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Resource Allocation in Higher Education describes how colleges, universities, and government agencies can use budgeting processes to improve program planning and productivity. Drawn from the contributors' direct experiences as well as research findings, it blends conceptual foundations with practical insights. Many resource allocation processes in higher education need reform, and this volume will stimulate and assist that effort. Beginning with the economic theory of nonprofits, the essays examine current budgeting systems in both theoretical and practical terms. Resource allocation systems from other domains such as health care are explored for relevant insights. Throughout, decentralization remains a major theme. Topics range from the eminently practical—how to establish a global accounting system or choose an endowment spending rate—to the more abstract—the theory of how various nonprofit enterprises balance academic values against market pressures. The volume ends by proposing value responsibility budgeting, which offers institutions a potentially better way of pursuing their academic values while remaining responsive to market pressures. Those within higher education institutions who are responsible for resource allocation, such as provosts, chief financial officers, or budget directors, will find much that speaks to them. While mostly in the domain of higher education economics, management, and planning, the essays are written for any serious reader concerned with the problem of reform in higher education.

Responding to Writing brings together practical, cutting-edge ideas from teachers who spend their days working with student writers and trying to make feedback genuinely useful. The book shares classroom approaches that have been tested in real courses, from high school settings to college and graduate programs. It shows how teachers, peers, and students themselves can make feedback a more collaborative and manageable part of writing instruction.

Each chapter presents a student‑centered approach that helps writers feel supported and more in control of their own writing and revision process. In addition to a summary of the approach with light background and context, readers will find straightforward examples, tools, and routines they can adapt to their own classrooms, including ways to use technology, build reflection into assignments, and support writers with varied backgrounds and needs. This book offers working instructors a set of dependable methods for helping students improve as writers while keeping feedback purposeful and humane.

The contributors, including Tinto himself, offer a variety of both theoretical and methodological perspectives to the Student Departure Puzzle.

"Like all writers, intellectuals need to say something new and say it well. But unlike many other writers, what intellectuals have to say is bound up with the books we are reading . . . and the ideas of the people we are talking with."

What are the moves that an academic writer makes? How does writing as an intellectual change the way we work from sources? In Rewriting, a textbook for the undergraduate classroom, Joseph Harris draws the college writing student away from static ideas of thesis, support, and structure, and toward a more mature and dynamic understanding. Harris wants college writers to think of intellectual writing as an adaptive and social activity, and he offers them a clear set of strategies—a set of moves—for participating in it.

A timely collection of essays by prominent scholars in the field—on the past, present, and future of rhetoric instruction.

From Isocrates and Aristotle to the present, rhetorical education has consistently been regarded as the linchpin of a participatory democracy, a tool to foster civic action and social responsibility. Yet, questions of who should receive rhetorical education, in what form, and for what purpose, continue to vex teachers and scholars.

The essays in this volume converge to explore the purposes, problems, and possibilities of rhetorical education in America on both the undergraduate and graduate levels and inside and outside the academy. William Denman examines the ancient model of the "citizen-orator" and its value to democratic life. Thomas Miller argues that English departments have embraced a literary-research paradigm and sacrificed the teaching of rhetorical skills for public participation. Susan Kates explores how rhetoric is taught at nontraditional institutions, such as Berea College in Kentucky, where Appalachian dialect is espoused. Nan Johnson looks outside the academy at the parlor movement among women in antebellum America. Michael Halloran examines the rhetorical education provided by historical landmarks, where visitors are encouraged to share a common public discourse. Laura Gurak presents the challenges posed to traditional notions of literacy by the computer, the promises and dangers of internet technology, and the necessity of a critical cyber-literacy for future rhetorical curricula.

Collectively, the essays coalesce around timely political and cross-disciplinary issues. Rhetorical Education in America serves to orient scholars and teachers in rhetoric, regardless of their disciplinary home, and help to set an agenda for future classroom practice and curriculum design.

This is the final volume in a trilogy of works that examine the impact of writing and reading about traumatic subjects. Diaries to an English Professor (1994) explores the ways in which undergraduate students use psychoanalytic diaries to probe conflicted issues in their lives. Surviving Literary Suicide (1999) investigates how graduate students respond to suicidal literature—novels and poems that portray and sometimes glorify self-inflicted death. 

In Risky Writing, Jeffrey Berman builds on those earlier studies, describing ways teachers can encourage college students to write safely on a wide range of subjects often deemed too personal or too dangerous for the classroom: grieving the loss of a beloved relative or friend, falling into depression, coping with the breakup of one's family, confronting sexual abuse, depicting a drug or alcohol problem, encountering racial prejudice. Berman points out that nearly everyone has difficulty talking or writing about such issues because they arouse shame and tend to be enshrouded in secrecy and silence. This is especially true for college students, who are just emerging from adolescence and find themselves at institutions that rarely promote self-disclosure.

Recognizing the controversial nature of his subject, Berman confronts academic opposition to personal writing head on. He also discusses the similarities between the “writing cure” and the “talking cure,” the role of the teacher and audience in the self-disclosing classroom, and the pedagogical strategies necessary to minimize risk, including the importance of empathy and other befriending skills.

As workloads and work responsibilities continue to increase, assessment often causes teachers anxiety. Rubrics: What Every Teacher Needs to Know is a handbook that combines theory and pragmatism in clear language to help pre- and in-service teachers and teacher trainers obtain assessment information quickly and efficiently. While many teachers do not realize that creating an assignment is creating an assessment, they should go hand in hand. This book highlights both the value of rubrics and the value of assessment literacy, which is the knowledge, skills, and abilities needed to create, administer, and understand the results of assessments to improve student learning.

Rubrics provides new and experienced teachers with the tools to become more transparent assessors of their students’ writing, reading, listening, speaking, grammar, and vocabulary. Deborah Crusan and Robyn Brinks Lockwood bring their expertise in assessment and English for academic purposes to address the challenges teachers face in writing clear assignments and grading them fairly. They emphasize that teachers need to think about what they want their students to be able to do, clarify their expectations to their students, and convey those expectations on a rubric/scoring guide. While transparent, step-by-step instructions are included in the book to help teachers create their own assignments and assessments, the appendix materials containing ready-made assignments and their accompanying rubrics will be sure to delight busy teachers.