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The first book to intervene in debates on computation in the digital humanities

Bringing together leading experts from across North America and Europe, Computational Humanities redirects debates around computation and humanities digital scholarship from dualistic arguments to nuanced discourse centered around theories of knowledge and power. This volume is organized around four questions: Why or why not pursue computational humanities? How do we engage in computational humanities? What can we study using these methods? Who are the stakeholders?

Recent advances in technologies for image and sound processing have expanded computational approaches to cultural forms beyond text, and new forms of data, from listservs and code repositories to tweets and other social media content, have enlivened debates about what counts as digital humanities scholarship. Providing case studies of collaborations between humanities-centered and computation-centered researchers, this volume highlights both opportunities and frictions, showing that data and computation are as much about power, prestige, and precarity as they are about p-values.

Contributors: Mark Algee-Hewitt, Stanford U; David Bamman, U of California, Berkeley; Kaspar Beelen, U of London; Peter Bell, Philipps U of Marburg; Tobias Blanke, U of Amsterdam; Julia Damerow, Arizona State U; Quinn Dombrowski, Stanford U; Crystal Nicole Eddins, U of Pittsburgh; Abraham Gibson, U of Texas at San Antonio; Tassie Gniady; Crystal Hall, Bowdoin College; Vanessa M. Holden, U of Kentucky; David Kloster, Indiana U; Manfred D. Laubichler, Arizona State U; Katherine McDonough, Lancaster U; Barbara McGillivray, King’s College London; Megan Meredith-Lobay, Simon Fraser U; Federico Nanni, Alan Turing Institute; Fabian Offert, U of California, Santa Barbara; Hannah Ringler, Illinois Institute of Technology; Roopika Risam, Dartmouth College; Joshua D. Rothman, U of Alabama; Benjamin M. Schmidt; Lisa Tagliaferri, Rutgers U; Jeffrey Tharsen, U of Chicago; Marieke van Erp, Royal Netherlands Academy of Arts and Sciences; Lee Zickel, Case Western Reserve U.

A collection of essays that provides advice and strategies for BIPOC scholars on how to survive, thrive, and resist in academic institutions.

Conditionally Accepted builds upon an eponymous blog on InsideHigherEd.com, which is now a decade-old national platform for BIPOC academics in the United States. Bringing together perspectives from academics of color on navigating intersecting forms of injustice in the academy, each chapter offers situated knowledge about experiencing—and resisting—marginalization in academia. Contextualized within existing scholarship, these personal narratives speak to institutional betrayals while highlighting agency and sharing stories of surviving on treacherous terrain. Covering topics from professional development to the emptiness of diversity, equity, and inclusion efforts, and redefining what it means to be an academic in our contemporary moment, this edited collection directly confronts issues of systemic exclusion, discrimination, harassment, microaggressions, tokenism, and surveillance. Letting marginalized scholars know they are not alone, Conditionally Accepted offers concrete wisdom for readers seeking to navigate and transform oppressive academic institutions.

Constructing a Black Curriculum reframes how we understand Black Americans’ intellectual and political engagement with education during the first half of the twentieth century. It traces the powerful, diffuse movement created by Black Americans to build what Nocera calls a “Black Curriculum:" a communal effort to represent Black identity, guide racial consciousness, and rebut claims of inferiority. This curriculum first developed as a public educational project in Black learned societies and during the Harlem Renaissance before making its way into schools. The struggle for a Black curriculum was not only a fight against white supremacy, but also an internal debate among Black advocates over the very nature of how race should be represented and taught. This book illuminates this struggle through the work of Black intellectuals (Alexander Crummell, Carter G. Woodson, Hubert Harrison, and Alain Locke) and the intellectual contributions of African American educators (Nannie Burroughs, Jane Dabney Shackelford, and Julia Davis). This essential history provides vital context for contemporary debates over curriculum reform, racial knowledge, and the enduring quest for educational equity.

This book introduces readers to the concept of Content-Based Instruction (CBI) through a brief history and countless examples of the many ways this approach can be applied across settings and programs. Whether readers want to deepen their understanding of CBI or get ideas for their own teaching situation, this book provides an overview of CBI and the process of implementing it. The book discusses the three prototype models (theme-based, sheltered, and adjunct), new models (sustained content language teaching, content and language-integrated learning, English-medium instruction, adjunct models, and other hybrid models), and a research-based rationale for using CBI in the classroom. Each section includes reflection questions designed to guide readers to consider how best to implement CBI in their course and program.

In the United States today, almost three-quarters of the people teaching in two- and four-year colleges and universities work as contingent faculty. They share the hardships endemic in the gig economy: lack of job security and health care, professional disrespect, and poverty wages that require them to juggle multiple jobs.

This collection draws on a wide range of perspectives to examine the realities of the contingent faculty system through the lens of labor history. Essayists investigate structural changes that have caused the use of contingent faculty to skyrocket and illuminate how precarity shapes day-to-day experiences in the academic workplace. Other essays delve into the ways contingent faculty engage in collective action and other means to resist austerity measures, improve their working conditions, and instigate reforms in higher education. By challenging contingency, this volume issues a clear call to reclaim higher education’s public purpose.

Interdisciplinary in approach and multifaceted in perspective, Contingent Faculty and the Remaking of Higher Education surveys the adjunct system and its costs.

Contributors: Gwendolyn Alker, Diane Angell, Joe Berry, Sue Doe, Eric Fure-Slocum, Claire Goldstene, Trevor Griffey, Erin Hatton, William A. Herbert, Elizabeth Hohl, Miguel Juárez, Aimee Loiselle, Maria C. Maisto, Anne McLeer, Steven Parfitt, Jiyoon Park, Claire Raymond, Gary Rhoades, Jeff Schuhrke, Elizabeth Tandy Shermer, Steven Shulman, Joseph van der Naald, Anne Wiegard, Naomi R Williams, and Helena Worthen

Speaking activities are where language comes alive, and where teachers face the constant question of whether to correct errors on the spot or let communication flow. Correct too much and learners may shut down; correct too little and persistent errors can fossilize. Taking this everyday dilemma seriously, this book explains what research actually shows about correcting spoken errors, why timing and feedback type matter, and how learner factors like anxiety and attention shape what students take in. Most importantly, the book helps teachers make practical, confident choices about oral corrective feedback without turning interaction into interruption.

Extending beyond a grammar-dominant focus, Ergül addresses pragmatics and discourse intonation as consequential but often neglected correction targets, and frames pronunciation feedback around intelligibility and functional load rather than native-likeness. The book also examines technology-mediated corrective feedback (including synchronous computer-mediated communication, speech visualization, and AI-based tools) as options that can expand feedback opportunities when aligned with instructional goals. With concrete classroom guidance, reproducible student handouts, and reflection tools, Corrective Feedback for Oral Language Errors supports teachers who want learners to speak more, speak more accurately, and build long-term confidence.

Step back into 1920s Alabama, where grit, laughter, and the red clay roads of the Black Belt shape one young woman’s unforgettable first year of teaching

Cotton-Patch Schoolhouse follows 18‑year‑old Susie Powers Tompkins as she takes on a one-room school with eight children, zero experience, and a Model T that’s always one mud puddle away from disaster. With warmth and wit, she discovers that the real curriculum is written not in textbooks—but in the faces, fears, and fierce hopes of her students.

In a world of cotton fields, nature walks, homemade art supplies, and potbellied stoves, Susie learns that teaching is as much about heart as it is about lessons. She navigates runaway love affairs, surprise pets (including an opinionated mouse), the hardships of rural poverty, and the extraordinary generosity of neighbors who have little but give much.

As contemporary readers grapple with educational inequities, rural depopulation, and renewed conversations about community, Cotton-Patch Schoolhouse feels strikingly fresh. It reminds us that creativity blooms under constraint, that relationships matter more than resources, and that small schools can make a big difference. Tompkins' memoir will delight lovers of Southern history, educators, memoir readers, rural studies enthusiasts, and anyone who enjoys heartfelt stories of resilience, community, and the transformative power of teaching

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.
 

This book is intended to help college faculty create conditions in which students learn to construct knowledge in their disciplines and achieve self-authorship. A significant, and often overlooked, dimension mediating learning and self-authorship centers on learners' ways of knowing, or their assumptions about the nature, limits, and certainty of knowledge. A learner who assumes that all knowledge is certain expects to hear answers from an authority figure; in contrast, a learner who views knowledge as relative expects to explore multiple viewpoints. By taking a constructive-developmental approach, Baxter Magolda demonstrates how students' ability to construct knowledge is intertwined with the development of their assumptions about knowledge itself and their role in creating it. She shows how the structure of constructive-developmental teaching hinges on three principles: validating students' ability to know, situating learning in students' experience, and defining learning as teachers and students mutually constructing meaning.

Unlike most of the literature on the subject, this book takes abstract pedagogical principles and translates them into practical methods. By observing four semester-length college courses in mathematics, zoology, human development, and education and intensively interviewing students and their instructors, Baxter Magolda provides much-needed, concrete principles that will lead to valuable improvements in the classroom environment. With an enhanced level of understanding of the teaching-learning relationship, professors will be able to teach better, and students will be able to learn better, thus preparing them to meet the demands inherent in adulthood and preparing them to take an active role in creating a better society.

Those actively involved in higher education, whether college faculty or students in graduate programs, as well as anyone focused on education in general will find much of interest in this book.

Though it’s challenging to set policies for a technology that is so young and still in flux, the need is urgent. Because usage of AI presents both opportunities and risks, libraries must be proactive. The WEF (World Economic Forum) predicts that while there may be a loss of 92 million jobs to various AI tools, they see 170 million new jobs and roles emerging from the use of this new technology. Whether or not this proves correct, there are already digital literacy skills, including a basic understanding of the technology around AI, that libraries can help their patrons master; and because of data privacy, security, and ethics issues, library workers require clear AI policies too. Technology expert Hastings highlights the first attempts of libraries across the country to set up policies for the use of AI in their organizations, as well as policies created by cities and other similar institutions, to guide stakeholders in creating their own smart, forward-thinking course of action. Succinct and pragmatic, this timely resource 

• provides a short overview of Generative AI history, basic technical knowledge, and the key arguments put forth by those in favor and those opposed to this technology;
• offers advice on discovering how library staff encounter AI in their day-to-day work, both in their own usage and by patrons, to inform what policies the library needs and which policies to consider adjusting for particular use cases;
• includes separate chapters focusing on staff-side policy and patron/public-facing policy, delving into essential considerations like staff training, privacy and data protection, security, AI usage for reference, patron education and AI literacy, and setting limits and boundaries on patron AI use;
• suggests useful approaches to ensure that AI policies are easy to follow and understand by library workers, patrons, and the wider community; 
• discusses how to craft flexible procedures that can be updated as AI continues to change, drawing on technology management best practices; and
• offers links to additional resources like sample policy documents and a curated reading list for understanding the environment around AI. 

Whether exploring the connections between apparently related disciplines, such as English and women's studies, or such seemingly disparate fields as economics and theology, Lattuca moves away from previous definitions based on the degrees of integration across disciplines and instead focuses on the nature of the inquiry behind the work. She organizes her findings around the processes through which faculty pursue interdisciplinarity, the contexts (institutional, departmental, and disciplinary) in which faculty are working, and the ways in which those contexts relate to and affect the interdisciplinary work. Her findings result in useful suggestions for individuals concerned with the meaning of faculty work, the role and impact of disciplines in academe today, and the kinds of issues that should guide the evaluation of faculty scholarship.

Young adults with intellectual disability tell the story of their own experience of higher education

 

How do students with intellectual disability experience higher education? Creating Our Own Lives addresses this question through the eyes of participants themselves. In relating their experiences and aspirations, these student perspectives mount a powerful challenge to assumptions that intellectual disability is best met with protection or segregation.

Taken together, the essays expose and contradict the inherently ableist claim that individuals with intellectual disability cannot be reliable storytellers. Instead, their deeply informative stories serve as a corrective narrative. The first of the four sections, “Laying the Foundation: Why Everyone Belongs in College,” focuses on belonging and inclusion; the second, “Opening Up Possibilities: Overcoming Doubt and Uncertainty,” conveys the optimism of this generation of advocates through stories of personal hardship, hopeful perseverance, and triumph over adversity; the third, “Inclusion as Action: Diversifying Student Experiences,” supports the understanding of diverse student experiences in inclusive higher education; and the fourth, “Supporting Growth: Peer Mentoring and Advice,” offers guidance to those reimagining and creating educational spaces.

Students with disabilities belong in higher education. Not only does this book serve as an important record of students enrolled in inclusive higher education programs, it is also an unprecedented resource, packed with information and inspiration both for parents seeking opportunities for their children and for individuals with intellectual disability who aspire to attend college.

Contributors: Makayla Adkins, Olivia Baist, Brandon Baldwin, George Barham, Marquavious Barnes, Katie Bartlett, Steven Brief, De'Onte Brown, Meghan Brozaitis, Mary Bryant, Gracie Carrol, Taylor Cathey, Maia Chamberlain, Antonio E. Contreras, Kim Dean, Elizabeth Droessler, Katie Ducett, Keiron Dyck, Rachel Gomez, Deriq Graves, Micah Gray, Maggie Guillaume, Cleo Hamilton, Nathan Heald, Joshua R. Hourigan, Hannah Lenae Humes, Courtney Jorgensen, Eilish Kelderman, Kailin Kelderman, Kenneth Kelty, Kaelan Knowles, Karlee Lambert, Kate Lisotta, Rachel Mast, Elise McDaniel, Emma Miller, Jake Miller, Lydia Newnum, Brenna Mantz Nielsen, Carly O’Connell, Nadia Osbey, Stirling Peebles, Breyan Pettaway, Amanda Pilkenton, True Rafferty, Taylor Ruppe, Lawrence Sapp, Tyler Shore, Brianna Silva, Alex Smith, Elliott Smith, Phillandra Smith, Payton Storms, Allen Thomas, Kylie Walter, Stephen Wanser, Sayid Webb, Breana Whittlesey, Luke Wilcox, Adam Wolfond.

Schoolyards have come a long way from the barren playgrounds that many people remember. Today's school campuses often feature gardens in which students can learn about native plants and wildlife, grow vegetables and fruit, explore cultural traditions, practice reading and math skills, and use their imaginations to create fun play spaces. And for a growing number of urban students, these schoolyard gardens offer the best, if not the only, opportunity to experience the natural world firsthand and enjoy its many benefits.

This book is a practical, hands-on guide for creating a variety of learning environments in the arid Southwest. Filled with clear, easy-to-use information and illustrated with photographs, drawings, and plans, the book covers everything necessary to create schoolyard gardens:

• An introduction to schoolyards as outdoor classrooms and several types of habitats, including art gardens, cultural history gardens, ecological gardens, literacy gardens, and vegetable gardens
• Design theory, including a history of garden styles, and design principles and design elements
• Beginning the design process, including identifying participants and writing a design program that sets out goals and requirements
• Conducting site research and synthesizing design elements to arrive at a final design
• Design essentials, including project funding and design features, maintenance, accessibility, safety, and project evaluation and revision
• Wildlife ecology, including elements needed for survival such as food and shelter
• Creating gardens for pollinators and other wildlife, including hummingbirds, butterflies, bees, moths, bats, and flies, as well as pest control
• Lists of native plants for various kinds of habitats and nurseries that sell native plants, as well as books, web sites, and other resources for learning more about native plants and wildlife

This guide will be essential for landscape architects, school personnel, parents, and students. Indeed, its principles can be used in designing schoolyard habitats across the country, while its information on gardening with native plants and wildlife will be useful to homeowners across the Southwest.

Addressing a critical yet underserved community in higher education, this volume is the first of its kind to focus on the professional development of sessional and atypically contracted teaching staff.

Across higher education, a significant proportion of teaching is carried out by non-permanent staff, be they graduate teaching assistants, associate lecturers, visiting lecturers, postdoctoral researchers, or hourly paid staff. Their work is invaluable to the sector, yet they frequently lack access to structured professional development and institutional support.

Creating a Framework for Developing Sessional Teachers in Higher Education aims to address this problem with guidance for the higher education leaders who support and manage sessional teachers. It offers a comprehensive framework that will enable education leaders to improve the experience and effectiveness of sessional staff through practical guidance, evidence-informed recommendations, best practice case studies, sector-wide research, and the lived experience of academic leaders. The book explores key areas including induction, teaching, learning and assessment practices, mentoring, reward and recognition, community building and ongoing professional development. It presents strategies for embedding consistency and quality across departments and disciplines while recognizing the individuality and diverse contributions of sessional teachers. With clear, actionable guidance and insights from across the higher education sector, this book is an essential resource for education leaders such as program directors, department heads, faculty managers, and anyone involved in academic staffing and teaching development. It champions an inclusive, sustainable approach to educational leadership—one that values and rewards all contributors to student learning.