Search

We live in an era of escalating, tech-fueled change. Our jobs and the skills we need to work and thrive are constantly evolving, and those who can't keep up risk falling behind. That's where college comes in. In "Mindset Matters," Daniel R. Porterfield advances a powerful new argument about the value of residential undergraduate education and its role in developing growth mindsets among students. The "growth mindset," according to Porterfield, is the belief that we can enhance our core qualities or talents through our efforts, strategies, and education, and with assistance from others. People with growth mindsets have faith in self-improvement. They tend to be goal oriented and optimistic, confident that they can master new challenges because they've done so in the past. Feedback is their friend, errors their opportunities to begin again. For students like this, college is a multiyear process of self-creation and self-emergence, a becoming that unfolds because they are applying themselves in a place rich with stimulating people, happenings, resources, and ideas. America's colleges and universities help students build the skills and self-confidence they need for lifelong discovery, creativity, mentorship, teamwork, and striving. These five mindsets, the book argues, are critical for thriving in disruptive times, and students who develop them will reap the rewards long after they graduate. To show how college activates these mindsets and why it matters, Porterfield shares the personal stories of thirty recent graduates--many the first in their families to attend college. Their growth was both self-powered and supported by involved faculty, engaged peers, and opportunity-rich campuses. Porterfield also outlines how colleges and universities can do more to foster cultures of mentoring and personalized learning that help students become leaders of their own learning.

"Try to Love the Questions" gives college students a framework for understanding and practicing dialogue across difference in and out of the classroom. This invaluable guide explores the challenges facing students as they prepare to listen, speak, and learn in a college community and encourages students and faculty alike to consider inclusive, respectful communication as a skill--not as a limitation on freedom. Among the most common challenges on college campuses today is figuring out how to navigate our politically charged culture and engage productively with opposing viewpoints. Lara Schwartz introduces the fundamental principles of free expression, academic freedom, and academic dialogue, showing how open expression is the engine of social progress, scholarship, and inclusion. She sheds light on the rules and norms that govern campus discourse--such as the First Amendment, campus expression policies, and academic standards--and encourages students to adopt a mindset of inquiry that embraces uncertainty and a love of questions. Empowering students, scholars, and instructors to listen generously, explore questions with integrity, and communicate to be understood, "Try to Love the Questions" includes writing exercises and discussion questions in every chapter, making it an indispensable resource for anyone interested in practicing good-faith dialogue.

Supplying an insightful introduction to current trends in general education reform, this second edition of "General Education Essentials: A Guide for College Faculty" gives an important, timely overview of general education curricular design. General education curricula provide students with the intellectual flexibility they need to adapt thoughtfully and productively to the rapid changes of the workplace and the world at large. This book offers methods for engaging in curricular reform efforts that support university culture and teachers and examines the implications of general education reform in the classroom, with a keen eye toward syllabi, course content, and student work. By expertly blending theory with curricular ideas for implementation, this text offers an impactful illustration of the shift from distributive to integrative to high impact models of general education. Featuring plentiful examples from a variety of fields and disciplines, this book is essential reading for any higher education faculty member tasked with equipping students with the skills they need to become perceptive scholars and productive citizens. [This book is co-published by AAC&U and Routledge.]

This edited volume serves as a guide for creating a more equitable future for our communities through the collaborative efforts of higher education institutions and the W. K. Kellogg Foundation's national Truth, Racial Healing, and Transformation™ (TRHT) efforts. It highlights the work of the American Association of Colleges and Universities (AAC&U) and TRHT Campus Centers, which are committed to dismantling the false belief in a hierarchy of human value. Through case studies and practical examples, this publication showcases effective strategies for advancing narrative change, promoting racial healing, and building the relationships needed to achieve shared equity goals where everyone has the opportunity to thrive.

In Restorative Resistance in Higher Education, diversity researcher and educator Richard J. Reddick shares the wisdom gained from three decades of diversity, equity, and inclusion (DEI) work in educational settings. Reddick centers DEI efforts as challenging yet essential components of college life, recognizing campus environments not just as mirrors reflecting societal values and biases but also as crucibles for social change. Creating a more equitable college campus, Reddick argues, is a complex task that should be met by all members of the university community. He discusses many measures that promote wider involvement, including campus cultural orientations, professional development for faculty and staff, and frameworks to help institutional leaders respond to inequity and exclusion on campus. Delivering a trove of best practices for equity advancement, Reddick offers DEI professionals, and all members of the higher education community, the tools to engage in the work on professional, academic, and personal levels. He advocates developmental relationships such as mentoring, role modeling, and coaching as a means for historically marginalized students to access hidden educational pathways. He also encourages frank discussion of the social and emotional tax on persons who participate in or lead work on these highly charged issues. Throughout this crucial work, Reddick emphasizes the importance of restorative and sustaining approaches: those that promote practitioner well-being and challenge unjust structures. [Foreword by Colette Pierce Burnette.]

As institutions increasingly reckon with histories entangled with slavery and Indigenous dispossession, diversity, equity, and inclusion (DEI) efforts occupy a central role in the strategy and resources of higher education. Yet reparation is rarely offered as a viable strategy for institutional transformation. In Reparative Universities, Ariana González Stokas undertakes a critical and decolonial analysis of DEI work, linking contemporary practices of diversity to longer colonial histories. González Stokas argues that diversity is an insufficient concept for efforts concerned with anti-oppression, anti-racism, equity, and decolonization. Given its historical ties to colonialism, can higher education foster reconciliation and healing? Reparation is offered as a pathway toward untangling higher education from its colonial roots. González Stokas develops the term "epistemic reparation" to describe a mode of social-historical accountability that can already be seen at work in historical examples, as well as current events in the United States, South Africa, and Canada. Recent legal decisions by Georgetown University and the Princeton Theological seminary to enact economic recompense for buying and selling human beings are evidence of attempts to redress higher education's violent histories and the colonial structures they reproduce every day on college campuses. Engaging with a broad range of theories from decolonial philosophy to organizational psychology, González Stokas offers a pathway--guided by reparative activities--for institutional workers frustrated by what often feels, as Sara Ahmed describes, like "banging one's head against a brick wall." "Reparative Universities" offers insight into why DEI efforts have been disconnected from past injustices and why unsettling diversity and engaging meaningful repair are critical for the future of higher education.

"Co-Creating Equitable Teaching and Learning" invites readers to help forge a more inclusive and accessible college education by incorporating student voices via pedagogical partnerships. Alison Cook-Sather, a pioneer of this co-creative approach, draws on more than twenty years of experience developing student-teacher partnerships in higher education to offer a wise and generous work that speaks to both students and educators. As her research underscores, a co-creative learning environment, in which relationships and communication between students and teachers are prioritized, benefits the educational experience on many levels. Cook-Sather demonstrates how pedagogical partnerships give students the tools to advocate for their own learning while giving educators the feedback they need to improve classroom experiences. She shows how the co-creative model helps to bring about inclusive spaces and equitable teaching practices that better foster student success, especially among underrepresented and minority student populations. Offering actionable guidance, Cook-Sather advocates enacting the following four principles to structure student voice into higher education: embracing a commitment to equity and justice; providing structure rather than prescriptions for engagement; making rather than taking up space; and developing a partnership mindset. She grounds these principles in examples of practices drawn from an undergraduate education course; a faculty development program; and cross-disciplinary, cross-constituency institutional dialogues. This work calls for readers to reimagine the higher education structure and to cultivate an environment in which all stakeholders can work together to advance inclusivity, accessibility, and equity. As the author argues, co-creation can be a catalyst for change throughout the system. [Foreword written by Elena Marcovici.]

College and university administrators are increasingly called to confront the deeply entrenched racial inequities in higher education. To do so, corresponding attention must be given to historical and contemporary manifestations of whiteness in higher education and student affairs. This book bridges theoretical and practical considerations regarding the ways whiteness functions to underwrite racially hostile and unwelcoming campus communities for People of Color, all the while upholding the interests and values of white students, faculty, and staff. While higher education scholars and practitioners have long explored the role of race and racism in college and university contexts, rarely have they done so through a lens of Critical Whiteness Studies (CWS). Exploring such topics through the lens of CWS offers new opportunities to both examine white identities, attitudes, and ways of being, and to explicitly name how whiteness is embedded in environments that marginalize and oppress students, faculty, and staff of color. This book is especially concerned with naming the material consequences of whiteness in the lives of People of Color on college and university campuses in the United States. Part one of the book introduces theoretical ideas and concepts administrators, scholars, and activists might use to interrogate how whiteness functions on campus. Part two of the book explores practical considerations for how whiteness functions across campus spaces, including student leadership programs, fraternity and sorority life, faculty tenure and promotion, LGBTQ support services, and so forth. [Foreword was written by Tracy Davis.]

Higher education institutions have traditionally nurtured artistic and scientific development and served as catalysts for innovative ideas and products. However, contemporary discourse too often relegates the concept of innovation to the private sector, where the rhetoric of "disruption" frequently reduces innovation to economic terms. As a result, innovations that could benefit society instead exacerbate existing inequities, and the environmental factors that stimulate long-term innovative progress are neglected. "Creating a Culture of Mindful Innovation in Higher Education" offers a different vision by identifying the conditions that enable college and university administrators, faculty, and staff to promote an innovative institutional culture. Mindful innovation is defined through six central tenets: societal impact; the necessity of failure; creativity through diversity; respect for autonomy and expertise; thoughtful consideration for the dimensions of time, efficiency, and trust; and the incentivization of intrinsic motivation and progress over scare tactics and disruption. Michael Lanford and William G. Tierney offer a clearheaded analysis of the challenges and opportunities in creating a culture of mindful innovation and argue that the institutions that do so will be poised to lead entrepreneurial endeavors, scientific progress, and greater social equity in the twenty-first century.

"Talking College" shows that language is fundamental to Black and African American culture and that linguistic justice is crucial to advancing racial justice, both on college campuses and throughout society. Writing from a linguistics-informed, Black-centered educational framework, the authors draw extensively on Black college students' lived experiences to present key ideas about African American English and Black language practices. The text presents a model of how Black students navigate the linguistic expectations of college. Grounded in real-world examples of Black undergraduates attending colleges and universities across the United States, the model illustrates the linguistic and cultural balancing acts that arise as Black students work to develop their full linguistic selves. "Talking College" provides Black students with the knowledge they need to make sense of anti-Black linguistic racism and to make decisions about their linguistic experiences in college. It also offers key insights to help college faculty and staff create the liberating and linguistically just educational community that Black students deserve. Book Features: (1) Weaves together information and approaches drawn from the authors' extensive experience working with Black and other students of color in higher education; (2) Provides an up-to-date discussion of Black language practices and their role in Black students' college experiences; (3) Discusses the racial politics of language, including anti-Black linguistic racism and the struggle for linguistic justice as part of racial justice; (4) Offers a detailed model of Black college students' diverse linguistic and racial identities; (5) Outlines concrete steps toward racial and linguistic justice that students and faculty can take today; and (6) Accessible to students and faculty without a background in linguistics, while also engaging and informative for linguistics scholars.

Increasing attention and representation of multiraciality in both the scholarly literature and popular culture warrants further nuancing of what is understood about multiracial people, particularly in the changing contexts of higher education. This book offers a way of "Preparing Higher Education for its Mixed Race Future" by examining "Why Multiraciality Matters." In preparation, the book highlights recent contributions in scholarship -- both empirical studies and scholarly syntheses -- on multiracial students, staff, and faculty/scholars across three separate yet interrelated parts, which will help spur the continued evolution of multiraciality into the future.

An in-depth ethnography of Black engineering students at a historically White institution, "Black Campus Life" examines the intersection of two crises, up close: the limited number of college graduates in science, technology, engineering, and math (STEM) fields, and the state of race relations in higher education. Antar Tichavakunda takes readers across campus, from study groups to parties and beyond as these students work hard, have fun, skip class, fundraise, and, at times, find themselves in tense racialized encounters. By consistently centering their perspectives and demonstrating how different campus communities, or social worlds, shape their experiences, Tichavakunda challenges assumptions about not only Black STEM majors but also Black students and the "racial climate" on college campuses more generally. Most fundamentally, "Black Campus Life" argues that Black collegians are more than the racism they endure. By studying and appreciating the everyday richness and complexity of their experiences, we all--faculty, administrators, parents, policymakers, and the broader public--might learn how to better support them.

Volume II of "No Sustainability Without Justice: An Anthology on Racial Equity and Social Justice" shares perspectives on how racial equity, social justice, diversity and inclusion are integral components to sustainability. This Anthology aims to serve as a tool for developing literacy around the intersections of sustainability, racial equity and social justice for higher education sustainability practitioners. Explore the eight essays to learn more. [For Volume I, see ED628105. For Volume III, see ED628107.]

Part of the acclaimed Higher Ed Leadership Essentials series, this book surveys academic freedom's history and its application in today's universities. Academic freedom is once again at the epicenter of the crisis in higher education. A community college instructor in Iowa is pressured to resign after his pro-antifa social media comments garner vicious harassment that administrators find threatening to campus safety. A tenured biology professor at a college on Long Island is threatened with dismissal because she allegedly grades students too strictly. And in the wake of the COVID-19 pandemic, a conservative activist calls on his followers to take advantage of online classes to send "any and all videos of blatant indoctrination" to his organization so that it might expose and blacklist "leftist professors." These incidents from the 2019-20 academic year represent only the tip of the iceberg. Academic freedom, long heralded as a core value of American higher education, may now be in as much danger as at any time the 1950s. But what is "academic freedom"? A value upheld for one's supporters (but not one's opponents) when discussing a polarizing controversy? Or a narrow claim of privilege by a professorial elite, immune from public accountability? In this concise and compelling book, Henry Reichman, who chaired the American Association of University Professors' Committee on Academic Freedom and Tenure for nearly a decade, mounts a rigorous defense of academic freedom and its principal means of protection: the system of academic tenure. Probing academic freedom's role in multiple contexts, Reichman draws on a wealth of historical and contemporary examples to offer the first comprehensive introduction to the concept in all its manifestations. Elucidating its sometimes complicated meanings, Reichman argues that academic freedom--like its cousin, freedom of speech--cannot easily be defined but, instead, emerges from the contextual application of guiding principles developed and modified over time. He also explores why the rise of contingent faculty employment represents the gravest current threat to academic freedom; reveals how academic freedom is complicated by both fiercely polarized campus environments and the emergence of social media that extend speech beyond the lecture halls of the academy; and touches on the rights of students in and out of class, including treatment of student protest movements.

In this book, the authors bring together in one place essential information about college students in the US in the 21st century. Synthesizing existing research and theory, they present an introduction to studying student characteristics, college choice and enrollment patterns, institutional types and environments, student learning, persistence, and outcomes of college. Substantially revised and updated, this new edition addresses contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments (such as residential, commuter, online, hybrid), and a range of outcomes including learning, development, and achievement. The book is organized around Alexander Astin's Inputs-Environment-Outputs (I-E-O) framework. Student demographics, college preparation, and enrollment patterns are the "inputs." Transition to college and campus environments are the substance of the "environment." The "outputs" are student development, learning, and retention/persistence/completion. The authors build on this foundation by providing relevant contemporary information and analysis of students, environments, and outcomes. They also provide strategies for readers to project forward in anticipation of higher education trends in a world where understanding "college students in the United States" is an ongoing project. By consolidating foundational and new research and theory on college students, their experiences, and college outcomes in the US, the book provides knowledge to inform policies, programs, curriculum and practice. As a starting point for those who seek a foundational understanding of the diversity of students and institutions in the US, the book includes discussion points, learning activities, and further resources for exploring the topics in each chapter.

In a world where one in five women on campus experience some form of sexual assault, what would it take to create a campus culture that was free of violence against women? From a public health perspective, sexual assault is an epidemic on campuses, but why? What is it about a campus community culture that permits or encourages this, at a time when a majority of students are now female? In this practical guide for colleges and universities, Joanne H. Gavin, James Campbell Quick, and David J. Gavin lay out a community-based model that is designed to eliminate sexual misconduct, spot it before it happens, punish its perpetrators, support its victims/survivors, and end this epidemic. "Ending Sexual Violence in College" is a prescriptive guide for creating a campus culture that is intolerant of sexual misconduct regardless of who is involved or the context in which it happens. A culture of intolerance, the authors argue, does not consider the role or status of either the perpetrator or victim/survivor. Rather, this culture protects all members. Using a public health model with an emphasis on prevention to create this cultural change, the book utilizes psychological and organizational research to understand the challenges of making these changes while enhancing the odds of permanent cultural change for the better. Designed to spur community-wide conversations on how we can make our campuses safe from sexual violence, this book's preventive approach allows communities to self-monitor. The authors include case studies of institutions that have not been proactive in putting programs in place to protect students, as well as examples of institutions that are effectively addressing these problems. Aimed at college administrators and Title IX coordinators who are responsible for leading campuses that are safe for everyone, "Ending Sexual Violence in College" also enables those who work or live on a college campus to take an active role in making the campus safer.

The newest edition to the National Resource Center's series on Special Student Populations focuses on supporting LGBTQ+ students on campus. Despite increasing visibility and acceptance in some spheres, many LGBTQ+ students continue to experience a negative climate on college campuses, presenting barriers to their academic and personal success. This volume explores the last decade of research on LGBTQ+ college students with an eye toward understanding their needs and the unique conditions related to their college success. The opening chapter offers useful definitions to help ground practitioners in the current conversation. Readers will also find examples of inclusive excellence and questions for guiding practice to promote a more inclusive learning environment not only for LGBTQ+ students but for all students on the campus.

In the midst of unprecedented attention to gender based violence (GBV), prompted in part by the #MeToo movement, "Collaborating for Change: Transforming Cultures to End Gender-Based Violence in Higher Education" provides a groundbreaking analysis of higher education culture and how it can be transformed to eradicate GBV. This book builds on existing scholarship and practice, offering unique reflections from faculty, staff, and students about potential avenues for change that go beyond programs and policies. It recognizes the important work achieved to date on this topic but argues that transformation of cultures, rather than reform of practices, is now required. Starting from the premise that cultural change must be embedded in groups of people working together, the contributors to the book offer insights into what makes for constructive, effective collaborations between activists in universities and the wider community, as well as with university leaders, managers, and policy-makers. The volume is an interdisciplinary, international account/analysis of attempts to transform higher education cultures in an attempt to eradicate GBV. The chapters, contributed by leading scholars and practitioners in the field, span the experiences of GBV in Canada, the United States, Scotland, England, France, and India. "Collaborating for Change" reveals the different institutional, political, and cultural contexts in which activists, scholars, and practitioners endeavor to eradicate GBV and provides insights for others engaged in this work around the globe. The book argues that nothing short of a transformation is required to make higher education safe for all.

The debate over sexual violence on campus is reaching fever pitch, from headlines about out--of-control fraternities, to the "mattress protests" by female students at Columbia University and other colleges. "The Hunting Ground," the new documentary by award-winning filmmakers Kirby Dick and Amy Ziering, has taken this debate to a new level, becoming a galvanizing catalyst for discussion at the hundreds of campuses where the documentary is being screened each month. The film has sparked calls for legislation by Governor Andrew M. Cuomo of New York and other prominent public figures and sparked a backlash from university administrators, fraternities, and conservative groups. Now, in a new companion volume to the film, all those concerned about the "rape culture" on campus will be offered an inside perspective on the controversy, as well as reactions to the film from a range of leading writers and guidance on how to learn more and get active. As in the film, it's the gripping personal stories told by female students--and the obstinate refusal of college administrators and law enforcement authorities to recognize the severity of the problem--that will rivet readers.

Drawing from campus-based research projects sponsored by the AAC&U and the Center for Urban Education at the University of Southern California, "From Equity Talk to Equity Walk" provides practical guidance on the design and application of campus change strategies for achieving equitable outcomes. The authors offer advice on how to build an equity-minded campus culture, align strategic priorities and institutional missions to advance equity, understand equity-minded data analysis, develop campus strategies for making excellence inclusive, and move from a first-generation equity educator to an equity-minded practitioner. Central concepts and key points are illustrated through campus examples. [The book was also produced by the Center for Urban Education at the University of Southern California.]

Getting into college takes plenty of hard work, but knowing what your professors expect of you once you get there can be even more challenging. "Will This Be on the Test?" is the essential survival guide for high-school students making the transition to college academics. In this entertaining and informative book, Dana Johnson shares wisdom and wit gleaned from her decades of experience as an award-winning teacher in the freshman classroom--lessons that will continue to serve you long after college graduation. Johnson offers invaluable insights into how college academics differs from high school. She reveals how to maximize what you learn and develop good relationships with your professors, while explaining how you fit into the learning environment of college. Answering the questions that many new college students do not think to ask, Johnson provides tactical tips on getting the most out of office hours, e-mailing your professor appropriately, and optimizing your performance on assignments and exams. She gives practical advice on using the syllabus to your advantage, knowing how to address your instructors, and making sure you are not violating the academic ethics code. The book also offers invaluable advice about online courses and guidance for parents who want to help their children succeed. "Will This Be on the Test?" shows you how to work with your professors to get the education, grades, and recommendations you need to thrive in the classroom and beyond. [This book was written with Jennifer E. Price.]

The epicenter for bullying is schools, colleges, and universities, where vast numbers of children, youth, and young adults spend much of their time. Bullying--a form of harassment and violence--needs to be understood from a developmental, social, and educational perspective. The educational settings in which it occurs, and where prevention and intervention are possible, need to be studied and understood as potential contexts for positive change. Yet many administrators, teachers, and related personnel lack training to address bullying, and do not know how to intervene to reduce it. These circumstances drove the decision by the American Educational Research Association (AERA) to undertake this report with the intention of providing an overview of the knowledge that can be relied on, and to signal to those in policy and practice this association's commitment to working with knowledge users and producers in the prevention of bullying in schools, colleges, and universities. This report--a series of 11 briefs--addresses legislative, policy, and procedural matters with pragmatic and practical strategies for the prevention of bullying. The briefs in this report include: (1) Looking Beyond the Traditional Definition of Bullying (Dorothy L. Espelage and Ron Avi Astor); (2) Bullying as a Pervasive Problem (Dewey Cornell, Dorothy L. Espelage, Matthew J. Mayer, Brendesha Tynes, and Ron Avi Astor); (3) Bullying and Peer Victimization Among Vulnerable Populations (Dorothy L. Espelage and Brendesha Tynes); (4) Gender-Related Bullying and Harassment: A Growing Trend (Elizabeth J. Meyer and V. Paul Poteat); (5) Legal Rights Related to Bullying and Discriminatory Harassment (V. Paul Poteat and Elizabeth J. Meyer); (6) Improving School Climate: A Critical Tool in Combating Bullying (Dewey Cornell and Dorothy L. Espelage); (7) Students, Teachers, Support Staff, Administrators, and Parents Working Together to Prevent and Reduce Bullying (Ron Avi Astor and Matthew J. Mayer); (8) Bullying and Harassment on College Campuses: Misunderstood and Underaddressed (Jaime Lester and Elizabeth J. Meyer); (9) Using Evidence-Based Programs in Schools to Take on Bullying (Ron Avi Astor and Dewey Cornell); (10) Putting School Safety Education at the Core of Professional Preparation Programs (Jaime Lester and Matthew J. Mayer); and (11) Reinvigorated Data Collection and Analysis: A Charge for National and Federal Stakeholders (Matthew J. Mayer and V. Paul Poteat). Individual briefs contain references. Bibliographical sketches of AERA Task Force members are also included.

The best value that readers will take from this book is the knowledge, skills, and wisdom offered by the editors and 26 chapter authors. The book covers a wide range of topics relevant to campus environments and serving increasingly diverse college student populations. The authors provide in-depth analysis of the needs of today's diverse populations; ways educators shape the campus environment, both in and out of the classroom; and strategies educators working in graduate preparation programs can use to effectively prepare future professionals to achieve these goals. By identifying some major shifts in student affairs work in history, the text demonstrates how student affairs professionals evolved from being primarily service providers to educators who actively shape the environment. Now more than ever, marginalized and minoritized communities are more represented on our campuses and we know more about how to effectively serve these populations, as a result of the work done by higher education scholars. This book provides that insight for professionals about how to construct environments for today's student populations that are inclusive, engaging and contribute to student success. Additionally, the book addresses the professional competency areas needed as educators seek to develop campus environments for diverse student populations. This book is written for those who are studying to become student affairs educators and those who are newer in the profession. It not only provides the reader with a theoretical framework, but also some direction on how to create college environments that allow diverse populations to thrive in higher education and reach their full potential. This book is organized into the following chapters: (1) The Role of Student Affairs Educators in Shaping College Environments: The History, Philosophy, and Values of Our Profession (Florence M. Guido, Courtney E. Matsumoto, and Gabrielle A. McAllaster); (2) Theoretical Frameworks on Environments (Tonisha B. Lane and Blanca E. Rincón); (3) Campus Environments and Student Success (Liliana Rodriguez); (4) Cultivating Campus Environments to Support Diverse Student Populations (Michele Tyson); (5) Understanding the Needs of Various Diverse Populations (Lorenzo Baber); (6) Creating a Culture of Inclusion in the Classroom (Raquel Wright-Mair); (7) Preparing Scholar Practitioners to Assess Campus Environments to Maximize Success of Diverse Student Populations (Lucy A. LePeau); (8) Future Direction (Cathy Akens and Zebulun Davenport); (9) Case Studies for Applying Theory to Practice (Delma Ramos). [Foreword written by Naijian Zhang and Samuel D. Museus.]

According to the research underpinning this book, 85% of trans students and staff faced barriers. This practical guide enables post-secondary education professionals to create a safe and supportive environment for gender diverse applicants, students and staff. Using real life examples to explore common experiences and challenges for trans people in further and higher educational settings, it sets out policies, interventions and advice that have proven effective in providing impactful support on a wide range of issues such as learning, teaching, mental health, recruitment, support services, and institutional policies. Included is an easy-to-follow introduction to transgender terminology and identities, as well as legal and medical considerations.

This eighth edition provides a current and comprehensive discussion of counselors' legal and ethical responsibilities, an examination of state and federal laws as they relate to practice, and helpful risk management strategies. Attorney Nancy Wheeler and Burt Bertram, a private practitioner and counselor educator, offer real-world practical tips to help navigate professional risks while providing competent clinical care. New or updated topics include matters surrounding informed consent, current case law on duty to warn/protect and issues surrounding suicide in college/university settings, electronic records and ransomware concerns, and updates on state licensure board data regarding boundary violations. The authors' legal and ethical decision-making model will assist counselors and students with processing their own legal and ethical dilemmas, and the "ACA Code of Ethics" is included as a handy reference.

This volume begins with an essay by Noelle McAfee, a contributor who is familiar to readers of Higher Education Exchange (HEX). She reiterates Mathews' argument regarding the disconnect between higher education's sense of engagement and the public's sense of engagement, and suggests a way around the epistemological conundrum of "knowledge produced "for" a public rather than "by" a public." Her solution may rouse many arguments, but it is intriguing, nonetheless. An interview with Matt Leighninger, executive director of the Deliberative Democracy Consortium, follows. He talks with HEX coeditor David Brown about the need for professionals of all stripes to value community. He suggests, "We need certain aspects of professionalization... but we need to retain some anti-professional qualities as well." The Consortium has just launched the Democracy Helpline, an online resource that showcases democratic governance stories with a community focus. There is a deep reciprocity between the community and professionals, he asserts, and both have expertise that is needed. In the next article, Matt McKinney shares the work of the University of Montana's Public Policy Research Institute (PPRI) The institute, he writes, "helps citizens and officials build livable communities, vibrant economies, and healthy landscapes through inclusive, informed, and deliberative public processes." The institute offers a graduate-level natural resource and conflict resolution certificate program; conducts applied research on natural resource and environmental policy; and of most interest to the readers of this journal, facilitates convenings of citizens and officials struggling with tough natural resource and environmental issues. His chart of "A Tale of Two Cultures" suggests both academic and policy epistemologies at play, with neither being citizen-centered. Bridging this divide remains the work of the PPRI. The piece that follows is an interview by David Brown with Deborah Wadsworth, a trustee of Bennington College. Wadsworth shares her "500-yard" view of trusteeship and its meaning for liberal arts institutions. According to Wadsworth, too many liberal arts colleges "have fallen prey to society's focus on individual achievement and personal gain at the expense of the common good." As a Bennington trustee, she has taken an active part in the college's effort to reorient its liberal education "so the public good, rather than self-interest, becomes a primary objective." The final essay, by Denise Dowling at the University of Montana, looks at the ever-evolving role of higher education through the prism of journalism. She suggests journalism is a discipline that "requires the public" and asks how the university can relate to the different knowledge a community brings to the examination of an issue. The story of her students and the Footbridge Forums is one of initial failure, yet ultimate success, as together both teachers and students struggle to connect their learning to the assets of the community. David Mathews, in his Afterword, offers his take on what this volume of essays and articles means for higher education. Always provocative, and never pedestrian, he shares his prescription for a renewed relationship between higher education and the public.

This book focuses on the lived experiences of underserved student and faculty populations at historically Black colleges and universities (HBCUs) and the implications these experiences have for higher education policy. Contributors discuss the contexts and experiences of students and faculty who navigate the political and social spaces of HBCUs while supporting healthy personal and robust professional goals. The stigmas and social nuances that plague students and faculty of color do not dissolve with their arrival at an HBCU, but rather they transform into a new set of challenges that demand the attention of researchers. Taking into account institutional supports, identity development, and socialization patterns, this book sheds light on what the experiences of higher education's "outsiders" mean for future research and practice, while emphasizing issues of diversity, equity, and inclusion.

Today's Chief Diversity Officers face tremendous challenges. Among those are threats to Affirmative Action admissions and financial aid programs, the dearth of faculty and staff of color in Predominantly White Institutions, the scarcity of funds to carry out institutional diversity mandates, and the need to play mentor to a vast array of individuals--faculty, staff, students and community stakeholders--with minimum staff support. This book addresses how these and other challenges are tackled by providing valuable insight into the innovative work that Chief Diversity Officers perform. It provides insightful accounts into the diversity program successes and promising practices by diversity officers working on college and university campuses in the United States. Contributors draw upon their experiences as educators working to sustain diversity, inclusion, multiculturalism, and social justice on college campuses and describe how they have designed successful diversity and inclusive excellence initiatives which had a profound positive impact on all demographic populations.

This collection serves as an interpretation of traditions, rituals, legacies, and the historical challenges associated with the University of Alabama. As such, it is a consolidated historical record of the cultural history of the university. The chapters are: (1) "Introduction" (Chad Caples, Lillie Hagood, Kurt Johnson, Anne Kanga, Julie Griffin Moore, Glenda L. Ogletree, Kevin Windham, and Peijun Zheng); (2) "The History of the A-book at The University of Alabama" (Lillie Hagood); (3) "'Corolla': Seeing Tradition Made" (Kevin Windham); (4) "'The Crimson White': A Changing Tradition" (William Shivers); (5) "Integration at The University of Alabama: First African American Student Admitted" (Joyce Coffey Grant); (6) "Joining Old Traditions with Ancient Traditions: How the Jewish Tradition Made a Place for Itself at The University of Alabama" (Kurt Johnson); (7) "We Are the World: The International Student Association (ISA) at The University of Alabama" (Anne Kanga); (8) "The Death of Racial Segregation in Alabama Football" (Chad Caples); (9) "The History and Development of Football Traditions at The University of Alabama" (Mike Aaron); (10) "Paint the Town Red: Homecoming History and Rituals at the Capstone" (B. J. Guenther and M. E. Spencer); (11) "Maintaining Tradition through Athletic Rivalries" (Lauren Taylor); (12) "Lasting Impressions: Igniting the Spirit" (Glenda L. Ogletree); (13) "The Crimson Men and Women" (Virginia Cole); (14) "The Million Dollar Band and All Its Glory" (Jennifer Fields Humber and Michael Ted Greer); (15) "The 'Legendary' University of Alabama" (Julie Griffin Moore); (16) "'The Machine'" (Chris Cribbs); (17) "Architecture Tells" (Peijun Zheng); and (18) "The Alabama Family" (Donna Ford Tipps). (SLD)

This report contains three studies on diversity in college classrooms. Following a review of the historical background in the introduction, Part 1, "University Faculty Views about the Value of Diversity on Campus and in the Classroom," offers a discussion of various diversity issues, such as institutional and departmental values; effects on classrooms, research, and teaching; negative effects; student benefits; responses of faculty; and comparisons of male and female responses. Part 2, titled "College Missions, Faculty Teaching, and Student Outcomes in a Context of Low Diversity," analyzes the content of mission statements of top selective liberal arts colleges; discusses the experience at Macalester College; and summarizes the case for diversity. Part 3, "The Educational Possibility of Multi-Racial/Multi-Ethnic College Classrooms," attempts to understand the outcomes that result from interactions among diverse students by describing a qualitative study of specific interactive classrooms. Three overarching themes emerge: (1) racial and ethnic diversity is necessary but not sufficient for creating the most effective educational environment; (2) racial and ethnic diversity increases the educational possibilities of the classroom; and (3) multiracial/multiethnic classes enhance educational outcomes. Appended, as Part 4, is the faculty classroom diversity questionnaire, which focuses on faculty attitudes toward diversity at their institutions and in their own classrooms. All sections of the document contain references. (RH)

This book explores the various forces affecting the culture of higher education, exploring that environment by examining the feelings, attitudes, and actions of the faculty, staff, and administrators who work in U.S. colleges and universities. Through discussions and numerous case studies the book's seven chapters examine the following issues: (1) "Tips for College Teachers: or Faculty Survival in Organizations under Pressure" (how the pros survive, cultural change); (2) "Challenges and Issues Facing Higher Education" (law, ethics, and professionalism); (3) "Academic Administrators" (governing boards, administrative challenges); (4) "The Professoriate" (research studies); (5) "Affirmative Action: Retrospect and Prospect" (a theory of justice, a reexamination of affirmative action, differing perceptions, impact of the courts, the language of affirmative action, the healing process); (6) "Academic Freedom and Tenure" (autonomy and academic freedom, tenure); (7) "Future Trends and Issues in Higher Education" (student demands, distance learning, demands on faculty, academic freedom and tenure, remedial courses and programs, costs, litigation). Appended are a list of case studies, an author (of case studies) index, and a glossary. (All chapters contain references.) (CH)

This timely book provides current research and skill-building information on Disaster Mental Health Counseling for counselors, educators, students, and mental health responders in agencies, schools, universities, and private practice. Recognized experts in the field detail effective clinical interventions with survivors in the immediate, intermediate, and long-term aftermath of traumatic events. Real-world responses to violence and tragedies among diverse populations in a variety of settings are presented, and responders share their personal stories and vital lessons learned through an "In Our Own Words" feature. Each chapter contains discussion questions and case studies are interwoven throughout the text. This extensively revised edition, which meets 2016 CACREP Standards for disaster and trauma competencies, is divided into three sections. Section 1, Disaster Mental Health Counseling Foundations, contains the following chapters: (1) Understanding Disaster Mental Health (Jane M. Webber and J. Barry Mascari); "In Our Own Words" - Ground Hero: Story of Compassion Fatigue after September 11 (Tom Query); (2) Disaster Mental Health Counseling: Skills and Strategies (Jane M. Webber, J. Barry Mascari, and Julia K. Runte); "In Our Own Words" - Interventions with Children after the Earthquake in China (Emily Zeng); (3) How the Brain and Body Change after a Disaster (Carol M. Smith); "In Our Own Words" - Inadvertently Studying Trauma for 35 Years (Carol M. Smith); "In Our Own Words" - Evergreen Got Slammed (Robert G. Mitchell); (4) Assessing the Needs of Disaster-Affected Persons (Jane M. Webber, Mike Dubi, Julia K. Runte, and Mindi Raggi); "In Our Own Words" - A Strange Beginning (Mike Dubi); "In Our Own Words" - The Emotional Roller Coaster of Surviving Superstorm Sandy (Juneau Mahan Gary); (5) Compassion Fatigue: Our Achilles' Heel (J. Eric Gentry, Jane M. Webber, and Anna B. Baranowsky); "In Our Own Words" - Two Decades of Compassion Fatigue Treatment, Prevention, and Resilience (J. Eric Gentry); "In Our Own Words" - Confessions of a Trauma Responder (Anna B. Baranowsky); and (6) Ethics Narratives from Lived Experiences of Disaster and Trauma Counselors (Vilia Tarvydas, Lisa Lopez Levers, and Peter R. Teahen; "In Our Own Words" - Evolving (Peter R. Teahen). Section 2, Disaster and Trauma Response in the Community, contains the following chapters: (7) Responding to Mass Violence and the Pulse Nightclub Massacre (Jane M. Webber, Samuel Sanabria, and J. Barry Mascari); "In Our Own Words" - Self-Care and Guilt in the Wake of the Orlando Shooting (Samuel Sanabria); (8) Counseling Veterans and Their Families (J. Barry Mascari, Jane M. Webber, and Mike Dubi); "In Our Own Words" - Wounds you Cannot See (Rachel Oelslager); (9) Children and Adolescents in Disasters: Promoting Recovery and Resilience (Jennifer Baggerly); "In Our Own Words" - Helping Children Heal (Jennifer Baggerly); (10) Counseling Survivors of Hurricane Katrina (Barbara Herlihy and Angela E. James); "In Our Own Words" - Weren't You Scared? (Barbara Herlihy); "In Our Own Words" - When Are We Going Home? (Angela E. James); (11) Counseling Refugees (Rachael D. Goodman, Colleen K. Vesely, and Bethany Letiecq); "In Our Own Words" - Trauma Counseling as Social Justice (Rachael D. Goodman); and (12) International Deployment and Disaster Mental Health Counselors (Karin Jordan); "In Our Own Words" - A Day in the Life of a Relief Worker: Expect the Unexpected (Karin Jordan). Section 3, Disasters and Mass Violence at Schools and Universities, contains the following chapters: (13) School Disaster Mental Health (J. Barry Mascari and Jane M. Webber); "In Our Own Words" - I Never Thought I Would Become So Focused on Disaster and Trauma (J. Barry Mascari); "In Our Own Words" - From Clifton High School: Fifteen Years after September 11; (14) Disaster Recovery in Newtown: The Intermediate Phase (Deb Del Vecchio-Scully and Melissa Glaser); "In Our Own Words" - Reflecting on the Sandy Hook School Shooting (Deb Del Vecchio-Scully); "In Our Own Words" - Focus on Faith not Fear (Melissa Glaser); (15) School Shootings in Perspective (Richard Reyes); "In Our Own Words" - Recognizing the Importance of Crisis Intervention (Richard Reyes); (16) University Disaster Mental Health Response (Gerard Lawson); "In Our Own Words" - Prepare for the Worst, Then Do Your Best (Gerard Lawson); and (17) Disaster Mental Health and Trauma Counseling: The Next Decade (J. Barry Mascari and Jane M. Webber); "In Our Own Words" - "I Discovered within Me and Invincible Summer" (Jane M. Webber). [Foreword by Charles R. Figley.]

This report examines the importance of learning communities within institutions of higher education. It identifies two important dimensions of learning communities: (1) primary membership, which differentiates based on the characteristic that group members hold in common; these include learning organizations, faculty learning communities, and student learning communities; and (2) primary form of interaction, which differentiates based on group members' methods of interaction, such as in-person physical interaction, virtual interaction, or nondirect interaction through correspondence. Four categories of student learning communities are identified: curricular learning communities, classroom learning communities, residential learning communities, and student-type learning communities. Benefits for students and faculty of effective learning communities are documented and include higher academic achievement, better retention rates, diminished faculty isolation, and increased curricular integration. Suggestions for maximizing learning in virtual communities include focusing on a common goal and organization that include preparation, planning, and reflection. (Contains approximately 225 references.) (DB)

This volume contains 6 of the 17 papers written under the auspices of the Approaches to Accountability in Prevention Program sponsored by the Fund for the Improvement of Postsecondary Education (ED) from 1988 through 1991 to foster the development of papers examining theoretical applications of alcohol and other drug (AOD) prevention programs at higher education institutions. It was hoped that these papers would be useful to administrators in planning more responsive AOD programs for students. The papers are: "A Social Role Negotiation Approach to Campus Prevention of Alcohol and Other Drug Problems" (Thomas W. Blume); "The Web of Caring: An Approach to Accountability in Alcohol Policy" (William David Burns and Margaret Klawunn); "An Integrated Theoretical Framework for Individual Responsibility and Institutional Leadership in Preventing Alcohol and Drug Abuse on the College Campus" (Gerardo M. Gonzalez; "A Social Ecology Theory of Alcohol and Drug Use Prevention among College and University Students" (William B. Hansen); "College Student Misperceptions of Alcohol and Other Drug Norms among Peers: Exploring Causes, Consequences, and Implications for Prevention Programs" (H. Wesley Perkins); and "Institutional Factors Influencing the Success of Drug Abuse Education and Prevention" (Philip Salem and M. Lee Williams). (Individual papers contain references.) (CH)

This publication is a collection of 20 supporting documents for a conference program, "Working Together To Change the Rape and Violence Culture." Contents include: (1) "Presenter Contact Information"; (2) "Characteristics of Rape-Prone versus Rape-Free Cultures"; (3) "Dater's Bill of Rights"; (4) "Quotes for Discussion"; (5) "University of Florida's Center for Sexual Assault/Abuse Recovery and Education (C.A.R.E.) Peer Education Program"; (6) "C.A.R.E. Peer Education Program Committees"; (7) "C.A.R.E. Peer Education Program Training Model"; (8) "C.A.R.E. Peer Education Program Information Session"; (8) "The Cooperative Contract"; (9) "C.A.R.E. Peer Education Program in Action"; (10) "Anonymous Survey Exercise"; (11) "Lines of Communication Exercise"; (12) "Recipe for a Positive, Healthy Sexual Relationship"; (13) "'Men Against Violence' at LSU (Louisiana State University): History and Mission"; (14) "'Men Against Violence' at LSU: Constitution"; (15) "Beginning a 'Men Against Violence' Chapter on Your Campus"; (16) "'Men Against Violence' at LSU: Lessons Learned from the Field"; (17) "Timeline: Forming a 'Men Against Violence' Chapter"; (18) "'Men Against Violence' at LSU: Spring 1996 Training Retreat Schedule"; (19) "'Men Against Violence' at LSU: Fall 1995 Semester Report"; (20) "'Men Against Violence' at LSU: Spring 1996 Semester Report." (ND)

This collection of conference papers centers on eight major subjects: (1) different perspectives of change; (2) transitioning from high school to college; (3) academic issues; (4) enhancing support services; (5) student life issues; (6) nontraditional and underserved students; (7) career planning and placement strategies; and (8) staff development and administrative issues. Papers include: "The Impact of the Current Political Climate upon Legislation for Persons with Disabilities" (Robert Stodden); "The Challenge of Change: Bringing the Federal Perspective to the Local Level" (Bobbie Beth Scoggins and others); "Understanding Each Other" (Steve Laren); "The Impact of Change on Student Services" (Jane Jarrow); "Transitioning Collaboration with Schools and Vocational Rehabilitation" (Wayne Giese and Catherine Wilson); "Transition Planning: A High School-Postsecondary Connection" (Theresa Smythe and others); "Your Parents Are Not with You Anymore" (Charlotte O. Kirby and Tris Ottolino); "Perspective on Liberal Arts Learning: First Year Seminar" (Catherine Andersen and others); "Exploring Assessment Alternatives for Deaf Students" (Karen Clack); "Classroom Assessment of Writing: Purpose, Issues, and Strategies" (John Albertini); "Teaching ESL to ASL Users" (Anna Vammen and others); "ESL Tutor: Educational Software for Improving English Skills of Students Who Are Deaf" (Dave Zenk); "Computer Mediated Literacy Development in Deaf and Second Language Populations" (Beth O. Carlson); "Supporting Science Teachers through a National Network: The Access to English and Science Outreach Project (AESOP)" ((John Albertini and Harry Lang); "Realtime Captioning: Access Equals Success" (Sandy Eisenburg and Harlene Rosen); "What Is a Qualified Interpreter and How Do I Get One?" (Debra Brenner and Bruce Finkbone); "Computer Speech Recognition as an Assistive Device for Deaf and Hard of Hearing People" (Joseph Robinson and Carl Jensema); "A Customized Residence Hall Experience for Students Who Are Deaf or Hard of Hearing (Nancy Kasinski and others); "Alcohol and Other Drug Use among Post-Secondary Deaf and Hard of Hearing Students" (Kathy Sandburg); "Helping Minority Individuals Navigate through Successful School and Work Transitions" (Glenn B. Anderson and Susan K. McGee); "Services for Students Who Are Hard of Hearing" (Pamela J. Belknap); "Academically Gifted Deaf Students Attending Regular Four-Year Colleges and Universities" (Robert S. Menchel); "Successful Job Development and Placement Strategies with Deaf and Hard of Hearing College Students" (Sara L. Geballe); "Career Success of Deaf and Hard of Hearing Graduates: Preliminary Findings of a Ten-Year Study" (John G. Schroedel and others); "Mentorship for the Working Interpreter" (Caroline Preston); "Time To Change Hats: The Changing Role of the Disability Services Provider" (Janet White); and "The Unwritten Curriculum: Teaching Deaf Students in the '90s" (David A. Stewart). (CR)

This monograph offers seven case studies and supporting papers on university colleges and undergraduate divisions and their role in shaping the freshman college experience. An introductory section offers a preface, information on the authors and a first chapter "University Colleges Today" by Diane W. Strommer which examines the implications of an institutional unit for freshmen and reports on a survey of university colleges conducted during 1991 and 1992. Chapter 2, "An Historical Perspective (Ohio University)" by Samuel Crowl, looks at how the University College at Ohio University has served students for nearly 60 years. Chapter 3, "The Retention of Students (Ball State University)" (Indiana) by Barbara Weaver, examines the evolution over the past decade of the University College specifically designed to retain students. Chapter 4, "Coherence through Coordinated Advising (The Pennsylvania State University)" by Eric White depicts an undergraduate division developed to provide coherence in a large, diverse, research university. Chapter 5, "Flexibility at a Comprehensive University (The Ohio State University)" by Thomas L. Minnick describes how this large university assists students in coping with the choices and changes at a multiversity. Chapter 6, "Valuing the First-Year Student (Butler University)" (Indiana) by Marilyn K. Spencer, describes how a university college functions within a relatively small, private university, particularly in the college's mission to manage a core curriculum. Chapter 7, "Constancy, Change, and Campus Politics (University of Rhode Island)" by Diane W. Strommer, discusses some of the political issues surrounding university colleges especially at the University of Rhode Island. Chapter 8, "Supporting Students in the Historically Black University" (Alabama A&M University and others)" by Fran Johnson, addresses the role of the university college in the historically black university. Chapter 9, "The Differences Made: A Sampler and Data from Institutions with No Freshman College" and Chapter 10, "Issues for New University Colleges" both by Diane W. Strommer, draw conclusions about how university colleges make a difference. Appendixes contain the Association of Deans & Directors of University Colleges & Undergraduate Studies constitution, guidelines for oversubscribed or impacted programs, and sample mission statements and organization charts. (Contains 35 references.) (JB)

Part of a four-volume set in which community college educators discuss their efforts to internationalize the educational experience of the students and communities they serve, volume II in this series considers the challenges, pitfalls, and rewards of creating campus environments with rich international and intercultural programs and activities. Volume II contains the following articles: (1) "Developing an Intercultural Center," by Donna E. Willoughby; (2) "Developing a Foreign Student and Immigrant Program," by David Wong; (3) "Internationalizing KCC's (Kapiolani Community College's) Campus," by Loretta Pang; (4) "Creating an International Campus through Student Advising," by Robin Fujikawa; (5) "Celebrating Our Multicultural Origins," by Jane Fukunaga and others; (6) "A Supportive Environment for International Students," by Regina V. Ewing; (7) "The New American," by Frank Noji; (8) "Developing Library Support for Kapi'olani's Asian-Pacific Emphasis," by T. D. Webb; (9) "The Maile Aloha Singers," by Robert Engle; (10) "Filipino Student Transfer Programs," by Ernest Libarios and Danilo Campos; (11) "Internationalizing the Technical College Campus," by Carolyn Mewhorter, and others; and (12) "A Tapestry of Possibilities: Internationalizing the Campus Environment," by Su Cutler. Concluding comments discuss similarities and differences in the approaches of the colleges, successful implementation strategies, and future issues. (KP)

Contending that the relationship between leadership and the creation and management of institutional culture is critical to the future success of community colleges, this book explores theory, research, and practice associated with this perspective. The following chapters are provided: (1) "Creative Cultures: Toward a New Paradigm," by George A. Baker, III; (2) "Community College Climate: The Signature of a Movement," by Baker; (3) "Creating, Managing, and Transforming Community College Culture: Presidential Perspectives," by Charlotte Biggerstaff; (4) "Culture and Communication," by Tessa Martinez Tagle; (5) "Empowering the Leadership Team," by Mary Ann Roe; (6) "Instructional Leadership: Building a Culture of Excellence in the Teaching-Learning Community," by Rosemary Gillett-Karam and Eli Pena; (7) "An Organizational Culture Consciously Shaped To Foster Creativity and Innovation," by Michele Nelson; (8) "Cultural Leadership: The Founder," by Phyllis Barber; (9) "Cultural Leadership: The Successor," by Barber; (10) "Culture, Leadership, and Organizational Systems," by G. Allan Clark; and (11) "The Future of the Community College in Evolution: Approaches to Analysis of Organizational Culture and Functioning," by Baker. A 286-item bibliography is included. (MPH)

Endorsing a broader definition of scholarship and increased recognition of faculty and administrator scholarship in two-year colleges, this collection of seven articles examines the role of leadership in changing institutional attitudes and values; the connection between scholarship and teaching; and the professional obligations of community college educators. The articles include: (1) "Scholarship and the Culture of the Community College," by George B. Vaughan, which reviews aspects of community college culture that inhibit scholarship, and discusses ways to encourage cultural changes that support it; (2) "The Role of the Community College President in Promoting and Rewarding Faculty Scholarship," by Karen A. Bowyer, which presents the results of a nationwide survey of 117 community college presidents; (3) "Scholarship and the Academic Dean," by Betty Duvall, which offers recommendations to deans seeking to encourage faculty scholarship; (4) "Empowering Faculty as Teacher-Researchers," by Keith Kroll, which reviews a number of classroom research models and their implications; (5) "Scholarship, the Transformation of Knowledge, and Community College Teaching," by James L. Ratcliff, which argues for engagement with the literature of the disciplines to enrich teaching and stimulate a culture of inquiry; (6) "The Scholarly Activities of Community College Faculty: Findings of a National Survey," by James C. Palmer; and (7) "Additional Resources on Faculty Scholarship at Community Colleges," by Diane Hirshberg. An appendix reviews the sampling methodology used for the study described by Palmer. (PAA)

An overview is provided of the 40-year history of Diablo Valley College (DVC), examining the educational ideals of the founders of the college and the changes in the goals of community college education in Central Contra Costa County, California. Part 1 sets the historical scene for the establishment of public two-year colleges nationally, in California, and in Contra Costa County. The early years of development of DVC are described with reference to the roles and contributions of students, classified staff members, faculty, and the first administrators. Part 2 focuses on particular changes and issues in the early 1960's and 1970's, such as the college's efforts to govern fairly and effectively, philosophical concerns such as student retention and open door policies, outreach programs, student and faculty action on social and political issues, and maintaining a campus culture. In part 3, some recent changes and issues are described including the effects of growing financial constraints, new student populations, responses to California state legislation with regard to community colleges such as Proposition 13, and changes in organization and leadership at the college. This final section also reviews new programs such as those for women and older students, closing with a discussion of professional renewal efforts. Included are photographs showing changes in the physical environment of the college and some of the notable college events, as well as appended tables of longitudinal data on total enrollments and enrollments by gender, student age, and course loads. Notes are provided at the close of chapters. (JMC)

As the educational landscape of America continues to evolve and diversify, college faculty and administrators must be cutting edge in their approaches to create a variety of educational experiences with a greater level of multicultural cognizance. Unlike in previous generations, higher education in the 21st Century is no longer a luxury reserved for the elite and wealthy, but is an increasing necessity for access to labor markets. Community colleges and universities are working hard to respond to the demands of the labor market, by attempting to provide skills for jobs that may not yet exist. Colleges and universities should aim to make all of their students feel welcome and a part of the campus being committed to celebrating differences. Additionally, filling faculty seats with varied races, cultures, perspectives and identities will aid in providing mentors and role models everyone can relate to. These are some of the vital steps toward building a campus community that helps students develop a sense of belonging that allows them to persist and thrive in college. The scholarship in this volume illustrates the state of multicultural education on college and university campuses. The authors bridge foundational knowledge with contemporary understandings; making the work both accessible for novices and beneficial for the authorities on multicultural education. This volume provides thoughtful discourse on issues ranging from the racial and ethnic diversity of the student and faculty bodies, and important topics like disability issues, to different educational contexts such as community colleges, HBCUs and HSI institutions.

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world. This book contains the following chapters: (1) The Complexity of Higher Education: A Career in Academics and Activism (Philip G. Altbach); (2) Advancing an Intersectionality Framework in Higher Education: Power and Latino Postsecondary Opportunity (Anne-Marie Núñez); (3) Student Veterans in Higher Education (David T. Vacchi and Joseph B. Berger); (4) The Changing Nature of Cultural Capital (Jenna R. Sablan and William G. Tierney); (5) The Culturally Engaging Campus Environments (CECE) Model: A New Theory of Success Among Racially Diverse College Student Populations (Samuel D. Museus); (6) Organizational Identity in Higher Education: Conceptual and Empirical Perspectives (David J. Weerts, Gwendolyn H. Freed, and Christopher C. Morphew); (7) Student Ratings of Instruction in College and University Courses (Stephen L. Benton and William E. Cashin); (8) College Enrollment: An Economic Analysis (Leslie S. Stratton); (9) The Welding of Opposite Views: Land-Grant Historiography at 150 Years (Nathan M. Sorber and Roger L. Geiger); (10) The Completion Agenda: The Unintended Consequences for Equity in Community Colleges (Jaime Lester); (11) Using IPEDS for Panel Analyses: Core Concepts, Data Challenges, and Empirical Applications (Ozan Jaquette and Edna E. Parra); and (12) Toward a Better Understanding of Equity in Higher Education Finance and Policy (Luciana Dar). [For the previous volume "Higher Education: Handbook of Theory and Research. Volume 28," see ED579177.]

In this important resource, Dr. Fleming (a noted expert in the field of minority retention) draws on educational evaluations she has developed in the course of her distinguished career. This book analyzes the common factors and the role institutional characteristics play in minority student retention to show what really works in increasing academic performance among minority students and includes models of evaluations that describe successful programs that use statistical methods to verify outcomes.

Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto's pathbreaking book "Leaving College" has been recognized as the definitive resource on student retention in higher education. Now, with "Completing College", Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and "Completing College" carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success. (Contains 11 tables.)

Despite seeming endless debate and public attention given to the issue for several decades, those committed to creating welcoming and engaging campus environments for all students recognize that there is considerably more work to be done, and ask "Why aren't we there yet, and when will we be done?" While our campuses have evolved from being exclusionary and intolerant, and publicly espouse the objectives of being welcoming, accepting, affirming, and engaging, the data on admissions, retention, and graduation clearly indicate that these goals have not been achieved. The contributors to this book seek to offer new insights to improve student affairs, emphasizing action that recognizes this is a complex and multi-faceted process, and beginning with the assertion that, without recognizing the influences of privilege and inequality, we educators cannot promote truly welcoming environments. This book focuses on guiding individuals and groups through learning how to have difficult conversations that lead us to act to create more just campuses, and provides illustrations of multiple ways to respond to difficult situations. It advocates for engaging in fruitful dialogues regarding differing social identities including race, ethnicity, religion, gender, and sexual orientation, to lead readers through a process that advocates for justice, and for taking personal responsibility for contributing to the solution. The book is framed around the five elements of the process of engaging in difficult conversations that not only advocate for change but also create change: self knowledge, knowledge of and experiences with others, understanding historical and institutional contexts, understanding how to change the status quo, and transformative action. This book contains the following: (I) Awareness of Self (Anna Ortiz and Lori Patton); (II) Learning through Relationships with Others (Jan Arminio and Vasti Torres); (III) Historical Context: Who We Were is Part of Who We Are (John A. Mueller and Ellen M. Broido); (IV) The Influence of Institutional Context and Culture (Raechele L. Pope and Lucy A. LePeau); (V) Moving Beyond the Talk: From Difficult Dialogue to Action (Sherry K. Watt); (VI) Different Approaches to Real Issues (Matthew J. Weigand and Lucy A. Lepeau); and (VII) CONCLUSION (Jan Arminio, Vasti Torres, and Raechele L. Pope). Two appendices are also included.

In 1981, Frederick Houk Borsch returned to Princeton University, his alma mater, to serve as dean of the chapel at the Ivy League school. In "Keeping Faith at Princeton," Borsch tells the story of Princeton's journey from its founding in 1746 as a college for Presbyterian ministers to the religiously diverse institution it is today. He sets this landmark narrative history against the backdrop of his own quest for spiritual illumination, first as a student at Princeton in the 1950s and later as campus minister amid the turmoil and uncertainty of 1980s America. Borsch traces how the trauma of the Depression and two world wars challenged the idea of progress through education and religion--the very idea on which Princeton was founded. Even as the numbers of students gaining access to higher education grew exponentially after World War II, student demographics at Princeton and other elite schools remained all male, predominantly white, and Protestant. Then came the 1960s. Campuses across America became battlegrounds for the antiwar movement, civil rights, and gender equality. By the dawn of the Reagan era, women and blacks were being admitted to Princeton. So were greater numbers of Jews, Catholics, and others. Borsch gives an electrifying insider's account of this era of upheaval and great promise. With warmth, clarity, and penetrating firsthand insights, "Keeping Faith at Princeton" demonstrates how Princeton and other major American universities learned to promote religious diversity among their students, teachers, and administrators.

The nature of higher education is by no means fixed: it has evolved over time; different models of higher education co-exist alongside each other at present; and, worldwide, there are demands for higher education to change to better help support economic growth and to better fit changing social and economic circumstances. This book examines, from an Asian perspective, the debates about how higher education should change. It considers questions of funding, and of who will attend universities, and the fundamental question of what universities are for, especially as the three key functions of universities--knowledge creation through research, knowledge dissemination through teaching and service, and knowledge conservation through libraries, the disciplinary structuring of knowledge and in other ways--are increasingly being carried out much more widely outside universities in the new "knowledge society". Throughout, the book discusses the extent to which the countries of East Asia are developing new models of higher education, thereby better preparing themselves for the "new "knowledge society", rather than simply following old Western models. Contents include: (1) Introduction (Deane Neubauer); (2) Information and innovation in a global knowledge society: Implications for higher education (Peter Hershock); (3) The transformation of research in the knowledge society: the U.S. experience (John Hawkins); (4) Aligning universities and higher education systems with the challenges of emergent knowledge economies (Richard James); (5) What should we teach? Making higher education curricular choices in an era of rapidly expanding knowledge (Hazman Shah and Viyayan Abdullah); (6) Higher education knowledge economy: Challenges for Taiwan (Hsiou-Hsia Tai); (7) The role of universities amidst the challenges of the knowledge society (Charas Suwanwela); (8) Linking graduate and undergraduate education in the knowledge society: exploring key quality issues from a Japanese perspective (Akira Akimoto); (9) Quality, structure and change: the response of the Malaysian higher education system to challenges of the knowledge society (Dato Syed Hussein, Balakrishna Vassu and Zita Mohd Fahmi); (10) Quality assurance issues in Korean higher education: The challenges of an emergent knowledge society (Hyun-Chong Lee); (11) Asserting brain power and expanding educational services: Searching for new governance and regulatory regimes in Singapore and Hong Kong (Ka Ho Mok and Kok Chung Ong); (12) Higher education counseling: Keeping pace with rapidly changing learning environments (Rose Marie Salazar-Clemena); (13) Higher education and gender issues in the knowledge economy: Who studies what, why and where? (Karuna Chanana); (14) The end of the university as we know it? (Deane Neubauer); and (15) The changing social ecology of higher education (Deane Neubauer).

"A Guide to Fundraising at Historically Black Colleges and Universities" is a comprehensive, research-based work that brings the best practices and expertise of seminal professionals to the larger Black college environment and beyond. Drawing on data-driven advice from interviews with successful Black college fundraisers and private sector leaders, this book gives practitioners a comprehensive approach for moving away from out-of-date approaches to improve their institutions. This practical guide includes: (1) An All Campus Approach--Discussion goes beyond alumni fundraising strategies to address the blended role that faculty, administrators, and advancement professionals can play to achieve fundraising success; (2) Practical Recommendations--End-of-chapter suggestions for quick reference, as well as recommendations integrated throughout; (3) Best Practices and Examples--Data-based content to strengthen fundraisers' understanding of institutional advancement and alleviate uncertainties; (4) Examples of Innovative Approaches--An entire chapter outlining successful innovative fundraising and engagement programs at various institutions; and (5) Extensive Appendices--Useful resources related to grant procurement, endowments, alumni giving, enrollment and retention, financial aid, and other helpful HBCU information. Both newcomers and seasoned professionals in the HBCU fundraising arena will benefit from the compelling recommendations offered in "A Guide to Fundraising at Historically Black Colleges and Universities." The following chapters are contained in this book: (1) Taking Inventory; (2) The Role of the President; (3) Academic Deans, Faculty, and Student Services Involvement; (4) Alumni Giving and Engagement; (5) Engaging Affinity Groups; (6) Corporate and Foundation Giving; (7) Endowment Building; (8) Telling a Better Story; (9) Innovative Fundraising and Engagement Programs; and (10) Background on Historically Black Colleges and Universities.