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When Stephen Lehmkuhle became the chancellor of the brand-new University of Minnesota-Rochester campus, he had to start from scratch. He did not inherit a legacy mission that established what the campus did and how to do it; rather, he needed to find a way to rationalize the existence of the nascent campus. Lehmkuhle recognized that without a shared understanding of purpose, the scope of a new campus expands at an unsustainable rate as it tries to be all things to all people, and so his first act was to decide on the driving purpose of the campus. He then used this purpose to make decisions about institutional design, scope, programs, and campus activities. Through personal and engaging anecdotes about his experience, Lehmkuhle describes how higher education leaders can focus on campus purpose to create new and fresh ways to think about many elements of campus operation and function, and how leaders can protect the campus’s purpose from the pervasive higher education culture that is hardened by history and habit.

"In Changing the Playbook, Howard P. Chudacoff delves into the background and what-ifs surrounding seven defining moments that redefined college sports. These changes involved fundamental issues--race and gender, profit and power--that reflected societal tensions and, in many cases, remain pertinent today:

• the failed 1950 effort to pass a Sanity Code regulating payments to football players;
• the thorny racial integration of university sports programs;
• the boom in television money;
• the 1984 Supreme Court decision that settled who could control skyrocketing media revenues;
• Title IX's transformation of women's athletics;
• the cheating, eligibility, and recruitment scandals that tarnished college sports in the 1980s and 1990s;
• the ongoing controversy over paying student athletes a share of the enormous moneys harvested by schools and athletic departments.

A thought-provoking journey into the whos and whys of college sports history, Changing the Playbook reveals how the turning points of yesterday and today will impact tomorrow."

Claiming Space examines the growing tradition of decorating mortarboards at college graduations, offering a performance-centered approach to these material sites of display. Taking mortarboard displays seriously as public performances of the personal, this book highlights the creative, playful, and powerful ways graduates use their caps to fashion their personal engagement with notions of self, community, education, and the unknown future.
 
Claiming the space of these graduation caps is a popular and widespread way that individuals make their voices heard, or rather seen, in the visual landscape of commencement ceremonies. The forms and meanings of these material displays take shape in relation to broader, ongoing conversations about higher education in the United States, conversations grounded in discourses of belonging, citizenship, and the promises of the American Dream. Integrating observational fieldwork with extensive interviews and surveys, author Sheila Bock highlights the interpretations of individuals participating in this tradition. She also attends to the public framings of this tradition, including how images of mortarboards have grounded online enactments of community through hashtags such as #LatinxGradCaps and #LetTheFeathersFly, as well as what rhetorical framings are employed in news coverage and legal documents in cases where the value of the practice is both called into question and justified.
 
As university administrators and cultural commentators seek to make sense of the current state of higher education, these forms of material expression offer insight into how students themselves are grappling with higher ed's promises and shortcomings. Claiming Space is a meaningful contribution to folklore, cultural studies, media studies, and education.
 

Composition and Rhetoric in Contentious Times poses critical questions of representation, accessibility, social justice, affect, and labor to better understand the entwined future of composition and rhetoric. This collection of essays offers innovative approaches for socially attuned learning and best practices to support administrators and instructors. In doing so, these essays guide educators in empowering students to write effectively and prepare for their role as global citizens.
 
Editors Rachel McCabe and Jennifer Juszkiewicz consider how educators can respond to multiple current crises relating to composition and rhetoric with generosity and cautious optimism; in the process, they address the current concerns about the longevity of the humanities. By engaging with social constructivist, critical race, socioeconomic, and activist pedagogies, each chapter provides an answer to the question, How can our courses help students become stronger writers while contending with current social, environmental, and ethical questions posed by the world around them? The contributors consider this question from numerous perspectives, recognizing the important ways that power and privilege affect our varying means of addressing this question.
 
Relying on both theory and practice, Composition and Rhetoric in Contentious Times engages the future of composition and rhetoric as a discipline shaped by recent and current global events. This text appeals to early-career writing program administrators, writing center directors, and professional specialists, as well as Advanced Placement high school instructors, graduate students, and faculty teaching graduate-level pedagogy courses.
 

Contesting Cultural Rhetorics is a groundbreaking and original study that demonstrates how "education" is viewed as a contested term and a set of contested practices in American culture because it is inevitably linked to highly contested, value-laden terms. An examination of the public discourse of education not only reveals the ideologies and conceptions embedded in educative acts and institutions but also provides a means of examining how education itself functions in American culture as a site of contest between ideologies, values, and the constitution of individual and nation. Margaret J. Marshall's analysis employs a range of contemporary theorists from Bakhtin to Foucault and draws on a number of disciplinary perspectives, including law, history, and ethnography, where scholars have been examining discursive practices and where rhetoric is understood to be a means of examining cultural conceptions and embedded ideologies. Through these lenses she examines four influential and popular texts of the 1890s that serve to illuminate current public debates on education: Joseph Mayer Rice's articles in Forum, a well-respected magazine; Matthew Arnold's introduction to a government report; W. E. B. Du Bois's "A Negro Schoolmaster in the New South;" and Jane Addams's "A Function of the Social Settlement." Neither a history of education nor a typical literary analysis of the texts in question, this book considers the rhetorical stance of authors, the constitution of audience and subject, and the use of references and narratives as devices of authority. Taken together, these texts reveal the complicated public discussion of education in the 1890s—a period of transformation in culture, schooling, and the organization of knowledge. Moreover, they reveal the rhetorical structure of many of the questions Americans ask about education today: who should be educated, by whom, for what purposes, using what methods or materials? What of the past should we pass on to the future, and how? Contesting Cultural Rhetorics will be useful to readers interested in the history of education and nineteenth-century popular culture, as well as those involved in current debates on education and public policy.

Creating Citizens is a collection of essays about Community and Civic Engagement (CCE) learning at land-grant universities.

In Creating Citizens, professors and administrators at Auburn University’s College of Liberal Arts recount valuable, first-hand experiences teaching Community and Civic Engagement (CCE). They demonstrate that, contrary to many expectations, CCE instruction both complements the mission of liberal arts curricula and powerfully advances the fundamental mission of American land-grand institutions.

The nine essays in Creating Citizens offer structures for incorporating CCE initiatives into university programs, instructional methods and techniques, and numerous case studies and examples undertaken at Auburn University but applicable at any university. Many contributors describe their own rewarding experiences with CCE and emphasize the ways outreach efforts reinvigorate their teaching or research.

Creating Citizens recounts the foundation of land-grant institutions by the Morrill Act of 1862. Their mission is to instruct in agriculture, military science, and mechanics, but these goals augmented rather than replaced an education in the classics, or liberal arts. Land-grant institutions, therefore, have a special calling to provide a broad spectrum of society with an education that not only enriched the personal lives of their students, but the communities they are a part of. Creating Citizens demonstrates the important opportunities CCE instruction represents to any university but are especially close to the heart of the mission of land-grant colleges.

In open societies, the role and mission of public institutions of higher learning that are supported by public subsidies are perennial subjects of interest and debate. Creating Citizens provides valuable insights of interest to educators, education administrators, students, and policy makers involved in the field of higher education.
 

In today’s polarized landscape, libraries face two key challenges: the difficulty of turning raw data into narratives that effectively advocate for libraries, and the ethical complexities of representing communities in these stories. McDowell’s vital toolkit empowers librarians and information professionals to transform data into ethical, compelling narratives that connect with communities and advocate for their organizations. This book teaches both the practicalities of data storytelling and introduces critical approaches that ensure stories are inclusive, socially just, and impactful. Readers will find the book essential for communicating library value to help secure funding, resources, and community support. Applying theory to real-world scenarios, chapters cover

• the dynamic interrelationships between storyteller, audience, and story which lie at the heart of storytelling;
• ways to mesh library data collection processes with long-term storytelling potential, prioritizing interaction over transaction;
• three time-honored and effective narrative strategies for organizing the informational and emotional content of library data stories, easily adaptable for any situation;
• approaches for emphasizing inclusivity and justice to ensure that library advocates can tell stories that challenge stereotypes, promote equity, and align their efforts with broader ethical and social goals;
• audience attitudes as challenges and opportunities for library data communication; and
• strategies for maintaining open and transparent public communication in the face of rampant misinformation and active disinformation campaigns.