Results by title
118 books match the query 'College teachers' and 3 start with n
Next-Gen Perspectives on Leadership
Coalitional Strategies for Launching Careers, Renewing Curricula, and Defending DemocracyCharles McMartin
Utah State University Press, 2026
Next-Gen Perspectives on Leadership amplifies voices that have too often been excluded from traditional accounts of academic leadership. Centering the voices of early-career PhDs in writing studies and related fields, this book offers essential and practical leadership strategies at a pivotal moment in higher education shaped by the COVID-19 pandemic, the rise of new majority students, and the growing influence of authoritarian politics.
Next-gen faculty are leading now. Through coalition-building, care work, and equity-driven initiatives, they are transforming institutions from the ground up. From labor organizing and culturally responsive curriculum design to the care-work of academic parents and the leadership of writing program administrators, the contributors in this collection model the type of coalitional leadership needed in our institutions. Structured around intergenerational dialogues, the book brings together early-career scholars with mid-career leaders—Jennifer Sano-Franchini, Christina Cedillo, and Staci Perryman-Clark—who offer sharp, reflective responses to each section, and culminates in a powerful closing essay by Carmen Kynard. These voices trace a lineage of resistance and renewal, showing how the leadership strategies of today’s emerging scholars echo and evolve the activist traditions that have long shaped writing studies. Next-gen leaders are moving beyond individualistic models of success and embracing collective, justice-oriented leadership practices. This collection invites scholars to study and teach forms of leadership that help faculty and students step into the challenging opportunities they face.
For graduate students and early-career faculty, this book offers a model of leadership that creates meaningful change outside designated leadership roles or institutional metrics. For mid-career and senior faculty, it provides a framework for recognizing and supporting the ground-level leadership already happening in their contexts. This collection is for anyone committed to leading more inclusive and sustainable academic communities and encourages faculty across generations to reimagine how to mentor, collaborate, and lead in ways that reflect the values of equity, care, and coalition.
Contributors: Felicita Arzu-Carmichael, Amerdeep Bajwa, Christina Cedillo, Alexandra Chapa, Anicca Cox, Tom Do, Mena Hannakachl, Alice Hays, Charisse Iglesias, Brad Jacobson, Carmen Kynard, Adele Leon, Shaylyn Marks, Sean Moxley-Kelly, Abigail Oakley, Staci Perryman-Clark, Ana Milena Ribero, Jennifer Sano-Franchini
Next-gen faculty are leading now. Through coalition-building, care work, and equity-driven initiatives, they are transforming institutions from the ground up. From labor organizing and culturally responsive curriculum design to the care-work of academic parents and the leadership of writing program administrators, the contributors in this collection model the type of coalitional leadership needed in our institutions. Structured around intergenerational dialogues, the book brings together early-career scholars with mid-career leaders—Jennifer Sano-Franchini, Christina Cedillo, and Staci Perryman-Clark—who offer sharp, reflective responses to each section, and culminates in a powerful closing essay by Carmen Kynard. These voices trace a lineage of resistance and renewal, showing how the leadership strategies of today’s emerging scholars echo and evolve the activist traditions that have long shaped writing studies. Next-gen leaders are moving beyond individualistic models of success and embracing collective, justice-oriented leadership practices. This collection invites scholars to study and teach forms of leadership that help faculty and students step into the challenging opportunities they face.
For graduate students and early-career faculty, this book offers a model of leadership that creates meaningful change outside designated leadership roles or institutional metrics. For mid-career and senior faculty, it provides a framework for recognizing and supporting the ground-level leadership already happening in their contexts. This collection is for anyone committed to leading more inclusive and sustainable academic communities and encourages faculty across generations to reimagine how to mentor, collaborate, and lead in ways that reflect the values of equity, care, and coalition.
Contributors: Felicita Arzu-Carmichael, Amerdeep Bajwa, Christina Cedillo, Alexandra Chapa, Anicca Cox, Tom Do, Mena Hannakachl, Alice Hays, Charisse Iglesias, Brad Jacobson, Carmen Kynard, Adele Leon, Shaylyn Marks, Sean Moxley-Kelly, Abigail Oakley, Staci Perryman-Clark, Ana Milena Ribero, Jennifer Sano-Franchini
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Nimrods
a fake-punk self-hurt anti-memoirKawika Guillermo
Duke University Press, 2023
In Nimrods, Kawika Guillermo chronicles the agonizing absurdities of being a newly minted professor (and overtired father) hired to teach in a Social Justice Institute while haunted by the inner ghosts of patriarchy, racial pessimism, and imperial arrogance. Charged with the “personal is political” mandate of feminist critique, Guillermo honestly and powerfully recounts his wayward path, from being raised by two preachers’ kids in a chaotic mixed-race family to his uncle’s death from HIV-related illness, which helped prompt his parents' divorce and his mother’s move to Las Vegas, to his many attempts to flee from American gender, racial, and religious norms by immigrating to South Korea, China, Hong Kong, and Canada. Through an often crass, cringey, and raw hybrid prose-poetic style, Guillermo reflects on anger, alcoholism, and suicidal ideation—traits that do not simply vanish after one is cast into the treacherous role of fatherhood or the dreaded role of professor. Guillermo’s shameless mixtures of autotheory, queer punk poetry, musical ekphrasis, haibun, academic (mis)quotations, and bad dad jokes present a bold new take on the autobiography: the fake-punk self-hurt anti-memoir.
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Nowhere Near the Line
Pain and Possibility in Teaching and WritingElizabeth H. Boquet
Utah State University Press, 2016
“When I was starting College Presidents for Gun Safety, one of the concerns I heard was the idea that there were just too many issues on which to articulate an opinion. Where would it stop? Where would we draw the line? . . . In light of this latest tragedy, on a college campus that could have been any of ours, I would say: ‘We are nowhere near the line yet.’” (Lawrence Schall, quoted in “Tragedy at Umpqua,” by Paul Fain, Inside Higher Ed, October 2, 2015)
In this short work, Elizabeth Boquet explores the line Lawrence Schall describes above, tracing the overlaps and intersections of a lifelong education around guns and violence, as a student, a teacher, a feminist, a daughter, a wife, a citizen and across the dislocations and relocations that are part of a life lived in and around school. Weaving narratives of family, the university classroom and administration, her husband’s work as a police officer, and her work with students and the Poetry for Peace effort that her writing center sponsors in the local schools, she recounts her efforts to respond to moments of violence with a pedagogy of peace. “Can we not acknowledge that our experiences with pain anywhere should render us more, not less, capable of responding to it everywhere?” she asks. “Compassion, it seems to me, is an infinitely renewable resource.”
In this short work, Elizabeth Boquet explores the line Lawrence Schall describes above, tracing the overlaps and intersections of a lifelong education around guns and violence, as a student, a teacher, a feminist, a daughter, a wife, a citizen and across the dislocations and relocations that are part of a life lived in and around school. Weaving narratives of family, the university classroom and administration, her husband’s work as a police officer, and her work with students and the Poetry for Peace effort that her writing center sponsors in the local schools, she recounts her efforts to respond to moments of violence with a pedagogy of peace. “Can we not acknowledge that our experiences with pain anywhere should render us more, not less, capable of responding to it everywhere?” she asks. “Compassion, it seems to me, is an infinitely renewable resource.”
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