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The Caucus for a New Political Science (CNPS) was created in 1967, when several hundred dissident political scientists walked out of the annual meeting of the American Political Science Association (APSA) to protest the Association’s refusal to take an official position against the Vietnam War. The CNPS soon expanded its mission to challenge the APSA’s behavioral and pluralist orthodoxy, protest a lack of democratic procedure and transparency in the organization, and oppose ties between the leadership and government agencies involved in covert activities. It remains unique among the more than 50 Organized Sections of APSA as the only section that defines itself ideologically and politically, rather than by research topic, methodology, subfield, or identity status.

A Critique of Political Science distinguishes between the discipline of political science (methods and concepts) and the profession of political science (persons and institutions) to move disciplinary history beyond its current form as intellectual history toward a politics of political science. The book argues that understanding the development of a discipline requires the same type of theoretical analysis that political scientists apply to other political institutions. By examining universities and professional associations as political institutions, this approach puts political struggles and ideological conflict at the very core of disciplinary history. In reviewing 50 years of debate, controversy, and in-fighting in the political science profession, the book serves as a critique of the profession and the discipline of political science, which remains woefully disengaged from the concerns of ordinary citizens, particularly the working class and the poor throughout the world.

Interrogates the boundaries between amateur and professional archaeology

Until the mid-twentieth century, professional archaeologists readily worked alongside amateur or avocational archaeologists—those who did not have an academic, professional, or governmental affiliation. However, the gulf between professionals and amateurs has grown in recent decades, and amateurs are now often viewed more warily and are even conflated with looters. Amateurs in North American Archaeology traces the trajectory of this change, noting its implications for archaeological studies across the continent.

The volume’s contributors discuss time periods, noteworthy individuals, archaeological societies, and geographical regions, offering a wide-ranging perspective on a topic that is frequently overlooked. Though the book evaluates the past, it also makes crucial claims for the future of effective, inclusive archaeological study, emphasizing the importance of diverse perspectives and alternate interpretations.

An inclusive history of the professionalization of American scenic design

The figure of the American theatrical scenic designer first emerged in the early twentieth century. As productions moved away from standardized, painted scenery and toward individualized scenic design, the demand for talented new designers grew. Within decades, scenic designers reinvented themselves as professional artists. They ran their own studios, proudly displayed their names on Broadway playbills, and even appeared in magazine and television profiles. 

American Scenic Design and Freelance Professionalism tells the history of the field through the figures, institutions, and movements that helped create and shape the profession. Taking a unique sociological approach, theatre scholar David Bisaha examines the work that designers performed outside of theatrical productions. He shows how figures such as Lee Simonson, Norman Bel Geddes, Jo Mielziner, and Donald Oenslager constructed a freelance, professional identity for scenic designers by working within their labor union (United Scenic Artists Local 829), generating self-promotional press, building university curricula, and volunteering in wartime service. 

However, while new institutions provided autonomy and intellectual property rights for many, women, queer, and Black designers were not always welcome to join the organizations that protected freelance designers’ interests. Among others, Aline Bernstein, Emeline Roche, Perry Watkins, Peggy Clark, and James Reynolds were excluded from professional groups because of their identities. They nonetheless established themselves among the most successful designers of their time. Their stories expand the history of American scenic design by showing how professionalism won designers substantial benefits, yet also created legacies of exclusion with which American theatre is still reckoning.

Many libraries have archives, which serve a distinct function, albeit in a shared setting. Reconciling differences between archivists and librarians has been a long-standing issue for the information professions in the United States. Today more than ever, librarians and archivists need to understand one another and harmonize their divergent but complementary professional paths. ARCHIVES IN LIBRARIES: WHAT LIBRARIANS AND ARCHIVISTS NEED TO KNOW TO WORK TOGETHER builds a bridge toward that harmonization, suggesting ways in which archivists working in libraries can better negotiate their relationships with the institution and with their library colleagues. It also helps librarians and library directors better understand archival work by providing overviews of archival concepts, policies, and best practices. Vignettes and interviews throughout the book articulate similarities and points of departure between libraries and archives while highlighting the issues and offering solutions to practical problems.

Institutions, faculty, and students benefit when women academics advance in their careers, yet research shows that women academics are more likely to stall at the associate professor stage of their careers than men. Charting Your Path to Full is a data- and literature-informed resource aimed at helping women in the professoriate excel in their careers, regardless of discipline and institution type. Vicki L. Baker draws on human resources, organizational studies, and positive organizational psychology to help women first focus on their joy as the primary driver of career and personal pursuits, and provides action steps, “To Do” lists, and additional tools and resources to lay out a clear step-by-step approach to help women academics reach their goals. Baker’s wealth of consulting and research insights provides a compelling and accessible approach to supporting women as they re-envision their careers.

Foreword by Carol Tenopir

Amid overall falling enrollment figures for higher education, the growing success of STEM programs bucks the trend. Ensuring that these programs flourish has become a priority for administrators at the provost level and above. But this emphasis on STEM poses challenges for academic libraries, many of which have instead historically focused on the humanities and social sciences. This primer helps to fill that knowledge gap, demystifying the scientific teaching and research processes for LIS students and current academic librarians alike. Regardless of their background or level of experience, readers of this guide will

• gain an overview of the contemporary STEM teaching and research enterprise by learning about the roles and needs of STEM community members such as program administrators, tenure track principal investigators (PIs), non-tenure track teaching faculty, research staff, graduate students, and undergraduate students;
• become familiarized with the “research group,” the organizational structure through which these different personas come together to advance the university research enterprise;
• get pointers on building teaching and learning programs that enhance student success and designing research support services that integrate into STEM researchers' actual workflows;
• receive proven outreach strategies for engaging STEM communities;
• learn approaches for incorporating AI (artificial intelligence) and LLMs (large language models) into information literacy programs for scientists and engineers; and
• discover how library leaders can support both nascent and established STEM librarians to advance STEM education and research at their local institutions.

When faculty climb the ranks into leadership positions, they come with years of knowledge and experience, yet they are often blindsided by the delicate interpersonal situations and political minefields they must now navigate as university administrators. What are the specific skills that faculty need to acquire when they move into administrative positions, and how can they build upon their existing abilities to excel in these roles? What skills can other mid-level leaders learn to help in their positions?

Using an engaging case study approach, Leading for Tomorrow provides readers with real-world examples that will help them reflect on their own management and communication styles. It also shows newly minted administrators how they can follow best practices while still developing a style of leadership that is authentic and uniquely their own.

The book’s case studies offer practical solutions for how to deal with emerging trends and persistent problems in the field of higher education, from decreasing state funding to political controversies on campus. Leading for Tomorrow gives readers the tools they need to get the best out of their team, manage conflicts, support student success, and instill a campus culture of innovation that will meet tomorrow’s challenges.

After a career of more than 40 years, Murray-Rust, former Dean of Libraries at Georgia Tech and a self-proclaimed library disrupter, sees our profession’s central challenge as simply this: how to turn the library outward in order to make a difference in the lives of individuals and the community. In this book she encourages readers to look an uncertain library future square in the eye. She shares stories from her transformational years at Georgia Tech Libraries which present both inspiration and practical advice on how to stand up for values while changing the ways we act upon them. Organized around seven action steps for change, this book offers takeaways and activities you can adapt to your work style and organizational culture. You will learn from such stories and lessons as

• the three different kinds of information you need for measuring impact;
• using new frameworks, outside fragmented, risk-adverse library structures, to get the work done;
• the limitations of trying to manage your way through major cultural change;
• embedding in the community to develop visions and strategies for improvement;
• painful and challenging times that set Murray-Rust on a path of self-learning;
• how an uncomfortable assignment led to a sought-after seat at the table for a university-wide capital construction project;
• the bold promise that got the library onto the high-priority list for renovation;
• visiting a Toyota plant to learn how to encourage employee engagement and creativity; and
• learning to listen with the "turning outward" philosophy of Harwood Institute.

While the profession has generated many books on information literacy, none to date have validated exactly why it is so difficult to teach. In her new book, Reale posits that examining and reflecting on the reality of those factors is what will enable practitioners to meet the challenge of their important mandate. Using the same warm and conversational tone as in her previous works, she

• uses personal anecdotes to lay out the key reasons that teaching information literacy is so challenging, from the limited amount of time given to instructors and lack of collaboration with faculty to one’s own anxieties about the work;
• examines how these factors are related and where librarians fit in;
• validates readers’ struggles and frustrations through an honest discussion of the emotional labor of librarianship, including “imposter syndrome,” stress, and burnout;
• offers a variety of approaches, strategies, and topics of focus that will assist readers in their daily practice;
• looks at how a vibrant community of practice can foster positive change both personally and institutionally; and
• presents “Points to Ponder” at the end of each chapter that encourage readers to self-reflect and then transform personal insights into action.

What does episcopal fraternity and communio look like? This central question is explored through the erudition and experience of Archbishop Anthony Fisher, Catholic Archbishop of Sydney, Australia. Unity in Christ, based upon a series of addresses given to the United States Conference of Catholic Bishops (USCCB) at their Special Assembly in 2022, delves into the themes associated with episcopal unity. By surveying the Christian tradition, beginning with the scriptures and then through various periods (Apostolic generation, patristic, scholastic, Vatican II, recent post Vatican II developments such as synodality) a coherent picture of episcopal togetherness is presented. What becomes clear is that unity among Christ’s disciples and their successors is not simply an ideal but rather a constitutive element of their office. They are called to love as Christ loved, expressed above all through genuine friendship with one another. The consequences of this fraternity and communio have implications in areas such as spirituality, preaching and fraternal correction, among others. This second feature, the implications of episcopal fraternity and communio, are explored through Archbishop Fisher’s twenty years of experience as a bishop of the Catholic Church. By providing concrete examples of lived episcopal fraternity and communio, Fisher offers a glimpse into both the challenges and fruits of living out Christ’s call that "they might all be one" (Jn 17:21).