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Wad-Ja-Get?
The Grading Game in American Education, 50th Anniversary Edition
Howard Kirschenbaum, Rodney Napier, and Sidney B. Simon; With a new introduction by Professor Barry Fishman
Michigan Publishing Services, 2020

Grades and grading are an accepted part of modern education. But why? Why do we accept a system that is more focused on ranking students than on learning? Why do we accept the negative effects of standard grading approaches, including turning students off from learning, increasing stress, creating winners and losers, and perpetuating racial and economic inequality? Why do we accept these things when there are better alternatives?

Wad-Ja-Get? is a unique discussion of grading and its effects on students. The book was written by three education professors who have had first-hand contact with the problems of grading in all its forms. Written in the form of a novel, the topic is explored through the eyes of students, teachers, and parents in one high school embroiled in a controversy around grading. Possible alternatives to the grading system are examined in detail and the research on grading is summarized in an appendix. This 50th anniversary edition of the book includes a new introduction by Professor Barry Fishman, updating the research and setting the original book in the context of today’s educational and societal challenges. Wad-Ja-Get? remains timely five decades after its original publication, and will be inspiring to students, parents, educators, and policymakers.

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Wake
Why the Battle over Diverse Public Schools Still Matters
Karey Alison Harwood
Rutgers University Press, 2024
The Wake County Public School System was once described as a beacon of hope for American school districts. It was both academically successful and successfully integrated. It accomplished these goals through the hard work of teachers and administrators, and through a student assignment policy that made sure no school in the countywide district became a high poverty school. Although most students attended their closest school, the “diversity policy” modified where some students were assigned to make sure no school had more than 40% of its students qualifying for free or reduced-price lunch or more than 25% performing below grade level. When the school board election of 2009 swept into office a majority who favored “neighborhood schools,” the diversity policy that had governed student assignment for years was eliminated. Wake: Why the Battle Over Diverse Public Schools Still Matters tells the story of the aftermath of that election, including the fierce public debate that ensued during school board meetings and in the pages of the local newspaper, and the groundswell of community support that voted in a pro-diversity school board in 2011. What was at stake in those years was the fundamental direction of the largest school district in North Carolina and the 14th largest in the U.S. Would it maintain a commitment to diverse schools, and if so, how would it balance that commitment with various competing interests and demands? Through hundreds of published opinion articles and several in depth interviews with community leaders, Wake examines the substance of that debate and explores the community’s vision for public education. Wake also explores the importance of knowing the history of a place, including the history of school segregation. Wake County’s example still resonates, and the battle over diverse public schools still matters, because owning responsibility for the problem of segregated schools (or not) will shape the direction of America’s future.
 
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Walking in Art Education
Ecopedagogical and A/r/tographical Encounters.
Edited by Nicole Rallis, Ken Morimoto, Michele Sorensen, Valerie Triggs, and Rita Irwin
Intellect Books, 2024
This edited collection highlights ways that arts-educators address learning with the land through walking practices across spatial, temporal, and cultural differences.

In Walking in Art Education, authors explore walking and a/r/tography in their local contexts. As a result, the book finds that kinship and relationality are significant themes that permeate across a/r/tographic practices focused on ecopedagogy and learning with the land. These walking practices serve as ecopedagogical moments that attune us to human-land and more-than-human relationships, while also moving us past Western-centric understandings of land and place. More than this, the book situates this work in a/r/tographic practices taking up walking as one method for engagement.
 
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Wally’s Stories
Vivian Gussin Paley
Harvard University Press, 1981

Teachers are often taught that young children are incapable of logical thought. Prone to fantasy and unruffled by inconsistency, preschool children are frequently baffled by the first lessons of early schooling. Trained to gently resist the child’s illogic, teachers sometimes create just the incomprehension and anxiety they mean to avoid. In Wally’s Stories, Vivian Paley shows that none of this need be so.

Wally’s Stories is itself a story: the story of the evolution of a kindergarten classroom in which Paley learned to stop fighting childish fantasy and instead make use of it to stimulate the very best brand of thinking her five-year-olds can muster. Stories also lie at the heart of her classroom: stories that are first told by one of the children, then transcribed by the teacher, and then acted out by the class in dramatic productions of their own design. Paley shows that in the course of creating their own dramatic world, five-year-olds are capable of thought and language far in advance of what they accomplish in traditional classroom exercises. The children’s stories also become a vehicle that they can use to explain themselves to their teacher and to one another. Together, teacher and children develop an unusual environment, one that is logical and literate, based on rules of fairness, friendship, and fantasy.

Vivian Paley’s book is as refreshing as her teaching method—a new kind of book about a new kind of classroom.

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Wanasema
Conversations with African Writers
Don Burness
Ohio University Press, 1985
There is a tendency to regard African literature as a homogenous product. Certainly it is true that African writers have created a vibrant, modern literature. Nevertheless, they come from specific societies and reflect vastly differing worlds. Wanasema attempts to show some of the many faces of African literature. Dramatists, poets and novelists speak in these pages. They write in French, English, Portuguese, Arabic and indigenous languages. Some are Christian; others are Muslim. A variety of subjects are discussed, including the status of women, history, religion, politics, dress and education. Taken together, the interviews in Wanasema suggest that Western students of Africa would do well to learn the languages of Africa. They suggest, too, taht there is a need to investigate further the relationship between Islamic North Africa and Sub-Saharan Africa, and finally, that oral literature continues to be a vast marketplace for scholars. This book should interest African Studies specialists, of course, but also those whose concerns include literature, history and contemporary events in the non-Western world generally.
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Wannabe U
Inside the Corporate University
Gaye Tuchman
University of Chicago Press, 2009

Based on years of observation at a large state university, Wannabe U tracks the dispiriting consequences of trading in traditional educational values for loyalty to the market. Aping their boardroom idols, the new corporate administrators at such universities wander from job to job and reductively view the students there as future workers in need of training. Obsessed with measurable successes, they stress auditing and accountability, which leads to policies of surveillance and control dubiously cloaked in the guise of scientific administration. In this eye-opening exposé of the modern university, Tuchman paints a candid portrait of the corporatization of higher education and its impact on students and faculty. 

Like the best campus novelists, Tuchman entertains with her acidly witty observations of backstage power dynamics and faculty politics, but ultimately Wannabe U is a hard-hitting account of how higher education’s misguided pursuit of success fails us all.

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Wasted Education
How We Fail Our Graduates in Science, Technology, Engineering, and Math
John D. Skrentny
University of Chicago Press, 2023

An urgent reality check for America’s blinkered fixation on STEM education.

We live in an era of STEM obsession. Not only do tech companies dominate American enterprise and economic growth while complaining of STEM shortages, but we also need scientific solutions to impending crises. As a society, we have poured enormous resources—including billions of dollars—into cultivating young minds for well-paid STEM careers. Yet despite it all, we are facing a worker exodus, with as many as 70% of STEM graduates opting out of STEM work. Sociologist John D. Skrentny investigates why, and the answer, he shows, is simple: the failure of STEM jobs.

Wasted Education reveals how STEM work drives away bright graduates as a result of  “burn and churn” management practices, lack of job security, constant training for a neverending stream of new—and often socially harmful—technologies, and the exclusion of women, people of color, and older workers. Wasted Education shows that if we have any hope of improving the return on our STEM education investments, we have to change the way we’re treating the workers on whom our future depends.

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The Way It Was
The University of Iowa, 1964-1989
Duane C. Spriestersbach
University of Iowa Press, 1999

The fall of 1964 was an exciting time at the University of Iowa. Its fourteenth president, Howard Bowen, had just arrived, and on a sunny October afternoon he made his first speech to the faculty. This occasion was note worthy enough—former president Virgil Hancher had held the job for twenty-four years—to attract the attention of a professor of speech pathology who had previously confined his considerable energies to teaching and research. Bowen's vision of what the university could become was so intriguing, so compelling, that this professor wrote and offered to help him achieve his objectives in any way possible. This quixotic offer changed Duane Spriestersbach's life and becomes the starting point for his story of his years as a University of Iowa administrator.

Drawing upon his personal files, the university archives, and interviews with many faculty members and administrators, Spriestersbach has created both an institutional and a personal history of the university. Judged by any standard, these years were tumultuous ones for higher education. Economic pressures from the state legislature, issues surrounding grants from such agencies as the National Institutes of Health and the National Science Foundation, the civil rights movement, student and faculty protests during the Vietnam era, massive changes in the physical and administrative shape of the campus, and the computerization of all parts of campus life had far-reaching consequences. Spriestersbach was at the center of these events at the University of Iowa; his perspective is unique, refreshing, and educational.

Spriestersbach's account of the Vietnam years and of the evolution of computers at Iowa will be particularly interesting to readers. He reported to four presidents, served as acting president, managed hundreds of meetings both dramatic and mundane, and reacted to many administrative restructurings. In this story of his life at the University of Iowa, he reveals the truth behind these words from his 1964 letter to President Bowen: “I think I am an idealist, a person with imagination, and a guy in a hurry. I believe investigation will show that I am a person with competitive administrative and executive abilities.”

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We Are All Equal
Student Culture and Identity at a Mexican Secondary School, 1988–1998
Bradley A. U. Levinson
Duke University Press, 2001
We Are All Equal is the first full-length ethnography of a Mexican secondary school available in English. Bradley A. U. Levinson observes student life at a provincial Mexican junior high, often drawing on poignant and illuminating interviews, to study how the the school’s powerful emphasis on equality, solidarity, and group unity dissuades the formation of polarized peer groups and affects students’ eventual life trajectories.
Exploring how students develop a cultural “game of equality” that enables them to identify—across typical class and social boundaries—with their peers, the school, and the nation, Levinson considers such issues as the organizational and discursive resources that students draw on to maintain this culture. He also engages cultural studies, media studies, and globalization theory to examine the impact of television, music, and homelife on the students and thereby better comprehend—and problematize—the educational project of the state. Finding that an ethic of solidarity is sometimes used to condemn students defined as different or uncooperative and that little attention is paid to accommodating the varied backgrounds of the students—including their connection to indigenous, peasant, or working class identities—Levinson reveals that their “schooled identity” often collapses in the context of migration to the United States or economic crisis in Mexico. Finally, he extends his study to trace whether the cultural game is reinforced or eroded after graduation as well as its influence relative to the forces of family, traditional gender roles, church, and global youth culture.
We Are All Equal will be of particular interest to educators, sociologists, Latin Americanists, and anthropologists.
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We Are All Multiculturalists Now
Nathan Glazer
Harvard University Press

The melting pot is no more. Where not very long ago we sought assimilation, we now pursue multiculturalism. Nowhere has this transformation been more evident than in the public schools, where a traditional Eurocentric curriculum has yielded to diversity--and, often, to confrontation and confusion. In a book that brings clarity and reason to this highly charged issue, Nathan Glazer explores these sweeping changes. He offers an incisive account of why we all--advocates and skeptics alike--have become multiculturalists, and what this means for national unity, civil society, and the education of our youth.

Focusing particularly on the impact in public schools, Glazer dissects the four issues uppermost in the minds of people on both sides of the multicultural fence: Whose "truth" do we recognize in the curriculum? Will an emphasis on ethnic roots undermine or strengthen our national unity in the face of international disorder? Will attention to social injustice, past and present, increase or decrease civil disharmony and strife? Does a multicultural curriculum enhance learning, by engaging students' interest and by raising students' self-esteem, or does it teach irrelevance at best and fantasy at worst?

Glazer argues cogently that multiculturalism arose from the failure of mainstream society to assimilate African Americans; anger and frustration at their continuing separation gave black Americans the impetus for rejecting traditions that excluded them. But, willingly or not, "we are all multiculturalists now," Glazer asserts, and his book gives us the clearest picture yet of what there is to know, to fear, and to ask of ourselves in this new identity.

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We Are Not Dreamers
Undocumented Scholars Theorize Undocumented Life in the United States
Leisy J. Abrego and Genevieve Negrón-Gonzales, editors
Duke University Press, 2020
The widely recognized “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship. While a well-intentioned, strategic tactic to garner political support of undocumented youth, it has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—poignantly counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Illuminating how various institutions reproduce and benefit from exclusionary narratives, this volume articulates the dangers of the Dreamer narrative and envisions a different way forward.

Contributors. Leisy J. Abrego, Gabrielle Cabrera, Gabriela Garcia Cruz, Lucía León, Katy Joseline Maldonado Dominguez, Grecia Mondragón, Gabriela Monico, Genevieve Negrón-Gonzales, Maria Liliana Ramirez, Joel Sati, Audrey Silvestre, Carolina Valdivia
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We Fight To Win
Inequality and the Politics of Youth Activism
Hava Rachel Gordon
Rutgers University Press, 2009
In an adult-dominated society, teenagers are often shut out of participation in politics. We Fight to Win offers a compelling account of young people's attempts to get involved in community politics, and documents the battles waged to form youth movements and create social change in schools and neighborhoods.

Hava Rachel Gordon compares the struggles and successes of two very different youth movements: a mostly white, middle-class youth activist network in Portland, Oregon, and a working-class network of minority youth in Oakland, California. She examines how these young activists navigate schools, families, community organizations, and the mainstream media, and employ a variety of strategies to make their voices heard on some of today's most pressing issuesùwar, school funding, the environmental crisis, the prison industrial complex, standardized testing, corporate accountability, and educational reform. We Fight to Win is one of the first books to focus on adolescence and political action and deftly explore the ways that the politics of youth activism are structured by age inequality as well as race, class, and gender.

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"We Live in the Shadow"
Inner-City Kids Tell Their Stories through Photographs
Elaine Bell Kaplan
Temple University Press, 2013

 Looking at their photo of railroad tracks, a group of preteen students in South Central Los Angeles see either "a way out of the ghetto," or a "dirty, bad environment." Such are the impressions expressed in the poignant "We Live in the Shadow": Inner-City Kids Tell Their Stories through Photographs.

In Elaine Bell Kaplan's perceptive book, at-risk youth were given five-dollar cameras to tell stories about their world. Their photos and stories show us their response to negative inner-city teen images. We follow them into their schools, and we hear about their creative coping strategies. While these kids see South Central as dangerous, they also see themselves as confident enough to not let the inner city take them down. They refuse to be labeled as "ghetto thugs," as outsiders sometimes do. These outsiders include police, teachers, and other groups representing the institutional voices governing their daily lives.  

The kids in "We Live in the Shadow": Inner-City Kids Tell Their Stories through Photographs have developed a multilayered view of society. This impressive book gives voice to their resilience.

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We Made Uranium!
And Other True Stories from the University of Chicago's Extraordinary Scavenger Hunt
Edited by Leila Sales
University of Chicago Press, 2018
Item #176: A fire drill. No, not an exercise in which occupants of a building practice leaving the building safely. A drill which safely emits a bit of fire, the approximate shape and size of a drill bit.
 
Item #74: Enter a lecture class in street clothes. Receive loud phone call. Shout “I NEED TO GO, THE CITY NEEDS ME!” Remove street clothes to reveal superhero apparel. Run out for the good of the land.
 
Item #293: Hypnotizing a chicken seems easy, but if the Wikipedia article on the practice is to be believed, debate on the optimal method is heated. Do some trials on a real chicken and submit a report . . . for science of course.
 
Item #234: A walking, working, people-powered but preferably wind-powered Strandbeest.
 
Item #188: Fattest cat. Points per pound.
 
The University of Chicago’s annual Scavenger Hunt (or “Scav”) is one of the most storied college traditions in America. Every year, teams of hundreds of competitors scramble over four days to complete roughly 350 challenges. The tasks range from moments of silliness to 1,000-mile road trips, and they call on participants to fully embrace the absurd. For students it is a rite of passage, and for the surrounding community it is a chance to glimpse the lighter side of a notoriously serious university.

We Made Uranium! shares the stories behind Scav, told by participants and judges from the hunt’s more than thirty-year history. The twenty-three essays range from the shockingly successful (a genuine, if minuscule, nuclear reaction created in a dorm room) to the endearing failures (it’s hard to build a carwash for a train), and all the chicken hypnotisms and permanent tattoos in between. Taken together, they show how a scavenger hunt once meant for blowing off steam before finals has grown into one of the most outrageous annual traditions at any university. The tales told here are absurd, uplifting, hilarious, and thought-provoking—and they are all one hundred percent true.
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We Make the Road by Walking
Conversations on Education and Social Change
Myles Horton
Temple University Press, 1990

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We Scholars
Changing the Culture of the University
David Damrosch
Harvard University Press, 1995

Never before have so many scholars produced so much work--and never before have they seemed to have so little to say to one another, or to the public at large. This is the dilemma of the modern university, which today sets the pattern for virtually all scholarship. In his eloquent book, David Damrosch offers a lucid, often troubling assessment of the state of scholarship in our academic institutions, a look at how these institutions acquired their present complexion, and a proposal for reforms that can promote scholarly communication and so, perhaps, broader, more relevant scholarship.

We Scholars explores an academic culture in which disciplines are vigorously isolated and then further divided into specialized fields, making for a heady mix of scholarly alienation and disciplinary territorialism, a wealth of specialized inquiry and a poverty of general discussion. This pattern, however, is not necessary and immutable; rather, it stems from decisions made a century ago, when the American university assumed its modern form. Damrosch traces the political and economic assumptions behind these decisions and reveals their persisting effects on academic structures despite dramatic changes in the larger society. We Scholars makes a compelling case for a scholarly community more reflective of and attuned to today's needs. The author's call for cooperation as the basis for intellectual endeavor, both within and outside the academy, will resonate for anyone concerned with the present complexities and future possibilities of academic work.

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A Well-Tempered Mind
Using Music to Help Children Listen and Learn
Peter Perret and Janet Fox
Dana Press, 2006
A Well-Tempered Mind investigates the intriguing connection between music education and brain development in children. Peter Perret and Janet Fox use the details of an innovative music education program for elementary school students to explore this fascinating relationship. A Well-Tempered Mind describes how the students of Bolton Elementary in Winston-Salem, North Carolina, and a local quintet worked together and then explains the ongoing research that focuses on how music engages the brain’s cognitive capabilities, from memory and language to emotional processing. Music, A Well-Tempered Mind reveals, is a universal language that expands young minds in essential ways. 

“The authors put flesh on the feeling shared by all music teachers that the experience of music enhances thought and learning in unexpected directions, well beyond the simple act of enjoying the sound. … It’s exciting and necessary reading for all who are battling to ensure the place of music in the school curriculum."—Times Educational Supplement

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West Virginia University
Symbol of Unity in a Sectionalized State
William T. Doherty, Jr
West Virginia University Press, 2013
First published in 1982, West Virginia University: Symbol of Unity in a Sectionalize State details the history of WVU from before its inception as the Agricultural College of West Virginia in 1867 to its expansion and development in the 1980s. This comprehensive history includes an index of people, places and events; photographs and illustrations; and in-depth descriptions of campuses, buildings, colleges, and academic and sports programs. A joint effort between William T Doherty, Jr., a Professor Emeritus History at WVU and Festus P. Summers, the first University Librarian who passed away before this project was complete, this new edition once again grants access to the diverse and complex elements which shaped the institution.  
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What Are the Arts and Sciences?
A Guide for the Curious
Edited by Dan Rockmore
Dartmouth College Press, 2017
What constitutes the study of philosophy or physics? What exactly does an anthropologist do, or a geologist or historian? In short, what are the arts and sciences? While many of us have been to college and many aspire to go, we may still wonder just what the various disciplines represent and how they interact. What are their origins, methods, applications, and unique challenges? What kind of people elect to go into each of these fields, and what are the big issues that motivate them? Curious to explore these questions himself, Dartmouth College professor and mathematician Dan Rockmore asked his colleagues to explain their fields and what it is that they do. The result is an accessible, entertaining, and enlightening survey of the ideas and subjects that contribute to a liberal education. The book offers a doorway to the arts and sciences for anyone intrigued by the vast world of ideas.
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What Do You Think, Mr. Ramirez?
The American Revolution in Education
Geoffrey Galt Harpham
University of Chicago Press, 2017
Geoffrey Galt Harpham’s book takes its title from a telling anecdote. A few years ago Harpham met a Cuban immigrant on a college campus, who told of arriving, penniless and undocumented, in the 1960s and eventually earning a GED and making his way to a community college. In a literature course one day, the professor asked him, “Mr. Ramirez, what do you think?” The question, said Ramirez, changed his life because “it was the first time anyone had asked me that.” Realizing that his opinion had value set him on a course that led to his becoming a distinguished professor.
            That, says Harpham, was the midcentury promise of American education, the deep current of commitment and aspiration that undergirded the educational system that was built in the postwar years, and is under extended assault today. The United States was founded, he argues, on the idea that interpreting its foundational documents was the highest calling of opinion, and for a brief moment at midcentury, the country turned to English teachers as the people best positioned to train students to thrive as interpreters—which is to say as citizens of a democracy. Tracing the roots of that belief in the humanities through American history, Harpham builds a strong case that, even in very different contemporary circumstances, the emphasis on social and cultural knowledge that animated the midcentury university is a resource that we can, and should, draw on today.
 
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What Employers Want
Job Prospects for Less-Educated Workers
Harry J. Holzer
Russell Sage Foundation, 1996
A very important contribution to the field of labor economics, and in particular to the understanding of the labor market forworkers with relatively low skill levels. I think we have the sense that the market looks bad, but haven't been clear on how bad it is, or how it got that way. What Employers Want provides some of the answers and identifies the important questions. It is essential reading. —Jeffrey S. Zax, University of Colorado at Boulder The substantial deterioration in employment and earnings among the nation's less-educated workers, especially minorities and younger males in the nation's big cities, has been tentatively ascribed to a variety of causes: an increase in required job skills, the movement of companies from the cities to the suburbs, and a rising unwillingness to hire minority job seekers. What Employers Want is the first book to replace conjecture about today's job market with first-hand information gleaned from employers about who gets hired. Drawn from asurvey of over 3,000 employers in four major metropolitan areas—Los Angeles, Boston, Atlanta, and Detroit—this volume provides a wealth of data on what jobs are available to the less-educated, in what industries, what skills they require, where they are located, what they pay, and how they are filled. The evidence points to a dramatic surge in suburban, white-collar jobs. The manufacturing industry—once a steady employer of blue-collar workers—has been eclipsed by the expanding retail trade and service industries, where the vast majority of jobs are in clerical, managerial, or sales positions. Since manufacturing establishments have been the most likely employers to move from the central cities to the suburbs, the shortage of jobs for low-skill urban workers is particularly acute. In the central cities, the problem is compounded and available jobs remain vacant because employers increasingly require greater cognitive and social skills as well as specific job-related experience. Holzer reveals the extent to which minorities are routinely excluded by employer recruitment and screening practices that rely heavily on testing, informal referrals, and stable work histories. The inaccessible location and discriminatory hiring patterns of suburban employers further limit the hiring of black males in particular, while earnings, especially for minority females, remain low. Proponents of welfare reform often assume that stricter work requirements and shorter eligibility periods will effectively channel welfare recipients toward steady employment and off federal subsidies. What Employers Want directly challenges this premise and demonstrates that only concerted efforts to close the gap between urban employers and inner city residents can produce healthy levels of employment in the nation's cities. Professor Holzer outlines the measures that will benecessary—targeted education and training programs, improved transportation and job placement, heightened enforcement of antidiscrimination laws, and aggressive job creation strategies. Repairing urban labor markets will not be easy. This book shows why. A Volume in the Multi-City Study of Urban Inequality
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What Error Correction Can(not) Accomplish for Second Language Writers
DIspelling Myths, Discussing Options
Dana R. Ferris
University of Michigan Press, 2018
This book looks at aspects of L2 research that influence error correction, finding that second language acquisition takes time and that second language writers' texts differ from those written by native English speakers. Using this research, Dana R. Ferris dispels the myth that diligent teacher correction and student editing can lead to perfect, error-free texts. In clear and simple terms, Ferris makes six suggestions for things teachers can do in the classroom regarding error correction and provides samples. Other issues regarding the expectations of students and others—such as in timed (high-stakes) situations—as it relates to "perfect" papers are examined. The book closes by addressing the basic principles of developing students' language skills in second language/ESL writing classes.
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What Every College Student Should Know
How to Find the Best Teachers and Learn the Most from Them
Lepore, Ernie
Rutgers University Press, 2002

Students do months of research before choosing just the right college, but once theyre on campus, how many of them actually research the professors who are teaching their classes? To optimize your college education you need to find your schools best teachers but how?

What Every College Student Should Know is a guide to discovering the best teachers at your school and learning everything you can from them. Here, the unique writing combination of a professor and a student provides you with perspectives from both sides of the equation. You'll learn:

    • What questions to ask in selecting an instructor
    • How to evaluate professors based on the first class sessions
    • What to look for in a syllabus and grading policies
    • How to identify a professors teaching style and how to adapt to it
​Even the most outgoing students can expect only limited contact with their professors in the classroom, so the authors also provide tactics to take full advantage of meetings outside regular class time, such as:
    • Advice on how to review your exam or paper with your professor
    • Ways to build a relationship with a teacher and get invaluable feedback on your work
    • Tips on how to get the best recommendations from proffessors
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What Every ESL Student Should Know
A Guide to College and University Academic Success
Kathy Ochoa Flores
University of Michigan Press, 2008

This book teaches English language learners about language learning and classroom expectations. It is a compilation of advice, experiences, suggestions, strategies, and learning theories collected over many years of teaching this population.

What Every ESL Student Should Know was written to help English language learners be successful in community college and college classrooms—specifically, how to prepare students for expectations and behavior within the classroom and how to help them to be good students, how to participate in class, what to expect from the class, and what to do to learn English. Learning strategies and language theories are presented in brief.

This text is ideal for orientations or pre-college workshops for international or
immigrant students.
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What Every Science Student Should Know
Justin L. Bauer, Yoo Jung Kim, Andrew H. Zureick, and Daniel K. Lee
University of Chicago Press, 2016
“I am often amazed at how much more capability and enthusiasm for science there is among elementary school youngsters than among college students. . . . We must understand and circumvent this dangerous discouragement. No one can predict where the future leaders of science will come from.”—Carl Sagan

In 2012, the White House put out a call to increase the number of STEM graduates by one million. Since then, hundreds of thousands of science students have started down the path toward a STEM career. Yet, of these budding scientists, more than half of all college students planning to study science or medicine leave the field during their academic careers.

What Every Science Student Should Know is the perfect personal mentor for any aspiring scientist. Like an experienced lab partner or frank advisor, the book points out the pitfalls while providing encouragement. Chapters cover the entire college experience, including choosing a major, mastering study skills, doing scientific research, finding a job, and, most important, how to foster and keep a love of science.

This guide is a distillation of the authors’ own experiences as recent science graduates, bolstered by years of research and interviews with successful scientists and other science students. The authorial team includes former editors-in-chief of the prestigious Dartmouth Undergraduate Journal of Science. All have weathered the ups and downs of undergrad life—and all are still pursuing STEM careers. Forthright and empowering, What Every Science Student Should Know is brimming with insider advice on how to excel as both a student and a scientist.
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What Happened to Notre Dame?
Charles E. Rice
St. Augustine's Press, 2009

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What is Arts Research?
Gabriel Harp
A2RU Intervals, 2018
Seven facets of arts and design-driven research to span new ways of knowing, acting, experiencing, and inspiring the mission of the research university.

Diverse experiences, academic trajectories, and disciplinary backgrounds drive our understanding and interpretations of research, creative practice, and academic values. Despite its long and richly textured history, arts research is still relatively new to many academic departments and disciplines. For most practitioners, arts research is neither a formalized nor a codified process; it can take many paths. And because it can mean different things to different people, defining ‘arts research’ is a spectacular opportunity to create shared awareness, understanding and practice.
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What Is Education?
Philip W. Jackson
University of Chicago Press, 2011
One day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating, What Is Education? is a profound philosophical exploration of how we transmit knowledge in human society and how we think about accomplishing that vital task.
 
Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise.
 
At a time when schools increasingly serve as a battleground for ideological contests, What Is Education? is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people.
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What Is Research?
Edited by Peter Miller
Bard Graduate Center, 2021
Research underlies nearly every aspect of our culture, with expansive investment poured into it and its significance acknowledged by governments, industries, and academic institutions around the world. Yet the idea, practice, and social life of research have not been a subject of study. Of the 164 million items in the catalog of the Library of Congress, only forty-three fall into the category of “Research—History.” To begin the task of understanding research as a concept and practice, Bard Graduate Center gathered a group of artists, scientists, and humanists—all recipients of MacArthur “genius” grants—for three evenings of discussion moderated by Peter N. Miller, who is also a MacArthur Fellow.

What is Research? includes conversations with theater director Annie Dorsen, biomedical researcher Elodie Ghedin, sculptor Tom Joyce, physicist Hideo Mabuchi, poet Campbell McGrath, photographer and filmmaker An-My Lê, neuroscientist Sheila Nirenberg, geochemist Terry Plank, and historian Marina Rustow, all of whom grapple with questions about the nature of research from their varied perspectives.

 
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What is Research?
Gabriel Harp
A2RU Intervals, 2018
Eight epistemologies to characterize research that spans traditional activities and new practices — shaping how people will come to understand the world in the century ahead.

Because faculty and students have so many wide-ranging experiences, academic trajectories, and disciplinary backgrounds, they don’t necessarily have the same set of concepts in mind when it comes to talking about research, what it means, or how it’s done. For many, “research” is an abstract, culturally constructed concept. With many different definitions and experiences, it can be critical to build a shared foundation for understanding — especially when issues of “what counts” as knowledge, tenure and promotion, and research process are at stake.
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What Should Schools Teach?
Disciplines, Subjects and the Pursuit of Truth
Edited by Alka Sehgal Cuthbert and Alex Standish
University College London, 2021
A robust rationale on what schools should teach and how.

The design of school curricula involves deep thought about the nature of knowledge and its value to learners and society. Such a serious responsibility raises a number of questions: What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? The blurring of distinctions between pedagogy and curriculum, as well as that between experience and knowledge, has resulted in a confusing message for teachers about the part that each plays in the education of children. This book aims to dispel confusion through a robust rationale for what schools should teach, offering key understanding to teachers of the relationship between knowledge and their own pedagogy. This second edition includes new chapters on chemistry, drama, music, and religious education, as well as an updated chapter on biology. A revised introduction reflects on the emerging discourse around decolonizing the curriculum and on the relationship between the knowledge that children encounter at school and in their homes.
 
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What the Best College Students Do
Ken Bain
Harvard University Press, 2012

The author of the best-selling What the Best College Teachers Do is back with more humane, doable, and inspiring help, this time for students who want to get the most out of college—and every other educational enterprise, too.

The first thing they should do? Think beyond the transcript. The creative, successful people profiled in this book—college graduates who went on to change the world we live in—aimed higher than straight A’s. They used their four years to cultivate habits of thought that would enable them to grow and adapt throughout their lives.

Combining academic research on learning and motivation with insights drawn from interviews with people who have won Nobel Prizes, Emmys, fame, or the admiration of people in their field, Ken Bain identifies the key attitudes that distinguished the best college students from their peers. These individuals started out with the belief that intelligence and ability are expandable, not fixed. This led them to make connections across disciplines, to develop a “meta-cognitive” understanding of their own ways of thinking, and to find ways to negotiate ill-structured problems rather than simply looking for right answers. Intrinsically motivated by their own sense of purpose, they were not demoralized by failure nor overly impressed with conventional notions of success. These movers and shakers didn’t achieve success by making success their goal. For them, it was a byproduct of following their intellectual curiosity, solving useful problems, and taking risks in order to learn and grow.

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What the Best College Students Do
Ken Bain
Harvard University Press

“The ‘best’ students are curious risk-takers who make connections across disciplines. By following those instincts—rather than simply chasing ‘success’—the best students achieved it…A wonderful exploration of excellence.”—Fortune

“Skillfully weaves together some of the best research about effective learning strategies with moving stories about remarkable life-long learners. Some of them had great teachers. But most of them succeed because of what they did for themselves.”—Thomas Luxon, Dartmouth College

“We are always telling students to ‘find their passion.’ Now we have a book that looks at how that happens…Ken Bain can really tell a story…it is very rare for a book based upon research to be such a compelling read.”—José Antonio Bowen, Southern Methodist University

Combining academic research on learning and motivation with insights drawn from interviews with people who have won Nobel Prizes, Emmys, or otherwise led lives of meaning and accomplishment, Ken Bain identifies the key attitudes that distinguish the best college students from their peers. Most start out with a belief that intelligence and ability are expandable, not fixed. This leads them to make connections across disciplines and to find ways of reconceiving problems rather than simply looking for the right answer. Intrinsically motivated by their own sense of purpose, they are not overly impressed with conventional notions of success. The best students study in small bites, focus more on concept than procedure, and work collaboratively, getting friends to test them on their knowledge. They don’t achieve success by making success their goal—when it comes, it is a byproduct of following their intellectual curiosity, solving useful problems, and taking risks to learn and grow.

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What the Best College Teachers Do
Ken Bain
Harvard University Press, 2004

What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators.

The short answer is—it’s not what teachers do, it’s what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn.

In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students’ discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators.

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What the Best Law Teachers Do
Michael Hunter Schwartz, Gerald F. Hess, and Sophie M. Sparrow
Harvard University Press, 2013

What makes a great law professor? The first study of its kind, What the Best Law Teachers Do identifies the methods, strategies, and personal traits of professors whose students achieve exceptional learning. This pioneering book will be of interest to any instructor seeking concrete, proven techniques for helping students succeed.

What the Best Law Teachers Do introduces readers to twenty-six professors from law schools across the United States. These instructors are renowned for their exacting standards: they set expectations high, while also making course requirements--and their belief that their students can meet them--clear from the outset. They demonstrate professional behavior and tell students to approach class as they would their future professional life: by being as prepared, polished, and gracious as possible. And they prepare themselves for class in depth, even when they have taught the course for years.

The best law professors understand that the little things matter. They start class on time and stay afterward to answer questions. They learn their students' names and respond promptly to emails. These instructors are all tough--but they are also committed, creative, and compassionate mentors. With its close-to-the-ground accounts of exceptional educators in action, What the Best Law Teachers Do offers insights into effective pedagogy that transcend the boundaries of legal education.

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What We Are Becoming
Developments in Undergraduate Writing Majors
Greg Giberson and Thomas A. Moriarty
Utah State University Press, 2010
Greg Giberson and Tom Moriarty have collected a rich volume that offers a state-of-the-field look at the question of the undergraduate writing major, a vital issue for compositionists as the discipline continues to evolve. What We Are Becoming provides an indispensable resource for departments and WPAs who are building undergraduate majors.
     Contributors to the volume address a range of vital questions for undergraduate programs, including such issues as the competition for majors within departments, the job market for undergraduates, varying focuses and curricula of such majors, and the formation of them in departments separate from English. Other chapters discuss the importance of flexibility, consider arguments for a rhetorical or civic discourse core for the writing major, address the relationship between rhetoric and composition majors, and review the role of multiliteracies in the major.
     The field of composition has not come to a consensus on the shape, content, or focus of the undergradutate major. But as individual programs develop and refine their curricula, one thing has become clear: we must think about them in ways that go beyond our particular circumstances, theorize them in ways that secure their place on our campuses and in our discipline for years to come. What We Are Becoming is an effort to do just that.
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What We Hold in Trust
Rediscovering the Purpose of Catholic Higher Education
Don Briel
Catholic University of America Press, 2021
The specific concern in What We Hold in Trust comes to this: the Catholic university that sees its principal purpose in terms of the active life, of career, and of changing the world, undermines the contemplative and more deep-rooted purpose of the university. If a university adopts the language of technical and social change as its main and exclusive purpose, it will weaken the deeper roots of the university’s liberal arts and Catholic mission. The language of the activist, of changing the world through social justice, equality and inclusion, or of the technician through market-oriented incentives, plays an important role in university life. We need to change the world for the better and universities play an important role, but both the activist and technician will be co-opted by our age of hyper-activity and technocratic organizations if there is not first a contemplative outlook on the world that receives reality rather than constructs it. To address this need for roots What We Hold in Trust unfolds in four chapters that will demonstrate how essential it is for the faculty, administrators, and trustees of Catholic universities to think philosophically and theologically (Chapter One), historically (Chapter Two) and institutionally (Chapters Three and Four). What we desperately need today are leaders in Catholic universities who understand the roots of the institutions they serve, who can wisely order the goods of the university, who know what is primary and what is secondary, and who can distinguish fads and slogans from authentic reform. We need leaders who are in touch with their history and have a love for tradition, and in particular for the Catholic tradition. Without this vision, our universities may grow in size, but shrink in purpose. They may be richer but not wiser.
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What We Really Value
Beyond Rubrics in Teaching and Assessing Writing
Bob Broad
Utah State University Press, 2003

What We Really Value traces the origins of traditional rubrics within the theoretical and historical circumstances out of which they emerged, then holds rubrics up for critical scrutiny in the context of contemporary developments in the field. As an alternative to the generic character and decontextualized function of scoring guides, he offers dynamic criteria mapping, a form of qualitative inquiry by which writing programs (as well as individual instructors) can portray their rhetorical values with more ethical integrity and more pedagogical utility than rubrics allow.

To illustrate the complex and indispensable insights this method can provide, Broad details findings from his study of eighty-nine distinct and substantial criteria for evaluation at work in the introductory composition program at "City University." These chapters are filled with the voices of composition instructors debating and reflecting on the nature, interplay, and relative importance of the many criteria by which they judged students' texts. Broad concludes his book with specific strategies that can help writing instructors and programs to discover, negotiate, map, and express a more robust truth about what they value in their students' rhetorical performances.

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What We Teach When We Teach DH
Digital Humanities in the Classroom
Brian Croxall
University of Minnesota Press, 2023

Exploring how DH shapes and is in turn shaped by the classroom

How has the field of digital humanities (DH) changed as it has moved from the corners of academic research into the classroom? And how has our DH praxis evolved through interactions with our students? This timely volume explores how DH is taught and what that reveals about the field of DH. While institutions are formally integrating DH into the curriculum and granting degrees, many instructors are still almost as new to DH as their students. As colleagues continue to ask what digital humanities is, we have the opportunity to answer them in terms of how we teach DH. 

 

The contributors to What We Teach When We Teach DH represent a wide range of disciplines, including literary and cultural studies, history, art history, philosophy, and library science. Their essays are organized around four critical topics at the heart of DH pedagogy: teachers, students, classrooms, and collaborations. This book highlights how DH can transform learning across a vast array of curricular structures, institutions, and education levels, from high schools and small liberal arts colleges to research-intensive institutions and postgraduate professional development programs. 

 

Contributors: Kathi Inman Berens, Portland State U; Jing Chen, Nanjing U; Lauren Coats, Louisiana State U; Scott Cohen, Stonehill College; Laquana Cooke, West Chester U; Rebecca Frost Davis, St. Edward’s U; Catherine DeRose; Quinn Dombrowski, Stanford U; Andrew Famiglietti, West Chester U; Jonathan D. Fitzgerald, Regis College; Emily Gilliland Grover, Notre Dame de Sion High School; Gabriel Hankins, Clemson U; Katherine D. Harris, San José State U; Jacob Heil, Davidson College; Elizabeth Hopwood, Loyola U Chicago; Hannah L. Jacobs, Duke U; Alix Keener, Stanford U; Alison Langmead, U of Pittsburgh; Sheila Liming, Champlain College; Emily McGinn, Princeton U; Nirmala Menon, Indian Institute of Technology; James O’Sullivan, U College Cork; Harvey Quamen, U of Alberta; Lisa Marie Rhody, CUNY Graduate Center; Kyle Roberts, Congregational Library and Archives; W. Russell Robinson, Alabama State U; Chelcie Juliet Rowell, Tufts U; Dibyadyuti Roy, U of Leeds; Asiel Sepúlveda, Simmons U; Andie Silva, York College, CUNY; Victoria Szabo, Duke U; Lik Hang Tsui, City U of Hong Kong; Annette Vee, U of Pittsburgh; Brandon Walsh, U of Virginia; Kalle Westerling, The British Library; Kathryn Wymer, North Carolina Central U; Claudia E. Zapata, UCLA; Benjun Zhu, Peking U.

 

 

Retail e-book files for this title are screen-reader friendly.

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What Work Is
Robert Bruno
University of Illinois Press, 2024
A distinctive exploration of how workers see work

For more than twenty years, Robert Bruno has taught labor history and labor studies to union members from a wide range of occupations and demographic groups. In the class, he asked his students to finish the question “Work is—?” in six words or less. The thousands of responses he collected provide some of the rich source material behind What Work Is. Bruno draws on the thoughts and feelings experienced by workers in the present day to analyze how we might design a future of work. He breaks down perceptions of work into five categories: work and time; the space workers occupy; the impact of work on our lives; the sense of purpose that motivates workers; and the people we work for, in all senses of the term.

Far-seeing and sympathetic, What Work Is merges personal experiences with research, poetry, and other diverse sources to illuminate workers’ lives in the present and envision what work could be in the future.

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What Would It Take to Make an Ed School Great?
Voices from an Unfinished Revolution
John Schwille
Michigan State University Press, 2023
This book brings new life to the long-standing debate in the United States over whether teacher education, K–12 teaching, and the role that universities play in this work can be revolutionized so that they are less subject to self-defeating conventions and orthodoxy, to the benefit of all the nation’s children. Author John Schwille reexamines the ambitious reform agenda that Michigan State University teacher education leaders brought to the national table in the 1980s and 1990s. This attempted revolution mobilized unprecedented resources to the struggle to transform teaching and learning of subject matter. Conveying this history through the words of the teachers and scholars responsible for it, Schwille shows that a great deal was achieved, but many of the lessons learned continue to be ignored.
 
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What's Next?
Jim Agutter
A2RU Intervals, 2018
What's Next? is a decision support tool and set of cards designed to facilitate personal research planning, as well as team-based or mentor-mentee dialogue around needs and expectations. What’s Next? helps unlock assumptions and build connections between scholarly and research interests, passions, skills, needs, and outcomes. Play encourages “thinking big” about new opportunities and for scholarship and creative research.
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When Diversity Drops
Race, Religion, and Affirmative Action in Higher Education
Park, Julie J.
Rutgers University Press, 2013
Julie J. Park examines how losing racial diversity in a university affects the everyday lives of its students. She uses a student organization, the InterVarsity Christian Fellowship (IVCF) at “California University,” as a case study to show how reductions in racial diversity impact the ability of students to sustain multiethnic communities.

The story documents IVCF’s evolution from a predominantly white group that rarely addressed race to the most racially diverse campus fellowship at the university. However, its ability to maintain its multiethnic membership was severely hampered by the drop in black enrollment at California University following the passage of Proposition 209, a statewide affirmative action ban.

Park demonstrates how the friendships that students have—or do not have—across racial lines are not just a matter of personal preference or choice; they take place in the contexts that are inevitably shaped by the demographic conditions of the university. She contends that a strong organizational commitment to diversity, while essential, cannot sustain racially diverse student subcultures. Her work makes a critical contribution to our understanding of race and inequality in collegiate life and is a valuable resource for educators and researchers interested in the influence of racial politics on students’ lives.
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When Middle-Class Parents Choose Urban Schools
Class, Race, and the Challenge of Equity in Public Education
Linn Posey-Maddox
University of Chicago Press, 2014
In recent decades a growing number of middle-class parents have considered sending their children to—and often end up becoming active in—urban public schools. Their presence can bring long-needed material resources to such schools, but, as Linn Posey-Maddox shows in this study, it can also introduce new class and race tensions, and even exacerbate inequalities. Sensitively navigating the pros and cons of middle-class transformation, When Middle-Class Parents Choose Urban Schools asks whether it is possible for our urban public schools to have both financial security and equitable diversity.
           
Drawing on in-depth research at an urban elementary school, Posey-Maddox examines parents’ efforts to support the school through their outreach, marketing, and volunteerism. She shows that when middle-class parents engage in urban school communities, they can bring a host of positive benefits, including new educational opportunities and greater diversity. But their involvement can also unintentionally marginalize less-affluent parents and diminish low-income students’ access to the improving schools. In response, Posey-Maddox argues that school reform efforts, which usually equate improvement with rising test scores and increased enrollment, need to have more equity-focused policies in place to ensure that low-income families also benefit from—and participate in—school change. 
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When Students Have Power
Negotiating Authority in a Critical Pedagogy
Ira Shor
University of Chicago Press, 1996
What happens when teachers share power with students? In this profound book, Ira Shor—the inventor of critical pedagogy in the United States—relates the story of an experiment that nearly went out of control.

Shor provides the reader with a reenactment of one semester that shows what really can happen when one applies the theory and democratizes the classroom. This is the story of one class in which Shor tried to fully share with his students control of the curriculum and of the classroom. After twenty years of practicing critical teaching, he unexpectedly found himself faced with a student uprising that threatened the very possibility of learning. How Shor resolves these problems, while remaining true to his commitment to power-sharing and radical pedagogy, is the crux of the book. Unconventional in both form and substance, this deeply personal work weaves together student voices and thick descriptions of classroom experience with pedagogical theory to illuminate the power relations that must be negotiated if true learning is to take place.
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When the Light Is Fire
Maasai Schoolgirls in Contemporary Kenya
Heather D. Switzer
University of Illinois Press, 2018
A host of international organizations promotes the belief that education will empower Kenya's Maasai girls. Yet the ideas that animate their campaigns often arise from presumptions that reduce the girls themselves to helpless victims of gender-related forms of oppression.

Heather D. Switzer's interviews with over one hundred Kenyan Maasai schoolgirls challenge the widespread view of education as a silver bullet solution to global poverty. In their own voices, the girls offer incisive insights into their commitments, aspirations, and desires. Switzer weaves this ethnographic material into an astute analysis of historical literature, education and development documents, and theoretical literature. Maasai schoolgirls express a particular knowledge about themselves and provocative hopes for their futures. Yet, as Switzer shows, new opportunities force them to face, and navigate, new vulnerabilities and insecurities within a society that is itself in flux.

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When Will the Joy Come?
Black Women in the Ivory Tower
Edited by Robin Phylisia Chapdelaine, Michelle Dionne Thompson, and Abena Ampofoa Asare
University of Massachusetts Press, 2023

How do Black women in higher education create, experience, and understand joy? What sustains them? While scholars have long documented sexism, racism, and classism in the academy, one topic has been conspicuously absent from the literature—how Black women academics have found joy in the midst of adversity. Moving beyond questions of resilience, labor for others, and coping, When Will the Joy Come? focuses on the journeys of over thirty Black women at various stages of their careers.

Joy is a mixture of well-being, pleasure, alignment, and purpose that can be elusive for Black women scholars. With racial reckoning and a global pandemic as context, this volume brings together honest and vital essays that ponder how Black women balance fatigue and frustrations in the halls of the ivory tower, and explore where, when, and if joy enters their lives. By carefully contemplating the emotional, physical, and material consequences of their labor, this collection demonstrates that joy is a tactical and strategic component of Black women’s struggle.

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Where Is Knowing Going?
The Horizons of the Knowing Subject
John C. Haughey, SJ
Georgetown University Press, 2009

Catholic institutions of higher learning are at a crossroads: How can they remain true to their roots while recognizing that many of their administrations, faculties, and student bodies have little connection with the tradition? How can these institutions remain competitive while maintaining a relationship to the Church?

During the past several years Catholic theologian John C. Haughey, SJ, has conducted groundbreaking research on these questions. He has done this in tandem with a team of Catholic scholars from around the United States. Haughey has also conducted numerous workshops with faculty at a dozen Catholic colleges and universities to learn firsthand about their research and teaching aspirations. Those relationships and conversations provide the foundation for this book’s many insights.

In Where Is Knowing Going? Haughey explores what constitutes the Catholic identity of Catholic colleges and universities. Going beyond a doctrinal understanding of Catholic identity to one that engages and is engaged by the intellectual tradition of Catholicism, Haughey does not find that the issue of Catholic identity is adequately dealt with by marketing the distinctive identities of institutions in terms of their founding religious orders or saints. He provides a sure-handed process whereby the pursuits of individual faculty can be better aligned with the formal mission of the institution.

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Where You Stand Is Where You Sit
An Academic Administrator's Handbook
Robert V. Smith
University of Arkansas Press, 2006
The old aphorism “Where you stand is where you sit” rings true across many sectors of society. For academic administrators, be they provosts, vice-presidents or vice-chancellors, deans or directors, department chairs or heads, or administrative support professionals, the level and scope of responsibilities clearly influence perspectives. Yet, having a understanding of the higher-education enterprise is essential to ensuring professional success and advancement. Such understanding is at the heart of this work.
 
This handbook addresses the three key responsibilities of academic officers: inspiration, evaluation, and representation. “Getting a Good Start” deals with the promise of a new position, communicating with supervisors, and “getting around.” “Offering Inspiration and Direction” looks at the integrated scholar and “academic intrapreneurs”; diversity; the joys, challenges, and failure of professional life; and dealing with tragedies. “Guidance to Various Academic Administrators and Support Staff” examines the development, roles, and responsibilities of academic officers and institutional planning and budgeting. Reviewing the state of the institution and its personnel is covered in “Assessments and Evaluations,” and “Policies and Partnerships” deals with ethics-based policies, academic consortia and partnerships, and international outreach.
 
Throughout this valuable handbook, Smith offers background, advice, and examples that will interest both the novice and seasoned administrator as he takes us on a tour of success stories, challenges, and foibles.
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Whether a Christian Woman Should Be Educated and Other Writings from Her Intellectual Circle
Anna Maria van Schurman
University of Chicago Press, 1998
Advocate and exemplar of women's education, female of aristocratic birth and modest demeanor, Anna Maria van Schurman (1607-1678) was one of Reformation Europe's most renowned writers defending women's intelligence. From her early teens, Schurman garnered recognition and admiration for her accomplishments in languages, philosophy, poetry, and painting. As an adult she actively engaged in written correspondence and debate with Europe's leading intellectuals. Nevertheless, Schurman refused to regard herself as an anomaly among women. A supporter of the female sex, she argues that the same rigorous education that shaped her should be made available to all Christian daughters of the aristocracy.

Gathered here in meticulous translation are Anna Maria van Schurman's defense of women's education, her letters to other learned women, and her own account of her early life, as well as responses to her work from male contemporaries, and rare writings by Schurman's mentor, Voetius. This volume will interest the general reader as well as students of women's, religious, and social history.


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White Guys on Campus
Racism, White Immunity, and the Myth of "Post-Racial" Higher Education
Cabrera, Nolan L
Rutgers University Press, 2019
Winner of the 2019 AERA Division J Outstanding Publication Award and the 2019 ASHE Outstanding Book Award

On April 22, 2015, Boston University professor Saida Grundy set off a Twitter storm with her provocative question: “Why is white America so reluctant to identify white college males as a problem population?” White Guys on Campus is a critical examination of race in higher education, centering Whiteness, in an effort to unveil the frequently unconscious habits of racism among White male undergraduates. Nolan L. Cabrera moves beyond the “few bad apples” frame of contemporary racism, and explores the structures, policies, ideologies, and experiences that allow racism to flourish. This book details many of the contours of contemporary, systemic racism, while engaging the possibility of White students to participate in anti-racism. Ultimately, White Guys on Campus calls upon institutions of higher education to be sites of social transformation instead of reinforcing systemic racism, while creating a platform to engage and challenge the public discourse of “post- racialism.” 
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White Teacher
First Edition
Vivian Gussin Paley
Harvard University Press, 1979

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White Teacher
Second Edition
Vivian Gussin Paley
Harvard University Press, 1989

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White Teacher
With a New Preface, Third Edition
Vivian Gussin Paley
Harvard University Press, 2000
Vivian Paley presents a moving personal account of her experiences teaching kindergarten in an integrated school within a predominantly white, middle-class neighborhood. In a new preface, she reflects on the way that even simple terminology can convey unintended meanings and show a speaker's blind spots. She also vividly describes what her readers have taught her over the years about herself as a "white teacher."
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Whiteness Interrupted
White Teachers and Racial Identity in Predominantly Black Schools
Marcus Bell
Duke University Press, 2021
In Whiteness Interrupted Marcus Bell presents a revealing portrait of white teachers in majority-black schools in which he examines the limitations of understandings of how white racial identity is formed. Through in-depth interviews with dozens of white teachers from a racially segregated, urban school district in Upstate New York, Bell outlines how whiteness is constructed based on localized interactions and takes a different form in predominantly black spaces. He finds that in response to racial stress in a difficult teaching environment, white teachers conceptualized whiteness as a stigmatized category predicated on white victimization. When discussing race outside majority-black spaces, Bell's subjects characterized American society as postracial, in which race seldom affects outcomes. Conversely, in discussing their experiences within predominantly black spaces, they rejected the idea of white privilege, often angrily, and instead focused on what they saw as the racial privilege of blackness. Throughout, Bell underscores the significance of white victimization narratives in black spaces and their repercussions as the United States becomes a majority-minority society.
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Whither College Sports
Amateurism, Athlete Safety, and Academic Integrity
Andrew Zimbalist
Rutgers University Press, 2022
Intercollegiate athletics is under assault from all sides. Its economic model is yielding increasing and unsustainable deficits and widening inequality. Coaches and athletic directors are the highest paid employees at FBS universities (NCAA Division I Football Bowl Subdivision) by factors of five to ten, or more. Athletes are being cheated on their promised education, do not receive adequate medical care, and are not allowed to receive cash income. Substantial change, either toward reasserting the intended primacy of education for intercollegiate athletes or a further surrender to commercialism, is coming. This book lays out the starkly different paths that college sports reform can follow and what the ramifications will be on the athletes and on the institutions in which they are enrolled.
 
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Whither Opportunity?
Rising Inequality, Schools, and Children's Life Chances
Greg J. Duncan
Russell Sage Foundation, 2012
As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
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Who Controls Teachers' Work?
Power and Accountability in America's Schools
Richard M. Ingersoll
Harvard University Press, 2006

Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work? And what difference does it make?

Drawing on large national surveys as well as wide-ranging interviews with high school teachers and administrators, Richard Ingersoll reveals the shortcomings in the two opposing viewpoints that dominate thought on this subject: that schools are too decentralized and lack adequate control and accountability; and that schools are too centralized, giving teachers too little autonomy. Both views, he shows, overlook one of the most important parts of teachers' work: schools are not simply organizations engineered to deliver academic instruction to students, as measured by test scores; schools and teachers also play a large part in the social and behavioral development of our children. As a result, both views overlook the power of implicit social controls in schools that are virtually invisible to outsiders but keenly felt by insiders. Given these blind spots, this book demonstrates that reforms from either camp begin with inaccurate premises about how schools work and so are bound not only to fail, but to exacerbate the problems they propose to solve.

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Who Gets In?
Strategies for Fair and Effective College Admissions
Rebecca Zwick
Harvard University Press, 2017

When it comes to the hotly disputed topic of college admissions, the one thing everyone agrees about is that it’s unfair. But there is little agreement on what a fair process would be.

Rebecca Zwick takes a hard look at the high-stakes competition of U.S. college admissions today. Illustrating her points using analyses of survey data from applicants to the nation’s top colleges and universities, she assesses the goals of different admissions systems and the fairness of criteria—from high school grades and standardized test scores to race, socioeconomic status, and students’ academic aspirations. The demographic makeup of the class and the educational outcomes of its students can vary substantially, depending upon how an institution approaches its task. Who Gets In? considers the merits and flaws of competing approaches and demonstrates that admissions policies can sometimes fail to produce the desired results. For example, some nontraditional selection methods can hurt more than help the students they are intended to benefit.

As Zwick shows, there is no objective way to evaluate admissions systems—no universal definition of student merit or blanket entitlement to attend college. Some schools may hope to attract well-rounded students, while others will focus on specific academic strengths. What matters most is that a school’s admissions policy reflects its particular educational philosophy. Colleges should be free to include socioeconomic and racial preferences among their admissions criteria, Zwick contends, but they should strive for transparency about the factors they use to evaluate applicants.

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Who Owns Academic Work?
Battling for Control of Intellectual Property
Corynne McSherry
Harvard University Press, 2003

Who owns academic work? This question is provoking political and legal battles, fought on uncertain terrain, for ever-higher stakes. The posting of faculty lecture notes on commercial Web sites is being hotly debated in multiple forums, even as faculty and university administrators square off in a battle for professorial copyright. In courtrooms throughout the country, universities find themselves embroiled in intricate and expensive patent litigation. Meanwhile, junior researchers are appearing in those same courtrooms, using intellectual property rules to challenge traditional academic hierarchies. All but forgotten in these ownership disputes is a more fundamental question: should academic work be owned at all? Once characterized as a kind of gift, academic work--and academic freedom--are now being reframed as private intellectual property.

Drawing on legal, historical, and qualitative research, Corynne McSherry explores the propertization of academic work and shows how that process is shaking the foundations of the university, the professoriate, and intellectual property law. The modern university's reason for being is inextricably tied to that of the intellectual property system. The rush of universities and scholars to defend their knowledge as property dangerously undercuts a working covenant that has sustained academic life--and intellectual property law--for a century and a half. As the value structure of the research university is replaced by the inequalities of the free market, academics risk losing a language for talking about knowledge as anything other than property. McSherry has written a book that ought to deeply trouble everyone who cares about the academy.

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Who Owns Religion?
Scholars and Their Publics in the Late Twentieth Century
Laurie L. Patton
University of Chicago Press, 2019
Who Owns Religion? focuses on a period—the late 1980s through the 1990s—when scholars of religion were accused of scandalizing or denigrating the very communities they had imagined themselves honoring through their work. While controversies involving scholarly claims about religion are nothing new, this period saw an increase in vitriol that remains with us today. Authors of seemingly arcane studies on subjects like the origins of the idea of Mother Earth or the sexual dynamics of mysticism have been targets of hate mail and book-banning campaigns. As a result, scholars of religion have struggled to describe their own work to their various publics, and even to themselves.

Taking the reader through several compelling case studies, Patton identifies two trends of the ’80s and ’90s that fueled that rise: the growth of multicultural identity politics, which enabled a form of volatile public debate she terms “eruptive public space,” and the advent of the internet, which offered new ways for religious groups to read scholarship and respond publicly. These controversies, she shows, were also fundamentally about something new: the very rights of secular, Western scholarship to interpret religions at all.

Patton’s book holds out hope that scholars can find a space for their work between the university and the communities they study. Scholars of religion, she argues, have multiple masters and must move between them while writing histories and speaking about realities that not everyone may be interested in hearing.
 
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Who Owns This Text?
Plagiarism, Authorship, and Disciplinary Cultures
Carol Peterson Haviland and Joan A. Mullin
Utah State University Press, 2008
Carol Haviland, Joan Mullin, and their collaborators report on a three-year interdisciplinary interview project on the subject of plagiarism, authorship, and “property,” and how these are conceived across different fields. The study investigated seven different academic fields to discover disciplinary conceptions of what types of scholarly production count as “owned.”

Less a research report than a conversation, the book offers a wide range of ideas, and the chapters here will provoke discussion on scholarly practice relating to intellectual property, plagiarism, and authorship---and to how these matters are conveyed to students. Although these authors find a good deal of consensus in regard to the ethical issues of plagiarism, they document a surprising variety of practice on the subject of what ownership looks like from one discipline to another. And they discover that students are not often instructed in the conventions of their major field.
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Who Should Pay?
Higher Education, Responsibility, and the Public
Natasha Quadlin
Russell Sage Foundation, 2022
Americans now obtain college degrees at a higher rate than at any time in recent decades in the hopes of improving their career prospects. At the same time, the rising costs of an undergraduate education have increased dramatically, forcing students and families to take out often unmanageable levels of student debt. The cumulative amount of student debt reached nearly $1.5 trillion in 2017, and calls for student loan forgiveness have gained momentum. Yet public policy to address college affordability has been mixed. While some policymakers support  more public funding to broaden educational access, others oppose this expansion. Noting that public opinion often shapes public policy, sociologists Natasha Quadlin and Brian Powell examine public opinion on who should shoulder the increasing costs of higher education and why.
 
Who Should Pay? draws on a decade’s worth of public opinion surveys analyzing public attitudes about whether parents, students, or the government should be primarily responsible for funding higher education. Quadlin and Powell find that between 2010 and 2019, public opinion has shifted dramatically in favor of more government funding. In 2010, Americans overwhelming believed that parents and students were responsible for the costs of higher education. Less than a decade later, the percentage of Americans who believed that federal or state/local government should be the primary financial contributor has more than doubled. The authors contend that the rapidity of this change may be due to the effects of the 2008 financial crisis and the growing awareness of the social and economic costs of high levels of student debt. Quadlin and Powell also find increased public endorsement of shared responsibility between individuals and the government in paying for higher education. The authors additionally examine attitudes on the accessibility of college for all, whether higher education at public universities should be free, and whether college is worth the costs. 
 
Quadlin and Powell also explore why Americans hold these beliefs. They identify individualistic and collectivist world views that shape public perspectives on the questions of funding, accessibility, and worthiness of college. Those with more individualistic orientations believed parents and students should pay for college, and that if students want to attend college, then they should work hard and find ways to achieve their goals. Those with collectivist orientations believed in a model of shared responsibility – one in which the government takes a greater level of responsibility for funding education while acknowledging the social and economic barriers to obtaining a college degree for many students. The authors find that these belief systems differ among socio-demographic groups and that bias – sometimes unconscious and sometimes deliberate – regarding race and class affects responses from both individualistic and collectivist-oriented participants. 
 
Public opinion is typically very slow to change. Yet Who Should Pay? provides an illuminating account of just how quickly public opinion has shifted regarding the responsibility of paying for a college education and its implications for future generations of students.
 
 

 
 
 
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Who Will Teach?
Policies That Matter
Richard J. Murnane, Judith D. Singer, John B. Willett, James J. Kemple, and Randall J. Olsen
Harvard University Press, 1991

Will America find enough good teachers to staff its public schools? How can we ensure that all our children will be taught by skilled professionals? The policies that determine who teaches today are a confusing and often conflicting array that includes tougher licensing requirements, higher salaries, mandatory master's degrees, merit pay, and alternative routes to certification. Who Will Teach? examines these policies and separates those that work from those that backfire.

The authors present an intriguing portrait of America's teachers and reveal who they are, who they have been, and who they will be. Using innovative statistical methods to track the professional lives of more than 50,000 college graduates, the book describes, in many cases for the first time, just how prospective, current, and former teachers respond to the incentives and disincentives they face. The authors, a group of noted educators, economists, and statisticians, find cause for serious concern. Few academically talented college graduates even try teaching, and many of those who do leave quickly, never to return. Current licensing requirements stifle innovation in training and dissuade many potentially talented teachers at the outset.

But Who Will Teach? shows that we can reverse these trends if we get the incentives right. Although better salaries are essential, especially for new teachers, money is not enough. Potential teachers should be offered alternative paths into the classroom. School districts should improve their recruiting strategies. Licensing criteria should assess teaching skills, not just academic achievement and number of courses completed. The authors offer a promising strategy based on high standards and substantial rewards.

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Whose America?
Culture Wars in the Public Schools
Jonathan Zimmerman
Harvard University Press, 2005

What do America’s children learn about American history, American values, and human decency? Who decides? In this absorbing book, Jonathan Zimmerman tells the dramatic story of conflict, compromise, and more conflict over the teaching of history and morality in twentieth-century America.

In history, whose stories are told, and how? As Zimmerman reveals, multiculturalism began long ago. Starting in the 1920s, various immigrant groups—the Irish, the Germans, the Italians, even the newly arrived Eastern European Jews—urged school systems and textbook publishers to include their stories in the teaching of American history. The civil rights movement of the 1960s and ’70s brought similar criticism of the white version of American history, and in the end, textbooks and curricula have offered a more inclusive account of American progress in freedom and justice.

But moral and religious education, Zimmerman argues, will remain on much thornier ground. In battles over school prayer or sex education, each side argues from such deeply held beliefs that they rarely understand one another’s reasoning, let alone find a middle ground for compromise. Here there have been no resolutions to calm the teaching of history. All the same, Zimmerman argues, the strong American tradition of pluralism has softened the edges of the most rigorous moral and religious absolutism.

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Whose Goals Whose Aspirations
Learning to Teach Underprepared Writers across the Curriculum
Stephen M. Fishman and Lucille McCarthy
Utah State University Press, 2002

Ever since Horace Mann promoted state supported schooling in the 1850s, the aims of U.S. public education have been the subject of heated national debate. Whose Goals? Whose Aspirations? joins this debate by exploring clashing educational aims in a discipline-based university classroom and the consequences of these clashes for "underprepared" writers.

In this close-up look at a White middle-class teacher and his ethnically diverse students, Fishman and McCarthy examine not only the role of Standard English in college writing instruction but also the underlying and highly charged issues of multiculturalism, race cognizance, and social class.

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Whose School Is It?
Women, Children, Memory, and Practice in the City
By Rhoda H. Halperin
University of Texas Press, 2006

Whose School Is It?: Women, Children, Memory, and Practice in the City is a success story with roadblocks, crashes, and detours. Rhoda Halperin uses feminist theorist and activist Gloria Anzaldúa's ideas about borderlands created by colliding cultures to deconstruct the creation and advancement of a public community charter school in a diverse, long-lived urban neighborhood on the Ohio River. Class, race, and gender mix with age, local knowledge, and place authenticity to create a page-turning story of grit, humor, and sheer stubbornness. The school has grown and flourished in the face of daunting market forces, class discrimination, and an increasingly unfavorable national climate for charter schools. Borderlands are tense spaces. The school is a microcosm of the global city.

Many theoretical strands converge in this book—feminist theory, ideas about globalization, class analysis, and accessible narrative writing—to present some new approaches in urban anthropology. The book is multi-voiced and nuanced in ways that provide authenticity and texture to the real circumstances of urban lives. At the same time, identities are threatened as community practices clash with rules and regulations imposed by outsiders.

Since it is based on fifteen years of ethnographic fieldwork in the community and the city, Whose School Is It? brings unique long-term perspectives on continuities and disjunctures in cities. Halperin's work as researcher and advocate also provides insider perspectives that are rare in the literature of urban anthropology.

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Why Afterschool Matters
Nelson, Ingrid A.
Rutgers University Press, 2017
Increasingly, educational researchers and policy-makers are finding that extracurricular programs make a major difference in the lives of disadvantaged youth, helping to reduce the infamous academic attainment gap between white students and their black and Latino peers. Yet studies of these programs typically focus on how they improve the average academic performance of their participants, paying little attention to individual variation.
 
Why Afterschool Matters takes a different approach, closely following ten Mexican American students who attended the same extracurricular program in California, then chronicling its long-term effects on their lives, from eighth grade to early adulthood. Discovering that participation in the program was life-changing for some students, yet had only a minimal impact on others, sociologist Ingrid A. Nelson investigates the factors behind these very different outcomes. Her research reveals that while afterschool initiatives are important, they are only one component in a complex network of school, family, community, and peer interactions that influence the educational achievement of disadvantaged students.
 
Through its detailed case studies of individual students, this book brings to life the challenges marginalized youth en route to college face when navigating the intersections of various home, school, and community spheres. Why Afterschool Matters may focus on a single program, but its findings have major implications for education policy nationwide.
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Why Are Professors Liberal and Why Do Conservatives Care?
Neil Gross
Harvard University Press, 2013

Some observers see American academia as a bastion of leftist groupthink that indoctrinates students and silences conservative voices. Others see a protected enclave that naturally produces free-thinking, progressive intellectuals. Both views are self-serving, says Neil Gross, but neither is correct. Why Are Professors Liberal and Why Do Conservatives Care? explains how academic liberalism became a self-reproducing phenomenon, and why Americans on both the left and right should take notice.

Academia employs a higher percentage of liberals than nearly any other profession. But the usual explanations—hiring bias against conservatives, correlations of liberal ideology with high intelligence—do not hold up to scrutiny. Drawing on a range of original research, statistics, and interviews, Gross argues that “political typing” plays an overlooked role in shaping academic liberalism. For historical reasons, the professoriate developed a reputation for liberal politics early in the twentieth century. As this perception spread, it exerted a self-selecting influence on bright young liberals, while deterring equally promising conservatives. Most professors’ political views formed well before they stepped behind the lectern for the first time.

Why Are Professors Liberal and Why Do Conservatives Care? shows how studying the political sympathies of professors and their critics can shed light not only on academic life but on American politics, where the modern conservative movement was built in no small part around opposition to the “liberal elite” in higher education. This divide between academic liberals and nonacademic conservatives makes accord on issues as diverse as climate change, immigration, and foreign policy more difficult.

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Why Are You Here and Not Somewhere Else
Selected Essays
Harry L. Davis
University of Chicago Press, 2013
Harry L. Davis joined the faculty of the University of Chicago Booth School of Business in 1963, and he has since become one of the most influential figures in business education in the United States and abroad. He helped develop the first core leadership program of any top-rated MBA institution in the country and the Management Lab. Davis also helped Booth pioneer its first international campus in Barcelona in 1983, where he served as deputy dean for a decade.

On the occasion of the fiftieth anniversary of Davis’s arrival at the Booth School, Why Are You Here and Not Somewhere Else offers seven essays by Davis that offer new perspectives and contribute to a more well-rounded understanding of business education. Adapted from convocation addresses given by Davis at different points during his five-decade career, the essays encapsulate the spirit of business education at the Booth School, while at the same time providing encouraging, invaluable wisdom for those about to embark on business careers or take on leadership positions. Topics addressed range from the role of the university in the business world to the crucial role of intangible values in shaping one’s career.

Davis has been a formative influence on more executives and leaders than perhaps any other business educator living today, and Why Are You Here and Not Somewhere Else provides a unique and valuable perspective on how leaders in business and elsewhere can shape and define their careers in new ways.
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Why Learn History (When It’s Already on Your Phone)
Sam Wineburg
University of Chicago Press, 2018
Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percentage of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious.
 
With the internet always at our fingertips, what’s a teacher of history  to do? Sam Wineburg has answers, beginning with this: We definitely can’t stick to the same old read-the-chapter-answer-the-questions-at-the-back snoozefest we’ve subjected students to for decades. If we want to educate citizens who can sift through the mass of information around them and separate fact from fake, we have to explicitly work to give them the necessary critical thinking tools. Historical thinking, Wineburg shows us in Why Learn History (When It’s Already on Your Phone), has nothing to do with test prep–style ability to memorize facts. Instead, it’s an orientation to the world that we can cultivate, one that encourages reasoned skepticism, discourages haste, and counters our tendency to confirm our biases. Wineburg draws on surprising discoveries from an array of research and experiments—including surveys of students, recent attempts to update history curricula, and analyses of how historians, students, and even fact checkers approach online sources—to paint a picture of a dangerously mine-filled landscape, but one that, with care, attention, and awareness, we can all learn to navigate.

It’s easy to look around at the public consequences of historical ignorance and despair. Wineburg is here to tell us it doesn’t have to be that way. The future of the past may rest on our screens. But its fate rests in our hands.
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Why Public Higher Education Should Be Free
How to Decrease Cost and Increase Quality at American Universities
Samuels, Robert
Rutgers University Press, 2013
Universities tend to be judged by the test scores of their incoming students and not on what students actually learn once they attend these institutions. While shared tests and surveys have been developed, most schools refuse to publish the results. Instead, they allow such publications as U.S. News & World Report to define educational quality. In order to raise their status in these rankings, institutions pour money into new facilities and extracurricular activities while underfunding their educational programs.

In Why Public Higher Education Should Be Free, Robert Samuels argues that many institutions of higher education squander funds and mislead the public about such things as average class size, faculty-to-student ratios, number of faculty with PhDs, and other indicators of educational quality. Parents and students seem to have little knowledge of how colleges and universities have been restructured over the past thirty years.

Samuels shows how research universities have begun to function as giant investment banks or hedge funds that spend money on athletics and administration while increasing tuition costs and actually lowering the quality of undergraduate education. In order to fight higher costs and lower quality, Samuels suggests, universities must reallocate these misused funds and concentrate on their core mission of instruction and related research.

Throughout the book, Samuels argues that the future of our economy and democracy rests on our ability to train students to be thoughtful participants in the production and analysis of knowledge. If leading universities serve only to grant credentials and prestige, our society will suffer irrevocable harm. Presenting the problem of how universities make and spend money, Samuels provides solutions to make these important institutions less expensive and more vital. By using current resources in a more effective manner, we could even, he contends, make all public higher education free.
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Why Study the Middle Ages?
Kisha G. Tracy
Arc Humanities Press, 2022
The study of the Middle Ages in every aspect of the modern liberal arts—the humanities, STEM, and the social sciences—has significant importance for society and the individual. There is a common belief that the peoples of the past were somehow exempt from (positive, especially) human nature, had less of a sense of morality (by any definition) than we do now, or were unaware of basic human dilemmas or triumphs. Relegating the Middle Ages to "primitive" distances us from close examination of what has not changed in society—or what has, which might not be for the better. Exploring and exploding these (mis)conceptions is essential to experience the benefits of a liberal education.
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Why We Make Art
And Why it is Taught
Richard Hickman
Intellect Books, 2010

Governments around the world spend millions on art and cultural institutions, evidence of a basic human need for what the author refers to as “creating aesthetic significance.” Yet what function or purpose does art satisfy in today’s society? In this thorough and accessible text, Richard Hickman rejects the current vogue for social and cultural accounts of the nature of art-making in favor of a largely psychological approach aimed at addressing contemporary developmental issues in art education. Bringing to bear current ideas about evolutionary psychology, this second edition will be an important resource for anyone interested in arts education.

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Widener
Biography of a Library
Matthew Battles
Harvard University Press, 2004

Wallace Stegner called its stacks “enchanted.” Barbara Tuchman called it “my Archimedes bathtub, my burning bush.” But to Thomas Wolfe, it was a place of “wilderment and despair.” Since its opening in 1915, the Harry Elkins Widener Memorial Library has led a spirited life as Harvard’s physical and, in a sense, its spiritual heart. Originally intended as the memorial to one man, it quickly grew into a symbol of the life of the mind with few equals anywhere—and like all symbols, it has enjoyed its share of contest and contradiction. At the unlikely intersection of such disparate episodes as the sinking of the Titanic, the social upheavals of the 1960s, and the shifting meaning of books and libraries in the information age, Widener is at once the storehouse and the focus of rich and ever-growing hoards of memory.

With copious illustrations and wide-ranging narrative, Widener: Biography of a Library is not only a record of benefactors and collections; it is the tale of the students, scholars, and staff who give a great library its life.

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Wiki Writing
Collaborative Learning in the College Classroom
Robert E. Cummings and Matt Barton, Editors
University of Michigan Press, 2008

When most people think of wikis, the first---and usually the only---thing that comes to mind is Wikipedia. The editors of Wiki Writing: Collaborative Learning in the College Classroom, Robert E. Cummings and Matt Barton, have assembled a collection of essays that challenges this common misconception, providing an engaging and helpful array of perspectives on the many pressing theoretical and practical issues that wikis raise. Written in an engaging and accessible manner that will appeal to specialists and novices alike, Wiki Writing draws on a wealth of practical classroom experiences with wikis to offer a series of richly detailed and concrete suggestions to help educators realize the potential of these new writing environments.

Robert E. Cummings began work at Columbus State University in August 2006 as Assistant Professor of English and Director of First-Year Composition. Currently he also serves as the Writing Specialist for CSU's Quality Enhancement Plan, assisting teachers across campus in their efforts to maximize student writing in their curriculum. He recently concluded a three-year research study with the Inter/National Coalition for Electronic Portfolio Research and continues to research in the fields of computers and writing, writing across the curriculum, writing in the disciplines, and curricular reform in higher education.

Matt Barton is Assistant Professor, St. Cloud State University, Department of English-Rhetoric and Applied Writing Program. His research interests are rhetoric, new media, and computers and writing. He is the author of Dungeons and Desktops: A History of Computer Role-Playing Games and has published in the journals Text and Technology, Computers and Composition, Game Studies, and Kairos. He is currently serving as Associate Editor of Kairosnews and Managing Editor of Armchair Arcade.

"Wiki Writing will quickly become the standard resource for using wikis in the classroom."
---Jim Kalmbach, Illinois State University

digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.

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Wild about Harry
Everything You Have Ever Wanted to Know about the Truman Scholarship
Suzanne McCray
University of Arkansas Press, 2021
The scholars selected from the notoriously competitive Truman Scholarship applicant pool are widely known as energetic leaders from a variety of disciplines who have in common the desire to make a difference, to bring about sustainable positive change, and to serve the greater public good. Wild about Harry makes the Truman Scholarship application process transparent to applicants and their advisors. This collection of essays teaches readers how to gain the most from the application process, how to connect past involvement and successes to future academic and career goals, how to approach interviews, and how to embrace the opportunity if selected for an award.
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The Wild Ricing Coloring and Activity Book
Ojibwe Traditions Coloring Book Series
Cassie Brown
Wisconsin Historical Society Press, 2018
This series offers children and their families the opportunity to learn about Ojibwe lifeways and teachings in an engaging and accessible manner. Included in each coloring book are word scrambles, mazes, and other activities to help children and their families engage more deeply with the information and have fun at the same time. While younger children (3+) can enjoy simply coloring the images, older children (6+) can also use the stories and glossaries to start learning more about the language and traditions of the Ojibwe people. The four books in this series focus on different aspects of Ojibwe life and traditions, from the powwow to wild ricing.
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Willard W. Waller on the Family, Education, and War
Willard W. Waller
University of Chicago Press, 1970
Willard Waller (1899-1945) taught and wrote on sociology during the decades of its crystallization, the 1920s through the 1940s. He pursued sociological analysis in terms of intensive direct observation and humanistic detail as well as conceptual analysis.

Waller's explorations of role behavior, especially in his writings on marriage and education, shocked academia and are still provocative today. In his direct, perceptive, often cynical style, he penetrated the facades of the most respected social institutions. He made use of the case study method; many of Waller's case studies were lifted directly from his own experiences, particularly from the agonies of his own divorce and from the disappointments of his initial teaching experience. He also drew fresh insights from the personal experiences of his colleagues and students, hardly a traditional procedure.

This volume is the first unified presentation of Waller's writings, covering in depth his work on family, education, and war. It also includes his shorter, but equally vivid, discussions on social problems such as crime and on the conflict between insight and scientific method.

Since Waller's private life was so intimately bound to his public work, an understanding of his personal history reveals much about the development and dilemma of sociologists in the United States. In their Introduction editors Goode, Mitchell, and Furstenberg reconstruct the life of this complex American thinker.
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Win Win Win
If You Want to Go Far, Go Together
Daniel Bernardus
Amsterdam University Press, 2020
Would you like to build greater trust in your relationships? Discuss this book together. Trusting relationships are key to economics and life: a student wants to win a prestigious business contest with this insight, but must first prevent her team from falling apart. Discover a mirror on our way of dealing with others that is not always comfortable, but inspiring and ultimately very rewarding. Buy this book for yourself or as a gift to help people relate together more effectively.
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Wisconsin Agriculture
A History
Jerry Apps
Wisconsin Historical Society Press, 2015

"I'm embarrassed to say I thought I knew anything substantial about Wisconsin agriculture or its history before I read this book. 'Wisconsin Agriculture' should be required reading in history classes from high school to the collegiate level. It makes me thankful that Jerry Apps has such a sense of commitment to Wisconsin's agricultural heritage--and to getting the story right." --Pam Jahnke, Farm Director, Wisconsin Farm Report Radio

Wisconsin has been a farming state from its very beginnings. And though it's long been known as "the Dairy State," it produces much more than cows, milk, and cheese. In fact, Wisconsin is one of the most diverse agricultural states in the nation.

The story of farming in Wisconsin is rich and diverse as well, and the threads of that story are related and intertwined. In this long-awaited volume, celebrated rural historian Jerry Apps examines everything from the fundamental influences of landscape and weather to complex matters of ethnic and pioneer settlement patterns, changing technology, agricultural research and education, and government regulations and policies. Along with expected topics, such as the cranberry industry and artisan cheesemaking, "Wisconsin Agriculture" delves into beef cattle and dairy goats, fur farming and Christmas trees, maple syrup and honey, and other specialty crops, including ginseng, hemp, cherries, sugar beets, mint, sphagnum moss, flax, and hops. Apps also explores new and rediscovered farming endeavors, from aquaculture to urban farming to beekeeping, and discusses recent political developments, such as the 2014 Farm Bill and its ramifications. And he looks to the future of farming, contemplating questions of ethical growing practices, food safety, sustainability, and the potential effects of climate change.

Featuring first-person accounts from the settlement era to today, along with more than 200 captivating photographs, "Wisconsin Agriculture" breathes life into the facts and figures of 150 years of farming history and provides compelling insights into the state's agricultural past, present, and future.

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Wisconsin
Our State CLASSROOM SET 1E eng w/SAG CD
Bobbie Malone
Wisconsin Historical Society Press, 2010

logo for Wisconsin Historical Society Press
Wisconsin
Our State CLASSROOM SET 1E spanish (w/spnsh SAG)
Bobbie Malone
Wisconsin Historical Society Press, 2016

Classroom set includes 25 copies of the Spanish textbook (978-0-87020-512-5) PLUS 1 copy of the Teacher's Edition in English (978-0-87020-379-4) and 1 copy of the Student Activity Guide  DVD in Spanish (978-0-87020-688-7)

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logo for Wisconsin Historical Society Press
Wisconsin
Our State CLASSROOM SET 2E eng
Bobbie Malone
Wisconsin Historical Society Press

logo for Wisconsin Historical Society Press
Wisconsin
Our State CLASSROOM SET 2E spanish
Bobbie Malone
Wisconsin Historical Society Press

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

Classroom set includes:
25 Student Textbooks,
1 Teacher’s Edition, and
1 Student Activity Guide disc

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front cover of Wisconsin
Wisconsin
Our State SAG 1E eng: Student Activity Guide
Bobbie Malone
Wisconsin Historical Society Press, 2008
Join thousands of students across Wisconsin as they experience our history through the primary sources created by the people who lived it. From human-created artifacts over 14,000 years old to the impact of 9/11, Wisconsin: Our State, Our Story will breathe life into your elementary social studies curriculum.
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logo for Wisconsin Historical Society Press
Wisconsin
Our State SAG 2E CD spanish
Bobbie Malone
Wisconsin Historical Society Press, 2017

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

[more]

logo for Wisconsin Historical Society Press
Wisconsin
Our State SAG 2E eng
Bobbie Malone
Wisconsin Historical Society Press, 2016

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

[more]

logo for Wisconsin Historical Society Press
Wisconsin
Our State TE 1E
Bobbie Malone
Wisconsin Historical Society Press, 2008

The Teacher's Edition provides educators with the background, literacy, and other skill-building strategies to teach "Wisconsin: Our State, Our Story" in both social studies and literacy classes. 

"Wisconsin: Our State, Our Story" textbook promotes content-focused reading to address both social studies and language arts standards for the state of Wisconsin.

The Teacher's Edition draws on the research-based pedagogy in both literacy developmnent and in historical inquiry to help reach the many different levels of learners in today's classrooms.

[more]

front cover of Wisconsin
Wisconsin
Our State TE 2E
Bobbie Malone
Wisconsin Historical Society Press, 2016

The Teacher's Edition provides educators with the background, literacy, and other skill-building strategies to teach "Wisconsin: Our State, Our Story" in both social studies and literacy classes. 

"Wisconsin: Our State, Our Story" textbook promotes content-focused reading to address both social studies and language arts standards for the state of Wisconsin.

The Teacher's Edition draws on the research-based pedagogy in both literacy development and in historical inquiry to help reach the many different levels of learners in today's classrooms.

 

Features of the Teacher's Edition
  • Differentiated Learning Approaches The Teacher's Edition draws together and charts a compendium of literacy strategies, historical thinking skills, and differentiated learning approaches in the introductory section.
  • Supports Both Literacy and History Learning Each of the early chapters focuses on a different literacy skill. Students have the opportunity to practice and master each skill as they progress through the textbook. Though each chapter differs in length, they all have the same components, so that students can learn to make connections. Major, overarching questions drive the content of each chapter.
  • An Inquiry-Based History Approach Each topic is inquiry-based. Students quickly learn that the historian plays the role of detective: asking questions and amassing enough clues to put together a "picture" of some historical event or personality and to weave these into a sufficiently broad understanding.
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front cover of Wisconsin
Wisconsin
Our State TEXTBOOK 1E eng: Student textbook
Bobbie Malone
Wisconsin Historical Society Press, 2008

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

[more]

front cover of Wisconsin
Wisconsin
Our State TEXTBOOK 1E spanish
Bobbie Malone
Wisconsin Historical Society Press, 2012

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

[more]

front cover of Wisconsin
Wisconsin
Our State TEXTBOOK 2E eng
Bobbie Malone
Wisconsin Historical Society Press, 2016

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

[more]

logo for Wisconsin Historical Society Press
Wisconsin
Our State TEXTBOOK 2E spanish
Bobbie Malone
Wisconsin Historical Society Press, 2017

"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.

Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.

[more]

front cover of With All Deliberate Speed
With All Deliberate Speed
Implementing Brown v. Board of Education
Brian J. Daugherity
University of Arkansas Press, 2008
This is the first effort to provide a broad assessment of how well the Brown v. Board of Education decision that declared an end to segregated schools in the United States was implemented. Written by a distinguished group of historians, the twelve essays in this collection examine how African Americans and their supporters in twelve states—Arkansas, North Carolina, Virginia, South Carolina, Georgia, Mississippi, Florida, Delaware, Missouri, Indiana, Nevada, and Wisconsin—dealt with the Court’s mandate to desegregate “with all deliberate speed.” The process followed many diverse paths.
 
Some of the common themes in these efforts were the importance of black activism, especially the crucial role played by the NAACP; entrenched white opposition to school integration, which wasn’t just a southern state issue, as is shown in Delaware, Wisconsin, and Indiana; and the role of the federal government, a sometimes inconstant and sometimes reluctant source of support for implementing Brown.
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With All Deliberate Speed
The Life of Philip Elman
Norman I. Silber
University of Michigan Press, 2004
"With All Deliberate Speed is just wonderful. It gives the reader fascinating insights into the Roosevelt era, the Supreme Court, the Justice Department. It is funny, and endearingly human. Three cheers!"
-Anthony Lewis, New York Times columnist, and Pulitzer Prize-winning
author of Gideon's Trumpet

"The fascinating, eloquent, and skillfully edited oral memoir of a distinguished public servant, who was at the epicenter of major legal controversies that his memoir illuminates. A major contribution to modern American legal history."
-Richard A. Posner

"With All Deliberate Speed provides an insider's rich account, spanning over thirty years, of the inner workings of the Supreme Court, the Solicitor General's Office and the Federal Trade Commission that anyone seriously interested in a frank behind-the-scenes view of the federal government should find exceptionally provocative and intriguing"
-Drew Days III, Alfred M. Rankin Professor of Law, Yale University, and former Solicitor General of the United States, 1993-96


From a modest childhood in Patterson, N. J., Philip Elman rose to become clerk for the great Supreme Court Justice Felix Frankfurter, and then to a position in the U.S. Solicitor General's Office. As a member of that office, Philip Elman had an exceptional vantage point on one of the most momentous cases in U.S. Supreme Court history: Brown v. Board of Education.

In this oral history memoir of Elman's life, With All Deliberate Speed, author Norman I. Silber reveals the maneuvering that led to the Court's overturning the doctrine of "separate but equal." Working behind the scenes, it was Justice Department attorney Elman who came up with the concept of gradual integration-an idea that worked its way into the final decision as the famous phrase "with all deliberate speed." Though this expression angered those pressing for immediate desegregation, Elman claims that it unified a divided Court, thus enabling them to stand together against the evil of segregation.

With All Deliberate Speed records a decisive moment in Supreme Court history, but it is also Philip Elman's unforgettable oral memoir-the story of his entire career in government service, including his work with Attorney General Robert F. Kennedy as commissioner of the FTC, and his role in founding the modern consumer protection movement, which includes the antismoking campaign that put the Surgeon General's warning on cigarette packs.

At once rich historical testimony and a gripping read, With All Deliberate Speed offers a rarely glimpsed insider's understanding of the politics of the American legal system.

[more]

front cover of Woman in the Wilderness
Woman in the Wilderness
Letters of Harriet Wood Wheeler, Missonary Wife, 1832-1892
Nancy Bunge
Michigan State University Press, 2010
Woman in the Wilderness is a collection of letters written between 1832 and 1892 to and by an American woman, Harriet Wood Wheeler.
     Harriet's letters reveal her experiences with actors and institutions that played pivotal roles in the history of American women: the nascent literate female work force at the mills in Lowell, Massachusetts; the Ipswich Female Seminary, which was one of the first schools for women teachers; women's associations, especially in churches; and the close and enduring ties that characterized women's relationships in the late nineteenth century.
     Harriet's letters also provide an intimate view of the relationships between American Indians and Euro-Americans in the Great Lakes region, where she settled with her Christian missionary husband.
[more]

front cover of Women Artists on the Leading Edge
Women Artists on the Leading Edge
Visual Arts at Douglass College
Joan M. Marter
Rutgers University Press, 2020

How do students develop a personal style from their instruction in a visual arts program? Women Artists on the Leading Edge explores this question as it describes the emergence of an important group of young women artists from an innovative post-war visual arts program at Douglass College.

The women who studied with avant-garde artists at Douglas were among the first students in the nation to be introduced to performance art, conceptual art, Fluxus, and Pop Art. These young artists were among the first to experience new approaches to artmaking that rejected the predominant style of the 1950s: Abstract Expressionism. The New Art espoused by faculty including Robert Watts, Allan Kaprow, Roy Lichtenstein, Geoffrey Hendricks, and others advocated that art should be based on everyday life. The phrase “anything can be art” was frequently repeated in the creation of Happenings, multi-media installations, and video art. Experimental approaches to methods of creation using a remarkable range of materials were investigated by these young women. Interdisciplinary aspects of the Douglass curriculum became the basis for performances, videos, photography, and constructions. Sculpture was created using new technologies and industrial materials. The Douglass women artists included in this book were among the first to implement the message and direction of their instructors.

Ultimately, the artistic careers of these young women have reflected the successful interaction of students with a cutting-edge faculty. From this BA and MFA program in the Visual Arts emerged women such as Alice Aycock. Rita Myers, Joan Snyder, Mimi Smith, and Jackie Winsor, who went on to become lifelong innovators. Camaraderie was important among the Douglass art students, and many continue to be instructors within a close circle of associates from their college years. Even before the inception of the women’s art movement of the 1970s, these women students were encouraged to pursue professional careers, and to remain independent in their approach to making art. The message of the New Art was to relate one’s art production to life itself and to personal experiences. From these directions emerged a “proto-feminist” art of great originality identified with women’s issues. The legacy of these artists can be found in radical changes in art instruction since the 1950s, the promotion of non-hierarchical approaches to media, and acceptance of conceptual art as a viable art form.

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front cover of Women in Academe
Women in Academe
Progress and Prospects
Mariam K. Chamberlain
Russell Sage Foundation, 1988
The role of women in higher education, as in many other settings, has undergone dramatic changes during the past two decades. This significant period of progress and transition is definitively assessed in the landmark volume, Women in Academe. Crowded out by returning veterans and pressed by social expectations to marry early and raise children, women in the 1940s and 1950s lost many of the educational gains they had made in previous decades. In the 1960s women began to catch up, and by the 1970s women were taking rapid strides in academic life. As documented in this comprehensive study, the combined impact of the women's movement and increased legislative attention to issues of equality enabled women to make significant advances as students and, to a lesser extent, in teaching and academic administration. Women in Academe traces the phenomenal growth of women's studies programs, the notable gains of women in non-traditional fields, the emergence of campus women's centers and research institutes, and the increasing presence of minority and re-entry women. Also examined are the uncertain future of women's colleges and the disappointingly slow movement of women into faculty and administrative positions. This authoritative volume provides more current and extensive data on its subject than any other study now available. Clearly and objectively, it tells an impressive story of progress achieved—and of important work still to be done.
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front cover of The Women Who Reconstructed American Jewish Education, 1910-1965
The Women Who Reconstructed American Jewish Education, 1910-1965
Edited by Carol K. Ingall
Brandeis University Press, 2011
The conventional history of Jewish education in the United States focuses on the contributions of Samson Benderly and his male disciples. This volume tells a different story—the story of the women who either influenced or were influenced by Benderly or his closest friend, Mordecai Kaplan. Through ten portraits, the contributors illuminate the impact of these unheralded women who introduced American Jews to Hebraism and Zionism and laid the foundation for contemporary Jewish experiential education. Taken together, these ten portraits illuminate the important and hitherto unexamined contribution of women to the development of American Jewish education.
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