A SCHOLARLY BOOK REPOSITORY22 start with G start with G
The Gates Unbarred traces the evolution of University Extension at Harvard from the Lyceum movement in Boston to its creation by the newly appointed president A. Lawrence Lowell in 1910. For a century University Extension has provided community access to Harvard, including the opportunity for women and men to earn a degree.
In its storied history, University Extension played a pioneering role in American continuing higher education: initiating educational radio courses with Harvard professors in the late 1940s, followed by collegiate television courses for credit in the 1950s, and more recently Harvard College courses available online. In the 1960s a two-year curriculum was prepared for the U.S. nuclear navy (“Polaris University”), and in the early 1970s Extension responded to community needs by reaching out to Cambridge and Roxbury with special applied programs.
This history is not only about special programs but also about remarkable people, from the distinguished members of the Harvard faculty who taught evenings in Harvard Yard to the singular students who earned degrees, ranging from the youngest ALB at age eighteen, to the oldest ALB and ALM recipients, both aged eighty-nine—and both records at Harvard University.
Geeky Pedagogy is a funny, evidence-based, multidisciplinary, pragmatic, highly readable guide to the process of learning and relearning how to be an effective college teacher. It is the first college teaching guide that encourages faculty to embrace their inner nerd, inviting readers to view themselves and their teaching work in light of contemporary discourse that celebrates increasingly diverse geek culture and explores stereotypes about super-smart introverts.
Geeky Pedagogy avoids the excessive jargon, humorlessness, and endless proscriptions that plague much published advice about teaching. Neuhaus is aware of how embodied identity and employment status shape one’s teaching context, and she eschews formulaic depictions of idealized exemplar teaching, instead inviting readers to join her in an engaging, critically reflective conversation about the vicissitudes of teaching and learning in higher education as a geek, introvert, or nerd. Written for the wonks and eggheads who want to translate their vast scholarly expertise into authentic student learning, Geeky Pedagogy is packed with practical advice and encouragement for increasing readers’ pedagogical knowledge.
A detailed and perceptive ethnography told with compassion and humor, Gender Play immerses readers in the everyday lives of a group of working-class children to examine the social interactions that shape their gender identities. This new Rutgers Classic edition of Gender Play contains an introduction from leading sociologists of gender Michael A. Messner and Raewyn Connell that places Thorne’s innovative research in historical context. It also includes a new afterword by one of Thorne’s own students, acclaimed sociologist C.J. Pascoe, reflecting on both the lasting influence of Thorne’s work and the ways that American children’s understandings of gender have shifted in the past thirty years.
Thorne observes children in schools in working-class communities, emphasizing the experiences of fourth and fifth graders. Most of the children she observed were white, but a sizable minority were Latino, Chicano, or African American. Thorne argues that the organization and meaning of gender are influenced by age, ethnicity, race, sexuality, and social class, and that they shift with social context. She sees gender identity not through the lens of individual socialization or difference, but rather as a social process involving groups of children. Thorne takes us on a fascinating journey of discovery, provides new insights about children, and offers teachers practical suggestions for increasing cooperative mixed-gender interaction.
Today there are more ways to publish than ever, and more challenges to traditional publishing. This ever-evolving landscape brings more confusion for authors trying to understand their options. The third edition of Getting It Published offers the clear, practicable guidance on choosing the best path to publication that has made it a trusted resource, now updated to include discussions of current best practices for submitting a proposal, of the advantages and drawbacks of digital publishing, and tips for authors publishing textbooks and in open-access environments.
Germano argues that it’s not enough for authors to write well—they also need to write with an audience in mind. He provides valuable guidance on developing a compelling book proposal, finding the right publisher, evaluating a contract, negotiating the production process, and, finally, emerging as a published author.
“This endlessly useful and expansive guide is every academic’s pocket Wikipedia: a timely, relevant, and ready resource on scholarly publishing, from the traditional monograph to the digital e-book. I regularly share it, teach it, and consult it myself, whenever I have a question on titling a chapter, securing a permission, or negotiating a contract. Professional advice simply does not get any savvier than this pitch-perfect manual on how to think like a publisher.”—Diana Fuss, Princeton University
Getting Published in Academic Journals draws on the experiences of the authors as editors of peer-reviewed journals, as teachers of writing-for-publication courses and workshops, as researchers of the scholarly publication process, as reviewers of hundreds of articles, and as published authors.
The book is written to be used in courses and workshops on publishing, as a supplement to the books in the revised and updated English in Today’s Research World (Swales & Feak) series, and as a stand-alone guide for academic writers working independently.
The Getting to Yes Guide for ESL Students and Professionals prepares non-native speakers of English to join the global community of people who use Getting to Yes to negotiate win-win agreements in English. It provides page-by-page explanations of over 1,000 words, phrases, concepts, and examples that these readers may misunderstand; short stories that use these new words and concepts to help readers apply them to new contexts; delightful cartoons to highlight main ideas; optional ESL activities; and a glossary of the key negotiation idioms and terms used in Getting to Yes. In this guide, author Barrie J. Roberts applies her experience as a public interest attorney, court Alternative Dispute Resolution administrator, ESL instructor, and court interpreter trainer to help readers improve their professional-level English along with their negotiation skills.
Benefits for teachers:
- Each Chapter Guide provides a ready-made lesson plan with activities to do before, while, and after reading each chapter of Getting to Yes
- The book can be used as a recommended self-study reference
- This book can be used for selected chapters of Getting to Yes or for a complete standalone course on Getting to Yes for non-native speakers of English or Generation 1.5 students
- Optional activities throughout the book can be assigned for in or out of the classroom. These include activities for reading comprehension, vocabulary building, paraphrasing, critical thinking, discussing, and writing
- Short stories written to accompany each chapter require students to apply new vocabulary and negotiation concepts to real-world disputes
Once again Vivian Paley takes us into the inquiring minds and the dramatic worlds of young children learning in the kindergarten classroom.
As she enters her final year of teaching, Paley tells in this book a story of farewell and a story of self-discovery—through the thoughts and blossoming spirit of Reeny, a little girl with a fondness for the color brown and an astonishing sense of herself. "This brown girl dancing is me," Reeny announces, as her crayoned figures flit across the classroom walls. Soon enough we are drawn into Reeny's remarkable dance of self-revelation and celebration, and into the literary turn it takes when Reeny discovers a kindred spirit in Leo Lionni—a writer of books and a teller of tales. Led by Reeny, Paley takes us on a tour through the landscape of characters created by Lionni. These characters come to dominate a whole year of discussion and debate, as the children argue the virtues and weaknesses of Lionni's creations and his themes of self-definition and an individual's place in the community.
The Girl with the Brown Crayon tells a simple personal story of a teacher and a child, interweaving the themes of race, identity, gender, and the essential human needs to create and to belong. With characteristic charm and wonder, Paley discovers how the unexplored territory unfolding before her and Reeny comes to mark the very essence of school, a common core of reference, something to ponder deeply and expand on extravagantly.
“Margaret Leary's carefully researched book illuminates a complex man who marked his university in a truly enduring way."
---Francis X. Blouin Jr., Director, Bentley Historical Library, and Professor, School of Information and Department of History, University of Michigan
“Generations of Michigan Law grads have passed on myths about their generous but eccentric benefactor. . . . Now Margaret Leary has given us the real story, and it reads like a gripping whodunit."
---Theodore J. St. Antoine, James E. and Sarah A. Degan Professor Emeritus of Law and Past Dean, University of Michigan Law School
“In an absorbing book, Margaret Leary unstintingly investigates unpublished, archival material to unravel enigmas surrounding William Wilson Cook. She brings to life Cook's brilliant interactions with powerful moguls of the early twentieth century as she traces his lofty, philanthropic mission to elevate the legal profession."
---Ilene H. Forsyth, Arthur F. Thurnau Professor of the History of Art, emerita, University of Michigan
William W. Cook, born in 1858 and a graduate of the University of Michigan and of its law school, made his fortune by investing in the burgeoning telegraph and communications industry, as well as in representing the Mackay Company in their frequent tumultuous battles with Western Union and the U.S. government. Though Cook entered New York society and never returned to Michigan after receiving his law degree, he decided not just to give his alma mater the finest physical facility of any existing law school, but to donate permanent resources that would permit the law school to engage in groundbreaking legal research. However, his generosity proved controversial and eventually very litigious. Margaret A. Leary places Cook's story in the rich social and cultural context of his time and paints a fascinating portrait of a complex figure whose legacy continues to shape the University of Michigan.
Cover photographs: (left) Gregory Fox Photography; (right) Ann B. Cook collection, photo by Russell R. Serbay
This happy combination of literary essay and exceptionally well-written history, providing insights into a past still important in the twentieth century, will quickly take an honored place on the shelves of Harvardiana.
Bernard Bailyn writes on the origins of Harvard and the foundations of Harvard’s persistent character, structure, and style of governance, and contributes another chapter on the unhappy ending to the administration of the beloved President Kirkland, who presided over but could not control a period of profound change. Oscar Handlin describes the shifting relationships and power struggles among faculty, administration, and students over the years (“Making Men of the Boys”) and Harvard’s evolution from an ingrown community of teachers and students into a large, complex institution with worldwide prestige. Donald Fleming has chapters on the presidency of Charles William Eliot (“the greatest man in the history of Harvard”) and the colorful personalities of Harvard (not only “Copey” and Santayana and Charles Eliot Norton, but also “Old Sophy,” who kept a pet chicken in his room in Holworthy). Stephan Thernstrom examines the growing diversity of the student body as to finances, geography, religion, and racial background from the eighteenth century to the 1980s.
The subjects are of continuing interest not only to members of the Harvard community, who will treasure this memento of Harvard’s 350th anniversary, but also to historians of higher education and ordinary readers, who will enjoy the new information, original personalities, and thoughtful perspectives the book offers.
The terms “civic engagement” and “community engagement” have various definitions, but they are united by the sense that individuals who are civically engaged not only are concerned about the quality of life in their communities but also take action to improve conditions for the common good. In the United States, to be civically engaged means to actively participate in a civil democratic society. Going Public examines programs related to civic engagement and the ways in which faculty and students participate in communities in order to improve them. Engagement scholarship is a scholarship of action, a scholarship of practice that takes place both in and with the community. Within the framework of this new scholarship, the mission of the academy does not begin and end with intellectual discovery and fact-finding. Rather, the academy joins forces with the community, and together they use their knowledge and resources to address pressing social, civic, economic, and moral problems. Each chapter in this book tells a unique story of community engagement and the scholarship of practice in a diverse range of settings, documenting successes and failures, the unintended consequences, and the questions yet to be answered.
Have you ever wondered what really goes on at your child’s day-care center after you say good-bye? Harriet Brown did. To satisfy her curiosity, she spent an entire year observing Red Caboose, a center in Madison, Wisconsin. This engaging and thought-provoking book is the story of that year.
In her beautifully written personal account, journalist and mother Brown takes us behind the scenes at a day-care center that works. At Red Caboose, one of the oldest independent centers in the country, we meet teachers who have worked with young children for more than twenty years. We watch the child-care union and parents struggle to negotiate a contract without ripping apart the fabric of trust and love that holds the Red Caboose community together.
We look at the center’s finances, to see what keeps Red Caboose going at a time when other good centers are disappearing. Best of all, we get to know the children, families, and teachers of Red Caboose—their struggles, their sorrows, their triumphs.
Started twenty-five years ago by a group of idealistic parents, the center has not only survived but thrived through some pretty tough times. In the world of day care, Red Caboose is a special place, a model for what child care in this country could and should be: not just babysitting, not just a service to working parents, but a benefit for children, families, teachers, and the community at large.
Brown sets her rich and engaging stories in the greater political and social context of our time. Why is so much child care bad? Why should working Americans worry about the link between welfare reform and child care? What can we learn from the history of child care?
This book is a must-read for parents, educators, and anyone who enjoys first-rate writing and dead-on insight into the lives of our youngest children and those who care for them.
“[Brown’s] writing is beautiful and her scholarship sound. Students considering day-care careers, day-care professionals, and concerned parents will gain insight by reading this provocative book, as will anyone who cares about the future of young children in this country.”—Choice
“I admire enormously the ambition of this book—its eagle-eyed witness and engrossing detail, plus the social importance of the project. I wish there were in the world more books like it.”—Lorrie Moore, author of Who Will Run the Frog Hospital?
“The Good-bye Window is a fascinating peek into the secret world of children. With the poignancy of Anne LaMott, and the reportorial grace of Tracy Kidder, Harriet Brown has written a terrific and worthwhile book.”—Meg Wolitzer, author of This Is Your Life
“Harriet Brown’s well-told story of the Red Caboose child-care center should be read by teachers and parents, but also by every legislator and politician in the land. Only a writer as good as Ms. Brown could display the dramatic complexities of a school community in which the youngest members enter crawling and emerge a few years later as articulate, empathetic, and well-socialized individuals, ready for the ‘real world.’”—Vivian Gussin Paley, author of The Boy Who Would Be a Helicopter
One of the first books to approach advising from the advisor’s point of view, the handbook highlights the importance of a partnership in which both parties need to be invested. Shore emphasizes the interpersonal relationships at the heart of advising and reveals how advisors can draw on their own strengths to create a rewarding rapport.
The Graduate Advisor Handbook moves chronologically through the advising process, from the first knock on the door to the last reference letter. Along the way it covers transparent communication, effective motivation, and cooperative troubleshooting. Its clear-eyed approach also tackles touchy subjects, including what to do when personal boundaries are crossed and how to deliver difficult news. Sample scripts help advisors find the right words for even the toughest situations.
With resources dwindling and student and advising loads increasing, graduate advisors need all the resources they can find to give their students the help they need. The Graduate Advisor Handbook has the cool-headed advice and comprehensive coverage that advisors need to make the advising relationship not just effective but also enjoyable.
It is no secret that American graduate education is in disarray. Graduate students take too long to complete their studies and face a dismal academic job market if they succeed. The Graduate School Mess gets to the root of these problems and offers concrete solutions for revitalizing graduate education in the humanities. Leonard Cassuto, professor and graduate education columnist for The Chronicle of Higher Education, argues that universities’ heavy emphasis on research comes at the expense of teaching. But teaching is where reforming graduate school must begin.
Cassuto says that graduate education must recover its mission of public service. Professors should revamp the graduate curriculum and broaden its narrow definition of success to allow students to create more fulfilling lives for themselves both inside and outside the academy. Cassuto frames the current situation foremost as a teaching problem: professors rarely prepare graduate students for the demands of the working worlds they will actually join. He gives practical advice about how faculty can teach and advise graduate students by committing to a student-centered approach.
In chapters that follow the career of the graduate student from admissions to the dissertation and placement, Cassuto considers how each stage of graduate education is shaped by unexamined assumptions and ancient prejudices that need to be critically confronted. Written with verve and infused with history, The Graduate School Mess returns our national conversation about graduate study in the humanities to first principles.
In his original work, Patterson demonstrates the ways in which black communities are harmed by local environmental degradation and global climate change. He shows that many local unwanted land use sites (LULUs), such as brownfields and toxic release inventory facilities, are disproportionately located in close proximity to neighborhoods of color, but also to colleges and universities with Africana studies programs. Arguing that such communities are not aggressively engaging in environmental issues, Greening Africana Studies also provides examples of how Africana studies students as well as members of black communities can prepare for green careers.
A Guide to College Writing Assessment is designed as an introduction and source book for WPAs, department chairs, teachers, and administrators. Always cognizant of the critical components of particular teaching contexts, O’Neill, Moore, and Huot have written sophisticated but accessible chapters on the history, theory, application and background of writing assessment, and they offer a dozen appendices of practical samples and models for a range of common assessment needs.
Because there are numerous resources available to assist faculty in assessing the writing of individual students in particular classrooms, A Guide to College Writing Assessment focuses on approaches to the kinds of assessment that typically happen outside of individual classrooms: placement evaluation, exit examination, programmatic assessment, and faculty evaluation. Most of all, the argument of this book is that creating the conditions for meaningful college writing assessment hinges not only on understanding the history and theories informing assessment practice, but also on composition programs availing themselves of the full range of available assessment practices.
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