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Increasingly, faculty with intersectional perspectives are challenging many aspects of higher education and urging a radical reimagination of the institution itself. This volume explores the successful strategies and contradictions of working within, against, and beyond a university with the goal of creating a humanizing educational experience for students and faculty alike. Providing a glimpse of what is possible, chapter authors describe their efforts to build alternative core curricula, research apprenticeships, community partnerships, ways of interacting with one another, and models of leadership. They reimagine academic milestones and processes like hiring, tenure and promotion, faculty support, research, funding, publishing, collaboration, and more. Each essay details the institutional structures and supports that were effective at improving academic work in teaching and research contexts. "Crafting Homeplace in the Academic Borderlands" is a much-needed examination of what it means to create a homeplace in academia where humanization is practiced as the foundation for a new way to teach, learn, know, and be in relationships. Book Features: (1) Demonstrates what scholar practitioners can accomplish when working together to collectivize their practice in the academy; (2) Shares stories of scholar practitioners working across P-20 formal and informal educational and youth development spaces to humanize praxis in community work, research, teaching, activism, and leadership; (3) Unearths contradictions and tensions that manifest among institutional demands, community needs, and the crisis around us; and (4) Provides a case study of transforming one institution of higher education to support faculty with diverse cultures and identities.

Whiteness is the foundation of racism and racial violence within higher education institutions. It is deeply embedded in the ideologies and organizational structures of colleges and universities that guide practices, policies, and research. The purpose of this book is not to simply uncover these practices but, rather, to intentionally center the harm that Whiteness causes to communities of Color broadly in order to transform these practices. For example, Cabrera explores what academic freedom and tenure could look like if they actually divorced themselves from Whiteness. Cabrera also demonstrates how campus-based segregation is largely a problem created and maintained by White students, contrary to popular belief. Readers will dive into these and other pressing issues guided by both critical social analysis as well as hope for the possibilities of human liberation from oppression. This is important reading for university and college professors, scholars, diversity officers, student affairs professionals, and everyone looking for ways to center the needs of historically marginalized students. This book: (1) extends the work of Beverly Daniel Tatum classic text, Why Are All the Black Kids Sitting Together in the Cafeteria? (2) explores what truly embedding antiracism and decolonial praxis into higher education institutions could look like; (3) uses Critical Race Theory to analyze the cause of racism and the effect Whiteness has on people of Color; and (4) offers a critical but concurrently hopeful view that anti-racist futures are both possible and necessary.

While research has emphasized the importance of a diverse faculty, higher education has done little to bring this goal to fruition. The hidden politics at play during the traditional tenure and promotion process represent a significant obstacle to the advancement of Black faculty. While research productivity is the cornerstone of a successful tenure and promotion case at most universities and colleges, Black faculty are more likely to be tasked with extra service activities, which constrains time for research. Many Black faculty are also community-conscious scholars dedicated to conducting research to help uplift their communities, which may not be seen as credible or as valuable in the tenure and promotion process. Edited by Robert T. Palmer, Alonzo M. Flowers III, and Sosanya Jones, "Black Scholarship in a White Academy" offers important perspectives on how Black faculty and their scholarship have been historically devalued within the academy, particularly in predominantly White academic spaces. Using anti-Blackness theory as a framework, contributors discuss how White hegemony operates to undervalue and obstruct Black scholarship and faculty. Covering such diverse topics as navigating the tenure process, building Black spaces for inclusion, and exploring the intersection of Blackness and disability in higher education, this book presents ways Black faculty can navigate and challenge systemic racism and racist toxicity within their institutions.

"Teaching, Tenure, and Collegiality" espouses the concept of relationality--the idea that people's activities necessarily emerge through contextual engagement with others--as an alternative to the "publish or perish" ethos in higher education. Building on research by comparative philosophers, Mary K. Chang constructs a concept of Confucian relationality and engages it to question universities' increasing reliance on market-oriented metrics to determine their strategic directions and gauge faculty productivity. Using a process-oriented approach that features change, the embodied connectedness of people, and the extensive impact of personal cultivation, Chang situates higher educational institutions as continually constructed by people's actions in ways that cannot be wholly described or quantified--and need not be. Values are powerful in educational contexts because they direct how administrators, faculty, and students focus limited energy. "Teaching, Tenure, and Collegiality" reevaluates what universities normatively value and offers a holistically expansive view that positions faculty as experts and learners whose activity is inseparable from the contexts constructed by the relationships from which they emerge.

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.

Veteran professors synthesize their combined 60+ years of expertise at primarily undergraduate, teaching-focused universities into easy-to-follow advice for graduate students and current faculty seeking to build thriving careers at similar institutions. Writing in a friendly tone that includes their personal reflections, the authors guide readers through the entire career trajectory: finding and applying for positions, developing essential knowledge and skills over the course of one's career, seeking tenure and promotions, and continuing to thrive in the mid- to late-career stages while preparing for retirement. The authors offer detailed insights for becoming a successful academic who can meet all the expectations of a teaching-focused institution. They explain how to develop core teaching competencies; choose advising philosophies for mentoring individual students, groups, and clubs; perform high-quality faculty service; and achieve scholarly, creative, and research goals--all while managing a high teaching load. Strategies for obtaining scarce yet crucial resources--time, money, and mentors--are also provided.

The Teaching and Learning Committee of the National Collegiate Honors Council has long recognized that the fundamental mission of honors education centers on the power of excellence in teaching and learning in all endeavors inside and outside the classroom. What they deem as vital dimensions of the honors enterprise--both philosophical and practical--should be the imperatives that drive all teaching, all courses and programs, and all students' learning experiences. The essays in this volume have wider application beyond the honors classroom or program, and the Council hopes that readers--within and outside of honors--will adapt and use the various ideas, practical approaches, experiences, and models shared in the various chapters

This volume contains selected papers submitted to the 15th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in June 2017 in Borovets, Bulgaria, and papers submitted to the 5th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia, organized as part of the BCES Conference. The 15th BCES conference theme is "Current Business and Economics Driven Discourse and Education: Perspectives from Around the World." The 5th International Partner Conference theme is "Science and Education in Modern Social, Economic and Humanitarian Discourse." This volume consists of 38 papers written by 69 authors. Following a Preface entitled BCES: A Fifteen-Year Conference Tradition, the following papers are included in this volume: (1) Introduction: The Current Business and Economics Driven Discourse and Education--Perspectives from Around the World (Johannes L. van der Walt). Part 1: Comparative Education & History of Education: (2) Economics and Comparative and International Education: Past, Present, Future (Charl Wolhuter); (3) Spontaneous Responses to Neoliberalism, and Their Significance for Education (Johannes L. van der Walt); (4) Affirmative Action in Education and Black Economic Empowerment in the Workplace in South Africa since 1994: Policies, Strengths and Limitations (Harold D. Herman); (5) Commodity versus Common Good: Internationalization in Latin-American Higher Education (Marco Aurelio Navarro Leal); (6) Education and Communities at the "Margins": The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa (Obed Mfum-Mensah); and (7) Resilience and Intercultural Education on Secondary School: A Comparative Study in Mexico and Germany (Octaviano García Robelo and Ileana Casasola Pérez). Part 2: Teacher Education: (8) Status of Teachers and the Teaching Profession: A Study of Elementary School Teachers' Perspectives (Jana Kalin, Renata Cepic, and Barbara Šteh); and (9) The Internationalization of Teacher Education: Different Contexts, Similar Challenges (Bruno Leutwyler, Nikolay Popov, and Charl Wolhuter). Part 3: Education Policy, Reforms & School Leadership: (10) Disappearing Teachers: An Exploration of a Variety of Views as to the Causes of the Problems Affecting Teacher Recruitment and Retention in England (Gillian L. S. Hilton); (11) Government Policy in England on the Financing of ITT: Value for Money or a Waste of Resources? (Gillian L. S. Hilton); (12) The Roles of Teacher Leadership in Shanghai Education Success (Nicholas Sun-keung Pang and Zhuang Miao); (13) Capitalism and Public Education in the United States (Peter L. Schneller); (14) STEM Education Policies and their Impact on the Labour Market in Latvia (Rita Kiselova and Aija Gravite); (15) Reading Partridge's "The Goblet Club" as an Integral Part of a Secondary School's Anti-Bullying Programme (Corene De Wet); (16) Implementation of School Uniform Policy and the Violation of Students' Human Rights in Schools (Vimbi Petrus Mahlangu); (17) Influence of International Organisms in the School Management Autonomy as an Education Policy (Amelia Molina García, José Antonio Sáenz Melo, and José Luis H. Andrade Lara); and (18) The Reorganisation of the Curriculum in Educational Cycles in Codema College: A Positive Step (Claudio-Rafael Vasquez-Martinez, Felipe González-Gonzalez, Francisco Flores, Josefina Díaz, Jose-Gerardo Cardona-T., Hector Rendon, Jorge Chavoya, Sandra-Milena Gutiérrez-Cardenas, María-Ines Álvarez, Joaquín Torres-Mata, Erik-Moises Betancourt-Nuñez, María Morfín, Miguel Álvarez, and Carlos Anguiano). Part 4: Higher Education, Lifelong Learning & Social Inclusion: (19) Training Middle Managers of South African Public Schools in Leadership and Management Skills (Sharon Thabo Mampane); (20) The Higher Education Policy of Global Experts Recruitment Program: Focused on China (Hanna Kim); (21) Job Motivation and Job Satisfaction among Academic Staff in Higher Education (Gordana Stankovska, Slagana Angelkoska, Fadbi Osmani, and Svetlana Pandiloska Grncarovska); and (22) Comparative Analysis of English Language Student's School Paths at a Mexico University (Octaviano García Robelo, Jorge Hernández Márquez, and Ileana Casasola Pérez). Part 5: Law and Education: (23) Integrating Art and Creative Practices into a Programme of Support for Nigerian Students Studying in UK Higher Education Institutions (Elizabeth Achinewhu-Nworgu); (24) Comparing Student Retention in a Public and a Private College: Implications for Tackling Inequality in Education (Elizabeth Achinewhu-Nworgu); and (25) Legal Understanding of "Quid Pro Quo" Sexual Harassment in Schools (Vimbi Petrus Mahlangu). Part 6: Research Education: (26) Burke's Dramatism Framework: A Lens to Analyse Bullying (Lynette Jacobs); (27) Is It Necessary to Articulate a Research Methodology When Reporting on Theoretical Research? (Juliana Smith and Rosalie Small); and (28) Early Support Development of Children with Disorders of the Biopsychosocial Functioning in Poland (Anna Czyz). Part 7: Educational Development Strategies in Different Countries and Regions of the World--National, Regional and Global Levels: (29) Analytical Overview of the European and Russian Qualifications Frameworks with a Focus on Doctoral Degree Level (Oksana Chigisheva, Anna Bondarenko, and Elena Soltovets); (30) Tutor System as a Source of Harmonizing the Educational System with the Needs of Economics (Tatiana Korsakova and Mikhail Korsakov); (31) Psychological Counseling Services in the Universities of Russia and the West (Elena Kirillova, Boris Kuznetsov, Vasiliy Aleshin, and Evgeniy Vodolazhskiy); (32) Experience of Teaching Drawing in German Schools by A. Ažbe and S. Hollósy (on the Example of the Image of Human Head) (Svetlana Melnikova and Ludmila Petrenko); (33) Short Cycle Higher Education Development in Latvia (Intra Luce); (34) Peculiarities of Teaching Medical Informatics and Statistics (Sergey Glushkov); and (35) The Role of Social Practice for the Development of Educational and Professional Standards (Irina Bobyleva and Olga Zavodilkina). Part 8: Key Directions and Characteristics of Research Organization in the Contemporary World: (36) Some Aspects of Developing Background Knowledge in Second Language Acquisition Revisited (Galina Zashchitina and Natalia Moysyak); (37) On the Theoretical and Practical Consistency of Neoclassicism as a Theoretical Platform of Economic Disciplines (Lyudmila Dyshaeva); and (38) Terrorism as a Social and Legal Phenomenon (Anna Serebrennikova and Yekaterina Mashkova). Individual papers contain references. [For Volume 14, Number 1, see ED568088. For Volume 14, Number 2, see ED568089.]

It has been well chronicled that Black professors have experienced a long history of inequities and inequalities within the academic space. This volume explores the experiences, challenges and triumphs experienced by Black professors. Including personal essays written by Black professors, this volume showcases personal insights and inspirational stories from leading Black scholars across the US. It highlights and problematizes the uncomfortable truth of the lack of diversity in many higher education institutions in order to further discussions on the topic of race in academia, and to assist academics of color in preparing for their careers. Future academics will gain a sense of how to launch their careers, stay productive in research, teaching and service, and avoid the racial-related malaise that can hinder new academics of color. By presenting discussions on professional development, and emphasizing the challenges and triumphs experienced by Black professors across disciplines, this book provides advice for junior Black scholars on how to navigate academe and tackle the challenges that Black scholars often face. [Individual chapters are indexed in ERIC.]

Higher education always seems to be in crisis. Governments, foundations, professional associations, and the occasional scornful professor all tend to lament one or another problem plaguing America's colleges and universities. The more apocalyptic claims state that the United States is a "nation at risk," that our students' minds have been closed, or that radical faculty have run amok and are brainwashing our youth. In "Get Real," William G. Tierney, a leading scholar of higher education, cuts through this noise, drawing on his experience and expertise to provide a thought-provoking overview of the many challenges confronting higher education and how to deal with them. In forty-nine short, engaging essays, he aims not to stoke the flames of controversy or promote a particular stance but to provoke creative, forward-looking public discussion about what higher education could and should look like in the twenty-first century. Tierney clearly distills and offers his take on critical issues--from diversity and free speech to the rise of for-profit colleges and student debt--but the goal is always to give readers the background and tools to form their own opinions. Written in a conversational tone and laced with personal anecdotes, "Get Real" is informed by scholarly literature without being weighed down by it and includes suggestions for further reading.

Despite decades of effort by federal science funders to increase the numbers of women holding advanced degrees and faculty jobs in science and engineering, they are persistently underrepresented in academic STEM disciplines, especially in positions of seniority, leadership, and prestige. Women filled 47% of all US jobs in 2015, but held only 24% of STEM jobs. Barriers to women are built into academic workplaces: biased selection and promotion systems, inadequate structures to support those with family and personal responsibilities, and old-boy networks that can exclude even very successful women from advancing into top leadership roles. But this situation can--and must--change. In "Building Gender Equity in the Academy," Sandra Laursen and Ann E. Austin offer a concrete, data-driven approach to creating institutions that foster gender equity. Focusing on STEM fields, where gender equity is most lacking, Laursen and Austin begin by outlining the need for a systemic approach to gender equity. Looking at the successful work being done by specific colleges and universities around the country, they analyze twelve strategies these institutions have used to create more inclusive working environments, including: (1) implementing inclusive recruitment and hiring practices; (2) addressing biased evaluation methods; (3) establishing equitable tenure and promotion processes; (4) strengthening accountability structures, particularly among senior leadership; (5) improving unwelcoming department climates and cultures; (6) supporting dual-career couples; (7) offering flexible work arrangements that accommodate personal lives; and (8) promoting faculty professional development and advancement. Laursen and Austin also discuss how to bring these strategies together to create systemic change initiatives appropriate for specific institutional contexts. Drawing on three illustrative case studies--at Case Western Reserve University, the University of Texas at El Paso, and the University of Wisconsin-Madison--they explain how real institutions can strategically combine several equity-driven approaches, thereby leveraging their individual strengths to make change efforts comprehensive. Grounded in scholarship but written for busy institutional leaders, Building Gender Equity in the Academy is a handbook of actionable strategies for faculty and administrators working to improve the inclusion and visibility of women and others who are marginalized in the sciences and in academe more broadly.

Open inquiry and engagement with a diverse range of views are long-cherished and central tenets of higher education and are pivotal to innovation and knowledge creation. Yet, free inquiry on American campuses is hampered by a climate that constrains teaching, research, and overall discourse. In "Unassailable Ideas," Ilana Redstone and John Villasenor examine the dominant belief system on American campuses, its uncompromising enforcement through social media, and the consequences for higher education. They argue that two trends in particular--the emergent role of social media in limiting academic research and knowledge discovery and a campus culture increasingly intolerant to diverse views and open inquiry--are fundamentally reshaping higher education. Redstone and Villasenor further identify and explain how three well-intentioned unwritten rules regarding identity define the current campus climate. They present myriad case studies illustrating the resulting impact on education, knowledge creation-and, increasingly the world beyond campus. They also provide a set of recommendations to build a new campus climate that would be more tolerant toward diverse perspectives and open inquiry. An insightful analysis of the current state of academia, "Unassailable Ideas" highlights an environment in higher education that forecloses entire lines of research, entire discussions, and entire ways of conducting classroom teaching.

Originally published as a special issue of "Research in Dance Education," now with an added chapter, this text acknowledges and celebrates the increasingly diverse careers and employment networks in which dance professionals and dance educators are engaged. Addressing issues and developments relating to the workplace of dance, the text explores what it means to transcend the boundary between dance as passion, and dance as employment. Chapters explore challenges of professional practice including limitations on access, precarity, bodily risk, gender inequality, and sexual harassment, and challenge the status quo to offer readers new ways of thinking about dance, and how this might translate into professional practice and work. Ultimately celebrating the passion which motivates dancers to embark on a professional career, and highlighting the elation and joy which such employment can bring, this volume encourages dance professionals, students, and educators to imagine things differently and develop teaching approaches, curricula, work places, and communities which capitalise on the diversity and dedication of individuals in the field. This text will be of great interest to graduate and postgraduate students, researchers, academics, professionals in the field of Dance, Dance Education, Choreography and related art forms, Curriculum studies and Sociology of Education.

Faculty in science, technology, engineering, and medicine (STEM) are expected to excel in their technical work, teaching, and professional service. Their career advancement is often determined by academic peers evaluating accomplishments in these three areas. Recently, however, there is a growing concern that the evaluation of those accomplishments and traditional incentive systems are misaligned with some of the values and missions of higher education institutions, such as student learning, public engagement, and innovative research. Debates about current advancement systems also point to a body of research on the negative effects of traditional advancement criteria on the academic environment and workforce, including the influence of systemic and individual biases on the promotion and advancement of women and individuals from underrepresented populations. To examine and potentially re-envision advancement pathways for all STEM faculty, the National Academies of Sciences, Engineering, and Medicine convened academic leaders, scientists, engineers, medical professionals, scholars, philanthropists, and representatives from higher education associations and research funding agencies in October 2019. The Convocation on Re-envisioning Promotion and Advancement for STEM Faculty: Aligning Incentives with Values addressed challenges with the current system of faculty advancement and considered changes to promotion practices. Particular emphasis was placed on aligning faculty reward pathways to institutional and departmental missions and values. This publication highlights the presentation and discussion of the convocation. [This workshop was also supported by The Kavli Foundation. Maria Lund Dahlberg and Lida Beninson served as Rapporteurs for this report.]

This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group--consisting of 28 professors from five regional universities--meeting and supporting each other since 2002. Originally an innovation introduced by Cheryl J. Craig and funded by a reform movement, the Faculty Academy continues to flourish in the fourth largest city in America long after the reform initiative abandoned its charge. Contributors to this volume represent all stages of careers, include all races and genders, and write from a multiplicity of disciplinary stances (literacy, mathematics, science, social education, multiculturalism, English as a Second Language, accountability, etc.). In addition to fascinatingly diverse perspectives on teacher education, the authors also investigate issues related to career trajectories--including experiences of vulnerability. The volume illuminates how the Faculty Academy works as a dynamic academic and social bond: not only as a glue that binds members in community, but also in rigorous intellectual commitments that fuel their collective knowing and advance their careers while providing leadership, mentorship, and modelling in up-close and timely ways. [Individual chapters are indexed in ERIC.]

Public education, from pre-K through higher education, and labor unions, particularly those representing public sector workers, are today under attack from those who question the very need to have such basic institutions. "United University Professions" is a history of United University Professions (UUP), which grew from humble beginnings to become the nation's largest higher education union, representing some 35,000 academic and professional staff within the State University of New York (SUNY) system. Nuala McGann Drescher, William E. Scheuerman, and Ivan D. Steen chronicle how UUP built upon its early accomplishments at the bargaining table and in the political arena to become a national leader in the struggle to preserve academic freedom and the institution of tenure, the bedrock of academic freedom. More broadly, they argue, UUP in microcosm confirms the importance of unionization not only for the members it represents, but to core American values and American democracy itself.

Class ends. Students pack up and head back to their dorms. The professor, meanwhile, goes to her car . . . to catch a little sleep, and then eat a cheeseburger in her lap before driving across the city to a different university to teach another, wholly different class. All for a paycheck that, once prep and grading are factored in, barely reaches minimum wage. Welcome to the life of the mind in the gig economy. Over the past few decades, the job of college professor has been utterly transformed--for the worse. America's colleges and universities were designed to serve students and create knowledge through the teaching, research, and stability that come with the longevity of tenured faculty, but higher education today is dominated by adjuncts. In 1975, only thirty percent of faculty held temporary or part-time positions. By 2011, as universities faced both a decrease in public support and ballooning administrative costs, that number topped fifty percent. Now, some surveys suggest that as many as seventy percent of American professors are working course-to-course, with few benefits, little to no security, and extremely low pay. In "The Adjunct Underclass", Herb Childress draws on his own firsthand experience and that of other adjuncts to tell the story of how higher education reached this sorry state. Pinpointing numerous forces within and beyond higher ed that have driven this shift, he shows us the damage wrought by contingency, not only on the adjunct faculty themselves, but also on students, the permanent faculty and administration, and the nation. How can we say that we value higher education when we treat educators like desperate day laborers? Measured but passionate, rooted in facts but sure to shock, "The Adjunct Underclass" reveals the conflicting values, strangled resources, and competing goals that have fundamentally changed our idea of what college should be. This book is a call to arms for anyone who believes that strong colleges are vital to society.

This is the 2011 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This Yearbook contains five parts. Part I, Invited Chapters, includes: (1) NCPEA President's Message, 2011 (Gary W. Kinsey); (2) Shadows and Images II (Lloyd Duvall); and (3) Micropolitics in the School: Teacher Leaders' Use of Political Skill and Influence Tactics (Donald J. Brosky). Part II, Critical Issues in Shared Leadership, includes: (4) Complexities in the Workload of Principals: Implications for Teacher Leadership (Caryn M. Wells, C. Robert Maxfield and Barbara A. Klocko); (5) Professional Learning Communities: A Feasible Reality or a Chimera? (Ronald A. Lindahl); (6) Superintendent Leadership as the Catalyst for Organizational Learning: Implications for Closing the Achievement Gap (Victoria L. Kelly and George J. Petersen); (7) Special Education Director Burnout in Montana (Debra Lynn Ferris and William G. Ruff); (8) Superintendent Decision-making and Problem-solving: Living on the Horns of Dilemmas (Walter S. Polka, Peter R. Litchka, Frank F. Calzi, Stephen J. Denig and Rosina E. Mete); and (9) The Administration of Special Education Programs in Rural Schools: The Roles and Responsibilities of Educational Administrators (Michael K. Redburn and William Ruff). Part III, Critical Issues in Promoting Academic Achievement, includes: (10) The Effective Practices and Beliefs of School Principals in High Achieving Hispanic Majority Mid-Level Schools (Johnny Briseno, Sandra Harris and Jason Mixon); (11) Creating Shared Meaning in High Performing, Low Socioeconomic Urban Elementary Schools: Going Extra, Above, and Beyond (JoAnn Danelo Barbour and Olga Pacot); (12) Increasing Student Success in Rigorous Courses: Promising Practices in Reform Identified by a School-University Partnership (Betty J. Alford); (13) Principals and Teachers Stated Beliefs as Compared with Their Perceptions of Multiage Implementation (Dean Halverson and Ruth Ann Tobey Brown); and (14) Distinguishing Practices for Administrators: A Case Study of a University's Lab Settings' Journey to Academic Excellence (Gloria Gresham). Part IV, Critical Issues in School Improvement, includes: (15) Self-Efficacy and Principal Involvement in Character Education (Robert Tatman, Stacey L. Edmonson and John R. Slate); (16) Navigating the Politics of Change in a Suburban School District: A Phenomenological Study (Emily Reichert and Mike Boone); (17) Redefining Curriculum Leadership for Principals: Perspectives of Texas Administrators (Sandra Stewart and Janet Tareilo); (18) Structured Inequity: The Intersection of Socioeconomic Status and the Standard Error of Measurement of State Mandated High School Test Results (Christopher H. Tienken); (19) The Social Justice Implications of the Deteriorating U.S. Economy on Public Schools in Selected U.S. School Districts in Colorado and Illinois (John W. Hunt and Gregory N. Pierson); and (20) Experiences with PTELL in Six Illinois School Districts: Leadership Perceptions and Student Performance (Keven D. Forney, Neil Sappington and Guy Banicki). Part V, Critical Issues in Educational Leadership Preparation, includes: (21) Preparing Future School Leaders to Foster Site Level Cultural Proficiency: Investigating the Work of Successful Schools First-hand (Kathryn Singh); (22) Shifting From a Face-to-Face to an Online Educational Leadership Program: A Case Study (Ross Sherman, Vance Vaughn, Peggy B. Gill, Wesley Hickey and Genie B. Linn); (23) Service to the Profession: The Forgotten Element of Tenure and the Importance of Faculty Mentoring (Janet Tareilo); (24) Blazing a New Trail for the Educational Turnaround Leader (Rayma L. Harchar, Mitzi P. Trahan and Janet G. Broussard); and (25) Developing and Supporting Early Childhood Teacher Leaders: A Leadership Project Connecting University, Community and Public School Resources (C. Robert Maxfield, Julie Ricks-Doneen, Barbara A. Klocko and Lisa Sturges). An author index is included. Individual papers contain tables, figures, references and appendices.

As part of its Andrew W. Mellon Foundation-funded Future of Scholarly Communication Project, the Center for Studies in Higher Education (CSHE) has hosted two meetings to explore how peer review relates to scholarly communication and academic values. In preparation for an April 2010 workshop, four working papers were developed and circulated. They are presented as drafts here. (The proceedings from the April 2010 meeting will be published at a future date.) The topics covered include assessing the myriad forms peer review takes in the academy, which forms of peer review are used for which specific academic purposes (e.g., tenure and promotion, publishing, extramural funding, national and international stature), the considerable costs to universities in subsidizing the entire peer review process through faculty salaries, and the perception that, although peer review represents the best available system, there are nonetheless a multitude of problems with it, including its inherent conservatism. The topics of the working papers are: (1) Peer Review in Academic Promotion and Publishing: Norms, Complaints, and Costs, (2) New Models of Peer Review: Repositories, Open Peer Review, and Post Publication Metrics, (3) Open Access: Green OA, Gold OA, and University Resolutions, and (4) Creating New Publishing and Peer Review Models: Scholarly Societies, Presses, Libraries, Commercial Publishers, and Other Stakeholders. Mirroring our work published in "Assessing the Future Landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven Disciplines" (Harley et al. 2010), we conclude that there is a need for a more nuanced academic reward system that is less dependent on citation metrics, slavish adherence to marquee journals and university presses, and the growing tendency of institutions to outsource assessment of scholarship to such proxies. Such a need is made more urgent given the challenges to institutional review of assessing interdisciplinary scholarship, new hybrid disciplines, the rise of heavily computational subbranches of disciplines, the development of new online forms of edition-making and collaborative curation for community resource use, large-scale collaborations, and multiple authorship. Compounding the problem further is the insidious and destructive "trickle down" of tenure and promotion requirements from elite research universities to less competitive institutions and the mounting pressure from governments, often unrealistic, on scholars in developed and emerging economies alike to publish their research in the most select outlets. The overall global effect is a growing glut of low-quality publications that strains the efficient and effective practice of peer review, legitimate academic publishing endeavors, and library acquisition budgets. More nuanced and capacious tenure and promotion criteria at research universities might lead to a neutralization of the currently unsustainable publishing "arms race." A bibliography is included. (Contains 110 endnotes.)

There has been a continued interest in the numbers and characteristics of those who make up the vocational education and training (VET) sector's own workforce. To address this, the Department of Education, Employment, and Workplace Relations (DEEWR) commissioned the National Centre for Vocational Education Research (NCVER) to undertake three projects, updating previous work (NCVER 2004). Each project generated a report which is included in this compendium. The first report, "Getting the measure of the VET professional: An update", draws on analyses of Australian Bureau of Statistics (ABS) data from the Survey of Education and Training (SET) and the Census of Population and Housing to provide an updated demographic profile of VET professionals and VET practitioners. The second report, "National TAFE workforce study 2008", provides national data on the TAFE workforce in 2008 and, where possible, compares this with 2002 data. The final report, "VET workforce collection: Feasibility report", considers what needs to be known about the national VET workforce and what options are available for collecting that information. The reports confirm the difficulty of getting accurate information and numbers for the VET workforce at present. We know little about the movement into and out of the sector and the career paths of VET staff. Nor do we understand much about the qualifications--teaching and vocational--VET staff hold. This type of information is important if there is to be a national approach to building a more "professional" VET workforce. Individual studies contain footnotes and references. (Contains 11 figures and 73 tables.)

This distinctive text provides master's- and doctoral-level students, as well as new professionals, with a thorough exploration of the range of responsibilities, working conditions, roles, evaluation criteria, benefits, and challenges experienced by counselor educators. Each chapter focuses on a key aspect of the field, including teaching; supervision; mentoring; gatekeeping; research and grant writing; tenure; adjunct, part-time, and nontenured positions; program administration; leadership; and collegiality and wellness. Case vignettes and personal narratives from counselor educators are engaging and informative, and literature reviews are useful for introducing students to the material covered. Titles included in the book: (1) Introduction to Counselor Education in the 21st Century (Jane E. Atieno Okech and Deborah J. Rubel); (2) Teaching (David M. Kleist); (3) Supervision in the Counselor Education Context (Melissa Luke); (4) Advising and Mentoring in Counselor Education (Kok-Mun Ng, Jared Lau, and Gloria Crisp); (5) Admissions and Gatekeeping Processes (Jolie Ziomek-Daigle); (6) The Practice of Scholarship, Research, and Grant Writing in Counselor Education (Ryan G. Carlson); (7) Faculty Review, Promotion, and Tenure Processes (Susan Furr); (8) Adjunct, Part-Time Faculty, and Nontenured Positions in Counselor Education (Lisa L. Schulz and Leslie D. Jones); (9) Administration (Program Coordinator, Department Chair, Associate Dean, or Dean) in Counselor Education (Danica G. Hays); (10) Professional Leadership at the State, Regional, National, and International Levels (Nicole R. Hill and Erin N. Friedman); (11) Service in the Counselor Education Context (Kristopher M. Goodrich); and (12) Collegiality and Wellness (Heather C. Trepal).

How colleges and universities can live up to their ideals of diversity, and why inclusivity and excellence go hand in hand. Most colleges and universities embrace the ideals of diversity and inclusion, but many fall short, especially in the hiring, retention, and advancement of faculty who would more fully represent our diverse world--in particular women and people of color. In this book, Abigail Stewart and Virginia Valian argue that diversity and excellence go hand in hand and provide guidance for achieving both. Stewart and Valian, themselves senior academics, support their argument with comprehensive data from a range of disciplines. They show why merit is often overlooked; they offer statistics and examples of individual experiences of exclusion, such as being left out of crucial meetings; and they outline institutional practices that keep exclusion invisible, including reliance on proxies for excellence, such as prestige, that disadvantage outstanding candidates who are not members of the white male majority. Perhaps most important, Stewart and Valian provide practical advice for overcoming obstacles to inclusion. This advice is based on their experiences at their own universities, their consultations with faculty and administrators at many other institutions, and data on institutional change. Stewart and Valian offer recommendations for changing structures and practices so that people become successful in ways that benefit everyone. They describe better ways of searching for job candidates; evaluating candidates for hiring, tenure, and promotion; helping faculty succeed; and broadening rewards and recognition.

The dramatic rise in university tuition costs is placing a greater financial burden on millions of college-bound Americans and their families. Yet only a fraction of the additional money colleges are collecting--twenty-one cents on the dollar--goes toward instruction. And, by many measures, colleges are doing a worse job of educating Americans. Why are we spending more--and getting less? In "Going Broke by Degree," economist Richard Vedder examines the causes of the college tuition crisis. He warns that exorbitant tuition hikes are not sustainable, and explores ways to reverse this alarming trend. Vedder's research demonstrates that America's universities have become less productive, less efficient, and more likely to use tuition money and state and federal grants to subsidize noninstructional activities such as athletics. These factors combine to produce dramatic hikes in tuition, making it more difficult for Americans to afford college. Vedder believes that competition from for-profit universities (the fastest growing sector in higher education), computer-based distance learning, and nonuniversity certification of skills can be a powerful force for needed change. He suggests that possible solutions to the tuition crisis include modifying tenure, increasing teaching loads, paring administrative staffs, increasing distance learning, and cutting costly noneducational programs. He also suggests even more dramatic changes, including transforming state grants to universities into student voucher programs, as well as other steps to increase privatization of state universities. The book is divided into three parts and 11 sections. Part I, The Problem, contains: (1) The Cost Explosion; (2) Why Are Universities Inefficient and Costly?; (3) Productivity Decline and Rent-Seeking; and (4) The New Peculiar Institution. Part II, Have Our Universities Lost Their Way?, then presents: (5) American Higher Education: Past and Present; (6) Why Do We Need Universities: First Principles of Higher Education; and (7) Universities and Society. Part III, Solutions: The Future of American Higher Education, contains: (8) New Alternatives to Traditional Higher Education; (9) Evolutionary Change on the Campus: One Scenario; (10) An Alternative Scenario: Systemic Reform; and (11) The Future of the American University. Notes and an index conclude the book.

This collection provides insights into the development, adoption, and implementation of post-tenure review programs at both individual universities and state university systems. In section 1, "System-Level Issues and Lessons," the essays are: (1) "Ahead of Our Time at the End of the Trail? Post-Tenure Review in the Oregon University System" (Shirley M. Clark); (2) "Post-Tenure Review in Kentucky: A Clash of Cultures" (James L. Applegate and Lois M. Nora); (3) "Tracking Evolving Meanings: Five years of Post-Tenure Review in Arizona" (S. Vianne McLean and Thomas Callarman); (4) "The View from the Elephant's Tail: Creation and Implementation of Post-Tenure Review at the University of Massachusetts" (Kate Harrington); and (5) "The Benefits of Pilot Testing: Post-Tenure Review at California State University, Long Beach" (Kelly S. Janousek and Wayne Dick). Section 2, "Lessons Learned for Departments, Chairs, and Faculty," contains: (6) "The Evolution of Post-Tenure Review at Indiana University Purdue University Indianapolis" (N. Douglas Lees); (7) "The Context as Key to Developing and Implementing Post-Tenure Review: The University of Nebraska-Lincoln Experience" (Gail F. Latta and Daniel W. Wheeler); (8) "Balancing Institutional Processes and State-Mandated Post-Tenure Review" (Betsy E. Brown); and (9) "Transforming Post-Tenure Review into Faculty, Department Head, and Departmental Renewal" (Barbara Hornum). Section 3, "Lessons Learned from Data Analysis," contains: (10) "Getting Out in Front: Cumulative Review and Development for Tenured Faculty" (Ronald J. Henry); (11) "Redesigning Post-Tenure Review To Satisfy Accreditation Requirements" (Ann S. Huneter and Jonathan Lawson); (12) "Post-Tenure Review in Texas: An Evolving Response to the Legislature's Challenge" (Debra P. Price, Dennis Longmire, Frank Fair, Laverne Warner, Paul R. Reed, William Fleming, and JoAnn M. Duffy); and (13) "Learning about Post-Tenure Review from Peer Institutions" (Susan H. Barr). In section 4, "Reflections on the Future," the essays are: (14) "Faculty Well-Being Review: An Alternative to Post-Tenure Review?" (Charles J. Walker); and (15) "A Profession at Risk: Using Post-Tenure Review To Create an Intentional Future" (William M. Plater). A conclusion, "Moving the Conversation Forward," by Christine M. Licata and Joseph C. Morreale, highlights major points from the essays. An appendix lists mini-grant projects funded by the American Association for Higher Education. Each chapter contains references. (SLD)

This document contains the following papers on technology diffusion from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "A Response to Technology Integration in Teacher Education for Merit, Tenure, and Promotion" (Cindy L. Anderson and David Starrett); (2) "Online Technical Support Database for Educators" (Cathy Cavanaugh); (3) "The Digital Divide Found in American Education: The Increasing Technological Disparity in America's Schools" (Linlin Irene Chen and Jane Thielemann); (4) "Real-Time Learning in a Virtual World" (Patricia Donohue and Coy Ison); (5) "Operationalizing a Technology Standards with Proficiency Skill Sets" (David Georgi); (6) "Using Intelligent Agent Tutors" (Steve Knode and Jon-David W. Knode); (7) "Integrating Videos into a Business Calculus Class" (Bob Richardson and Brian Felkel); (8) "Use of FrontPage 2000 To Develop and Manage a Teacher's Educational Web Site" (Armand St-Pierre); (9) "Successful Mulidisciplinary, Thematic Curriculum Activities: Development, Implementation, and Impact" (Neal Topp, Cecil Doshier, and Carolyn Schlager); and (10) "ADOPT-A-SCHOOL" (Liezel Wilkinson and Guillaume Nel). Most papers contain references. (AA)

This volume presents policy statements as they have been formulated by standing and special committees of the American Association of University Professors (AAUP) from 1940 to the present. Also included are a number of reports on special topics that have been approved by the AAUP for publication. The AAUP has been engaged in developing standards for sound academic practice and in working for the acceptance of these standards for more than 85 years. The policy documents offer guidance to all components of the academic community for the development of institutional policy or the resolution of concrete issues. Some documents are designed to be adapted as institutional policy. Third parties also use some of these statements to support their own policies. The policy statements and reports are grouped into these categories: (1) "Academic Freedom, Tenure, and Due Process"; (2) "Professional Ethics"; (3) "Research and Teaching"; (4) "Distance Education and Intellectual Property"; (5) "Discrimination"; (6) "College and University Government"; (7) "Collective Bargaining"; (8) "Student Rights and Freedoms"; (9) "College and University Accreditation"; (10) "Collateral Benefits"; and (11) "Constitution." Appendixes contain the AAUP's 1915 "Declaration of Principles" and three other documents related to procedures in academic freedom cases, standards for investigation, and selected judicial decisions and scholarly writings related to AAUP policy. (SLD)

This collection of papers addresses nine key areas of faculty employment: academic freedom; probationary periods; the definition and locus of tenure; faculty ranks and titles; promotion policies; post-tenure review; dismissal for cause and lesser sanctions; financial exigency and program discontinuance; and employment provisions at institutions without tenure. In each area, the book catalogs the range of provisions denoting norms by Carnegie classification and highlighting unusual or unorthodox policies. The nine papers are: (1) "Freedom in the Academy: Academic Freedom Explored" (Cheryl Sternman Rule); (2) "On Probation: The Pre-Tenure Period" (Jared L. Bleak); (3) "The Tie That Binds: Meaning, Purpose, and Locus of Tenure" (Cathy A. Trower); (4) "Academic Ranks and Titles of Full-Time Nontenure-Track Faculty" (Frances L. Shavers); (5) "Climbing the Academic Ladder: Promotion in Rank" (KerryAnn O'Meara); (6) "After the Big Decision: Post-Tenure Review Analyzed" (Cheryl Sternman Rule); (7) "The Consequences of Misbehavior: A Closer Look at Dismissal for Cause and Lesser Sanctions" (Cheryl Sternman Rule); (8) "Dismissal of Tenured Faculty for Financial Exigency and Program Discontinuance" (Larra K. Couturier); and (9) "Standard Deviations: Faculty Appointment Policies at Institutions Without Tenure" (William T. Mallon). (Chapters contain references.) (SM)

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)

U.S. research universities have long endeavored to be cosmopolitan places, yet the disciplines of economics, political science, and sociology have remained stubbornly parochial. Despite decades of government and philanthropic investment in international scholarship, the most prestigious academic departments still favor research and expertise on the United States. Why? "Seeing the World" answers this question by examining university research centers that focus on the Middle East and related regional area studies. Drawing on candid interviews with scores of top scholars and university leaders to understand how international inquiry is perceived and valued inside the academy, "Seeing the World" explains how intense competition for tenure-line appointments encourages faculty to pursue "American" projects that are most likely to garner professional advancement. At the same time, constrained by tight budgets at home, university leaders eagerly court patrons and clients worldwide but have a hard time getting departmental faculty to join the program. Together these dynamics shape how scholarship about the rest of the world evolves. At once a work-and-occupations study of scholarly disciplines, an essay on the formal organization of knowledge, and an inquiry into the fate of area studies, "Seeing the World" is a must-read for anyone who cares about the future of knowledge in a global era.

An important aspect of higher education is the mentorship of junior faculty by senior faculty. Addressing the vital role mentorship plays in an academic institution's survival promotes more opportunities and positive learning experiences. "Faculty Mentorship at Historically Black Colleges and Universities" provides emerging research on the importance of recruiting, retaining, and promoting faculty within Historically Black Colleges and Universities. While highlighting specific issues and aspects of mentorship in college, readers will learn about challenges and benefits of mentorship including professional development, peer mentoring, and psychosocial support. This book is an important resource for academicians, researchers, students, and librarians seeking current research on the growth of mentorship in historically black learning institutions. This book contains the following chapters: (1) Mentoring Faculty: An Essential Element (Cassandra Sligh Conway, Khadidra Washington, Mable Scott, and Bridget Hollis Staten); (2) Quality Mentoring: A Prerequisite for Faculty at HBCUs (Philliph Masila Mutisya and Cassandra Sligh Conway); (3) Mentorship Across Faculty Lines: Implications for Lack of Mentorship at Historically Black Colleges and Universities (Glacia Ethridge, Anthony Andrews, Alayna A. Thomas, and Quintin Boston); (4) Mentoring Faculty Through the Glass Ceiling at HBCUs (Audrey McCrary Quarles); (5) The "Art" in Mentoring Women Faculty at Historically Black Colleges/Universities (Susan Smith and Cassandra Sligh Conway); (6) Mentoring African American Women at Historically Black Colleges/Universities: Beyond the Misconceptions of Our Identity (Tammara Petrill Thomas and Michelle Lee Maultsby); (7) Strategies to Mentor Female Faculty: A Global Issue (Cassandra Sligh Conway, Yvonne Sims, Audrey McCrary-Quarles, Cynthia Salley Nicholson, Glacia Ethridge, Michelle Maultsby, Tammara Petrill Thomas, and Susan Smith); (8) The Double-Edged Sword of "Othermothering" for African American Women Faculty With Families: Essentials for Mentor Programs at HBCUs (Kyla Marie Sawyer-Kurian and Wanda B. Coneal); (9) Building Positive Mentoring Experiences for Black Male Faculty at a Historically Black College and University (James Edward Osler, II); (10) Mentoring the Black Male Faculty Member: Appealling to the Needs Before Academia (Christopher Clomus Mathis, Jr. and Rashad Anderson); (11) Intricacies of Cross-Cultural Mentoring: A Case of International Faculty and Scholars (Jerono P. Rotich, Tiffany Fuller, and Minyong Lee); (12) Organizational Change and Online Education at HBCUs: Mentoring Supportive and Resistant Faculty (Sheila Witherspoon and Leonis S. Wright); and (13) The Future of Faculty Mentorship at Historically Black Colleges/Universities (Cassandra Sligh Conway).

On January 26, 2017, the National Academy of Engineering (NAE), with support from the National Science Foundation (NSF), held a workshop in Washington, DC, on the engagement of engineering societies in undergraduate engineering education. Since then, the NAE has held a series of follow-up regional workshops to investigate specific issues identified in the January 2017 workshop as deserving of further discussion and evaluation. The second in this series of supplemental workshops was held on February 12, 2018. It brought together about 45 representatives of professional societies, academic institutions, and businesses to explore the role of engineering societies in enhancing understanding of faculty impact on the engineering profession as part of the reappointment, promotion, and tenure (RPT) process. This publication summarizes the presentations and discussions from the workshop. [Kenan Patrick Jarboe and Steve Olson served as Rapporteurs.]

This report describes a three-year project designed to: (1) examine the ways in which teacher evaluation portfolios and teaching portfolios overlap, (2) develop an innovative and practical teaching and evaluation portfolio protocol, and (3) disseminate the results to other postsecondary institutions. Ten faculty from Augsburg College (Minnesota) developed two portfolios: (1) a teaching portfolio to be used for faculty growth and development, and (2) an evaluation portfolio to be used for tenure and promotion decisions by the college. The project included collection of baseline data from all faculty regarding their attitudes about the process of "being evaluated," analysis of 10 faculty portfolios, participant involvement in portfolio-developing support groups, formal development of a portfolio preparation guidebook for tenure and promotion candidates, and workshops to evaluate and disseminate results. Evaluation revealed that the project was successful: the use of portfolios was established with little or no confusion and/or antagonism between faculty and administration, and faculty reported a greater sense of empowerment regarding their teaching evaluation. Extensive appendix material includes: introductions to the evaluation portfolio and the teaching portfolio; a final internal evaluation report; a recommended protocol for faculty evaluation; a classroom observation form for peer evaluation; a self-evaluation checklist; and a guide to starting a teaching portfolio. (WD)

This collection of 17 papers addresses current issues related to collective bargaining in higher education and the professions. The papers include: (1) "The American Academic Model Abroad" (Irwin H. Polishook); (2) "The European Perspective" (Gerd Kohler); (3) "Economic Integration in the North American Region: Implications for Higher Education" (Hugo Aboites); (4) "The Revolution Is Being Televised: Distance Education and the University of Maine System" (Samuel J. D'Amico); (5) "Threats to Tenure: Rhetoric and Reality" (Mary Alice Burgan); (6) "Union Activism: The Response to Regression" (Solomon Barkin); (7) "Public Higher Education Funding in the Jaws of Balanced Budget Conservatism" (William E. Scheuerman and Sidney Plotkin); (8) "Funding Higher Education in a Global Economy" (Christine Maitland); (9) "Fiscal Realities in Higher Education" (Gordon K. Davies); (10) "Dealing with Sexual Harassment in the Academic Environment" (Cynthia Adams); (11) "Sexual Harassment and Academic Freedom: A Faculty Union Perspective" (Judith Anderson); (12) "Sexual Harassment and Academic Freedom" (Ralph S. Brown); (13) "Faculty Collective Bargaining at Historically Black Colleges and Universities" (Stephen L. Finner and Marcella A. Copes); (14) "The Changing Nature of Professionalism: The Case of the Police" (Barbara Raffel Price); (15) "Campus Bargaining and the Law: The Management Perspective" (Susan L. Lipsitz); (16) "Campus Bargaining and the Law: The AAUP's Perspective" (Ann H. Franke); and (17) "Employer Militancy in Professional Sports" (Ira Berkow and Eugene Orza). (MDM)

This book focuses on how school administrators deal with the problem of teacher incompetence. Data were derived from three research studies conducted in California: interviews with 30 school administrators; a mailed survey of 141 school district superintendents; and a case study of a school district with a relatively high rate of induced teacher resignations and early retirements. The introductory chapter discusses the nature of teacher incompetence, the ways in which administrators detect it, and the underlying causes of incompetence in the classroom. Chapters 2-4 discuss the three types of administrative responses to the problem of teacher incompetence: tolerance of poor performance; attempts to salvage the teacher; and efforts to induce resignation or premature retirement. The nature of a dismissal proceeding and its aftermath are described in the fifth chapter. Chapter 6 describes how a California school district responded to pressure to prune its staff by implementing a policy that made reductions on the basis of performance rather than seniority. Suggestions for school policies to ensure competent teachers--selection, tenure, and evaluation--are offered in the seventh chapter. The final chapter summarizes the findings on five interrelated policy issues: selection, treatment of beginning teachers, the granting of tenure, the revoking of tenure, and the creation of organizations that encourage ownership of the problem. Three tables, one figure, and an index are included. Appendices contain methodological notes. (Contains 141 references.) (LMI)

The rapid change that higher education is undergoing is impacting all of the core mission elements: teaching and learning, research, service, and engagement with the external world (e.g., community engagement and health care delivery). Navigating this environment requires understanding of the underlying dynamics, with particular attention to how the issues are affecting the directions higher education will take. The main focus of the book is on teaching and learning (Section 3), with Sections 1 and 2 providing important context for understanding dynamics affecting how we can achieve our goals in teaching and learning. The section on "Institutional Culture, Structure, and Public Engagement" addresses issues such as promotion and tenure, interdisciplinary collaboration, dissemination and archiving of research outcomes and data, student engagement with community development, and evaluation of research projects. Section 2 on "Diversity, Equity, and Inclusion" goes far beyond the usual "diversity discussion" to include addressing faculty racial disparities, intersectionality, and "parity in participation." Then, Section 3, "Teaching and Learning" focuses on out-of-the classroom teaching and on technology enhanced learning, all with many connections to Sections 1 and 2. The intended audience includes both academics and professionals (e.g., faculty and students in departments of higher education, anthropology, and education policy). Higher education leaders, administrators, governing board members, and many others will find the book helpful in providing insight into the future of higher education, especially as it concerns instruction and learning. The book will also be of use to professionals outside higher education who work on policy issues, on meeting the needs of employers, and on preparing students for applying knowledge in their personal lives.

Papers on women in linguistics are presented in five groups. An introductory section contains: "Feminist Linguistics: A Whirlwind Tour"; "Women in Linguistics: The Legacy of Institutionalization"; "Reflections on Women in Linguistics"; and "The Structure of the Field and Its Consequences for Women." Papers on trends and data include: "The Status of Women in Linguistics"; "The Representation of Women in Linguistics, 1989"; and "Women in Linguistics: Recent Trends." A section on problems and their sources includes: "How Dick and Jane Got Tenure: Women and University Culture 1989"; "Success and Failure: Expectations and Attributions"; "Personal and Professional Networks"; "Sexual Harassment and the University Community"; and "Two Cultures of Communication." Essays on finding and giving support include: "Gender Values and Success in Academia"; "First Generation Mentors"; and "He Was Her Mentor, She Was His Muse: Women as Mentors, New Pioneers." A section addressing stages in a woman's career contains: "The Dissertation Year"; "A Dean's Perspective on Women in Academe"; "From Graduate School to Tenure"; "Living on the Margin: Pros and Cons of Being Linguists in an English Department"; and "Independent and Isolated Scholars: Report on a Group Discussion." (MSE)

For the past two decades, colleges and universities have focused significant attention on helping female faculty balance work and family by implementing a series of family-friendly policies. Although most policies were targeted at men and women alike, women were intended as the primary targets and recipients. This groundbreaking book makes clear that including faculty fathers in institutional efforts is necessary for campuses to attain gender equity. Based on interviews with seventy faculty fathers at four research universities around the United States, this book explores the challenges faculty fathers--from assistant professors to endowed chairs--face in finding a work/life balance. Margaret W. Sallee shows how universities frequently punish men who want to be involved fathers and suggests that cultural change is necessary--not only to help men who wish to take a greater role with their children, but also to help women and spouses who are expected to do the same. (An Index is included.)

A comprehensive exploration of 21st Century school politics, "Teachers versus the Public" offers the first comparison of the education policy views of both teachers and the public as a whole, and reveals a deep, broad divide between the opinions held by citizens and those who teach in the public schools. Among the findings: (1) Divisions between teachers and the public are wider and deeper than differences between other groups often thought to contest school policy, such as Republicans and Democrats, the young and the old, the rich and the poor, or African Americans and whites; (2) The teacher-public gap is widest on such issues as merit pay, teacher tenure reform, impact of teacher unions, school vouchers, charter schools, and requirements to test students annually; (3) Public support for school vouchers for all students, charter schools, and parent trigger laws increases sharply when people are informed of the national ranking of student performance in their local school district; (4) Public willingness to give local schools high marks, its readiness to support higher spending levels, and its support for teacher unions all decline when the public learns the national ranking of their local schools; and (5) On most issues, teacher opinion does not change in response to new information nearly as much as it does for the public as a whole. In fact, the gap between what teachers and the public think about school reform grows even wider when both teachers and the public are given more information about current school performance, current expenditure levels, and current teacher pay. The book provides the first experimental study of public and teacher opinion. Using a recently developed research strategy, the authors ask differently worded questions about the same topic to randomly chosen segments of representative groups of citizens. This approach allows them to identify the impact on public opinion of new information on issues such as student performance and school expenditures in each respondent's community. The changes in public opinion when citizens receive information about school performance are largest in districts that perform below the national average. Altogether, the results indicate that support for many school reforms would increase if common core state standards were established and implemented in such a way as to inform the public about the quality of their local schools. These and many other findings illuminate the distance between teacher opinions and those of the public at large. In partnership with the Harvard Program on Education Policy and Governance and the journal, "Education Next," the authors surveyed nationally representative samples of teachers and the public as a whole annually between 2007 and 2013.

The nature of the higher education faculty workforce is radically and fundamentally changing from primarily full-time tenured faculty to non-tenure track faculty. This new faculty majority faces common challenges, including short-term contracts, limited support on campus, and lack of a professional career track. "Embracing Non-Tenure Track Faculty" documents real changes occurring on campuses to support this faculty group, unveiling the challenges and opportunities that occur when implementing new policies and practices. Non-tenure faculty contributors across a diverse range of universities and colleges explore the change process on their campuses to improve the work environment and increase the quality of learning. Kezar supplements these case studies by distilling trends and patterns from a national study of campuses that have successfully implemented policies to improve conditions for non-tenure track faculty. This invaluable research-based resource illustrates that there are multiple pathways to successfully implementing policy for non-tenure track faculty. "Embracing Non-Tenure Track Faculty" provides the tools to create a lasting culture change that will shape the work lives of all faculty and ultimately improve student learning. Outlining detailed strategies and approaches for providing equitable policies and practices for non-tenure track faculty on college campuses, this book is essential reading for both contingent faculty and higher education administrators. This book begins with a preface by Adrianna Kezar and is divided into three parts. Part I, Setting the Stage: Background and Context, contains the following: (1) Needed Policies, Practices, and Values: Creating a Culture to Support and Professionalize Non-Tenure Track Faculty (Adrianna Kezar); and (2) Strategies for Implementing and Institutionalizing New Policies and Practices: Understanding Change Process (Adrianna Kezar and Cecile Sam). Part II, Case Studies, contains the following: (3) An Instructive Model of How More Equity and Equality is Possible: The Vancouver Community College Model (Frank Cosco and Jack Longmate); (4) Taking a Multifaceted Approach to Change: Madison Area Technical College (Nancy McMahon); (5) Institutionalization of a Positive Work Environment at a Community College (Cecile Sam); (6) Instructor Career Ladder and Addressing the Needs of Research Faculty Evolving Policies at Virginia Tech (Patricia Hyer); (7) "Lecturers Anonymous:" Moving Contingent Faculty to Visibility at a Masters Institution (Paivi Hoikkala); (8) Lessons from Long-term Activism: The San Francisco State University Experience (Shawn Whalen); (9) Creating Changes for Non-tenure Track Faculty within a Decentralized University Environment (Ginger Clark and Jerry Swerling); and (10) Building a Multi-prong, Context-based Strategy for Change at a Private Catholic College (Adrianna Kezar). Part III, Synthesis of Lessons Learned, contains the following: (11) Taking Heart, Taking Part: New Faculty Majority and the Praxis of Contingent Faculty Activism (Maria Maisto); and (12) We Know the Changes Needed and the Way To Do It, Now We Need the Motivation and Commitment (Adrianna Kezar). Appendices are included.

Landing a tenure-track position is no easy task. Achieving tenure is even more difficult. Under what policies and practices do faculty find greater clarity about tenure and experience higher levels of job satisfaction? And what makes an institution a great place to work? In 2005-2006, the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of Education surveyed more than 15,000 tenure-track faculty at 200 participating institutions to assess their job satisfaction. The survey was designed around five key themes for faculty satisfaction: tenure clarity, work-life balance, support for research, collegiality, and leadership. "Success on the Tenure Track" positions the survey data in the context of actual colleges and universities and real faculty and administrators who talk about what works and why. Best practices at the highest-rated institutions in the survey--Auburn, Ohio State, North Carolina State, Illinois at Urbana-Champaign, Iowa, Kansas, and North Carolina at Pembroke--give administrators practical, proven advice on how to increase their employee satisfaction. Additional chapters discuss faculty demographics, trends in employment practices, what leaders can do to create and sustain a great workplace for faculty, and what the future might hold for tenure. An actively engaged faculty is crucial for American higher education to retain its global competitiveness. Cathy Ann Trower's analysis provides colleges and universities a considerable inside advantage to get on the right track toward a happy, productive workforce.

Landing a job in today's academic job market is no easy feat. Is graduate school the answer? This informed and candid book provides anyone thinking about pursuing an advanced degree--and those who support them--with the inside scoop on what to expect in graduate school. Amanda I. Seligman helps potential students navigate graduate study--not just how to get in but how to succeed once you are there and what to expect when you leave. She weighs the pros and cons of attending graduate school against achieving a sustainable work-life balance and explains the application process, the culture of graduate school, and employment prospects for academics. This book guides readers through the ins and outs of graduate school, and no topic is off limits, including: (1) qualifications and admission guidelines; (2) financial aid and graduate stipends; (3) meeting expectations and residency requirements; (4) coursework, theses, and dissertations; (5) degrees, jobs, and academic careers; (6) tenure, research, and peer review; and (7) social life (will you still have one?). Written in a question-and-answer format, "Is Graduate School Really for You?" eliminates the guesswork. Whether you are considering applying to graduate school, already enrolled, or would simply like to know more about continuing your education, this is the book for you.

"Strategic Management of Human Capital in Education" offers a comprehensive and strategic approach to address what has become labeled as "talent and human capital." Grounded in extensive research and examples of leading edge districts, this book shows how the entire human resource system in schools--from recruitment, to selection/placement, induction, professional development, performance management and evaluation, compensation, and career progression--can be reformed and restructured to boost teacher and principal effectiveness in ways that dramatically improve instructional practice and student learning. "Strategic Management of Human Capital in Education" guides educators towards putting more effective teachers, teacher leaders, and principals in the country's schools--especially in poverty-impacted urban and rural communities--equipping those teacher and principals with instructional and leadership expertise, and rewarding and retaining those who are successful in attaining these objectives. Drawing from cases, experiences, and deliberations from a national task force, this book outlines a comprehensive framework for how to transform current human resource management practices into authentic, strategic talent management systems in order to improve student achievement.

Asian American Education--Asian American Identities, Racial Issues, and Languages presents groundbreaking research that critically challenges the invisibility, stereotyping, and common misunderstandings of Asian Americans by disrupting "customary" discourse and disputing "familiar" knowledge. The chapters in this anthology provide rich, detailed evidence and interpretations of the status and experiences of Asian American students, teachers, and programs in K-12 and higher education, including struggles with racism and other race-related issues. This material is authored by nationally-prominent scholars as well as highly-regarded emerging researchers. As a whole, this volume contributes to the deconstruction of the image of Asian Americans as a model minority and at the same time reconstructs theories to explain their diverse educational experiences. It also draws attention to the cultural and especially structural challenges Asian Americans face when trying to make institutional changes. This book will be of great interest to researchers, teachers, students, and other practitioners and policymakers concerned with the education of Asian Americans as well as other peoples of color. Contents include: (1) Tenth Grade Math Achievement of Asian Students: Are Asian Students Still the "Model Minority"?--A Comparison of Two Educational Cohorts (Claudia Galindo and Suet-ling Pong); (2) "Good Kids," but "Poor Students": The Academic Identities of Refugee High School Students From Vietnam's Central Highlands (Liv Thorstensson Davila); (3) Ethnicity, Language, and Educational Inequality: Challenges Confronting Hmong Students in American Public Schools (Yang Sao Xiong and Min Zhou); (4) Racial Transformations in Higher Education: Emergent Meanings of Asian American Racial Identities (Michelle Samura); (5) Asian Americans, "Critical Mass," and Campus Racial Climate: A CRT Case Study (Oiyan A. Poon); (6) Teaching on the Edge: The Life Story of an Asian America Woman Literacy Professor in a Rural, Predominantly White University (Keonghee Tao Han); (7) What Accounts for Tenure of Asian American Faculty? Findings From NSOPF: 04 (Wenfan Yan and Qiuyun Lin); (8) Negotiating Languages and Practices: Field Experience of a Preservice High School Teacher of Chinese (Yanan Fan); and (9) Hidden Jewels: San Francisco Chinese Language Immersion Programs (Maria E. Torres-Guzman, Christy Lao, and Yi Han). [For related reports, see "Asian American Education: Acculturation, Literacy Development, and Learning. Research on the Education of Asian Pacific Americans" (ED527939); "Asian American Identities, Families, and Schooling. Research on the Education of Asian Pacific Americans" (ED527941); "Asian and Pacific American Education: Learning, Socialization, and Identity. Research on the Education of Asian Pacific Americans" (ED527943); and "New Perspectives on Asian American Parents, Students and Teacher Recruitment. Research on the Education of Asian Pacific Americans" (ED527940).]

A faculty member publishes an article without offering coauthorship to a graduate assistant who has made a substantial conceptual or methodological contribution to the article. A professor does not permit graduate students to express viewpoints different from her own. A graduate student close to finishing his dissertation cannot reach his traveling advisor, a circumstance that jeopardizes his degree. This book discusses these and other examples of faculty misconduct--and how to avoid them. Using data collected through faculty surveys, the authors describe behaviors associated with graduate teaching which are considered inappropriate and in violation of good teaching practices. They derive a normative structure that consists of five inviolable and eight admonitory proscriptive criteria to help graduate faculty make informed and acceptable professional choices. The authors discuss the various ways in which faculty members acquire the norms of teaching and mentoring, including the graduate school socialization process, role models, disciplinary codes of ethics, and scholarship about the professoriate and professional performance. Analyzing the rich data gleaned from the faculty surveys, they track how these norms are understood and interpreted across academic disciplines and are influenced by such factors as gender, citizenship, age, academic rank, tenure, research activity, and administrative experience.

"The Still Divided Academy" is a wonderful examination of the academic community that shows their inner workings by addressing a broad range of issues including: academic politics, tenure, perceived and real political imbalance, academic freedom, and diversity. Administrators, professors, and students have very different priorities, values, and expectations and therefore, often have conflicting opinions on these issues. Drawing on data collected in a specially commissioned public opinion survey as well as other recent research on higher education, Rothman, Kelly-Woessner, and Woessner, create an incredibly readable presentation of both the similarities and differences between those running our universities and those attending them. The authors manage to remain impressively neutral; instead they give us a fuller perspective of the people on our college campuses. The table of contents, presents the following information in the order provided by the publisher: Part 1 Acknowledgements; Part 2 Preface; Part 3 Chapter 1: Introduction; Chapter 4 Previous Studies of the Academy; Chapter 5 The NAASS Survey; Chapter 6 Layout of the Book; Part 7 Chapter 2: Visions of the University Chapter 8 Goals of Education; Chapter 9 Encouraging Cultural Understanding and Minority Perspectives; Chapter 10 Perceptions of Educational Quality; Chapter 11 Problems Facing Higher Education; Chapter 12 Conclusion; Part 13 Chapter 3: Perceptions of Power and Control in the American University; Chapter 14 The Faculty-Administrative Divide; Chapter 15 Varied Perceptions of Influence; Chapter 16 Conflict as a Predictor of Influence; Chapter 17 Collective Bargaining; Chapter 18 Student Demands and Influence; Chapter 19 Conclusion; Part 20 Chapter 4: Politics and Culture Wars; Chapter 21 Political Views of the Faculty; Chapter 22 Politics of the Administration; Chapter 23 Students' Political Values; Chapter 24 Divisions within the Professoriate; Chapter 25 Generational Differences Among Faculty; Chapter 26 Politics and Scholarly Achievement; Chapter 27 Conclusion; Part 28 Chapter 5: Campus Diversity; Chapter 29 The Campus Climate for Diversity; Chapter 30 Personal Experiences with Ongoing Discrimination or Harassment; Chapter 31 Campus Support for Diversity; Chapter 32 Impact of Diversity Chapter 33 Conclusion; Part 34 Chapter 6: Academic Freedom, Tenure, and the Free Exchange of Ideas; Chapter 35 The Politics of Academic Freedom; Chapter 36 Other Sources of Threat; Chapter 37 Perceptions of Academic Freedom; Chapter 38 Support for Tenure; Chapter 39 Free expression on campus; Chapter 40 Spiral of Silence? Chapter 41 Conclusion; Part 42 Chapter 7: Conclusion;Chapter 43 Access and Affordability; Chapter 44 Accountability and Assessment; Chapter 45 Social Change; Chapter 46 Politics and Ideology in American Higher Education; and Chapter 47 Campus Dialogue. Appended are: (1) A List of Questions Used in the NAASS Survey; (2) A Professor's Assessment of Institutional Success in Educating Students; (3) A University Rankings by Tier; (4) A Models of Trust for Students, Faculty and Administrators; (5) The Impact of Varying Exclusion Methods on College Satisfaction Results; and (6) A Why Professors Think Academic Tenure is Important. A bibliography is included.

The "Survival Guide for New Faculty Members: Outlining the Keys to Success for Promotion and Tenure" provides new faculty members with practical, down-to-earth wisdom and suggestions for successfully working through to tenure and promotion. The authors--both successful and experienced administrators and experts in higher education--have provided an extremely well-organized and useful guide for new faculty members. It focuses on all aspects of becoming a new faculty member including the various expectations in completing a successful journey toward promotion and tenure. The book underscores the importance of recognizing the three facets of faculty life of teaching, research, and service. This volume clearly sets out, compares, and separates those three components with clarity and provides very useful advice for putting the three together. Taken together with the chapters on "Documenting Your Progress" and "Promotion and Tenure," new faculty are provided with a solid, practical introduction to building a foundation for success in higher education. Feedback and tips are also provided within each chapter. It is written in a style that readers will be able to easily comprehend and understand and is supported with many examples. In addition, the information can be easily applied to new faculty at various types of institutions of higher education. A foreword by Charles R. McGuire, a preface, seven appendices, and an index are included.

Three years after U.S. Secretary of Education Margaret Spelling's national commission on higher education, and nearly a decade after No Child Left Behind revolutionized k-12 accountability, there is little agreement on what accountability in higher education should look like. While more students are enrolling in (and failing to complete) postsecondary education than ever before, scholars and policymakers have paid far less attention to questions of how well colleges are teaching students and helping them earn degrees while simultaneously contributing new research and scholarship. In "Accountability in American Higher Education" prominent academics, entrepreneurs, and journalists assess the obstacles to, and potential opportunities for, accountability in higher education in America. Key issues include new measures of college student learning, power education data systems, implications for faculty tenure, accreditation, for-profit higher education, community colleges, and the political dynamics of reform. This volume provides insightful analysis that legislators, administrators, and consumers can use to engage institutions of higher education in the difficult but necessary conversation of accountability. Contents include: (1) Introduction (Kevin Carey and Mark Schneider); (2) On the Foundations of Standardized Assessment of College Outcomes and Estimating Value Added (Jeffrey Steedle); (3) Faculty Scholarly Productivity at American Research Universities (Lawrence Martin); (4) Student Unit Record Systems and Postsecondary Accountability: Exploiting Emerging Data Resources (Peter Ewell); (5) Higher Education Finance and Accountability (Bridget Terry-Long); (6) Death of a University (Kevin Carey); (7) What's Governance Got to do With It? (Anne Neal, Erin O'Connor, Maurice Black); (8) How college rankings are going global (and why their spread will be good for higher education) (Ben Wildavsky); (9) The Politics of Higher Education (Mark Schneider); (10) Accountability for Community Colleges: Moving Forward (Sara Goldrick-Rab); (11) Scaling Back Tenure: How Claims of Academic Freedom Limit Accountability in Higher Education (Naomi Riley); and (12) Policy Barriers to Post-Secondary Cost Control (Burck Smith).

All tenured and tenure-track faculty know the trinity of promotion and tenure criteria: research, teaching, and service. While teaching and research are relatively well-defined areas of institutional focus and evaluation, service work is rarely tabulated or analyzed as a key aspect of higher education's political economy. Instead, service, silent and invisible, coexists with the formal, "official" economy of many institutions, just as women's unrecognized domestic labor props up the formal, official economies of countries the world over. "Over Ten Million Served" explores what academic service is and investigates why this labor is often not acknowledged as "labor" by administrators or even by faculty themselves, but is instead relegated to a gendered form of institutional caregiving. By analyzing the actual labor of service, particularly for women and racial, ethnic, and sexual minorities, contributors expose the hidden economy of institutional service, challenging the feminization of service labor in the academy for both female and male academic laborers. This book is divided into three parts. Part I, Service Stations, includes the following: (1) Careers in Academe: Women in the "Pre-Feminist" Generation in the Academy (Mary Burgan); (2) Superserviceable Subordinates, Universal Access, and Prestige-Driven Research (Sharon O'Dair); (3) Superserviceable Feminism (Katie J. Hogan); (4) The Invisible Work of the Not-Quite-Administrator, or, Superserviceable Rhetoric and Composition (Donna Strickland); (5) Foreign Language Program Direction: Reflections on Workload, Service, and Feminization of the Profession (Colleen Ryan-Scheutz); and (6) Ten Million Serving: Undergraduate Labor, the Final Frontier (Marc Bousquet). Part II, Non Serviam: Out of Service, includes the following: (7) The Value of Desire: On Claiming Professional Service 123 (Kirsten M. Christensen); (8) Outreach: Considering Community Service and the Role of Women of Color Faculty in Diversifying University Membership (Myriam J. A. Chancy); (9) To Serve or Not to Serve: Nobler Question (Shirley Geok-lin Lim); (10) Not in Service (Paula M. Krebs); (11) Experience Required: Service, Relevance, and the Scholarship of Application (Andrea Adolph); (12) Humble Service (Margaret Kent Bass); and (13) Welcome to the Land of Super-Service: A Survivor's Guide . . . and Some Questions (Phyllis van Slyck). Part III, Service Changes, includes the following: (14) Service and Empowerment (Patricia Meyer Spacks); (15) The Hermeneutics of Service (Donald E. Hall); (16) Rewarding Work: Integrating Service into an Institutional Framework on Faculty Roles and Rewards (Jeanette Clausen); (17) Curb Service or Public Scholarship To Go (Teresa Mangum); and (18) "Pearl was Shittin' Worms and I was Supposed to Pay Rang-around-the-Rosie?": An African American Woman's Response to the Politics of Labor (Valerie Lee). Selected bibliography and an index are also included.