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Creating a Vigorous Online Course by Berlin Fang is a comprehensive, step-by-step guide for educators looking to build meaningful, engaging, and structurally sound online learning experiences. Drawing on decades of instructional design expertise and educational research, Fang bridges the gap between conceptual pedagogy and real-world teaching practices. The book is uniquely structured to walk educators through the entire course creation process—from planning and tool selection to assessment design, interaction strategies, and multimedia integration.

Unlike many overly technical or abstract resources, this book offers platform-agnostic guidance enriched with clear tasks, practical tips, checklists, and real examples. It emphasizes principles such as granularity, modular design, reusability, accessibility, and equivalence to in-person learning—all while respecting instructors' time and creativity.
Fang’s conversational tone and thoughtful analogies (like course design as translation or architecture) make complex ideas approachable, and his deep respect for both teachers and students is evident throughout. Whether you're teaching fully online, hybrid, HyFlex, or simply looking to digitize parts of your course, this book provides actionable strategies to craft student-centered experiences without sacrificing academic rigor.

An invaluable companion for K-12 educators, higher ed faculty, and instructional designers alike, Creating a Vigorous Online Course transforms course design from a technical burden into an empowering, iterative, and creative endeavor.
 

Winton U. Solberg explores the relationship between higher education and collegiate football in the Big Ten's first fifty years. This formative era saw debates over eligibility and amateurism roil the sport. In particular, faculty concerned with academics clashed with coaches, university presidents, and others who played to win. Solberg follows the conference's successful early efforts to put the best interests of institutions and athletes first. Yet, as he shows, commercial concerns undid such work after World War I as sports increasingly eclipsed academics. By the 1940s, the Big Ten's impact on American sports was undeniable. It had shaped the development of intercollegiate athletics and college football nationwide while serving as a model for other athletic conferences.

How digital humanities can shape and be shaped by the infrastructures that sustain our world

Critical Infrastructure Studies and Digital Humanities reimagines the digital humanities (DH) through the expanding field of critical infrastructure studies. Featuring voices from around the globe, this volume explores how DH builds on and extends theories and technologies of infrastructure that affect society, culture, and knowledge in different national and regional contexts. Examining DH’s own infrastructural genealogy, the contributors offer readers critical reflections and bold visions for the future as they address issues of environmentalism, decolonization, Indigenous sovereignty, multilingualism, labor justice, feminism, national development, and beyond from a variety of disciplinary perspectives embedded in concrete digital systems. Including innovative “infrastructure manifests,” the essays in this book illuminate how DH can both study and shape the systems that sustain culture, scholarship, and connection.

Contributors: Anne Beaulieu, U of Groningen; Kyle Booten, U of Connecticut; Ann Borda, U of Melbourne; Susan Brown, U of Guelph; Toby Burrows, U of Western Australia; Ashley Caranto Morford, Weber State U; Javier Cha, U of Hong Kong; Jing Chen, Nanjing U; Arianna Ciula, King’s College London; Maya Dodd, FLAME U, Pune, India; Martin Paul Eve, Birkbeck, U of London; Allan Gomez, Philly Community Wireless; Matthew N. Hannah, Purdue U; Matthew Hockenberry, Fordham U; Arun Jacob, U of Toronto; Mike Jones, U of Tasmania; Lucie Kolb, Basel Academy of Art and Design FHNW; Ian M. Miller, St. John’s U, New York; Sylvia K. Miller, Duke U; Sarah Montoya, Mellon Humanities Postdoctoral Fellow; Saumyaa Naidu, independent researcher; Sharika Parmar, FLAME U, Pune, India; Kush Patel, Srishti Manipal Academy of Higher Education, Bengaluru; Miriam Posner, UCLA; Puthiya Purayil Sneha, International Institute of Information Technology, Hyderabad; Paul Spence, King’s College London; Lik Hang Tsui, City U of Hong Kong; Deb Verhoeven, U of Alberta; Miguel Vieira, King’s College London; Devren Washington, Philly Community Wireless; Alex Wermer-Colan, Temple U and Philly Community Wireless; Darren Wershler, Concordia U; Grant Wythoff, Princeton U and Philly Community Wireless.

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Situates these dynamic disciplines within debates around globalization

This book brings together some of the most prominent scholars working across the spectrum of Latin American and Latino studies to explore their changing intellectual undertaking in relation to global processes of change. Critical Latin American and Latino Studies identifies the challenges and possibilities of more politically engaged and theoretically critical modes of scholarly practice.

This volume addresses the most pressing issues in higher education today, such as inclusion, academic integrity, and generative AI.

This timely collection explores the politics and practices of academic writing development in UK higher education. The volume addresses issues of access, equity, and generative AI in the context of student writing, to consider what makes writing academic, why it matters, and how we can change the field for the better.

In Massachusetts, the Latino population increased by 475 percent between 1980 and 2017, marking a dramatic growth. This diverse ethnic community of Puerto Ricans, Dominicans, Salvadoreans, Colombians, Brazilians, and more also contains a wide range of cultures, immigration and migration experiences, languages, and socio-political backgrounds. However, there are numerous commonalities involving education. Recent research at the Mauricio Gastón Institute for Latino Community Development and Policy reveals that Latino students in Massachusetts are more likely to attend public schools, in communities with significant academic achievement and opportunity gaps as well as other challenges, from food scarcity to higher rates of unemployment. At the same time, the state-wide shift to standards-based education has had a disproportionately negative impact on Latino students, who already feel the effects of politically motivated anti-immigrant policies and laws that limit bilingual education.

This collection of essays, from those working inside the classroom as well as researchers taking a broader look at policy, addresses the array of issues facing Latino students in Massachusetts. These perspectives paint a complex picture of the educational experience for Latinos, and offer expert suggestions for improving classrooms, school environments, and ultimate educational outcomes for an important growing demographic in the Commonwealth.

In addition to editors Lorna Rivera and Melissa Colón, this volume’s contributors include Almudena G. Abeyta, Nasteho Ali, Cristina Araujo Brinkerhoff, Michael Berardino, Alex Briesacher, Thomas Conroy, Judenie Dabel, Liya Escalera, Luis Enrique Esquivel, Deyja Enriquez, Isahiah Erilus, Nyal Fuentes, Jazmin Rubi Flete Gomez, Manuel Frau-Ramos, Kimberly A. S. Howard, Patricia Krueger-Henney, Steven Lue, Mary Jo Marion, Timothy E. Murphy, Cecilia Nardi, Laurie Occhipinti, Alexandra Oliver-Davila, Chong Myung Park, Angelica Rodriquez, Marta T. Rosa, Diana Santiago, Melissa Sargent, Ester Shapiro, V. Scott H. Solberg, Fabián Torres-Ardila, Ashley Torres Carrasquillo, Paul Trunfio, Carmen N. Veloria, and Heilam Xie.

Critical University Studies and Performance explores how we contend with issues of power, race, class, and gender in higher education, specifically as they relate to the complexities of theater and performance studies programs. In what ways might the fields of theater, performance, and dance studies, as they operate in institutions of higher education, support hegemonic logics as well as model reparative practices, given their perhaps unique disciplinary relationships to staging representation and their shared emphasis on embodiment as a practical and theoretical area of engagement?

Montez and Nereson bring together scholars with a diverse range of career experiences and embodied positions inside of higher learning in order to deepen the field’s theoretical inquiry using an ethnic studies framework. By participating in the interdisciplinary discourse of critical university studies, the volume aims to explore how to conduct ethical research that critiques the university while remaining mindful of our always contingent place within it. The contributors examine the ways the university commodifies minoritarian knowledge, tokenizes the arts, and reproduces inequality. This book offers strategic ways to build liberatory communities and revolutionary networks among students and faculty alike in order to envision futures within and beyond the academy.

Drawing on extensive fieldwork in Havana's secondary schools, Cuban Youth and Revolutionary Values is a remarkable ethnography, charting the government's attempts to transform a future generation of citizens. While Cuba's high literacy rate is often lauded, the little-known dropout rates among teenagers receive less scrutiny. In vivid, succinct reporting, educational anthropologist Denise Blum now shares her findings regarding this overlooked aspect of the Castro legacy.

Despite the fact that primary-school enrollment rates exceed those of the United States, the reverse is true for the crucial years between elementary school and college. After providing a history of Fidel Castro's educational revolution begun in 1953, Denise Blum delivers a close examination of the effects of the program, which was designed to produce a society motivated by benevolence rather than materialism. Exploring pioneering pedagogy, the notion of civic education, and the rural components of the program, Cuban Youth and Revolutionary Values brims with surprising findings about one of the most intriguing social experiments in recent history.

A history of the Chicano community cannot be complete without taking into account the United States' domination of the Mexican economy beginning in the late nineteenth and early twentieth centuries, writes Gilbert G. González. For that economic conquest inspired U.S. writers to create a "culture of empire" that legitimated American dominance by portraying Mexicans and Mexican immigrants as childlike "peons" in need of foreign tutelage, incapable of modernizing without Americanizing, that is, submitting to the control of U.S. capital. So powerful was and is the culture of empire that its messages about Mexicans shaped U.S. public policy, particularly in education, throughout the twentieth century and even into the twenty-first.

In this stimulating history, Gilbert G. González traces the development of the culture of empire and its effects on U.S. attitudes and policies toward Mexican immigrants. Following a discussion of the United States' economic conquest of the Mexican economy, González examines several hundred pieces of writing by American missionaries, diplomats, business people, journalists, academics, travelers, and others who together created the stereotype of the Mexican peon and the perception of a "Mexican problem." He then fully and insightfully discusses how this misinformation has shaped decades of U.S. public policy toward Mexican immigrants and the Chicano (now Latino) community, especially in terms of the way university training of school superintendents, teachers, and counselors drew on this literature in forming the educational practices that have long been applied to the Mexican immigrant community.

Tracing the birth of American museums and the curators who shaped a nation’s cultural identity.

As they formed their pioneer museums, these men were guided not so much by European examples, but rather by the imperatives of the American democratic culture, including the Enlightenment, the simultaneous decline of the respectability and rise of the middle classes, the Age of Egalitarianism, and the advent of professionalism in the sciences. Thus the pre-1870 American museum was neither the frivolous sideshow some critics have imagined, nor the enclave for elitists that others have charged. Instead, the proprietors displayed serious motives and egalitarian aspirations.

The conflicting demands for popular education on the one hand and professionalism on the other were a continuing source of tension in American museums after about 1835, but by 1870 the two claims had synthesized into a rough parity. This synthesis, the "American Compromise," has remained the basic model of museums in America down to the present. Thus, by 1870, the form of the modern American museum as an institution which simultaneously provides popular education and promotes scholarly research was completely developed.

The first English-language collection to establish curiosity studies as a unique field

 

From science and technology to business and education, curiosity is often taken for granted as an unquestioned good. And yet, few people can define curiosity. Curiosity Studies marshals scholars from more than a dozen fields not only to define curiosity but also to grapple with its ethics as well as its role in technological advancement and global citizenship. While intriguing research on curiosity has occurred in numerous disciplines for decades, no rigorously cross-disciplinary study has existed—until now. 

Curiosity Studies stages an interdisciplinary conversation about what curiosity is and what resources it holds for human and ecological flourishing. These engaging essays are integrated into four clusters: scientific inquiry, educational practice, social relations, and transformative power. By exploring curiosity through the practice of scientific inquiry, the contours of human learning, the stakes of social difference, and the potential of radical imagination, these clusters focus and reinvigorate the study of this universal but slippery phenomenon: the desire to know. 

Against the assumption that curiosity is neutral, this volume insists that curiosity has a history and a political import and requires precision to define and operationalize. As various fields deepen its analysis, a new ecosystem for knowledge production can flourish, driven by real-world problems and a commitment to solve them in collaboration. By paying particular attention to pedagogy throughout, Curiosity Studies equips us to live critically and creatively in what might be called our new Age of Curiosity.

Contributors: Danielle S. Bassett, U of Pennsylvania; Barbara M. Benedict, Trinity College; Susan Engel, Williams College; Ellen K. Feder, American U; Kristina T. Johnson, Massachusetts Institute of Technology; Narendra Keval; Christina León, Princeton U; Tyson Lewis, U of North Texas; Amy Marvin, U of Oregon; Hilary M. Schor, U of Southern California; Seeta Sistla, Hampshire College; Heather Anne Swanson, Aarhus U.

Cutting, a form of self-mutilation, is a growing problem in the United States, especially among adolescent females. It is regarded as self-destructive behavior, yet paradoxically, people who cut themselves generally do not wish to die but to find relief from unbearable psychological pain. 

Cutting and the Pedagogy of Self-Disclosure is the first book to explore how college students write about their experiences as cutters. The idea behind the book arose when Patricia Hatch Wallace, a high school English teacher, wrote a reader-response diary for a graduate course taught by Professor Jeffrey Berman in which she revealed for the first time that she had cut herself twenty years earlier. At Berman's suggestion, Wallace wrote her Master's thesis on cutting. Not long after she finished her thesis, two students in Berman's expository writing course revealed their own experiences as cutters. Their disclosures encouraged several students in another writing class to share their own cutting stories with classmates. Realizing that so many students were writing about the same phenomenon, Berman and Wallace decided to write a book about a subject that is rarely discussed inside or outside the classroom. 

In Part 1, Wallace discusses clinical and theoretical aspects of cutting and then applies these insights to several memoirs and novels, including Susanna Kaysen's Girl, Interrupted, Caroline Kettlewell's Skin Game, and Patricia McCormick's Cut. The motivation behind Wallace's research was the desire to learn more about herself, and she reads these stories through her own experience as a cutter. In Part 2, Berman focuses on the pedagogical dynamics of cutting: how undergraduate students write about cutting, how their writings affect classmates and teachers, and how students who cut themselves can educate everyone in the classroom about a problem that has personal, psychological, cultural, and educational significance.