Results by title
454 books match the query 'Study and teaching (Higher)' and 34 start with a
A History of Physical Education and Athletics at Oberlin College
Lee C. Drickamer with Fredrick D. Shults
The Ohio State University Press, 2022
A Minefield of Dreams
Triumphs and Travails of Independent Writing ProgramsJustin Everett
University Press of Colorado, 2017
A New Deal for the Humanities
Liberal Arts and the Future of Public Higher EducationHutner, Gordon
Rutgers University Press, 2015
The contributors offer spirited and thought-provoking debates on a diverse range of topics. For instance, they deplore the push by administrations to narrow learning into quantifiable outcomes as well as the demands of state governments for more practical, usable training. Indeed, for those who suggest that a college education should be “practical”—that it should lean toward the sciences and engineering, where the high-paying jobs are—this book points out that while a few nations produce as many technicians as the United States does, America is still renowned worldwide for its innovation and creativity, skills taught most effectively in the humanities. Most importantly, the essays in this collection examine ways to make the humanities even more effective, such as offering a broader array of options than the traditional major/minor scheme, options that combine a student’s professional and intellectual interests, like the new medical humanities programs.
A democracy can only be as energetic as the minds of its citizens, and the questions fundamental to the humanities are also fundamental to a thoughtful life. A New Deal for the Humanities takes an intrepid step in making the humanities—and our citizens—even stronger in the future.
A Pedagogy of Possibility
Bakhtinian Perspectives on Composition StudiesKay Halasek
Southern Illinois University Press, 1999
In a book that itself exemplifies the dialogic scholarship it proposes, Kay Halasek reconceives composition studies from a Bakhtinian perspective, focusing on both the discipline's theoretical assumptions and its pedagogies.
Framing her discussions at every level of the discipline—theoretical, historical, pedagogical—Halasek provides an overview of portions of the Bakhtinian canon relevant to composition studies, explores the implications of Mikhail Bakhtin's work in the teaching of writing and for current debates about the role of theory in composition studies, and provides a model of scholarship that strives to maintain dialogic balance between practice and theory, between composition studies and Bakhtinian thought.
Halasek's study ranges broadly across the field of composition, painting in wide strokes a new picture of the discipline, focusing on the finer details of the rhetorical situation, and teasing out the implications of Bakhtinian thought for classroom practice by examining the nature of critical reading and writing, the efficacy and ethics of academic discourse, student resistance, and critical and conflict pedagogy. The book ends by setting out a pedagogy of possibility, what Halasek terms elsewhere a "post-critical pedagogy" that redefines and redirects current discussions of home versus academic literacies and discourses.
A Primer for Teaching African History
Ten Design PrinciplesTrevor R. Getz
Duke University Press, 2018
A Primer for Teaching Pacific Histories
Ten Design PrinciplesMatt K.Matsuda
Duke University Press, 2020
A Primer for Teaching Women, Gender, and Sexuality in World History
Ten Design PrinciplesMerry E. Wiesner-Hanks and Urmi Engineer Willoughby
Duke University Press, 2018
A Slow Approach to Visual Literacy in Higher Education
Lesson Plans for Critical DiscernmentDana Statton Thompson and Stephanie Beene
American Library Association, 2024
- dozens of flexible lesson plans for teaching visual literacy, scaffolded by competency levels: novice, intermediate, and advanced;
- ways to integrate slow looking into the classroom, emphasizing careful observation and the sustained act of looking;
- techniques for showing learners how to select images with intention, as well as carefully determine when and how to share those images;
- reasons why slow creating is essential to understanding and applying visual literacy in the twenty-first century; and
- a look at how increasing access to internet connectivity, generative artificial intelligence (AI), and new ethics for sharing and using information online will affect the future of visual literacy.
A Taste for Language
Literacy, Class, and English StudiesJames Ray Watkins Jr.
Southern Illinois University Press, 2009
“This is a book about the American Dream as it has become embodied in the university in general and in the English department in particular,” writes James Ray Watkins at the start of A Taste for Language: Literacy, Class, and English Studies. In it, Watkins argues that contemporary economic and political challenges require a clear understanding of the identity of English studies, making elementary questions about literacy, language, literature, education, and class once again imperative.
A personal history of university-level English studies in the twentieth century, A Taste for Language combines biography, autobiography, and critical analysis to explore the central role of freshman English and literary studies in the creation and maintenance of the middle class. It tells a multi-generational story of the author and his father, intertwined with close reading of texts and historical analysis. The story moves from depression-era Mississippi, where the author's father was born, to a contemporary English department, where the author now teaches.
Watkins looks at not only textbooks, scholars, and the academy but also at families and other social institutions. A rich combination of biography, autobiography, and critical analysis, A Taste for Language questions what purpose an education in English language and literature serves in the lives of the educated in a class-based society and whether English studies has become wholly irrelevant in the twenty-first century.
A Writer Reforms (the Teaching of) Writing
Donald Murray and the Writing Process Movement, 1963–1987Michael J. Michaud
University Press of Colorado, 2024
A Writer's Guide to Mindful Reading
Ellen C. Carillo
University Press of Colorado, 2017
Academic and Professional Writing in an Age of Accountability
Edited by Shirley Wilson Logan and Wayne H. Slater, with an Afterword by Jessica Enoch and Scott Wible
Southern Illinois University Press, 2018
The first two essays in the book provide a history of the academic and professional writing program at the University of Maryland. Subsequent essays explore successes and challenges in the establishment and development of writing programs at four other major institutions, identify the features of language that facilitate academic and professional communication, look at the ways digital practices in academic and professional writing have shaped how writers compose and respond to texts, and examine the role of assessment in curriculum and pedagogy. An afterword by distinguished rhetoric and composition scholars Jessica Enoch and Scott Wible offers perspectives on the future of academic and professional writing.
This collection takes stock of the historical, rhetorical, linguistic, digital, and evaluative aspects of the teaching of writing in higher education. Among the critical issues addressed are how university writing programs were first established and what early challenges they faced, where writing programs were housed and who administered them, how the language backgrounds of composition students inform the way writing is taught, the ways in which current writing technologies create new digital environments, and how student learning and programmatic outcomes should be assessed.
Academically Adrift
Limited Learning on College CampusesRichard Arum and Josipa Roksa
University of Chicago Press, 2010
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?
For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.
Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
Activist Rhetorics and American Higher Education, 1885-1937
Susan Kates
Southern Illinois University Press, 2000
In this study of the history of rhetoric education, Susan Kates focuses on the writing and speaking instruction developed at three academic institutions founded to serve three groups of students most often excluded from traditional institutions of higher education in late-nineteenth-and early-twentieth-century America: white middle-class women, African Americans, and members of the working class.
Kates provides a detailed look at the work of those students and teachers ostracized from rhetorical study at traditional colleges and universities. She explores the pedagogies of educators Mary Augusta Jordan of Smith College in Northhampton, Massachusetts; Hallie Quinn Brown of Wilberforce University in Wilberforce, Ohio; and Josephine Colby, Helen Norton, and Louise Budenz of Brookwood Labor College in Katonah, New York.
These teachers sought to enact forms of writing and speaking instruction incorporating social and political concerns in the very essence of their pedagogies. They designed rhetoric courses characterized by three important pedagogical features: a profound respect for and awareness of the relationship between language and identity and a desire to integrate this awareness into the curriculum; politicized writing and speaking assignments designed to help students interrogate their marginalized standing within the larger culture in terms of their gender, race, or social class; and an emphasis on service and social responsibility.
Adapting the Past to Reimagine Possible Futures
Celebrating and Critiquing WAC at 50Megan J. Kelly
University Press of Colorado, 2024
Adequate
Rewriting the Logics of Success in Rhetoric and CompositionTimothy Oleksiak
Utah State University Press, 2025
Fourteen essays from established scholars, ranging from deeply personal, to darkly humorous, to impassioned and blunt, offer theoretical and pragmatic resources for responding to unjust labor extraction and the discipline’s demands that teachers do it all. Drawing on an array of intellectual traditions including labor studies, feminist rhetoric, disability studies, Jewish rhetoric, and theories of writing program administrations, authors assert the reasonable position of being enough and thriving outside of work in the face of growing demands for professional excellence and even perfection.
Adequate reimagines what the concept of adequacy holds for the future of academic work. An invaluable resource for scholars, graduate students, and advanced undergraduate students in the rhetoric and composition field, this volume covers the realities of teaching rhetoric and composition in the modern college environment, as well as potential paths forward for educators in need of a better work-life balance.
Africana Studies
Theoretical FuturesEdited by Grant Farred
Temple University Press, 2022
As Africana Studies celebrates its fiftieth anniversary throughout the United States, this invigor ating collection presents possibilities for the future of the discipline’s theoretical paths. The essays in Africana Studies focus on philosophy, science, and technology; poetry, literature, and music; the crisis of the state; issues of colonialism, globalization, and neoliberalism; and the ever-expanding diaspora. The editor and contributors to this volume open exciting avenues for new narratives, philosophies, vision, and scale in this critical field of study—formed during the 1960s around issues of racial injustice in America—to show what Africana Studies is already in the process of becoming.
Africana Studies recognizes how the discipline has been shaped, changing over the decades as scholars have opened new modes of theoretical engagement such as addressing issues of gender and sexuality, politics, and cultural studies. The essays debate and (re)consider black and diasporic life to sustain, provoke, and cultivate Africana Studies as a singular yet polyvalent mode of thinking.
Contributors: Akin Adeṣọkan, John E. Drabinski, Zeyad El Nabolsy, Pierre-Philippe Fraiture, Kasareka Kavwahirehi, Gregory Pardlo, Radwa Saad, Sarah Then Bergh, and the editor
After Plato
Rhetoric, Ethics, and the Teaching of WritingJohn Duffy
Utah State University Press, 2020
After Plato redefines the relationships of rhetoric for scholars, teachers, and students of rhetoric and writing in the twenty-first century. Featuring essays by some of the most accomplished scholars in the field, the book explores the diversity of ethical perspectives animating contemporary writing studies—including feminist, postmodern, transnational, non-Western, and virtue ethics—and examines the place of ethics in writing classrooms, writing centers, writing across the curriculum programs, prison education classes, and other settings.
When truth is subverted, reason is mocked, racism is promoted, and nationalism takes center stage, teachers and scholars of writing are challenged to articulate the place of rhetorical ethics in the writing classroom and throughout the field more broadly. After Plato demonstrates the integral place of ethics in writing studies and provides a roadmap for future conversations about ethical rhetoric that will play an essential role in the vitality of the field.
Contributors: Fred Antczak, Patrick W. Berry, Vicki Tolar Burton, Rasha Diab, William Duffy, Norbert Elliot, Gesa E. Kirsch, Don J. Kraemer, Paula Mathieu, Robert J. Mislevy, Michael A. Pemberton, James E. Porter, Jacqueline Jones Royster, Xiaoye You, Bo Wang
After the Program Era
The Past, Present, and Future of Creative Writing in the UniversityLoren Glass
University of Iowa Press, 2016
After the Program Era explores the consequences and implications, as well as the lacunae and liabilities, of McGurl’s foundational intervention. Glass focuses only on American fiction and the traditional MFA program, and this collection aims to expand and examine its insights in terms of other genres and sites. Postwar poetry, in particular, has until now been neglected as a product of the Program Era, even though it is, arguably, a “purer” example, since poets now depend almost entirely on the patronage of the university. Similarly, this collection looks beyond the traditional MFA writing program to explore the pre-history of writing programs in American universities, as well as alternatives to the traditionally structured program that have emerged along the way.
Taken together, the essays in After the Program Era seek to answer and explore many of these questions and continue the conversations McGurl only began.
CONTRIBUTORS
Seth Abramson, Greg Barnhisel, Eric Bennett, Matthew Blackwell, Kelly Budruweit, Mike Chasar, Simon During, Donal Harris, Michael Hill, Benjamin Kirbach, Sean McCann, Mark McGurl, Marija Rieff, Juliana Spahr, Stephen Voyce, Stephanie Young
Alien Forms and Minor Genres
A Speculative Handbook of Academic LaborTina Chen
Duke University Press, 2026
American Conservatism
Thinking It, Teaching ItPaul Lyons
Vanderbilt University Press, 2009
Lyons begins with the premise that most universities have been negligent in helping undergraduates understand a movement that has shaped the political landscape for half a century. In addition, in a series of essays that frame the teaching log, he makes the case that conservatives have too often failed to adhere to basic, Burkean principles, and that the best of conservatism has often appeared as a form of liberalism from thinkers such as Hannah Arendt, Reinhold Niebuhr, and George Kennan. The essays also cover the history of conservatism, conservative use of the city-on-a-hill metaphor, and an examination of how the promise of Camelot sophistication was subverted by a resurgence of right-wing populism.
Amplifying Soundwriting Pedagogies
Integrating Sound into Rhetoric and WritingMichael J. Faris
University Press of Colorado, 2022
An Alternate Pragmatism for Going Public
Jim Webber
Utah State University Press, 2017
An Alternate Pragmatism for Going Public interrogates composition’s most prominent responses to contemporary K–16 education reform. By “going public,” teachers, scholars, and administrators rightfully reassert their expertise against corporate-political standards and assessments like the Common Core, Complete College America, and the Collegiate Learning Assessment. However, author Jim Webber shows that composition’s professional imperative for self-defense only partly fulfils the broader aims of “going public,” which include fostering public participation that can assess and potentially affirm the public good of professional judgment.
Drawing on the pragmatic/democratic tradition, Webber envisions an alternate rhetoric of professionalism, one that not only reasserts compositionists’ expertise but also expands opportunities for publics to authorize this expertise. While this public inquiry and engagement may not safeguard professional standing against neoliberal reform, it reorients composition toward an equally important goal, enabling publics to gauge the adequacy of the educational standardization so often advocated by contemporary reform.
An Alternate Pragmatism for Going Public shows how public engagement can serve composition’s efforts related to “going public.”
Analyzing Syntax & Semantics Textbook
Virginia Heidinger
Gallaudet University Press, 1984
Analyzing Syntax and Semantics features the Personalized System of Instruction (PSI) approach. This method uses student performance objectives, practice, feedback, individualization of pace, and repeatable testing as instructional strategies.
Appalachia in the Classroom
Teaching the RegionTheresa L. Burriss
Ohio University Press, 2013
Appalachia in the Classroom contributes to the twenty-first century dialogue about Appalachia by offering topics and teaching strategies that represent the diversity found within the region. Appalachia is a distinctive region with various cultural characteristics that can’t be essentialized or summed up by a single text.
Appalachia in the Classroom offers chapters on teaching Appalachian poetry and fiction as well as discussions of nonfiction, films, and folklore. Educators will find teaching strategies that they can readily implement in their own classrooms; they’ll also be inspired to employ creative ways of teaching marginalized voices and to bring those voices to the fore. In the growing national movement toward place-based education, Appalachia in the Classroom offers a critical resource and model for engaging place in various disciplines and at several different levels in a thoughtful and inspiring way.
Contributors: Emily Satterwhite, Elizabeth S. D. Engelhardt, John C. Inscoe, Erica Abrams Locklear, Jeff Mann, Linda Tate, Tina L. Hanlon, Patricia M. Gantt, Ricky L. Cox, Felicia Mitchell, R. Parks Lanier, Jr., Theresa L. Burriss, Grace Toney Edwards, and Robert M. West.
Arguments for Learning
An Intellectual History of the College of Education at the University of IllinoisBill Cope and Walter Feinberg
University of Illinois Press, 2025
Cope and Feinberg draw on conversations, narratives, and archival research that reveal how different generations explored their role in defining and carrying out the College’s multifaceted mission. Their account raises critical questions about the character of learning, the aims of teaching, and the nature of teaching as a profession. At the same time, the authors address issues that range from the role of schools in fostering individual and collective identity to the introduction of computer-mediated and online learning. Cope and Feinberg examine changes in self-understanding about fundamental ideas and chart how the College evolved from its original narrow mission of training children’s schoolteachers to embracing global perspectives.
A wide-ranging portrait of an institution, Arguments for Learning uses the School of Education to tell the stories of thinkers dedicated to the idea that education can change the world for the better.
Aristotle's Voice
Rhetoric, Theory, and Writing in AmericaJasper Neel
Southern Illinois University Press, 1994
In this book, Jasper Neel’s sure-to-be-controversial resituating of Aristotle centers around three questions that have been constants in his twenty-two years of teaching experience: What does itmean to teach writing? What should one know before teaching writing? And, if there is such a thing as "research in the teaching of writing," what is it?
Believing that all composition teachers are situated politically and socially, both as part of the institution in which they teach and as beings with lived histories, Neel examines his own life and the life of composition studies as a discipline in the context of Aristotle. Neel first situates the Rhetoric as a political document; he then situates the Rhetoric in the Aristotelian system and describes how professional discourse came to know itself through Aristotle’s way of studying the world; finally, he examines the operation of the Rhetoric inside itself before arguing the need to turn to Aristotle’s notion of sophistry as a way of negating his system.
By pointing out the connections among Aristotelian rhetoric, the contemporary university, and the contemporary writing teacher, Neel shows that Aristotle’s frightening social theories are as alive today as are Aristotelian notions of discourse.
Neel explains that by their very nature teachers must speak with a professional voice. It is through showing how to "hear" one’s professional voice that Neel explores the notion of professional discourse that originates with Aristotle. In maintaining that one must pay a high price in order to speak through Aristotle’s theory or to assume the role of "professional," he argues that no neutral ground exists either for pedagogy or for the analysis of pedagogy. Neel concludes this discussion by proposing that Aristotelian sophistry is both an antidote to Aristotelian racism, sexism, and bigotry and a way of allowing Aristotelian categories of discourse to remain useful.
Finally, as an Aristotelian, a teacher, and a writer, Neel responds both to Aristotle and to professionalism by rethinking the influence of the past and reviving the voice of Aristotelian sophistry.
Art Making and Education
Maurice Brown and Diana Korzenik
University of Illinois Press, 1993
What is involved in "making art"? In what ways have Americans
introduced art making to students? In Art Making and Education, a
practicing artist and a historian of art education discuss from their
particular perspectives the production of studio and classroom art. Among
those to whom this book will appeal are prospective teachers, school administrators,
university-level art educators, and readers interested in the theory of
discipline-based art education.
"The sources are excellent. The bibliographical material is a must
for any candidate wanting to teach the visual arts and certainly for any
student hoping to become an artist."
-- William Klenk, University of Rhode Island
Arthur Carhart
Wilderness ProphetTom Wolf
University Press of Colorado, 2025
Arthur Carhart (1892-1978), America's first champion of wilderness, the first Forest Service landscape architect, and the most popular conservation writer of mid-century America, never won the titan status of his contemporary, Aldo Leopold. A political maverick, he refused to side with any major advocacy group and none has made him its saint. Carhart was a grassroots thinker in a top-down era.
Arthur Carhart, the first biography of this Republican environmentalist and major American thinker, writer, and activist, reveals the currency of his ideas. Tom Wolf elucidates Carhart 's vision of conservation as "a job for all of us," with citizens, municipal authorities, and national leaders all responsible for the environmental effects of their decisions. Carhart loved the local and decried interest groups—from stockmens' associations to wilderness lobbies—as cliques attempting blanket control. He pressured land management agencies to base decisions on local ecology and local partnerships. A lifelong wilderness advocate who proposed the first wilderness preserve at Trappers Lake, Colorado, in 1919, Carhart chose to oppose the Wilderness Act, heartsick at its compromises with lobbies.
Because he shifted his stance and changed his views in response to new information, Carhart is not an easy subject for a biography. Wolf traces Carhart's twists and turns to show a man whose voice was distinctive and contrary and who spoke from a passionate concern for the land and couldn't be counted on for anything else. Readers of American history and outdoor writing will enjoy this portrait of a historic era in conservation politics and the man who so often eschewed politics in favor of the land and people he loved.
Assessing Liaison Librarians
Documenting Impact ForDaniel Mack
American Library Association, 2014
Assessing Liaison Librarians
Documenting Impact for Positive ChangeDaniel C. Mack
Assoc of College & Research Libraries, 2014
Aubade
A Teacher's NotebookWallace Fowlie
Duke University Press, 1983
In Aubade: A Teacher's Notebook Fowlie writes at length of his life as a teacher at Duke University, his friendships with students and colleagues, his appreciation of movies, plays, travels, friends and books he has enjoyed and that have enhanced his life. This is an account of the life of a dedicated teacher who is also a writer-critic. Fowlie assesses his own sense of identity and the manner in which he transmits the values his studies have for him to his students through major literary texts. Aubade delineates Fowlies discovery, via his students, of the forms of a new culture arising alongside the old, which he integrates into his own intellectual life, broadening its horizons.
Audience Expectations and Teacher Demands
Robert Brooke and John Hendricks
Southern Illinois University Press, 1989
The audience—the community of readers who will use the texts a writer produces—must be an important influence on the writer for his or her work to be effective.
Robert Brooke and John Hendricks examine the difficult task of teaching "writing for an audience" in a classroom where students know that the teacher, not the addressed audience, assigns the grade.
The authors describe in detail a particular writing class, taught by Brooke and observed by Hendricks, that attempted to teach writing for an audience. By combining the experiences from their study with student reactions to the class, they draw some conclusions about the dynamics of teaching writing and about learning in general.
Authoring
An Essay for the English Profession on Potentiality and SingularityJanis Haswell and Richard Haswell
Utah State University Press, 2010