection of personal narratives from Native graduates of the University of Arizona’s American Indian Studies (AIS) doctoral program, the first such program of its kind, gifts stories of endurance and resiliency, hardship and struggle, and accomplishment and success. It provides insight into the diverse and dynamic experiences of Native graduate students. The narratives address family and kinship, mentorship, and service and giving back. Essayists share the benefits of having an AIS program at a mainstream academic institution—not just for the students enrolled but also for their communities.

This book offers Native students aspiring to a PhD a realistic picture of what it takes. While each student has their own path to walk, these stories provide the gift of encouragement and serve to empower Native students to reach their educational goals, whether it be in an AIS program or other fields of study.

In the first book-length study of Storer College, Dawne Raines Burke tells the story of the historically black institution from its Reconstruction origins to its demise in 1955. Established by Northern Baptists in the abolitionist flashpoint of Harpers Ferry, Storer was the first college open to African Americans in West Virginia, and it played a central role in regional and national history. In addition to educating generations of students of all races, genders, and creeds, Storer served as the second meeting place (and the first on U.S. soil) for the Niagara Movement, a precursor to the NAACP.

An American Phoenix provides a comprehensive and extensively illustrated history of this historically black college, bringing to life not just the institution but many of the individuals who taught or were educated there. It fills a significant gap in our knowledge of African American history and the struggle for rights in West Virginia and the wider world.

A comprehensive case study of secondary school counseling as a developing profession. The author examines the growth of counseling, the characteristics of the contemporary counselor, the use of standardized tests, the changing orientation of the counselor from "educational advisor" to "therapist," the influences of the institutional setting on counseling, and the impact of counseling on students and society.

Dissecting twenty years of educational politics in our nation’s largest cities, American School Reform offers one of the clearest assessments of school reform as it has played out in our recent history. Joseph P. McDonald and his colleagues evaluate the half-billion-dollar Annenberg Challenge—launched in 1994—alongside other large-scale reform efforts that have taken place in New York, Chicago, Philadelphia, and the San Francisco Bay Area. They look deeply at what school reform really is, how it works, how it fails, and what differences it can make nonetheless.
             
McDonald and his colleagues lay out several interrelated ideas in what they call a theory of action space. Frequently education policy gets so ambitious that implementing it becomes a near impossibility. Action space, however, is what takes shape when talented educators, leaders, and reformers guide the social capital of civic leaders and the financial capital of governments, foundations, corporations, and other backers toward true results. Exploring these extraordinary collaborations through their lifespans and their influences on future efforts, the authors provide political hope—that reform efforts can work, and that our schools can be made better.   

The usual definition of the term “literacy” generally corresponds with mastering the reading and writing of a spoken language. This narrow scope often engenders unsubstantiated claims that print literacy alone leads to, among other so-called higher-order thinking skills, logical and rational thinking and the abstract use of language. Thus, the importance of literacy for deaf children in American Sign Language (ASL) is marginalized, asserts author Kristin Snoddon in her new book American Sign Language and Early Literacy: A Model Parent-Child Program. As a contrast, Snoddon describes conducting an ethnographic, action study of the ASL Parent-Child Mother Goose program, provided by a Deaf service agency in Ontario, Canada to teach ASL literacy to deaf children.

       According to current scholarship, literacy is achieved through primary discourse shared with parents and other intimates, which establishes a child’s initial sense of identity, culture, and vernacular language. Secondary discourse derives from outside agents and interaction, such as expanding an individual’s literacy to other languages. Snoddon writes that the focus of the ASL Parent-Child Mother Goose program is on teaching ASL through rhymes and stories and some facets of the culture of Deaf ASL users. This focus enabled hearing parents to impart first-language acquisition and socialization to their deaf children in a more natural primary discourse as if the parents were Deaf themselves. At the same time, hearing parents experience secondary discourses through their exposure to ASL and Deaf culture.

       Snoddon also comments on current infant hearing screening and early intervention and the gaps in these services. She discusses gatekeeper individuals and institutions that restrict access to ASL for young Deaf children and their families. Finally, she reports on public resources for supporting ASL literacy and the implications of her findings regarding the benefits of early ASL literacy programming for Deaf children and their families.

When it was published in 1968, a year noted for historic student protests on campuses across the country, The American University spoke in Jacques Barzun's characteristically wise and lucid voice about what colleges and universities were really meant to do—and how they actually worked. Drawing on a lifetime of extraordinary accomplishment as a teacher, administrator, and scholar, Barzun here describes the immense demands placed on the university by its competing constituencies—students, faculty, administrators, alumni, trustees, and the political world around it all.

"American higher education is fortunate to have had a scholar and intellectual of Jacques Barzun's stature give so many years of service to the daily bread-and-butter details of running a great university and then share his reflections with us in a literate, humane, and engaging book."—Charles Donovan, America

In celebration of the 200th anniversary of Amherst College, a group of scholars and alumni explore the school’s substantial past in this volume. Amherst in the World tells the story of how an institution that was founded to train Protestant ministers began educating new generations of industrialists, bankers, and political leaders with the decline in missionary ambitions after the Civil War. The contributors trace how what was a largely white school throughout the interwar years begins diversifying its student demographics after World War II and the War in Vietnam. The histories told here illuminate how Amherst has contended with slavery, wars, religion, coeducation, science, curriculum, town and gown relations, governance, and funding during its two centuries of existence. Through Amherst’s engagement with educational improvement in light of these historical undulations, it continually affirms both the vitality and the utility of a liberal arts education.

Contributions by Martha Saxton, Gary J. Kornblith, David W. Wills, Frederick E. Hoxie, Trent Maxey, Nicholas L. Syrett,  Wendy H. Bergoffen, Rick López, Matthew Alexander Randolph, Daniel Levinson Wilk, K. Ian Shin, David S. Reynolds, Jane F. Thrailkill, Julie Dobrow, Richard F. Teichgraeber III, Debby Applegate, Michael E. Jirik, Bruce Laurie, Molly Michelmore, and Christian G. Appy.

In an increasingly wider range of disciplines college students are expected to write arguments throughout their undergraduate studies. While most instructors know good writing when they see it, they are not always able to articulate the finer details of how language is used to compose the strong arguments they expect from their students. Analysis and Argument in First-Year Writing and Beyond provides a common language to talk about and teach argument writing.

The authors harness over ten years of research on analyzing, scaffolding, and assessing argumentative writing in university classrooms to offer research-based tools for first-year writing and disciplinary instructors to make their expectations explicit to students. To articulate the linguistic resources of argumentation, the authors rely on genre-based pedagogy, informed by systemic functional linguistics (SFL). By leveraging their expertise , the authors offer practical tools for scaffolding writing in key genres across broader fields, such as writing studies, business administration, and information systems.

Each chapter focuses on a single tool, explaining it with mentor texts, sample texts, and visualizations, and provides guided classroom activities that teachers can adapt to fit their own contexts. With these tools, instructors and students will better understand how to: 

• distinguish between descriptive and argumentative writing;
• write argumentative claims; 
• apply an analytical framework in a written text; 
• maintain a consistent position in an argumentative text while incorporating outside sources; 
• argue for one position in favor of viable alternatives.

Here the great Danish linguist Otto Jespersen puts forward his views on grammatical structure in a kind of shorthand formalism, devising symbols that represent various grammatical elements and then analyzing numerous sentences in terms of these symbols. The contemporaneity of these analyses is remarkable, for they allude to concepts that were uncongenial to linguists in 1937 when the book was first published, but which have come to be generally accepted in the linguistics community during the past twenty-five years.

To lend weight to his charge that the public school teacher has been betrayed and gravity to his indictment of the educational establishment for that betrayal, Jurgen Herbst goes back to the beginnings of teacher education in America in the 1830s and traces its evolution up to the 1920s, by which time the essential damage had been done.
    Initially, attempts were made to upgrade public school teaching to a genuine profession, but that ideal was gradually abandoned. In its stead, with the advent of newly emerging graduate schools of education in the early decades of the twentieth century, came the so-called professionalization of public education. At the expense of the training of elementary school teachers (mostly women), teacher educators shifted their attention to the turning out of educational "specialists" (mostly men)—administrators, faculty members at normal schools and teachers colleges, adult education teachers, and educational researchers.
    Ultimately a history of the neglect of the American public school teacher, And Sadly Teach ends with a plea and a message that ring loud and clear. The plea: that the current reform proposals for American teacher education—the Carnegie and the Holmes reports—be heeded. The message: that the key to successful school reform lies in educating teacher’s true professionals and in acknowledging them as such in their classrooms.

Widely considered one of the most innovative voices in Hungarian theater, András Visky has enjoyed growing audiences and increased critical acclaim over the last fifteen years. Nonetheless, his plays have yet to reach an English-language audience. This volume, edited by Jozefina Komporaly, begins to correct this by bringing together a translated collection of Visky’s work.

The book includes the first English-language anthology of Visky’s best known plays—Juliet, I Killed My Mother, and Porn—as well as critical analysis and an exploration of Visky’s “Barrack Dramaturgy,” a dramaturgical theory in which he considers the theater as a space for exploring feelings of cultural and personal captivity. Inspired by personal experience of the oppressive communist regime in Romania, Visky’s work explores the themes of gender, justice, and trauma, encouraging shared moments of remembrance and collective memory. This collection makes use of scripts and director’s notes, as well as interviews with creative teams behind the productions, to reveal a holistic, insider’s view of Visky’s artistic vision. Scholars and practitioners alike will benefit from this rare, English-language collection of Visky’s work and dramaturgy.

From the pet that we live with and care for, to news items such as animal cloning, and the use of various creatures in film, television and advertising, animals are a constant presence in our lives.

Animal is a timely overview of the many ways in which we live with animals, and assesses many of the paradoxes of our relationships with them: for example, why is the pet that sits by the dinner table never for eating? Examining novels such as Charlotte’s Web, films such as Old Yeller and Babe, science and advertising, fashion and philosophy, Animal also evaluates the ways in which we think about animals and challenges a number of the assumptions we hold. Why is it, for example, that animals are such a constant presence in children’s literature? And what does it mean to wear fake fur? Is fake fur an ethical avoidance of animal suffering, or merely a sanitized version of the unacceptable use of animals as clothing?

Neither evangelical nor proselytizing, Animal invites the reader to think beyond the boundaries of a subject that has a direct effect on our day-to-day lives.

In the late twentieth century animals are news. Parliamentary debates, protests against fox hunting and television programs like AnimalHospital all focus on the way in which we treat animals and on what that says about our own humanity. As vegetarianism becomes ever more popular, and animal experimentation more controversial, it is time to trace the background to contemporary debates and to situate them in a broader historical context.

Hilda Kean looks at the cultural and social role of animals from 1800 to the present – at the way in which visual images and myths captured the popular imagination and encouraged sympathy for animals and outrage at their exploitation. From early campaigns against the beating of cattle and ill-treatment of horses to concern for dogs in war and cats in laboratories, she explores the relationship between popular images and public debate and action. She also illustrates how interest in animal rights and welfare was closely aligned with campaigns for political and social reform by feminists, radicals and socialists.

"A thoughtful, effective and well-written book"—The Scotsman

"It could hardly be more timely, and its wonderful material is bound to provoke ... reflection"—The Independent

"A work of great interest"—Sunday Telegraph

"Lively, impressively researched, and well-written ... a book that is timely and valuable"—Times Literary Supplement

"A pleasing balance of anecdote and analysis"—Times Higher Educational Supplement

Intellectuals occupy a paradoxical position in contemporary American culture as they struggle both to maintain their critical independence and to connect to the larger society. In Anxious Intellects John Michael discusses how critics from the right and the left have conceived of the intellectual’s role in a pluralized society, weighing intellectual authority against public democracy, universal against particularistic standards, and criticism against the respect of popular movements. Michael asserts that these Enlightenment-born issues, although not “resolvable,” are the very grounds from which real intellectual work must proceed.
As part of his investigation of intellectuals’ self-conceptions and their roles in society, Michael concentrates on several well-known contemporary African American intellectuals, including Henry Louis Gates Jr. and Cornel West. To illuminate public debates over pedagogy and the role of university, he turns to the work of Todd Gitlin, Michael Bérubé, and Allan Bloom. Stanley Fish’s pragmatic tome, Doing What Comes Naturally, along with a juxtaposition of Fredric Jameson and Samuel Huntington’s work, proves fertile ground for Michael’s argument that democratic politics without intellectuals is not possible. In the second half of Anxious Intellects, Michael relies on three popular conceptions of the intellectual—as critic, scientist, and professional—to discuss the work of scholars Constance Penley, Henry Jenkins, the celebrated physicist Stephen Hawking, and others, insisting that ambivalence, anxiety, projection, identification, hybridity, and various forms of psychosocial complexity constitute the real meaning of Enlightenment intellectuality. As a new and refreshing contribution to the recently emergent culture and science wars, Michael’s take on contemporary intellectuals and their place in society will enliven and redirect these ongoing debates.

Appalachia in the Classroom contributes to the twenty-first century dialogue about Appalachia by offering topics and teaching strategies that represent the diversity found within the region. Appalachia is a distinctive region with various cultural characteristics that can’t be essentialized or summed up by a single text.

Appalachia in the Classroom offers chapters on teaching Appalachian poetry and fiction as well as discussions of nonfiction, films, and folklore. Educators will find teaching strategies that they can readily implement in their own classrooms; they’ll also be inspired to employ creative ways of teaching marginalized voices and to bring those voices to the fore. In the growing national movement toward place-based education, Appalachia in the Classroom offers a critical resource and model for engaging place in various disciplines and at several different levels in a thoughtful and inspiring way.

Contributors: Emily Satterwhite, Elizabeth S. D. Engelhardt, John C. Inscoe, Erica Abrams Locklear, Jeff Mann, Linda Tate, Tina L. Hanlon, Patricia M. Gantt, Ricky L. Cox, Felicia Mitchell, R. Parks Lanier, Jr., Theresa L. Burriss, Grace Toney Edwards, and Robert M. West.

A companion to Intellect’s award-winning Applied Theatre: International Case Studies and Challenges for Practice, Applied Drama fulfills the need for an introductory handbook for facilitators and teaching artists working in community settings through dramatic process, drawing on the best practices to transfer into the diverse settings within which applied drama projects occur. Crafted for use in schools, classrooms, community groups, healthcare organizations, and all manner of social institutions, this book aids practitioners to develop and hone the skills needed to best serve the needs of these diverse communities.

Six years after its initial publication, Applied Theatre returns with a second edition. As the first book to assist practitioners and students to develop critical frameworks for implementing their own theatrical projects, it served as a vital addition to this area of growing international interest, winning the Distinguished Book of the Year award from the American Alliance for Theatre and Education.

Editors Monica Prendergast and Juliana Saxton have updated the book to reflect shifts in practice over the last few years in the world of applied theater. With their background in drama education and pedagogy, the contributors offer introductory chapters and dozens of case studies on applied theater projects around the globe. This new edition of Applied Theatre will encourage students and practitioners to acquire a deeper, more concrete understanding of the field and its best practice.

Rated Outstanding by the American Association of School Libraries

This is the first book to be written by autistic college students about the challenges they face. Aquamarine Blue 5 details the struggle of these highly sensitive students and shows that there are gifts specific to autistic students that enrich the university system, scholarship, and the world as a whole.

Dawn Prince-Hughes presents an array of writings by students who have been diagnosed with Asperger’s Syndrome or High-Functioning Autism, showing their unique ways of looking at and solving problems. In their own words, they portray how their divergent thinking skills could be put to great use if they were given an opportunity. Many such students never get the chance because the same sensitivity that gives them these insights makes the flicker of fluorescent lights and the sound of chalk on the board unbearable For simple—and easily remedied—reasons, we lose these students, who are as gifted as they are challenged.

Aquamarine Blue 5 is a showcase of the strength and resilient character of individuals with Asperger’s Syndrome. It will be an invaluable resource for those touched by this syndrome, their friends and families, and school administrators.

Distilled from Arkansas: A Narrative History, the definitive work on the subject since its original publication in 2002, Arkansas: A Concise History is a succinct one-volume history of the state from the prehistory period to the present. Featuring four historians, each bringing his or her expertise to a range of topics, this volume introduces readers to the major issues that have confronted the state and traces the evolution of those issues across time.

After a brief review of Arkansas’s natural history, readers will learn about the state’s native populations before exploring the colonial and plantation eras, early statehood, Arkansas’s entry into and role in the Civil War, and significant moments in national and global history, including Reconstruction, the Gilded Age, the Progressive Era, the Elaine race massacre, the Great Depression, both world wars, and the Civil Rights Movement. Linking these events together, Arkansas: A Concise History offers both an understanding of the state’s history and a perspective on that history’s implications for the political, economic, and social realities of today.

Adopted by the State of Arkansas for 2008 Once again, the State of Arkansas has adopted An Arkansas History for Young People as an official textbook for middle-level and/or junior-high-school Arkansas-history classes. This fourth edition incorporates new research done after extensive consultations with middle-level and junior-high teachers from across the state, curriculum coordinators, literacy coaches, university professors, and students themselves. It includes a multitude of new features and is now full color throughout. This edition has been completely redesigned and now features a modern format and new graphics suitable for many levels of student readers. The completely revised fourth edition includes new unit, chapter, and section divisions as well as five brand-new chapters: an introductory chapter with information on the symbols, flag, and songs of Arkansas; chapter 2, which covers the geography of Arkansas; chapter 3, on state and local government; chapter four, on economics and tourism; and a “modern” chapter on the Arkansas of today and the future, which completes the learning adventure. This edition also has two “special features”: one on the Central High School crisis of 1957 and another on the William J. Clinton Presidential Library. It also has new and interesting features for students like the “Guide to Reading” (at the beginning of each chapter, there is a list of important terms, people, places and events for the student to keep in mind as he or she reads [corresponding to blue vocabulary words in the text, which are define in the margin]), “County Quest,” “I Am an Arkansan,” “Did You Know?” “Only in Arkansas,” “A Day in the Life,” “Chapter Reflection” questions and activities, over forty-five new content maps, and a comprehensive new map atlas.

     Art Criticism and Education completes the Disciplines in Art Education
        series. In the first section, Theodore Wolff deals with the role of the
        art critic in education. He gives a practical overview of how the principles
        and practices of art criticism can be applied to the teaching of art (k-12).
        In the second, George Geahigan begins with an historical overview of art
        criticism in education literature and provides a conceptualized approach
        to critical inquiry, asserting that the most effective form of that inquiry
        is the pursuit of meaning in works of art. A rare combination of the practical
        and theoretical, Art Criticism and Education will be an invaluable
        aid to anyone involved in art education.
      A volume in the series Disciplines in Art Education: Contexts of Understanding,
        edited by Ralph Smith
      Supported by the Getty Foundation
 

        Recommending that art be taught as a humanity, this volume provides a
        philosophical rationale for the idea of discipline-based art education.
        Levi and Smith discuss topics ranging over both the public and private
        aspects of art, the disciplines of artistic creation, art history, art
        criticism, and aesthetics, and curriculum proposals featuring five phases
        of aesthetic learning.
      While there is no consensus on how the various components of aesthetic
        learning should be presented in order to accomplish the goals of discipline-based
        art education, the authors point out that progress toward those goals
        will require that those who design art education programs bring an understanding
        of the four disciplines to their work. The introductory volume of a five-volume
        series, this book will appeal to elementary and secondary art teachers,
        those who prepare teachers at the college level, and museum educators.
      
 

 
Guided by Stephen Addiss's grounding in art history scholarship and Mary Erickson's expertise in art education theory and practice, this volume approaches the issue of teaching art history from theoretical and philosophical as well as practical and political standpoints. In the first section, Addiss raises issues about the discipline of art history. In the second, Erickson examines proposals about how art history can be incorporated into the general education of children and offers some curriculum guides and lesson plans for art educators.
 

 
 
      What is involved in "making art"? In what ways have Americans
        introduced art making to students? In Art Making and Education, a
        practicing artist and a historian of art education discuss from their
        particular perspectives the production of studio and classroom art. Among
        those to whom this book will appeal are prospective teachers, school administrators,
        university-level art educators, and readers interested in the theory of
        discipline-based art education.
      "The sources are excellent. The bibliographical material is a must
        for any candidate wanting to teach the visual arts and certainly for any
        student hoping to become an artist."
        -- William Klenk, University of Rhode Island
 

Concerned about aspects of her romantic relationships, Donna McDonald consulted with a psychologist who asked, “Your hearing loss must have had a big impact on you?” At age 45, with a successful career in social work policy, McDonald took umbrage at the question. Then, she realized that she never had addressed the personal barrier she had constructed between her deaf-self and her hearing persona. In The Art of Being Deaf, she describes her long, arduous pursuit of finding out exactly who she was.
 
       Born in 1950s Australia, McDonald was placed in an oral deaf school when she was five. There, she was trained to communicate only in spoken English. Afterwards, she attended mainstream schools where she excelled with speechreading and hard work. Her determination led to achievements that proved her to be “the deaf girl that had made good.” Yet, despite her constant focus on fitting in the hearing world, McDonald soon realized that she missed her deaf schoolmates and desired to explore her closed-off feelings about being deaf.
 
       When she reconnected with her friends, one urged her to write about her experiences to tell all about “the Forgotten Generation, the orally-raised deaf kids that no one wants to talk about.” In writing her memoir, McDonald did learn to reconcile her deaf-self with her “hearing-deaf” persona, and she realized that the art of being deaf is the art of life, the art of love.

What can the art of play teach us about the art of play? Showcasing the paintings of more than one hundred Philadelphia public elementary school children, folklorist Anna Beresin’s innovative book,  The Art of Play, presents images and stories that illustrate what children do at recess, and how it makes them feel.

Beresin provides a nuanced, child-centered discussion of the intersections of play, art, and learning. She describes a widespread institutionalized fear of play and expressive art, and the transformative power of simple materials like chalk and paint. Featuring more than 150 paintings and a dozen surreal photographs of masked children enjoying recess, The Art of Play weaves together the diverse voices of kids and working artists with play scholarship.

This book emerged from Recess Access, a service-learning project that donated chalk, ropes, balls, and hoops to nine schools in different sections of Philadelphia. A portion of the proceeds of The Art of Play will support recess advocacy.

The Data Curation Network (DCN) is a membership organization of institutional and non-profit data repositories whose vision is to advance open research by making data more ethical, reusable, and understandable. Although initially conceived of and established through grant funding, the DCN transitioned to a sustainable, member-funded organization in July 2021, and is now composed of almost 50 data curators from 17 institutions.

The Art, Science, and Magic of the Data Curation Network: A Retrospective on Cross Institutional Collaboration captures the results of a project retrospective meeting and describes the necessary components of the DCN’s sustained collaboration in the hopes that the insights will be of use to other collaborative efforts. In particular, the authors describe the successes of the community and challenges of launching a cross-institutional network. Additionally, this publication details the administrative, tool-based, and trust-based structures necessary for establishing this community, the “radical collaboration” that is the cornerstone of the DCN, and potential future collaborations to address shared challenges in libraries and research data management. This in-depth case study provides an overview of the critical work of launching a collaborative network and transitioning to sustainability. This publication will be of special interest to research librarians, data curators, and anyone interested in academic community building.
 

Play is the central, universally significant activity of childhood. Self-directed play in which adults have a supporting rather than directing role is critical to the development and well-being of children. Yet as children have their days and nights increasingly scripted and planned for them, opportunities for play have disappeared over the last half century, especially in schools.

ArtBreak’s innovation lies in its creative framework. Former school counselor, current professor of counseling, and practicing artist Katherine Ziff developed and tested the program over five years, integrating theory and practice from art therapy, counseling, and child-centered education. The result is a choice-based, guided play experience based on the developmental and restorative possibilities of art making.

A detailed how-to guide, this book is the flexible and accessible toolbox that teachers, parents, and counselors need to facilitate relaxing, art-based play that allows children to freely explore, plan, and pursue their own interests with adult support. Easy to implement, ArtBreak can be added to the regular routines of classroom, home, therapy office, or other community setting at whatever scale suits space, time, and budget. No art training is required, only a willingness to embark on a play journey with children.

The rapid growth of doctoral-level art education challenges traditional ways of thinking about academic knowledge and, yet, as Danny Butt argues in this book, the creative arts may also represent a positive blueprint for the future of the university. Synthesizing institutional history with aesthetic theory, Artistic Research in the Future Academy reconceptualizes the contemporary crisis in university education toward a valuable renewal of creative research.
 

Sixty years ago, at the height of World War II, an extraordinary series of gatherings took place at Mount Holyoke College in western Massachusetts. During the summers of 1942–1944, leading Europeanfigures in the arts and sciences met at the college with their American counterparts for urgent conversations about the future of human civilization in a precarious world.

Two Sorbonne professors, the distinguished medievalist Gustave Cohen and the existentialist philosopher Jean Wahl, organized these "Pontigny" sessions, named after an abbey in Burgundy where similar symposia had been held in the decades before the war. Among the participants—many of whom were Jewish or had Jewish backgrounds—were the philosophers Hannah Arendt and Rachel Bespaloff, the poets Marianne Moore and Wallace Stevens, the anthropologist Claude Lévi-Strauss and the linguist Roman Jakobson, and the painters Marc Chagall and Robert Motherwell.

In this collection of original essays, Stanley Cavell and Jacques Derrida lead an international group of scholars—including Jed Perl, Mary Ann Caws, Jeffrey Mehlman, and Elisabeth Young-Bruehl—in assessing the lasting impact and contemporary significance of Pontigny-en- Amérique. Rachel Bespaloff, a tragicfigure who wrote a major work on the Iliad, is restored to her rightful place beside Arendt and Simone Weil. Anyone interested in the "intellectual resistance" of Francophone intellectuals and artists, and the inspiring support from such Americanfigures as Stevens and Moore, will want to read this pioneering work of scholarship and historical re-creation.

From 2012-2015 (as part of the Mellon-funded SPARC project), the A2RU research team interviewed upper-level administration, faculty, and students at 38 member institutions about the impact of their arts-integration initiatives, including teaching, research, and community projects. We asked about what impact they hoped for and what impact they actually saw. The Impacts Map is a graphic representation of the categories of impact we surfaced, and a framework and logic model for connecting impacts across domains.

This arresting graphic provides a visual overview of the impacts of arts integration and interdisciplinarity in the university. It can be a tool for case-making, communication, and further inquiry.

From 2012-2015 (as part of the Mellon-funded SPARC project), the A2RU research team interviewed upper-level administration, faculty, and students at 38 member institutions about the impact of their arts-integration initiatives, including teaching, research, and community projects. We asked about what impact they hoped for and what impact they actually saw. The Impacts Map is a graphic representation of the categories of impact we surfaced, and a framework and logic model for connecting impacts across domains.

This arresting graphic provides a visual overview of the impacts of arts integration and interdisciplinarity in the university. It can be a tool for case-making, communication, and further inquiry.

This listing is for a pack of 12 maps.

From 2012-2015 (as part of the Mellon-funded SPARC project), the A2RU research team interviewed upper-level administration, faculty, and students at 38 member institutions about the impact of their arts-integration initiatives, including teaching, research, and community projects. We asked about what impact they hoped for and what impact they actually saw. The Impacts Map is a graphic representation of the categories of impact we surfaced, and a framework and logic model for connecting impacts across domains.

This arresting graphic provides a visual overview of the impacts of arts integration and interdisciplinarity in the university. It can be a tool for case-making, communication, and further inquiry.

This listing is for a pack of 5 maps.

Arts Integration in Education is an insightful, even inspiring investigation into the enormous possibilities for change that are offered by the application of arts integration in education. Presenting research from a range of settings, from preschool to university, and featuring contributions from scholars and theorists, educational psychologists, teachers, and teaching artists, the book offers a comprehensive exploration and varying perspectives on theory, impact, and practices for arts-based training and arts-integrated instruction across the curriculum.

Asian Americans are often stereotyped as the “model minority.” Their sizeable presence at elite universities and high household incomes have helped construct the narrative of Asian American “exceptionalism.” While many scholars and activists characterize this as a myth, pundits claim that Asian Americans’ educational attainment is the result of unique cultural values. In The Asian American Achievement Paradox, sociologists Jennifer Lee and Min Zhou offer a compelling account of the academic achievement of the children of Asian immigrants. Drawing on in-depth interviews with the adult children of Chinese immigrants and Vietnamese refugees and survey data, Lee and Zhou bridge sociology and social psychology to explain how immigration laws, institutions, and culture interact to foster high achievement among certain Asian American groups. For the Chinese and Vietnamese in Los Angeles, Lee and Zhou find that the educational attainment of the second generation is strikingly similar, despite the vastly different socioeconomic profiles of their immigrant parents. Because immigration policies after 1965 favor individuals with higher levels of education and professional skills, many Asian immigrants are highly educated when they arrive in the United States. They bring a specific “success frame,” which is strictly defined as earning a degree from an elite university and working in a high-status field. This success frame is reinforced in many local Asian communities, which make resources such as college preparation courses and tutoring available to group members, including their low-income members. While the success frame accounts for part of Asian Americans’ high rates of achievement, Lee and Zhou also find that institutions, such as public schools, are crucial in supporting the cycle of Asian American achievement. Teachers and guidance counselors, for example, who presume that Asian American students are smart, disciplined, and studious, provide them with extra help and steer them toward competitive academic programs. These institutional advantages, in turn, lead to better academic performance and outcomes among Asian American students. Yet the expectations of high achievement come with a cost: the notion of Asian American success creates an “achievement paradox” in which Asian Americans who do not fit the success frame feel like failures or racial outliers. While pundits ascribe Asian American success to the assumed superior traits intrinsic to Asian culture, Lee and Zhou show how historical, cultural, and institutional elements work together to confer advantages to specific populations. An insightful counter to notions of culture based on stereotypes, The Asian American Achievement Paradox offers a deft and nuanced understanding how and why certain immigrant groups succeed.

Few books have ever made their presence felt on college campuses—and newspaper opinion pages—as quickly and thoroughly as Richard Arum and Josipa Roksa’s 2011 landmark study of undergraduates’ learning, socialization, and study habits, Academically Adrift: Limited Learning on College Campuses. From the moment it was published, one thing was clear: no university could afford to ignore its well-documented and disturbing findings about the failings of undergraduate education.

 

Now Arum and Roksa are back, and their new book follows the same cohort of undergraduates through the rest of their college careers and out into the working world. Built on interviews and detailed surveys of almost a thousand recent college graduates from a diverse range of colleges and universities, Aspiring Adults Adrift reveals a generation facing a difficult transition to adulthood. Recent graduates report trouble finding decent jobs and developing stable romantic relationships, as well as assuming civic and financial responsibility—yet at the same time, they remain surprisingly hopeful and upbeat about their prospects.

 

Analyzing these findings in light of students’ performance on standardized tests of general collegiate skills, selectivity of institutions attended, and choice of major, Arum and Roksa not only map out the current state of a generation too often adrift, but enable us to examine the relationship between college experiences and tentative transitions to adulthood. Sure to be widely discussed, Aspiring Adults Adrift will compel us once again to re-examine the aims, approaches, and achievements of higher education.

 

 

West Virginia University’s growth mirrors the developmental eras that have shaped American higher education since World War II. The University’s history as an innovative, pioneering force within higher education is explored through its major postwar stages of expansion, diversification, and commercialization.

 

Institutions of higher education nationwide experienced a dramatic increase in enrollments between 1945 and 1975 as millions of returning World War II and Korean War veterans took advantage of the GI Bill of Rights. Their children, the “baby boom” generation, continued to supply the growth in college enrollment and the corresponding increase in institutional complexity until the mid-1970s. During this period WVU followed the national trend by growing from a few thousand students to nearly fifteen thousand.

 

From 1975 to the early 1990s, expansion gave way to diversification. The traditional student population stopped growing by 1975, and  “boomers” were replaced by students from nontraditional backgrounds. An unprecedented gender, racial, and ethnic diversification took place on college campuses, a trend encouraged by federal civil rights legislation. To a lesser degree WVU was no exception, although its location in a rural state with a small minority population forced the University to work harder to attract minorities than institutions in proximity to urban areas.

 

The commercialization of higher education became a full-fledged movement by the 1990s. Major changes, such as globalization, demographic shifts, a weak economy, and the triumph of the “market society,” all accelerated the penetration of business values and practices into university life.  Like other public universities, WVU was called upon to generate more of its own revenues. The University’s strategic responses to these pressures reconstructed the state’s leading land grant into the large complex institution of today.

 

In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments.

The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement.

Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.

Robert L. Green, a friend and colleague of Martin Luther King Jr., served as education director for King’s Southern Christian Leadership Conference during a crucial period in Civil Rights history, and—as a consultant for many of the nation’s largest school districts—he continues to fight for social justice and educational equity today.
This memoir relates previously untold stories about major Civil Rights campaigns that helped put an end to voting rights violations and Jim Crow education; explains how Green has helped urban school districts improve academic achievement levels; and explains why this history should inform our choices as we attempt to reform and improve American education. Green’s quest began when he helped the Kennedy Administration resolve a catastrophic education-related impasse and has continued through his service as one of the participants at an Obama administration summit on a current academic crisis.
It is commonly said that education is the new Civil Rights battlefield. Green’s memoir, At the Crossroads of Fear and Freedom: The Fight for Social and Educational Justice, helps us understand that educational equity has always been a central objective of the Civil Rights movement.

 

In 2013, the New York Times identified Nashville as America’s “it” city—a leading hub of music, culture, technology, food, and business. But long before, the Tennessee capital was known as the “Athens of the South,” as a reflection of the city’s reputation for and investment in its institutions of higher education, which especially blossomed after the end of the Civil War and through the New South Era from 1865 to 1930.

This wide-ranging book chronicles the founding and growth of Nashville’s institutions of higher education and their impressive impact on the city, region, and nation at large. Local colleges and universities also heavily influenced Nashville’s brand of modernity as evidenced by the construction of a Parthenon replica, the centerpiece of the 1897 Centennial Exposition. By the turn of the twentieth century, Vanderbilt University had become one of the country’s premier private schools, while nearby Peabody College was a leading teacher-training institution. Nashville also became known as a center for the education of African Americans. Fisk University joined the ranks of the nation’s most prestigious black liberal-arts universities, while Meharry Medical College emerged as one of the country’s few training centers for African American medical professionals. Following the agricultural-industrial model, Tennessee A&I became the state’s first black public college. Meanwhile, various other schools— Ward-Belmont, a junior college for women; David Lipscomb College, the instructional arm of the Church of Christ; and Roger Williams University, which trained black men and women as teachers and preachers—made important contributions to the higher educational landscape. In sum, Nashville was distinguished not only by the quantity of its schools but by their quality.

Linking these institutions to the progressive and educational reforms of the era, Mary Ellen Pethel also explores their impact in shaping Nashville’s expansion, on changing gender roles, and on leisure activity in the city, which included the rise and popularity of collegiate sports. In her conclusion, she shows that Nashville’s present-day reputation as a dynamic place to live, learn, and work is due in no small part to the role that higher education continues to play in the city’s growth and development.

In 2013, the New York Times identified Nashville as America’s “it” city—a leading hub of music, culture, technology, food, and business. But long before, the Tennessee capital was known as the “Athens of the South,” as a reflection of the city’s reputation for and investment in its institutions of higher education, which especially blossomed after the end of the Civil War and through the New South Era from 1865 to 1930.

This wide-ranging book chronicles the founding and growth of Nashville’s institutions of higher education and their impressive impact on the city, region, and nation at large. Local colleges and universities also heavily influenced Nashville’s brand of modernity as evidenced by the construction of a Parthenon replica, the centerpiece of the 1897 Centennial Exposition. By the turn of the twentieth century, Vanderbilt University had become one of the country’s premier private schools, while nearby Peabody College was a leading teacher-training institution. Nashville also became known as a center for the education of African Americans. Fisk University joined the ranks of the nation’s most prestigious black liberal-arts universities, while Meharry Medical College emerged as one of the country’s few training centers for African American medical professionals. Following the agricultural-industrial model, Tennessee A&I became the state’s first black public college. Meanwhile, various other schools— Ward-Belmont, a junior college for women; David Lipscomb College, the instructional arm of the Church of Christ; and Roger Williams University, which trained black men and women as teachers and preachers—made important contributions to the higher educational landscape. In sum, Nashville was distinguished not only by the quantity of its schools but by their quality.

Linking these institutions to the progressive and educational reforms of the era, Mary Ellen Pethel also explores their impact in shaping Nashville’s expansion, on changing gender roles, and on leisure activity in the city, which included the rise and popularity of collegiate sports. In her conclusion, she shows that Nashville’s present-day reputation as a dynamic place to live, learn, and work is due in no small part to the role that higher education continues to play in the city’s growth and development.

Robert Mulcahy’s chronicle of his decade leading Rutgers University athletics is an intriguing story about fulfilling a vision.  The goal was to expand pride in intercollegiate athletics.  Redirecting a program with clearer direction and strategic purpose brought encouraging results.  Advocating for finer coaching and improved facilities, he and Rutgers achieved national honors in Division I sports.  Unprecedented alumni interest and support for athletics swelled across the Rutgers community.
His words and actions were prominent during a nationally-reported incident involving student athletes.  When the Rutgers Women’s Basketball team players were slandered by racist remarks from a popular radio talk show host, Mulcahy met it head on.  With the coach and players, he set an inspiring example for defending character and values.
Though Mr. Mulcahy left Rutgers in 2009, his memoir reflects continued devotion to intercollegiate athletics and student athletes.  His insights for addressing several leading issues confronting Division I sports today offer guidelines for present and future athletic directors to follow.
 

At the turn of the twentieth century, the United States was faced with a new and radically mixed population, one that included freed African Americans, former reservation Indians, and a burgeoning immigrant population.  In The Autobiography of Citizenship, Tova Cooper looks at how educators tried to impose unity on this divergent population, and how the new citizens in turn often resisted these efforts, reshaping mainstream U.S. culture and embracing their own view of what it means to be an American. 

In Autolexical Syntax, Jerrold M. Sadock argues for a radical departure from the derivational model of grammar that has prevailed in linguistics for thirty years. He offers an alternative theory in which the various components of grammar—in particular syntax, semantics, and morphology—are viewed as fully autonomous descriptive devices for various parallel dimensions of linguistic representation. The lexicon in this theory forges the connection between autonomous representations in that a typical lexeme plays a role in all three of the major components of the grammar.

Sadock's principal innovation is the postulation of a uniform set of interface conditions that require the several orthogonal representations of a single natural language expression to match up in certain ways. Through a detailed application of his theory to the twin morphosyntactic problems of cliticization and incorporation, Sadock shows that very straightforward accounts are made possible by the nonderivational model. He demonstrates the empirical success of these accounts by examining more than two dozen morphosyntactic problems in almost as many languages.

Autolexical Syntax will be of interest to those in the fields of theoretical grammar, particularly concerned with the problems of morphology and syntax, as well as philosophers of language, logicians, lexicographers, psychologists of language, and computer scientists.