A SCHOLARLY BOOK REPOSITORY33 start with R start with R
In Race and Class Matters at an Elite College, Elizabeth Aries provides a rare glimpse into the challenges faced by black and white college students from widely different class backgrounds as they come to live together as freshmen. Based on an intensive study Aries conducted with 58 students at Amherst College during the 2005-2006 academic year, this book offers a uniquely personal look at the day-to-day thoughts and feelings of students as they experience racial and economic diversity firsthand, some for the first time.
Through online questionnaires and face-to-face interviews, Aries followed four groups of students throughout their first year of college: affluent whites, affluent blacks, less financially advantaged whites from families with more limited education, and less financially advantaged blacks from the same background. Drawing heavily on the voices of these freshmen, Aries chronicles what they learned from racial and class diversity—and what colleges might do to help their students learn more.
The contemporary rethinking and relearning of history and racism has sparked creative approaches for teaching the histories and representations of marginalized communities. Cristina Stanciu and Gary Totten edit a collection that illuminates these ideas for a variety of fields, areas of education, and institutional contexts.
The authors draw on their own racial and ethnic backgrounds to examine race and racism in the context of addressing necessary and often difficult classroom conversations about race, histories of exclusion, and racism. Case studies, reflections, and personal experiences provide guidance for addressing race and racism in the classroom. In-depth analysis looks at attacks on teaching Critical Race Theory and other practices for studying marginalized histories and voices. Throughout, the contributors shine a light on how a critical framework focused on race advances an understanding of contemporary and historical US multiethnic literatures for students around the world and in all fields of study.
Contributors: Kristen Brown, Nancy Carranza, Luis Cortes, Marilyn Edelstein, Naomi Edwards, Joanne Lipson Freed, Yadira Gamez, Lauren J. Gantz, Jennifer Ho, Shermaine M. Jones, Norell Martinez, Sarah Minslow, Crystal R. Pérez, Kevin Pyon, Emily Ruth Rutter, Ariel Santos, and C. Anneke Snyder
Higher education has seen better days. Harsh budget cuts, the precarious nature of employment in college teaching, and political hostility to the entire enterprise of education have made for an increasingly fraught landscape. Radical Hope is an ambitious response to this state of affairs, at once political and practical—the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice.
Kevin Gannon asks that the contemporary university’s manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. Considering individual pedagogical practice, the students who are the primary audience and beneficiaries of teaching, and the institutions and systems within which teaching occurs, Radical Hope surveys the field, tackling everything from impostor syndrome to cell phones in class to allegations of a campus “free speech crisis.” Throughout, Gannon translates ideals into tangible strategies and practices (including key takeaways at the conclusion of each chapter), with the goal of reclaiming teachers’ essential role in the discourse of higher education.
Positioning the events in the context of their time, Michael V. Metz delves into the lives and actions of activists at the center of the drama. A participant himself, Metz draws on interviews, archives, and newspaper records to show a movement born in demands for free speech, inspired by a movement for civil rights, and driven to the edge by a seemingly never-ending war. If the sudden burst of irrational violence baffled parents, administrators, and legislators, it seemed inevitable to students after years of official intransigence and disregard. Metz portrays campus protesters not as angry, militant extremists but as youthful citizens deeply engaged with grave moral issues, embodying the idealism, naiveté, and courage of a minority of a generation.
With understandable pride, McCormick recalls and relates Rutgers’s academic achievements during his presidency, including a renewed focus on undergraduate education and a significant increase in funding for research. Most dramatically, he chronicles the University’s protracted efforts to reclaim Robert Wood Johnson Medical School (and ultimately to acquire most of UMDNJ), a goal that was finally realized with crucial help from Governor Chris Christie and former governor Tom Kean.
Among the most honest accounts ever written of a college presidency, Raised at Rutgers takes the reader inside one of the best, and liveliest, public universities in America and highlights many of the most critical issues facing higher education today.
Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment “just part of what we do.” We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks.
This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus.
Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.
Using threshold concepts and transfer as a foundation, the authors provide an invaluable resource for multiple contexts: instructors working off the tenure track and/or at multiple institutions; two-year college programs without a writing program administrator; and writing program graduate teaching assistant training courses. Each chapter includes an overview of a threshold concept, disciplinary background readings, practical teaching strategies, assignment and learning activity ideas, assessment principles, examples from student and instructor perspectives, and questions for reflection and discussion.
Reaching All Writers describes effective teaching practices to help all college writing instructors, regardless of their institutional contexts, make changes that support equitable and inclusive learning opportunities—with a focus on teaching students whose backgrounds and learning experiences are different from those with more educational or economic privilege. Both new and experienced teachers adapting first-year college writing courses will find the book’s blend of practical strategies and disciplinary knowledge a useful companion for facilitating new classroom and program needs or designing new teaching assistant training courses.
How severe is the literacy gap in our schools? Why does the nine-year-old child from a culturally disadvantaged background so often fall victim to the fourth-grade slump? Although the cognitive abilities of these “children at risk” may be consistent with the norm, their literacy development lags far behind that of other children. In The Reading Crisis, the renowned reading specialist Jeanne Chall and her colleagues examine the causes of this disparity and suggest some remedies.
Using Chall’s widely applied model of reading development, the authors examine the strengths and weaknesses in the reading, writing, and language development of children from low-income families in an attempt to identify the onset of their difficulties. They show how, in the transition from learning the medium to understanding the message, the demands on children’s reading skills become significantly more complex. The crucial point is fourth grade, when students confront texts containing unfamiliar words and ideas that are beyond the range of their own experience. According to Chall’s findings, the lack of specific literacy skills—not cognitive factors—explains the deceleration in the reading and writing development of low-income children. The authors outline an active role for the schools in remedying weaknesses in literacy development, and give suggestions for the home and the community. Their recommendations address both practical issues in instruction and the teacher–student dynamic that fosters literacy development.
Recently, Native scholars have started to reclaim research through the development of their own research methodologies and paradigms that are based in tribal knowledge systems and values, and that allow inherent Indigenous knowledge and lived experiences to strengthen the research. Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. From understanding how Native American students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us.
Bay Area scientists, university administrators, and government officials were fascinated by and increasingly engaged in the economic and political opportunities associated with the privatization of academic research. Yi uncovers how the attempts made by Stanford scientists and administrators to demonstrate the relevance of academic research were increasingly mediated by capitalistic conceptions of knowledge, medical innovation, and the public interest. Their interventions resulted in legal shifts and moral realignments that encouraged the privatization of academic research for public benefit. The Recombinant University brings to life the hybrid origin story of biotechnology and the ways the academic culture of science has changed in tandem with the early commercialization of recombinant DNA technology.
• Preserving the integrity of research and public respect for higher education
• Eliminating and managing individual and institutional financial conflicts of interest
• Maintaining unbiased hiring and recruitment policies
• Establishing grievance procedures and due process rights for faculty, graduate students, and academic professionals
• Mastering the complications of negotiations over patents and copyright
• Assuring the ethics of research involving human subjects.
In a time of dynamic change Recommended Principles to Guide Academy-Industry Relationships offers an indispensable and authoritative guide to sustaining integrity and tradition while achieving great things in twenty-first century academia.
Returning to the legendary Harvard Student Study of undergraduates from the 1960s and interviewing participants almost fifty years later, Kaufman shows that formative experiences in family, school, and community largely shape a future adult’s worldview and well-being by late adolescence, and that fundamental change in adulthood, when it occurs, is shaped by adult family experiences, not by ever-greater competitive success. Published research on general samples shows that these patterns, and the book’s findings generally, are broadly applicable to demographically varied populations in the United States.
Leveraging biography-length clinical interviews and quantitative evidence unmatched even by earlier landmark studies of human development, Redefining Success in America redefines the conversation about the nature and origins of happiness, and about how adults develop. This longitudinal study pioneers a new paradigm in happiness research, developmental science, and personality psychology that will appeal to scholars and students in the social sciences, psychotherapy professionals, and serious readers navigating the competitive journey.
In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction.
Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost.
Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.
For about two decades, say Johnson and Pace, the discussion of how to address prose style in teaching college writing has been stuck, with style standing in as a proxy for other stakes in the theory wars.
The traditional argument is evidently still quite persuasive to some—that teaching style is mostly a matter of teaching generic conventions through repetition and practice. Such a position usually presumes the traditional view of composition as essentially a service course, one without content of its own. On the other side, the shortcomings of this argument have been much discussed—that it neglects invention, revision, context, meaning, even truth; that it is not congruent with research; that it ignores 100 years of scholarship establishing composition's intellectual territory beyond "service."
The discussion is stuck there, and all sides have been giving it a rest in recent scholarship. Yet style remains of vital practical interest to the field, because everyone has to teach it one way or another.
A consequence of the impasse is that a theory of style itself has not been well articulated. Johnson and Pace suggest that moving the field toward a better consensus will require establishing style as a clearer subject of inquiry.
Accordingly, this collection takes up a comprehensive study of the subject. Part I explores the recent history of composition studies, the ways it has figured and all but effaced the whole question of prose style. Part II takes to heart Elbow's suggestion that composition and literature, particularly as conceptualized in the context of creative writing courses, have something to learn from each other. Part III sketches practical classroom procedures for heightening students' abilities to engage style, and part IV explores new theoretical frameworks for defining this vital and much neglected territory.
The hope of the essays here—focusing as they do on historical, aesthetic, practical, and theoretical issues—is to awaken composition studies to the possibilities of style, and, in turn, to rejuvenate a great many classrooms.
Contributors include: Patricia Akhimie, Marc Aronson, Ulla D. Berg, Stephanie Bonne, Stephanie Boyer, Kimberly Camp, Jordan Casteel, Kelly-Jane Cotter, Mark Doty, David Dreyfus, Adrienne E. Eaton, Katherine C. Epstein, Leah Falk, Paul G. Falkowski, Rigoberto González, James Goodman, David Greenberg, Angelique Haugerud, Grace Lynne Haynes, Leslieann Hobayan, Jonathan Holloway, James W. Hughes, Naomi Jackson, Amy Jordan, Vikki Katz, Mackenzie Kean, Robert E. Kopp, Christian Lighty, Stephen Masaryk, Louis P. Masur, Revathi V. Machan, Yalidy Matos, Belinda McKeon, Susan L. Miller, Yehoshua November, Joyce Carol Oates, Mary E. O’Dowd, Katherine Ognyanova, David Orr, Gregory Pardlo, Steve Pikiell, Teresa Politano, en Purkert, Nick Romanenko, Evie Shockley, Caridad Svich, and Didier William.
What does memory mean for learning in an age of smartphones and search engines?
Human minds are made of memories, and today those memories have competition. Biological memory capacities are being supplanted, or at least supplemented, by digital ones, as we rely on recording—phone cameras, digital video, speech-to-text—to capture information we’ll need in the future and then rely on those stored recordings to know what happened in the past. Search engines have taken over not only traditional reference materials but also the knowledge base that used to be encoded in our own brains. Google remembers, so we don’t have to. And when we don’t have to, we no longer can. Or can we?
Remembering and Forgetting in the Age of Technology offers concise, nontechnical explanations of major principles of memory and attention—concepts that all teachers should know and that can inform how technology is used in their classes. Teachers will come away with a new appreciation of the importance of memory for learning, useful ideas for handling and discussing technology with their students, and an understanding of how memory is changing in our technology-saturated world.
Inspired by the University of Illinois's celebration of the Brown v. Board of Education decision's fiftieth anniversary, this collection addresses the significance of Brown in the contributors' lives or work in education and civil rights. Several authors describe their personal roles in the Brown case or similar cases, while others examine and illustrate events, performances, and exhibitions that were part of the anniversary commemoration. The book not only explores the repercussions of the Brown decision, but also stands as a historic document in its own right, preserving the reactions of many prominent intellectuals, artists, and activists fifty years after the decision.
Contributors are Kal Alston, Margaret L. Andersen, Kathryn H. Anthony, Nathaniel C. Banks, Bernice McNair Barnett, Christopher Benson, Ed Blankenheim, Julian Bond, Orville Vernon Burton, Jason Chambers, Constance Curry, Joseph A. De Laine Jr., Mary L. Dudziak, Joe R. Feagin, John Hope Franklin, Ophelia De Laine Gona, Lani Guinier, Darlene Clark Hine, Freeman A. Hrabowski III, John Jennings, Ralph Lemon, George Lipsitz, Jim Loewen, Laughlin McDonald, David O'Brien, James C. Onderdonk, Sekou Sundiata, Christopher Teal, Nicholas Watkins, Carrie Mae Weems, Juan Williams, and Joy Ann Williamson.
In the 1960s and 1970s, minority and women students at colleges and universities across the United States organized protest movements to end racial and gender inequality on campus. African American, Chicano, Asia American, American Indian, women, and queer activists demanded the creation of departments that reflected their histories and experiences, resulting in the formation of interdisciplinary studies programs that hoped to transform both the university and the wider society beyond the campus.
In The Reorder of Things, however, Roderick A. Ferguson traces and assesses the ways in which the rise of interdisciplines—departments of race, gender, and ethnicity; fields such as queer studies—were not simply a challenge to contemporary power as manifest in academia, the state, and global capitalism but were, rather, constitutive of it. Ferguson delineates precisely how minority culture and difference as affirmed by legacies of the student movements were appropriated and institutionalized by established networks of power.
Critically examining liberationist social movements and the cultural products that have been informed by them, including works by Adrian Piper, Toni Cade Bambara, Jhumpa Lahiri, and Zadie Smith, The Reorder of Things argues for the need to recognize the vulnerabilities of cultural studies to co-option by state power and to develop modes of debate and analysis that may be in the institution but are, unequivocally, not of it.
Response to Reform: Composition and the Professionalization of Teaching critiques the politics of labor and gender biases inherent in the composition workplace that prevent literacy teachers from attaining professional status and respect. Scrutinizing the relationship between scholarship and teaching, Margaret J. Marshall calls for a reconceptualization of what it means to prepare for and enter the field of composition instruction.
Interrogating the approach the education system takes to certify teachers without actually “professionalizing” their careers, Marshall contends that these programs rely on outdated rhetorics of labor that only widen the gap between teaching and other professional jobs. Such attempts to re-educate literacy teachers exploit and marginalize their work, and thus prevent them from claiming the status of academic professionals. In providing an overview of the history of and language used to literacy instruction, she also points out that while women are overrepresented in composition instruction, they are underrepresented in tenure track and administrative positions.
To correct and combat these inequities, Marshall advocates an alternate alignment of power structures and rhetorical choices. In a wide-ranging survey that sheds new light on the composition workplace as well as higher education at large, Response to Reform: Composition and the Professionalization of Teaching boldly asks us to do away with the reductive language we inherit from the past that characterize teaching and professionalization, as well as our customary responses to public criticism of education. The result is a new articulation of composition as a meritorious profession.
"Like all writers, intellectuals need to say something new and say it well. But unlike many other writers, what intellectuals have to say is bound up with the books we are reading . . . and the ideas of the people we are talking with."
What are the moves that an academic writer makes? How does writing as an intellectual change the way we work from sources? In Rewriting, a textbook for the undergraduate classroom, Joseph Harris draws the college writing student away from static ideas of thesis, support, and structure, and toward a more mature and dynamic understanding. Harris wants college writers to think of intellectual writing as an adaptive and social activity, and he offers them a clear set of strategies—a set of moves—for participating in it.
A timely collection of essays by prominent scholars in the field—on the past, present, and future of rhetoric instruction.
From Isocrates and Aristotle to the present, rhetorical education has consistently been regarded as the linchpin of a participatory democracy, a tool to foster civic action and social responsibility. Yet, questions of who should receive rhetorical education, in what form, and for what purpose, continue to vex teachers and scholars.
The essays in this volume converge to explore the purposes, problems, and possibilities of rhetorical education in America on both the undergraduate and graduate levels and inside and outside the academy. William Denman examines the ancient model of the "citizen-orator" and its value to democratic life. Thomas Miller argues that English departments have embraced a literary-research paradigm and sacrificed the teaching of rhetorical skills for public participation. Susan Kates explores how rhetoric is taught at nontraditional institutions, such as Berea College in Kentucky, where Appalachian dialect is espoused. Nan Johnson looks outside the academy at the parlor movement among women in antebellum America. Michael Halloran examines the rhetorical education provided by historical landmarks, where visitors are encouraged to share a common public discourse. Laura Gurak presents the challenges posed to traditional notions of literacy by the computer, the promises and dangers of internet technology, and the necessity of a critical cyber-literacy for future rhetorical curricula.
Collectively, the essays coalesce around timely political and cross-disciplinary issues. Rhetorical Education in America serves to orient scholars and teachers in rhetoric, regardless of their disciplinary home, and help to set an agenda for future classroom practice and curriculum design.
The editors focus on the development of American universities such as Cornell, Johns Hopkins, Harvard, and the Universities of Chicago, California, and Michigan. Looking to Germany, they translate a number of seminal sources that formulate the shape and purpose of the university and place them next to hard-to-find English-language texts that took the German university as their inspiration, one that they creatively adapted, often against stiff resistance. Enriching these texts with short but insightful essays that contextualize their importance, the editors offer an accessible portrait of the early research university, one that provides invaluable insights not only into the historical development of higher learning but also its role in modern society.
A growing number of universities are dedicating resources to support their surrounding communities, but much potential for advancement remains. A university’s mission as an “anchor institution,” as defined by the authors, is to consciously and strategically apply the institution’s long-term, place-based economic power, in combination with its human and intellectual resources, to better the welfare of the community in which it resides. Drawing on ten diverse universities as case studies, this eye-opening book explores practices and strategies that can be employed to improve conditions in low-income communities and emphasizes the critical roles of university leaders, philanthropy, and policy in this process. To date the most comprehensive account of the range of roles played by universities as anchors in their communities, The Road Half Traveled provides a forward-thinking perspective on new horizons in university and community partnership.
For many, the applications present an unfamiliar territory, so students seek out informed advisors who can help them navigate the terrain. This volume of essays is a great way for anyone advising students through an application to become an expert. Roads Less Traveled and Other Perspectives on Nationally Competitive Scholarships provides critical information from scholarship foundations about the best ways to guide students—from considering a career path, to completing the application, to preparing for an interview. Experienced advisors also share helpful tips on practical topics like writing letters of endorsement or assisting those who want to study abroad, and they provide programmatic advice on how to broaden the pool of applicants, address those with financial needs, and make all who apply feel the process has value beyond winning. Roads Less Traveled and Other Perspectives on Nationally Competitive Scholarships is a must for anyone advising students on scholarships.
Rutgers, Then and Now tells this story, proceeding through ten sequential development phases of College Avenue and environs campus expansion—each with its own buildings and physical layouts—that took place over the course of 250 years. It delivers stunning photographic and historic documentation of the growth of the university, showing “what it was and appeared originally” versus “what it is and looks like today.” Among other in-depth analyses, the book compares the diminutive geographic scale of today’s historical College Avenue Campus—once the entirety of Rutgers—to the much larger-sized (in acreage) Busch Campus. Replete with more than 500 images, the book also considers the Rutgers campuses that might have been, examining plans that were changed or abandoned. Shedding light on the sacrifices and gifts that transformed a small college into a vital hub for research and beloved home for students, it explores how Rutgers grew to become a world-class university.
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