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In "The Learning-Centered University," renowned historian Steven Mintz unveils a comprehensive blueprint for addressing the critical issues of stagnating incomes and productivity, persistent wealth inequalities, and political polarization plaguing colleges and universities today. With practical strategies and a deep understanding of the history and future of higher education, Mintz outlines how we can transform higher education to promote access, affordability, degree attainment, and equity. Mintz provides a thought-provoking analysis of the challenges facing higher education, from the growing disparities in resources and facilities to the need for a more holistic approach to students' development. He offers actionable solutions to create a more interactive, engaging, and skills-focused learning environment. From seamless community college transfers to embedding career preparation throughout the undergraduate experience, Mintz steers institutions toward a future that embraces innovation and student success. This essential guide also explores the transformative potential of technology in education, the importance of equity and student support services, and the future of the humanities. Drawing on his vast teaching experience and expertise in student success, Mintz provides practical insights and strategies for driving academic innovation and overcoming resistance to change. "The Learning-Centered University" is an invaluable resource for educators, administrators, and policy makers who are dedicated to offering a more equitable, accessible, and impactful learning experience for all students.

Educating learners with Down syndrome can seem daunting at first, but this practical guide for teachers and carers to using evidence-based practices shows you how. Taking a unique lifespan, curriculum-based approach, Rhonda M. Faragher promotes the understanding that people with Down syndrome are a diverse group with vast potential and varied learning needs. The book covers core learning areas such as literacy, numeracy, mathematics, science, and the Humanities, and features key points from the research literature, teaching strategies, practitioner vignettes, and personal stories from people with Down syndrome. It considers learning from birth and early intervention, through primary and secondary school, to post-secondary education and into various contexts of adulthood. Drawing on the latest research, this guide for educators is rich with strategies, as well as tips from other parents and teachers, providing an accessible and empowering resource for the delivery of quality education to benefit learners with Down syndrome.

Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, "Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness" provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human. This work will be of interest to researchers and higher degree students of education and philosophy of education.

This volume, comprising eight chapters from experts in a variety of fields, examines the use of three-dimensional (3D) and virtual reality (VR) technologies in research and teaching, and the library's vital role in supporting this work. 3D modeling, 3D capture techniques, and VR enable faculty and students to engage with highly detailed 3D data--from cultural heritage artifacts to scientific simulations--in new ways. As 3D and VR projects scale up and move outside of the specialist disciplines where they have existed for decades, many academic libraries are taking the lead in supporting such projects because they are already centers for collaboration, instruction, research, and collection preservation. The volume seeks to prompt greater awareness for library professionals as they develop programs that use 3D and VR technologies and work to integrate changing scholarly demands and conventions with existing library services and policies. Chapters cover 3D content creation, VR visualization and analysis, 3D/VR-based educational deployment, and 3D/VR data curation, providing a snapshot of professional objectives and workflows that have developed around 3D/VR. Titles in the volume include: (1) Introduction. 3D/VR Creation and Curation: An Emerging Field of Inquiry (Zack Lischer-Katz, Kristina Golubiewski-Davis, Jennifer Grayburn, and Veronica Ikeshoji-Orlati); (2) Collaborative and Lab-Based Approaches to 3D and VR/AR in the Humanities (Victoria Szabo); (3) 3D Cultural Heritage Informatics: Applications to 3D Data Curation (Will Rourk); (4) Virtual Reality for Preservation: Production of Virtual Reality Heritage Spaces in the Classroom (Zebulun M. Wood, Albert William, and Andrea Copeland); (5) Using 3D Photogrammetry to Create Open-Access Models of Live Animals: 2D and 3D Software Solutions (Jeremy A. Bot and Duncan J. Irschick) (6) What Happens When You Share 3D Models Online (in 3D)? (Thomas Flynn); (7) Building for Tomorrow: Collaborative Development of Sustainable Infrastructure for Architectural and Design Documentation (Ann Baird Whiteside); (8) 3D/VR Preservation: Drawing on a Common Agenda for Collective Impact (Jessica Meyerson); (9) CS3DP: Developing Agreement for 3D Standards and Practices Based on Community Needs and Values (Jennifer Moore, Adam Rountrey, and Hannah Scates Kettler); and (10) Conclusion. 3D/VR: Stakeholders, Ecosystems, and Future Directions (Zack Lischer-Katz, Kristina Golubiewski-Davis, Jennifer Grayburn, and Veronica Ikeshoji-Orlati). [Foreword by Christa Williford.]

Are you cultivating the real-world creative problem-solving skills today's diverse learners need for future success? Or have we leaned so far into test preparation that we have left no room for developing our students' unique talents, leaving them disengaged and unmotivated? With the new brain-based Talent-Targeted Teaching and Learning model described in this book, you can focus instead on developing all students' metacognitive, creative problem-solving, and leadership skills alongside the required content standards. "Teach to Develop Talent" applies the psychology of motivation, engagement, and achievement to practical, culturally responsive strategies educators can use to equitably identify and develop students' cognitive and social-emotional skills, including curiosity, creativity, perseverance, reasoning, persistence, empathy, and more. With this book, you can: (1) Identify and develop all learners' aptitudes for innovation in STEM and humanities; (2) Transform any curriculum or standards into long-term aims for talent development; (3) Support and assess student progress with dozens of customizable checklists, templates, rubrics, and surveys; and (4) Challenge and engage all learners, especially diverse gifted students. Ideal for implementation in virtual or traditional learning environments, you will ensure your students' long-range and multi-faceted success with this hands-on guide.

This book starts with the premise that beauty can be an engine of transformation and authentic engagement in an increasingly complex world. It presents an organized picture of highlights from the 13th European Science Education Research Association Conference, ESERA 2019, held in Bologna, Italy. The collection includes contributions that discuss contemporary issues such as climate change, multiculturalism, and the flourishing of new interdisciplinary areas of investigation, including the application of cognitive neuroscience, artificial intelligence, and digital humanities to science education research. It also highlights learners' difficulties engaging with socio-scientific issues in a digital and post-truth era. The volume demonstrates that deepening our understanding is the preferred way to address these challenges and that science education has a key role to play in this effort. In particular, the book advances the argument that the deep and novel character of these challenges requires a collective search for new narratives and languages, an expanding knowledge base and new theoretical perspectives and methods of research. The book provides a contemporary picture of science education research and looks to the theoretical and practical societal challenges of the future.

The global order, based on international governance and multilateral trade mechanisms in the aftermath of the Second World War, is changing rapidly and creating waves of uncertainty. This is especially true in higher education, a field increasingly built on international cooperation and the free movement of students, academics, knowledge, and ideas. Meanwhile, China has announced its plans for a "New Silk Road" (NSR) and is developing its higher education and research systems at speed. In this book an international and interdisciplinary group of scholars from Europe, China, the USA, Russia, and Australia investigate how academic mobility and cooperation is taking shape along the New Silk Road and what difference it will make, if any, in the global higher education landscape. Opening chapters present the global context for the NSR, the development of Chinese universities along international models, and the history and outcomes of EU-China cooperation. The flows and patterns in academic cooperation along the NSR as they shape and have been shaped by China's universities are then explored in more detail. The conditions for Sino-foreign cooperation are discussed next, with an analysis of regulatory frameworks for cooperation, recognition, data, and privacy. Comparative work follows on the cultural traditions and academic values, similarities, and differences between Sinic and Anglo-American political and educational cultures, and their implications for the governance and mission of higher education, the role of critical scholarship, and the state and standing of the humanities in China. The book concludes with a focus on the "Idea of a University"; the values underpinning its mission, shape, and purpose, reflecting on the implications of China's rapid higher education development for the geo-politics of higher education itself.

In its 2018 report "The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education: Branches from the Same Tree", a committee of the National Academies of Sciences, Engineering, and Medicine pointed to an emerging body of evidence suggesting that integration of the arts, humanities, and STEMM fields - science, technology, engineering, mathematics, and medicine -- is associated with positive learning outcomes that may help students enter the workforce, live enriched lives, and become active and informed members of a modern democracy. On April 12, 2019, the National Academies held a national convening in Washington, DC, to review, extend, and disseminate the committee's findings. At the convening, which was part of a series of events held across the United States, committee members, students, faculty members, and others discussed the future of higher education, the benefits of integration, and examples of integration that have proven to have positive effects. In addition, the convening featured dramatic readings that illustrated some of the issues involved with integrating the arts, humanities, and STEMM fields. This publication highlights the presentations of the event. [Steve Olson served as Rapporteur.]

This volume brings together respected scholars to examine the intersections of race, justice, and activism in direct relation to the teaching and learning of critical literacy. The authors focus on literacy praxis that reflect how students--with the loving, critical support of teachers and teacher educators--engage in resistance work and collaborate for social change. Each chapter theorizes how students and adults initiate and/or participate in important justice work, how their engagements are situated within a critical literacy lens, and what their engagements look like in schools and communities. The authors also explore the importance of this work in the context of current sociopolitical developments, including police shootings, deportations, and persistent educational inequities. Book Features: (1) The most recent work of both emerging and well-known literacy and social justice scholars; (2) Examples of student activism across multiple geographic contexts in the United States; (3) Accessible questions to help guide discussions related to the overall topics, theories, and methods; and (4) Artifacts, such as images and artwork, from students and educators to allow readers multiple ways of entering the text. This book contains the following chapters: Race, Justice, and Activism in Literacy Instruction: An Introduction (Valerie Kinloch, Tanja Burkhard, and Carlotta Penn); Part I Overview (Carlotta Penn); (1) Generations of Fugitive Literacy Teacher Education and Activism (Leigh Patel); (2) "What Happens Here Can Change the World": Preparing Literacy Teachers in the Digital Age (Detra Price-Dennis); (3) Students Developing Critical Language and Literacy Perspectives (Ijeoma E. Ononuju, BernNadette T. Best-Green, and Danny C. Martinez); (4) Rethinking Curriculum and Pedagogy in Schools: Critical Literacies and Epistemologies in Theory and Practice (Limarys Caraballo and Lindsey Lichtenberger); (5) Arlene's Actionist Work: A Case Study of Writing and Self-Activism (Maneka D. Brooks and Arlene M. Alvarado); (6) Pardon This Disruption: Cultivating Revolutionary Civics Through World Humanities (Tamara Butler, Jenell Igeleke Penn, and Johnny Merry); Part II Overview (Tanja Burkhard); (7) One Love, One Heart (Donja Thomas); (8) The Politics of Ratchetness: Exploring Race, Literacies, and Social Justice with Black Youth (Jamila Lyiscott); (9) A Black Lives Matter and Critical Race Theory--Informed Critique of Code-Switching Pedagogy (Sina Saeedi and Elaine Richardson); (10) Multiliteracies Toward Justice in Literacy Teaching and Research (Vaughn W. M. Watson, Matthew R. Deroo, and Erik Skogsberg); (11) Braiding Stories Toward a Common Cause: Coalitional Inquiry as Activism (María Paula Ghiso, Gerald Campano, Grace Player, Brenda Krishanwongso, and Frianna Gultom); Poetic Musings: Where Do We Go from Here? (Tanja Burkhard, Carlotta Penn, and Valerie Kinloch); and Not a Conclusion: Keeping Focused on Race, Justice, and Activism in Literacy Instruction (Valerie Kinloch). [Foreword by Yolanda Sealey-Ruiz.]

From 2000 to 2012 the number of Internet users rose from less than 0.4 billion to 2.4 billion. Scholarly, evidence-based Internet research is of critical importance. The field of Internet research explores the Internet as a social, political and educational phenomenon, providing theoretical and practical contributions to understanding, and informing practice, policy and further research. This new collection is a unique and welcome work. The editors have compiled a diverse range of new scholarly, peer-reviewed research, spanning the fields of education, arts, the social sciences and technology. The authors provide academic perspectives, both theoretical and practical, on the Internet and citizenship, education, employment, gender, identity, friendship, language, poetry, literature and more. The collection comprises a rich resource for researchers and practitioners alike. Following Notes on Contributors, Acknowledgements, a Foreword, and "Introduction on Internet Research, Theory, and Practice: Perspectives from Ireland" (Cathy Fowley, Claire English, and Sylvie Thouësny), the following sections and papers are included: Section 1: Research and Reflections on Ethics and Digital Culture: (1) "Ethical Issues in Internet Research: International Good Practice and Irish Research Ethics Documents" (Heike Felzmann); (2) "Studying Young "People's Blogs: Ethical Implications" (Cathy Fowley); (3) "Poetic Machines: From Paper to Pixel" (Jeneen Naji); (4) "A Second Level Pictorial Turn? The Emergence of Digital Ekphrasis from the Visuality of New Media" (Nina Shiel); and (5) "Digital Reading: A Question of Prelectio?" (Noel Fitzpatrick). Section 2: Research and Reflections on Societal Practices; (6) "Constructions of Violence and Masculinity in the Digital Age" (Jennifer Patterson); (7) "The Public Sphere and Online Social Media: Exploring the Use of Online Social Media as Discursive Spaces in an Irish Context" (Claire English); (8) "Not Quite Kicking Off Everywhere: Feminist Notes on Digital Liberation" (Angela Nagle); (9) "We are All Friends Nowadays: But What is the Outcome of Online Friendship for Young People in Terms of Individual Social Capital?" (Anne Rice); (10) "Romanian Diaspora in the Making? An Online Ethnography of Romaniancommunity.net" (Gloria Macri); (11) "What's 'Smart' About Working from Home: Telework and the Sustainable Consumption of Distance in Ireland?" (Michael Hynes); and (12) "Surveillance Privacy and Technology: Contemporary Irish Perspectives" (Kenny Doyle). Section 3: Research and Reflections on Educational Practices: (13) Digital Divide in Post-Primary Schools (Ann Marcus-Quinn and Oliver McGarr); (14) "The Use of a Task-Based Online Forum in Language Teaching: Learning Practices and Outcomes (Marie-Thérèse Batardière); (15) "Using Facebook in an Irish Third-Level Education Context: A Case-Study" (Catherine Jeanneau); (16) "Internet-Based Textual Interventions and Interactions: How Language Learners Engage Online in a Written Task" (Sylvie Thouësny); and (17) "Information and Communication Technology in Foreign Language Teaching: Leveraging the Internet to Make Language Learning Real" (Etáin Watson). Section 4: Research and Reflections on Irish Resources: (18) "The Born Digital Graduate: Multiple Representations of and Within Digital Humanities PhD Theses" (Sharon Webb, Aja Teehan, and John Keating); (19) DHO: Discovery--Stargazing from the Ground Up" (Niall O'Leary); (20) "Database in Theory and Practice: The Bibliography of Irish Literary Criticism" (Sonia Howell); (21) "Digital Humanities and Political Innovation: The SOWIT Model" (Vanessa Liston, Clodagh Harris, Mark O'Toole, and Margaret Liston). A Name Index is included.

"Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape their future. Contents include: (1) Foreword (Deborah Witte); (2) What Is the Real College of Education? (David Mathews); (3) Forging Ties That Bind: The Engagement Challenge in Higher Education (Frank Fear); (4) Engaged Faculty: An Interview (KerryAnn O'Meara); (5) Student-Led Civic Education: A Different Way of Knowing (Harold H. Saunders, David Tukey, Amy Lazarus, and Rhonda Fitzgerald); (6) Community Colleges and Civic Learning: An Interview (Bernie Ronan); and (7) "Not For Profit: Why Democracy Needs the Humanities" by Martha C. Nussbaum (Sara A. Mehltretter Drury). [For "Higher Education Exchange, 2010," see ED539323.]

This collection of essays, "Literary Study, Measurement, and the Sublime: Disciplinary Assessment," edited by Donna Heiland and Laura J. Rosenthal, represents an important new venture in the Foundation's communication program. The book is the product of many authors, including the editors, both of whom have written essays for it. But it is the creativity and the persistence of the editors that explains the appearance of this new publication. The editors have reviewed the essays rigorously, to ensure that they meet the highest academic standards. The essays represent an enticing and interesting series of ideas and experiences about the work of assessment in literature and related fields that often resist the language and the methods of standard forms of assessment--often, one might add, for very good reasons. Contents include: (1) Transformative Learning--Mine and Theirs (Carol Geary Schneider); (2) Making the Case for Discipline-Based Assessment (Rachelle L. Brooks); (3) Where Has Assessment Been in the Modern Language Association? A Disciplinary Perspective (Rosemary G. Feal, David Laurence, and Stephen Olsen); (4) Measuring the Humanities: The Slippery Slope from Assessment to Standardization (Michael Holquist); (5) The Pygmies in the Cage: The Function of the Sublime in Longinus (W. Robert Connor); (6) Approaching the Ineffable: Flow, Sublimity, and Student Learning (Donna Heiland); (7) Fearful Symmetries: Rubrics and Assessment (Sarah Webster Goodwin); (8) Posthumanist Measures: Elephants, Assessment and the Return of Creativity (Lucinda Cole); (9) Assessment in Literary Education (Charles Altieri); (10) Assessment, Literary Study, and Disciplinary Futures (Laura J. Rosenthal); (11) The Future of Literary Criticism, Assessment, the Curricularized Classroom, and Thick Reading (Charles M. Tung); (12) A Progressive Case for Educational Standardization: How Not to Respond to Calls for Common Standards (Gerald Graff and Cathy Birkenstein); (13) English Departments, Assessment, and Organizational Learning (David Mazella); (14) From Skepticism to Measured Enthusiasm: The Story of Two Literary Scholars' Introduction to Assessment in the Major (Kirsten T. Saxton and Ajuan Maria Mance); (15) A Cautionary Tale about System-Wide Assessment in the State University of New York: Why and How Faculty Voices and Must Unite (Pat Belanoff and Tina Good); (16) The Collaborative World Languages Department: A Teamwork Approach to Assessing Student Learning Outcomes (Jose G. Ricardo-Osorio); and (17) How to Construct a Simple, Sensible, Useful Departmental Assessment Process (Barbara E. Walvoord). Appended are: (1) English 10 Essay Assessment Guide; and (2) Basic Communication Outcomes SUNY. Individual essays contain figures, notes and works cited. [This paper was written with the assistance of Cheryl Ching.]

This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs. With a chapter devoted to each of the eleven HIPs, this collection offers guidance that takes into account the differences between e-learners and traditional on-campus students. A primary goal of "High-Impact Practices Online" is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of "High-Impact Practices Online" also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful. The book provides guidance on how best to implement HIPs to increase retention and completion for online learners. This book contains the following chapters: (1) First-Year Seminars (Jennifer R. Keup); (2) Common Intellectual Experience (Jason D. Baker and Michael Pregitzer); (3) Learning Communities (Kathy E. Johnson, Amy A. Powell, and Sarah S. Baker); (4) Writing-Intensive Classes (June Griffin); (5) Collaborative Assignments and Projects (Robert John Robertson and Shannon Riggs); (6) Undergraduate Research in the Humanities (Ellen Holmes Pearson and Jeffrey W. McClurken); (7) Undergraduate Research in the Sciences (Kevin F. Downing and Jennifer K. Holtz); (8) Diversity and Global Learning (Jesse Nelson and Nelson Soto); (9) eService-Learning (Jean Strait and Katherine Nordyke); (10) Internships (Pamela D. Pike); (11) Capstone Courses and Projects (Zapoura Newton-Calvert and Deborah Smith Arthur); (12) ePortfolios (Jennifer Sparrow and Judit Török); and (13) High-Impact Practices and Library and Information Resources (Stefanie Buck). The conclusion, Future Directions for High-Impact Practices Online, was written by Kathryn E. Linder and Chrysanthemum Mattison Hayes. Contains a section about the editors and contributors. An index is included. [Foreword by Kelvin Thompson.]

Driverless cars are hitting the road, powered by artificial intelligence. Robots can climb stairs, open doors, win "Jeopardy," analyze stocks, work in factories, find parking spaces, advise oncologists. In the past, automation was considered a threat to low-skilled labor. Now, many high-skilled functions, including interpreting medical images, doing legal research, and analyzing data, are within the skill sets of machines. How can higher education prepare students for their professional lives when professions themselves are disappearing? In "Robot-Proof," Northeastern University president Joseph Aoun proposes a way to educate the next generation of college students to invent, to create, and to discover--to fill needs in society that even the most sophisticated artificial intelligence agent cannot. A "robot-proof" education, Aoun argues, is not concerned solely with topping up students' minds with high-octane facts. Rather, it calibrates them with a creative mindset and the mental elasticity to invent, discover, or create something valuable to society--a scientific proof, a hip-hop recording, a web comic, a cure for cancer. Aoun lays out the framework for a new discipline, humanics, which builds on our innate strengths and prepares students to compete in a labor market in which smart machines work alongside human professionals. The new literacies of Aoun's humanics are "data literacy," "technological literacy," and "human literacy." Students will need data literacy to manage the flow of big data, and technological literacy to know how their machines work, but human literacy--the humanities, communication, and design--to function as a human being. Life-long learning opportunities will support their ability to adapt to change. The only certainty about the future is change. Higher education based on the new literacies of humanics can equip students for living and working through change.

"New Directions of STEM Research and Learning in the World Ranking Movement: A Comparative Perspective" illustrates new directions of STEM higher education from the perspective of twenty-first century types of learning outcomes and focuses on need for developing an interdisciplinary approach to STEM higher education reform. It provides comparative analysis that clarifies the commonalities and differences of examined countries: United States, Canada, Japan, Korea, and Taiwan, and proposes new directions. Finally, it examines impact on the knowledge economy in a globalized world and the growing expectation and demand for innovation in higher education. Chapters include: (1) Educational Policy Across the World: How STEM Disciplines Deal with Twenty-First Century Learning Outcomes and Challenges (Reiko Yamada); (2) STEM and the History of the University Ranking Movement: Contextualizing Trends in Methodologies and Criteria (William R. Stevenson, III); (3) STEM and Underrepresented Populations: What's at Stake (Tristan Ivory); (4) Exploring the Relationship Between STEM Research and World Higher Education Rankings: The Case of Taiwan (Jason Cheng-Cheng Yang); (5) Finding the Humanities in STEM: Anthropological Reflections from Working at the Intersection (Grant Jun Otsuki); (6) Developing Global Competencies Through Interdisciplinary Studies: Why Collaboration Is Important Between STEM and Non-STEM Students (Aki Yamada); (7) Not Just a Technical Problem: The Intersections of STEM and Social Science in Addressing Global Poverty (Christopher S. Collins); (8) Developing the Humanities Competencies of STEM Undergraduate Students: New Challenges for Korean Higher Education (Byung Shik Rhee); (9) Cultivating Students' Diverse Abilities Through Arts Education: Emergence of the STEAM Perspective (Yi Yang); (10) STEM Education in a Changing Society: Japanese Experience and Urgent Problems to Be Solved (Masaaki Ogasawara); and (11) Concluding Remarks (Aki Yamada).

This monograph is a companion piece to "Teaching and Learning in Honors." The authors in this monograph are dedicated to exploring the sometimes magical, sometimes ordinary, sometimes rewarding, sometimes challenging connections between good teaching and deep, lasting learning. Questions regarding students' learning, pedagogical strategies, distinguishing factors of advanced learning, and the nurturing of students and teachers in stepped-up programs underlie the issues, approaches, and shared resources in this volume. Following an introduction, this volume is divided into five parts. Part I, Crossing Boundaries, Integration, and Dialogic Learning, includes the following chapters: (1) Pre-College Experiences and Characteristics of Gifted Students (Anne Rinn); (2) Toward a Model of Integrative Learning: The Place of Science in an Honors Curriculum (Judith Ramaley); (3) Engagement in Learning, Liberal Education, and Honors (Bernice Braid); and (4) Dialogue, Politics, and Pedagogy: Lessons from Democracy Lab (Jim Knauer). Part II, Understanding Talented Students and Teachers, includes the following chapters: (5) Motivational Issues in the Education of Academically Talented College Students (Larry Clark); (6) Six Habits of Highly Inspiring Honours Teachers (Marca V. C. Wolfensberger); and (7) The Teaching and Learning Fishbowl (John Zubizarreta). Part III, Pedagogy: Practices and Issues, includes the following chapters: (8) The Learning Portfolio for Improvement and Assessment of Significant Student Learning (John Zubizarreta); (9) Promoting Critical Thinking through Sequenced Activities (Barbara Millis); and (10) The Importance of Class Size in Teaching and Learning for Higher-Level Achievement (John Zubizarreta). Part IV, Exemplary Curricula for Significant Learning, includes the following chapters: (11) Using Sun-Science to Explore Connections between Science and the Humanities (Martin Brock); (12) The Science behind the Moon Hoax (Ron Wilhelm); (13) Teaching Disease: Utilizing Interdisciplinary Skills and Experiential Learning in an Honors Class (Tami Carmichael); and (14) Honors Curriculum Development in a Real World (Charlie Slavin and Chris Mares). Part V includes Resources on Teaching and Learning. Includes an about the authors section. (Individual chapters contain references.) [For "Teaching and Learning in Honors," see ED566727.]

Citing Aristotle, Franklin and Einstein as proponents of a broad, liberal-arts education, Finn and Ravitch promote the need for liberal learning as preparatory to the civic life needed for a well-functioning democracy. Drawing together the work of a number of educators, the editors have organized this volume in two sections. Part I, Liberal Learning: Its Value and Future, includes three papers that advocate both for liberal learning, and for a common curriculum. Part II, Restoring Liberal Art to the K-12 Curriculum, features eleven explorations of how to expand liberal learning by improving accountability systems, teacher training and education delivery. Maintaining that their support of liberal learning is well-documented, the editors conclude the volume by noting four opposing trends: (1) Gradual extinction of liberal learning in higher education; (2) Standards-and-Accountability movement focused on basics skills; (3) Support for math and science and the expense of the rest of the curriculum; and (4) Widening achievement gaps. Finn and Ravitch envision a future in which liberal education is so restricted as to create a less informed and less engaged populace, to the detriment of a democratic society, Recommendations to reverse this trend are appended under four headings: (1) Standards, Assessments, and Curriculum; (2) Teacher Education, Professional Development and Compensation; (3) Choice and Innovation; and (4) Public Engagement. This book begins with an Introduction: "Why Liberal Learning," by Chester E. Finn, Jr., and Diane Ravitch. It then divides into two parts and fourteen chapters. Part I: Liberal Learning: Its Value and Future, contains: (1) Pleasure, Beauty, and Wonder: The Role of the Arts in Liberal Education (Dana Gioia); (2) What Do They Know of Reading Who Only Reading Know?: Bringing Liberal Arts into the Wasteland of the "Literacy Block" (E.D. Hirsch, Jr.); and (3) W(h)ither Liberal Education?: A Modest Defense of Humanistic Schooling in theTwenty-first Century (David J. Ferrero). Part II: Restoring Liberal Arts to the K-12 Curriculum, contains: (4) Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects (Martin West); (5) Is A Default Curriculum in High School A Good Strategy For Promoting the Humanities? (Matthew Gandal, Michael Cohen, and John Kraman); (6) Time in School: Opportunity to Learn (Kate Walsh); (7) The Case for Broadening Veteran Teachers' Education in the Liberal Arts and What We Could Do About It (Sandra Stotsky); (8) Do We Need Strong Liberal Arts Curricular Materials?(Joan Baratz-Snowden); (9) Preparing Teachers to Teach the Liberal Arts (David Steiner); (10) Expanding Access to Liberal Education in Public Schools: The Promise and Perils of Charter Schools and In-District Choice (David J. Ferrero); (11) Virtual Education and the Liberal Arts (John Holdren and Bror Saxberg); (12) Instructional Time and Curricular Emphases: U.S. State Policies in Comparative Perspective (Aaron Benavot); (13) Comfortable With Big Ideas (John Backus); and (14) Excellence for Its Own Sake (Matthew Bogdanos). (Contains 18 tables and 3 figures.)

In 1918, just one year before the founding of American Council of Learned Societies (ACLS), Thorstein Veblin wrote, "In one shape or another, this problem of adjustment, reconciliation or compromise between the needs of higher learning and the demands of the business enterprise is forever present in the deliberations of the university directorate." In the early twenty-first century, forces in the political economy of higher education may be making that reconciliation even more difficult and straining academic ideals. Many see within the changes in the teaching force a transformed conception of the social role of the university. No longer conceived as a public good, the university is thought of as providing private individual goods to its students. In this view, a private, profit-making university may provide the most efficient service. The essays in this volume began as presentations in a panel session on "The Idea and Ideals of the University" at the 2004 ACLS Annual Meeting. Concern about the corporate culture defining the university invites scholars to reflect about the ideas and values that have traditionally constituted the university, evoking the questions discussed by panel participants: What is the role of the learned societies, of scholars, and of academic leaders in defining and interpreting the ethical components of a shared vision of the twenty-first-century academy? To what degree does the case for the university's autonomy carry a concomitant obligation for it to be self-policing? What will be the role of digital technology? Following an introduction (Rebecca Chopp), four essays are included: (1) Key Issues Currently Facing American Higher Education (Ronald G. Ehrenberg); (2) Humanities in the University: Retrospect and Prospect (Andrew Delbanco); (3) The Humanities: A Technical Profession (Alan Liu); and (4) What Do I Really Think About the Corporate University? (Catharine R. Stimpson). (Essays are noted and figured individually.)

Teaching about Turkey is currently a priority in world and global history courses. There has been a re-examination of this region, a re-emphasis on the contribution of the peoples of the area to history, and a re-evaluation of the role of the Turks not only in Turkish history but also in Central Asia, Western China, Eastern Europe, and Russia. The Turks cannot be relegated to the perimeter of history, particularly in the current political climate. The material in this guide is developed with a humanities perspective. The guide is divided into two main parts: (1) history and related social disciplines; and (2) art and literature. Each part contains lessons that include a lesson plan with instructor notes, key concepts for the material, vocabulary terms, and suggestions for strategies for teaching and for projects, homework readings, and worksheets to photocopy as handouts for students. Some lessons in the guide also include maps and full-page graphics for copying and distributing to students. Additional material is contained in the appendices. (BT)

This document contains the following full and short papers on humanities and learning technology from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Web-Based EFL Writing Environment: Integrating Information for Learners, Teachers, and Researchers" (David Wible, Chin-Hwa Kuo, Anne Liu, and Nai-Lung Tsao); (2) "Integrating Web-Based Materials into Course Design" (Lilly Lee Chen); (3) "Is Everyone on Board: Learning Styles and the Internet" (Michelle Hsiang, Ellen Storey Vasu, Marsha Alibrand, Nancy Atkins, and Jane Steelman); (4) "Research on Teaching Da-Yi Chinese Keyboarding by Using Adaptive Input Interface" (Ming-Chung Chen, Hwa-Pey Wang, and Lih-Ching Chen Wang); (5) "Strategies for Searching in the WWW" (Meng-Jung Tsai); (5) "The Internet-Based Educational Resources of the U.S. Federal Government" (Andy Wang and Krishelle Leong-Grotz); and (6) "Which Chinese Input Methods Is More Suitable for Sixth-Grade Pupils? Keyboarding or Non-Keyboarding" (Weichung Wang and Tainshu Ma). (MES)

With contributions from leading experts across disciplinary fields, this book explores best practices from the field's most notable researchers, as well as important historically based and politically focused challenges to a field whose impact has reached an important crossroads. The comprehensive and powerfully critical analysis considers the history of community engagement and service learning, best teaching practices and pedagogies, engagement across disciplines, and current research and policies - and contemplates the future of the field. The book will not only inform faculty, staff, and students on ways to improve their work, but also suggest a bigger social and political focus for programs intended to seriously establish democracy and social justice in their communities and campuses. Highlights include: (1) Offers a broad and critical historical context for service learning and community engagement; (2) Focuses on policies and professional support that document and evaluate institutional change, and the potential for future changes within higher education and engagement; and (3) Readers will be able to consider some of the most sophisticated and fundamental criticisms of service learning and community engagement while considering how such challenges might improve or re-shape their practices. Contents include: (1) Introduction: Founders, Framers, and Futures (Timothy K. Stanton and Dwight E. Giles, Jr.); Part I: Histories of Education and Engagement: (2) Introduction to Part I (Corey Dolgon); (3) Talking about Origins: Four Stories of Engagement (Elizabeth L. Hollander, Mark Lapping, R. Eugene Rice, and Nadinne Cruz); (4) Religion and Civic Engagement: In Pursuit of Transformation (Darby Ray); (4) Jane Addams, Feminist Pragmatism, and Service Learning (Mary Jo Deegan); (5) Historically Black Colleges and Universities: A History of Community Engagement (Kisha Daniels, Kianda S. Hicks, and Miya T. Plummer); (6) Recovering a Forgotten Lineage of Democratic Engagement: Agricultural and Extension Programs in the United States (Scott J. Peters); (7) Labor Education and Workers' Colleges: Growing a Pedagogy of Hope in the United States and Canada (Corey Dolgon and Reuben Roth); (8) Connecting Civil Rights and Community Engagement: Intergenerational Dimensions of Resonating Movements (Matthew Countryman and Timothy K. Eatman); (9) Ernest Boyer and the Rediscovery of Integration (Thomas G. Mcgowan); (10) A Brief History of the Civic Engagement Movement in American Higher Education (John Saltmarsh and Matthew Hartley); Part II: Best Practices and Pedagogies: (11) Introduction to Part II (Alan Bloomgarden); (12) Service Learning Course Construction and Learning Outcomes: Searching for the Soulfulness in Service Learning (Pamela T. Motoike); (13) Catalyzing Ecologies of Transformative Community Partnerships (Romand Coles); (14) Community-Based Research (Georgia Nigro); (15) Critical Reflection and Civic Mindedness: Expanding Conceptualizations and Practices (Kristin E. Norris, Cheryl K. Siemers, Patti H. Clayton, H. Anne Weiss, and Kathleen E. Edwards); (16) Delivering on the Promise of Civic Learning: Toward More Meaningful and Intentional Assessment (Ashley Finley); (17) Universidad Sin Fronteras: Transgressing Intellectual Borders and Redefining Learning (Ruben Solis Garcia, Cita Cook, and Jenice L. View); (18) Intercultural Competence as a Cornerstone for Transformation in Service Learning (Tommy J. Van Cleave and Chris Cartwright); (19) Conjugating Equity and Ethics in Relationships between Community Organizations and Higher Education Institutions: How the Arts Can Guide Us (Carol Bebelle); (20) Adult Learners and Engagement: A Homecoming in Higher Education (Suzanne M. Buglione); Part III: Engaged Teaching and Scholarship across Disciplines: (21) Introduction to Part III (Jonathan White); (22) Going Public in the Humanities: Undoing Myths, Facing Challenges (Tyler S. Branson and Sarah R. Robbins); (23) Knowing and Being Community Engaged in the Social Sciences (Amanda Wittman); (24) Artistic Practice and Engaging the Public (Kevin Bott); (25) Women's Studies and Community-Based Pedagogy and Scholarship: An Interview with Catherine Orr (Corey Dolgon); (26) Decolonizing Community Engagement: Reimagining Service Learning through an Ethnic Studies Lens (Kathleen S. Yep and Tania D. Mitchell); (27) Environmental Science, Environmental Studies, Environmental Justice: Research and Service for Change: An Interview with Glenn Johnson (Corey Dolgon); (28) Critical Service Learning in College and University Preprofessional Programs (Zane Wubbena And Trae Stewart); (29) Global Service Learning: Definition, Theoretical Lineages, and Application Efforts (Eric Hartman and Richard Kiely); Part IV: Research, Teaching, Professions, and Policy: (30) Introduction to Part IV (Timothy K. Eatman); (31) The Legacy of the Michigan Journal (Jeffrey Howard); (32) Campus--Community Research Centers: An Interview with Jeffry A. Will (Corey Dolgon); (33) Real Rewards: Publicly Engaged Scholarship, Faculty Agency, and Institutional Aspirations (Timothy K. Eatman, Nancy Cantor, and Peter T. Englot); (34) The Professionalization of Community Engagement: Associations and Professional Staff (lina d. dostilio); (35) National, Regional, and Global Networks for University Community Engagement (Lorlene Hoyt and Amy Newcomb Rowe); (36) Academic Support Organizations: Allies and Advocates for Community Engagement in Higher Education (Amy Cohen, Ariane Hoy, and Julie Plaut); (37) Publishing Engaged Scholarship and Engaging Academic Publishers (Edward P. St. John); (38) Empowering Local Voices for Community Economic Development: An Interdisciplinary Public Scholarship Approach (Gladstone Hutchinson and Ute Schumacher); (39) Breakbeat Breakthroughs: Hip-Hop Problem Solving within the Context of Community Engagement Nihilism and the Need for "Space" (Shuaib Meacham); Part V Critical Voices: (40) Introduction to Part V (Tania D. Mitchell); (41) The Fundamental Lesson: A Personal Reflection Essay (Randy Stoecker); (42) Ideal and Real In Service Learning: Transforming The Ideal Based On The Real (Tania D. Mitchell and David M. Donahue); (43) Engaging Neoliberal Community Engagement: Research and Organizing with Immigrant Workers (Stephen Philion); (44) To Be or Not to Be Political: Engagement and Power (Arthur S. Keene And John Reiff); (45) Transformative Community Engagement: Democratic Trend for the Future (José Z. Calderón); (46) The Frayed Compact: American Democracy, Higher Education, and the Movement for Community Engagement (David Scobey); and (47) Conclusion: The Devil at the Crossroads: Service Learning and Community Engagement from Here on Out (Corey Dolgon, Timothy K. Eatman, and Tania D. Mitchell).

These papers are the work of scholars who received support as post-secondary fellows in 1992-93 in the Elementary and Secondary Schools Teacher Curriculum Development Project. The project seeks to familiarize teachers with current developments in the humanities, support their development of curricular materials based on their studies, and disseminates those materials. The seven essays include: (1) "Moving to the Other Side of the Desk: Teachers' Stories of Self-Fashioning" (Linda Wells); (2) "Transforming Canons, Transforming Teachers" (Edward L. Rocklin); (3) "Shaping the Multicultural Curriculum: Biblical Encounters with the Other" (Lois Feuer); (4) "Nationalism, History, the Chicano Subject, and the Text" (Darlene Emily Hicks); (5) "Ms. Higgins and the Culture Warriors: Notes Toward the Creation of an Eighth Grade Humanities Curriculum" (John G. Ramsay); (6) "History and the Humanities: The Politics of Objectivity and the Promise of Subjectivity" (Eve Kornfeld); and (7) "Toward a 'Curriculum of Hope': The Essential Role of Humanities Scholarship in Public School Teaching" (Paul A. Fideler). Contains approximately 250 references. (EH)

This paper records three plenary sessions held at the American Council of Learned Societies (ACLS) National Education Conference, August 27-29, 1993. The conference built on what was learned in the first year of the project and reported in ACLS Occasional Paper 20. Sessions allowed participants to talk with colleagues who had been project participants in the previous year. The three sessions included: (1) "Humanities and the Public Schools: Perspectives from Inside the ACLS Project" (Richard Ohmann) which focused on the role of humanities, of education in general, in a post-Cold War world; (2) "Panel Discussion on School-Based Curriculum Development" (Sandra Blackman; Sandra Okura; Sandra Sanches Purrington; Robert Stein) which discusses the process of curriculum development in the schools ; and (3) "Transformations in the Humanities" (Stanley Chodorow) which examined the contemporary condition of the humanities and the changes in both the methods of study and the objects of study that have occurred over the past few decades. (EH)

This monograph offers insight into the development of the conceptual basis, scholarly inquiry, and professional practice of adult education in West Germany from the end of World War II to the German reunification. Introductory materials are an "Introduction" (Wilhelm Mader) and "Translator's Note and Acknowledgements" (Martin Haindorff). Three papers in Part I deal with three core professional domains: "General Adult Education" (Erhard Schlutz); "Vocational Development" (Wilfried Voigt); and "Adult Education as a Vocation: Lay Job or Profession?" (Roswitha Peters). The two papers in Part II connect political emancipation and adult education: "Feminist Target Groups as a Form of Work" (Wiltrud Gieseke) and "Labour Education" (Wolfgang Hindrichs). Part III examines the relationship of adult education with other "sciences": "The Importance of Sociology for Further Education" (Wilke Thomssen); "Education Science and Adult Education" (Erhard Schlutz, Wilfried Voigt); and "Psychology and Adult Education" (Wilhelm Mader). Part IV explores three theoretical approaches: "Education Science and Adult Education: Theses for a Critical Relationship" (Herbert Gerl); "Experiential Approaches in Adult Education" (Guenther Holzapfel); and "The Biographical Approach to Adult Education" (Peter Alheit). An appendix includes four items by Martin Haindorff: "Ausbildung, Fortbildung, Weiterbildung"; "Bremen's Legislation on Continuing Education and Its Historical Background since 1970"; "University of Bremen: Requirements, Courses, Examination Regulations"; and a 213-item "Annotated Bibliography." (YLB)

This book is designed to help school districts plan comprehensive art curricula that are addressed to the concerns of society as well as to the needs of individual students. Specifically, it will help elementary classroom teachers, art teachers, supervisors, and administrators prepare their own local art curriculum guides and courses of study. The book is divided into the following sections: (1) "Purposes of the Guidelines"; (2) "The Need for a New Guide for Elementary Art Instruction"; (3) "Art Program Goals"; (4) "Art Program Objectives in Relation to Goals"; (5) "Selecting Content and Designing Art Lessons"; (6) "Preparing BCAC Units of Instruction"; (7) "Long-Range Planning"; and (8) "Evaluating Art Instruction." An appendix provides a list of resources for a balanced comprehensive art curriculum in the elementary schools. (EH)

This book of essays and poetry by participants in a National Endowment for the Humanities summer seminar explores the portrayal in arts and literature of the "outsider" or "alien" who is cut off from country and citizenship, either by choice or circumstance. The book is divided into seven categories. Part 1, "Preliminary," contains: (1) "Citizenship on the Highway and the High Seas" (Susan Hanson); and (2) "Baptism" (Daniel Stevens). Part 2, "Classical Greece," includes: (1) "Ode to the Men of Athens" (Deborah Seigman); (2) "Voices of Warning: The Role of the Chorus in 'Antigone'" (Susan Farris); (3) "Acting Beyond the Myth of the Citizen" (Phil Cook); and (4) "Sophrosyne in 'Antigone': Women, Family and Government" (Danette Bermea). Part 3, "The Renaissance," includes: (1)"'That Perfect Hatred': Anti-Semitism and the Banality of Evil in Shakespeare's 'The Merchant of Venice'" (Jim McGarry); (2) "The More You Know, The Moor You May Not Know" (Carey Christenberry); and (3) "The Silken Shield of Innocence" (Deborah Seigman). Part 4, "The Social Contract," includes: (1) "Obligations of the Individual Inside and Outside the Social Contract" (Karl Kevin Brown); and (2) "Slavery's Influence on the American Definition of Citizenship" (Amy Nelson Thibaut). Part 5, "Huckleberry Finn," includes: (1) "Huck, a Good Ol' Boy" (Dona Holloway); (2) "Deceit and Democracy: Huckleberry Finn as a Disturbing Presence" (Beverly Webster); and (3) "Go With the Flow" (Sandy Watts). Part 6, "Beloved," contains: (1) "She Haunts Me" (Paula Moeller); (2) "Beloved and Christian Citizenship: An Augustinian Analysis of Sethe and Stamp Paid" (Bill Gardiner); (3) "The Right of Dissent: Beloved's Baby Suggs and Sethe" (Kathryn Dierksen); (4) "Nobody Stopped Playing Checkers" (Teri Holmes); (5) "The Alienation Factor: Displacement Leading to Violence in 'Beloved'" (Millie Goode); (6) "The Meaning of Life" (Karl Kevin Brown); (7) "The Patchwork Quilt and Feminist History in 'Beloved'" (Cynthia Walling); and (8) "Outside the Outside: A Comparison of Walker's Maggie and Morrison's Denver" (Daniel Stevens). Part 7, "L'Envoi," contains: (1) "From the Shadows" (Millie Goode); and (2) "Bruce Mitty" (Carey Christenberry). (EH)

The three essays in this collection (the third in a series) explore the implications of free speech, the roots of American foreign policy, and the relation between U.S. political tradition and the formulation of policies on energy. Each essay is accompanied by a commentary. The essays, their authors, and the commentaries are: "The Pig in the Parlor: Weighing the Price of Free Speech" (Leslie Pickering Francis, commentary by Delmont Oswald); "The City on the Hill: America's Role in the World" (Joan Hoff, commentary by Kenneth L. Gladish); and "You Can't Always Get What You Want: The Paralysis of American Energy Policy" (Howard Schwartz, commentary by Henry Hirschbiel). (DB)

The collection of essays on higher education in the South Pacific includes: "Transplanting the University" (David R. Jones); "Education in the Small Island States of the South Pacific: The Changing Role of the School and Its Implications for Higher Education" (Tupeni L. Baba); "Co-operation and Collaboration among the Higher Education Institutions within the South Pacific and Beyond" (I. F. Helu); "The Impact of Foreign Aid on Pacific Mores, Ideas, and Traditions" (Pa'o H. Luteru); "Research Methodology in Education and Indigenous Life in Papua New Guinea" (Naomi T. Martin); "Higher Education and the Needs of Small Islands in the South Pacific Region" (Tuingariki; Cecilia Short); "A French University in the South Pacific" (Jacques Borzeix); "Higher Education in the South Pacific: Diversity and the Humanities" (Satendra Nandan); and "Understanding Higher Education Systems: Conceptual Issues" (V. Lynn Meek). (MSE)

This volume contains papers of interest to Texas Association for Community Service and Continuing Education (TACSCE) members. The editorial, "Planning to Fail" (Silvia Lesko), emphasizes the importance of strategic planning. A perspective paper, titled "Continuing Education as a Vehicle for Economic Development and/or Recovery" (Phillip Speegle), looks at the role of continuing education in the next decade. "The Humanities in Texas Continuing Education" (Mary McIntire) is the President's Award paper. Based on a survey of 67 TACSCE institutions (32 responses), it takes the position that humanities programs are worth doing; public humanities programming is alive and well, though not necessarily in university and college continuing education; humanities programming can succeed in urban and rural areas; and TACSCE should assume a leadership role in humanities public programming in Texas. The runner-up President's Award paper is "An Exploratory Study of Nonparticipation by Older Adults in Organized Educational Activities" (Allan Pevoto). It reports a study to identify the reasons for nonparticipation through interviews with 33 older adult nonparticipants. Two major categories are suggested as describing the basis for nonparticipation: a negative self-image and lack of interest in courses offered. "1989 Personnel Profile/Salary Survey and Institutional Profile" (Howard Smith et al.) presents results of a comprehensive survey of 281 institutions regarding continuing education personnel, salaries, and programming. (YLB)

This book reports a study which examined the concrete experiences of male and female university students in the United Kingdom, and the meanings students attach to them. It suggests that meanings arise from everyday discourse, which habitually uses oppositions such as masculinity/femininity and arts/sciences. Chapter 1 introduces the issue of gender as a social construct, and discusses the relationship of education to gender, and gender and subject choice. It describes the study's methodology, which involved interviews with 48 male and 48 female students and 12 faculty at two British universities and one polytechnic in two subject areas--English and physics. Chapters 2 and 3 examine the literature on gender and education, gender and science, and the different cultures of"science" and "humanities." Chapter 4 looks at how physics students and staff construct their subject and how this affects and is affected by their ideas about humanities disciplines. Chapter 5 similarly looks at ideas held by English students about their discipline and the sciences. Chapters 6 and 7 examine how studying either physics or English interacts with students' sense of personal and gender identity. The concluding chapter summarizes findings and urges the breakdown of disciplinary barriers at the university level. (Contains approximately 225 references.) (DB)

"Pastimes" (7th ed.) introduces the phenomenon of leisure and reflects a wide range of material from the disciplines of leisure studies, sociology, psychology, economics, political science, history, anthropology, geography, the humanities, and media and cultural studies. This book discusses leisure from personal, societal, and systems contexts, exploring topics such as leisure and health, and popular culture. Full of updated research and field-based examples in every chapter, this 7th edition also contains new photos and boxed material. Significant added features include separate chapters devoted to the humanities of leisure (theatre is added) and leisure history (more cultures and eras). Also, the chapter on theories of leisure has been expanded to include political science-based theories. The technology chapter is completely updated, and the chapter on leisure and equity now includes a discussion of immigrants. The author has taught at the higher education level. She has also published numerous college-level textbooks, published research in leisure sciences in refereed journals, and lectured internationally.

Offering lifelong and developmental learning to over 13 million students at nearly 1,200 schools, community colleges in the United States attract a student body with remarkable economic, ethnic, and cultural diversity. They provide students with skills and foundational knowledge upon which successful professional careers and rewarding personal engagement can be built. This identity makes community colleges uniquely suited to teach global awareness and community building. Yet the development of peacebuilding and conflict resolution curricula is still a relatively new effort at these institutions. In "Peacebuilding in Community Colleges," David Smith underscores the importance of community colleges in strengthening global education and teaching conflict resolution skills. Enlisting contributions by twenty-three community college professionals, Smith has created a first-of-its-kind volume for faculty and administrators seeking to develop innovative and engaging peacebuilding and conflict resolution programs. Through case studies, how-to's, sample syllabi and course materials, and inspiring anecdotes, contributors draw on learner-centered strategies, experiential learning, and interdisciplinary relationships to teach practical skills and strengthen global connections. The contributors are sensitive to the complexity of teaching a community college student body that often closely reflects the diversity of the local population. They discuss the challenges and opportunities presented by different learning communities--including, for example, significant military, diaspora, and religious populations among their student bodies. Providing a common frame of analysis, Smith discusses important trends and future challenges for community colleges teaching peacebuilding, such as the transferability of credits to four-year institutions and the need to establish skills-based programs that can lead to defined and better employment opportunities. This volume is certain to be an invaluable resource in the field of peacebuilding education. Following an introduction and press kit, the following contents are included: Part I: Making Connections: (1) Teaching Peace in Democracy's Colleges (David J. Smith); (2) Launching a Career in Peacebuilding (John Paul Lederach); (3) Challenges of Building Peace Studies in the Early 21st Century (George A. Lopez); and (4) Peace, Conflict Resolution, and the Essential Need for International Education (Kent A. Farnsworth). Part II: Building Programs and Initiatives: (5) Global Peace Studies (Jeff Dykhuizen and Abbie Jenks); (6) Developing a Conflict Resolution and Peace Studies Program: Implementation Strategies (Jennifer Batton and Susan Lohwater); (7) Peacebuilding and Conflict Resolution in Two Community Colleges (Tu Van Trieu and Kara Paige); (8) Community Building Through a Peace and Social Justice Institute (Karen Davis); (9) Teaching Peace through Short-Term Study Abroad: Long-Term Benefits for Students and Faculty (Vasiliki Anastasakos); and (10) Redefining Community: Cooperative Vocational Education in Mozambique (Scott Branks del LLano). Part III: Educating Peacebuilders: (11) Teaching Global Studies and Peace: Rural vs. Metropolitan Community Colleges (Jennifer Haydel and John Brenner); (12) Teaching Human Rights and International Humanitarian Law (Cindy Epperson and Isabelle Daoust); (13) Listening as the Foundation of Peacebuilding: Teaching Peace in the Humanities (Sarah Zale and Jane Rosecrans); (14) Field Training for Humanitarians and Peacebuilders (Paul C. Forage); (15) International Negotiations Modules Project (Joyce Kaufman and Greg Rabb); and (16) Moving Forward: The Engaged Educational Experience (Barbara Thorngren and Michelle Ronayne). Part IV: Future Implications: (17) The (Yellow Brick) Road Ahead (David J. Smith). The following are appended: (1) Resources for Teaching Peacebuilding; and (2) U.S. Community Colleges with Global Peace and Conflict Programs and Initiative.

This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social) and the Humanities and the private and the public sectors of society. The chapters speak across socio-cultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures. This book contains the following chapters: (1) Are the Social Sciences Really- and Merely-Sciences? (Jeffrey Foss); (2) Karl Popper and the Social Sciences (Sylvain K. Cibangu); (3) Historicism, Hermeneutics, Second Order Observation: Luhmann Observed by a Historian (Jaap den Hollander); (4) The Significance of Intermediality in the Immortalization of the French Republican Nation (1789-1799) (Montserrat Martinez Garcia); (5) Western and Eastern Ur-Topias: Communities and Nostalgia (Anjan Sen and Asun Lopez-Varela); (6) Social Science as a Complex Social Science as a Complex Economics as Example (David John Farmer); (7) Sustainability Science and Citizens Participation: Building a Science-Citizens-Policy Interface to Address Grand Societal Challenges in Europe (Carlo Sessa); (8) Social Science, Equal Justice and Public Health Policy: Translating Research into Action Through the Urban Greening Movement (Robert Garcia and Seth Strongin); (9) Environmental Effect of Major Project: Object-Oriented Information Extraction and Schedule-Oriented Monitoring (Zhuowei Hu, Hongqi Liu and Lai Wei); (10) When do People Protest?--Using a Game Theoretic Framework to Shed Light on the Relationship Between Repression and Protest in Hybrid and Autocratic Regimes (Daniel Stockemer); (11) Embracing Intersectional Analysis: The Legacy of Anglo European Feminist Theory to Social Sciences-Humanities (Xiana Sotelo); (12) Cyberfeminist Theories and the Benefits of Teaching Cyberfeminist Literature (Maya Zalbidea Paniagua); (13) Social Exclusion and Inclusion of Young Immigrants in Different Arenas--Outline of an Analytical Framework (Katrine Fangen); (14) The Conceptualising of Insecurity from the Perspective of Young People (Riitta Vornanen, Maritta Torronen, Janissa Miettinen and Pauli Niemela); (15) War, Genocide and Atrocity in Yugoslavia: The ICTY and the Growth of International Law (Mary J. Gallant); (16) The Power of Words: Inmates Write Stories of Life and Redemption (Diane Ketelle); (17) The Challenge of Linguistic Diversity and Pluralism: The Tier Stratification Model of Language Planning in a Multilingual Setting (Beban Sammy Chumbow); (18) Creative Expression Through Contemporary Musical Language (Barbara Sicherl-Kafol and Olga Denac); (19) International Higher Education Rankings at a Glance: How to Valorise the Research in Social Sciences and Humanities? (Jose M. Gomez-Sancho and Carmen Perez-Esparrells); (20) Scientific Publishing in the Field of Social Medicine in Slovenia (Petrusa Miholic and Dorjan Marusic); (21) Japan's University Education in Social Sciences and Humanities Under Globalization (Akiyoshi Yonezawa); (22) ICT, Learning Objects and Activity Theory (Thomas Hansson); (23) An Anthropology of Singularity? Pastoral Perspectives for an Embodied Spirituality in the Annus virtualis and Beyond (Jan-Albert van den Berg); (24) The Effects of Environment and Family Factors on Pre-Service Science Teachers' Attitudes Towards Educational Technologies (The Case of Mugla University-Turkey) (Sendil Can); (25) Social Engineering Theory: A Model for the Appropriation of Innovations with a Case Study of the Health MDGs (Beban Sammy Chumbow); and (26) Stress Management for Medical Students: A Systematic Review (Muhamad Saiful Bahri Yusoff and Ab Rahman Esa).

This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social), the Humanities, and the private and public sectors of society. The chapters speak across sociocultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures. This book contains the following chapters: (1) Social Research Methods in Higher Education: A Critical Analysis of Methodological Issues and Emerging Trends at the Zimbabwe Open University (Caleb Kangai); (2) Methodology Transfers Between Social Sciences and Humanities in Relation to Natural Sciences, Technology and Government Policy (Hajime Eto and Shinichi Yamamoto); (3) Causality in Social Studies Education (Bayram Tay); (4) The Assumption of Non-Gaussianity in Natural and Social Sciences and Its Influence on Detection of Causal Relationships (Katerina Hlavackova-Schindler); (5) Qualitative Research: The Toolkit of Theories in the Social Sciences (Sylvain K. Cibangu); (6) A Simulation Approach to Validate Models Derived from Observational Studies (Pierre N. Robillard and Simon Labelle); (7) Cartographic Generalization Applied to Social Networks Maps in the City of Curitiba in Brazil (Renan M. Pombo, Luciene S. Delazari and Claudia R. Sluter); (8) Open-Source Tools for Data Mining in Social Science (Pasko Konjevoda and Nikola Stambuk); (9) Applying Social Sciences Research for Public Benefit Using Knowledge Mobilization and Social Media (David J. Phipps, Krista E. Jensen and J. Gary Myers); (10) Re-Visiting Ethnographic and Orthodox Research Methodologies: Field Research Experiences from an African Perspective (Oliver Mtapuri); (11) Social Physics: An Interdisciplinary Way to Explore the Mechanism of Public Opinion (Yijun Liu and Wenyuan Niu); (12) The Methodology of Formulating Iranian National Policy of Entrepreneurship: A Conceptual Framework (Hassan Danaeefard and Mohammad Reza Noruzi); (13) Theoretical Approaches to Employment and Industrial Relations: A Comparison of Subsisting Orthodoxies (Christopher Odogwu Chidi and Okwy Peter Okpala); (14) Human Capital Resourcing Practices and Organisational Performance: A Study of Selected Organisations in Lagos State, Nigeria (Christopher Odogwu Chidi and Okwy Peter Okpala); (15) Enhancing Productivity Through Lean Behavior (A. Perumal Puvanasvaran); (16) Organizational Sustainability: The Case of Handcrafts Micro-Business in Southern San Sebastian, Jalisco, Mexico (Jose G. Vargas-Hernandez); (17) Strengthening Institutional Capacity for Science, Technology and Innovation in Uganda (Muriisa R. Kabeba); (18) A Didactic and Methodological Lesson of the Study of Economics and the Skill Development of Students (Maria Covadonga De la Iglesia Villasol); (19) New Public Management and Reforms in Iran: Analysis of Government Downsizing (Hassan Danaee fard, Tayebeh Abbasi and Mohammad Reza Noruzi); and (20) Media of Exchange and Liquid Assets of Political and Market Enterprises: A New Monetary Perspective on Medieval French Monetary Mutations (Thomas Marmefelt).

"Creativity for a New Curriculum: 5-11" provides an account of what creativity really means in the context of children's learning in the primary school, and describes in practical terms what teachers can do to foster it. At a time of curriculum development and change, it focuses on the opportunity to build a new curriculum that is inclusive of creativity and is fit for the twenty-first century. The value of fostering creative thinking and problem solving abilities in education is widely recognised for its capacity to confer an independence and ability to function effectively in life. As such, encouraging children to be creative thinkers and problem solvers should be an integral part of everyday teaching and learning across all subjects. Building upon the research and practices of a group of educators studying creativity across the curriculum and coordinated by the author, this book provides primary teachers and trainee teachers with easy to understand explanations of what creativity means in the context of the subjects of the curriculum for young children. It introduces ideas for how to nurture and support it, and explores issues associated with fostering it, such as assessment.

President Lincoln signed the Morrill Land-grant Act in 1862, launching a nationwide project in public higher education that would build democracy, prosperity, and competitiveness to levels undreamed of 150 years ago. As student costs skyrocket, driven by steep drops in public funding, the viability of that project, like the nation itself, is under threat. "In Precipice or Crossroads?" top experts in higher education address a broad range of issues central to the question of whether the quality of these institutions--and of American life and democracy--can be sustained. Contents of this book include: (1) Foreword (Peter McPherson); (2) Introduction (Daniel Mark Fogel); (3) Democracy, the West, and Land-Grant Colleges (Coy F. Cross II); (4) The 1890 Institutions in African American and American Life (Carolyn R. Mahoney); (5) The Modern Public University: Its Land-Grant Heritage, Its Land-Grant Horizon (E. Gordon Gee); (6) Commitments: Enhancing the Public Purposes and Outcomes of Public Higher Education (Mark G. Yudof and Caitlin Callaghan); (7) Challenges to Viability and Sustainability: Public Funding, Tuition, College Costs, and Affordability (David E. Shulenburger); (8) University-Based R&D and Economic Development: The Morrill Act and the Emergence of the American Research University (Michael M. Crow and William B. Dabars); (9) From a Land-Grant to a World-Grant Ideal: Extending Public Higher Education Core Values to a Global Frame (John Hudzik and Lou Anna K. Simon); (10) Statewide University Systems: Taking the Land-Grant Concept to Scale in the Twenty-First Century (Nancy L. Zimpher and Jessica Fisher Neidl); (11) Creating the Future: The Promise of Public Research Universities for America (James J. Duderstadt); and (12) Challenges to Equilibrium: The Place of the Arts and Humanities in Public Research Universities (Daniel Mark Fogel).

"Drama at the Heart of the Secondary School" provides a rationale for the curricular centrality of drama together with rich and detailed examples of cross-phase thematic projects which are drama-led, but which promote learning across a wide range of curriculum areas, from the humanities and other arts, to English and literacy, science and PSHE. Each unit explores relevant and stimulating themes and topics that will engage the students, promote empathy, pose questions, and produce creative responses. Starting from relatively simple beginnings, the drama is structured in layers of increasing sophistication and complexity. Each layer adds another dimension to the potential learning opportunities available across a wide range of curriculum areas and suitable for learners of varying experience and ability. A wide range of curriculum areas of enquiry are referenced, and each unit offers unique ways of student learning designed to encourage excellent drama skills as well as embracing the "learning to learn", Citizenship and PSHE agendas that are fundamental to good teaching and learning. Features include: (1) Lists of dramatic techniques and keywords; (2) Cross curricular connections and ideas highlighted in the text; (3) Opportunities to address RSA "Opening Minds" competencies and PLT skills; (4) Examples of curriculum models suitable for thematic work; and (5) An outline of the principles of assessment for each unit. The following units are contained in the book: (1) Foundlings; (2) Van Dieman's Land; (3) Persuasion; (4) Child Labour; (5) Phaeton; (6) Eyam- Plague Village; (7) Wordless Books; (8) Lizzie Borden; and (9) Kindertransport. A bibliography is also included.

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces--extracts from books, key articles, salient research findings, major theoretical and/practical contributions--so the world can read them in a single manageable volume. Michael A. Peters has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 60 books (authored, co-authored and edited) and 500 articles to the field. In "Education, Philosophy and Politics", Michael A. Peters brings together 15 of his key writings in one place, including chapters from his best-selling books and articles from leading journals. Starting with a specially written Introduction, which gives an overview of Michael's career and contextualises his selection, the essays are then arranged thematically to create a pathway of a way of thinking in philosophy of education which is forward looking but takes account of tradition and the past. The subjects of the chapters include: (1) Wittgenstein Studies; (2) Philosophical Critique of Modernity; (3) French Poststructuralism; (4) Jean-Francois Lyotard; (5) Foucault & Deleuze; (6) Derrida; (7) American Pragmatism; (8) Rorty; (9) Cavell; and (10) Philosophy and racism. Through this book, readers can follow the themes and strands that Michael A. Peters has written about for over three decades and clearly see his important contribution to the field of education.

This book presents four years of close observation of research and KT practices in one UK University. It attempts to contextualise KT within the arts and humanities, as well as situate learning about the reception and adoption of KT by the individual scholar and the organisation in which they operate. (Contains 3 figures)

This volume assembles essays addressing the recurring question of the "subject," understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies. After examining scholarship on the "subject," Pinar critiques its absence in the new sociology of curriculum, its historically shifting presence in North European (and specifically German) conceptions of "Bildung", in Pinar's concept of "currere", in Frantz Fanon's theorizing of decolonization, and as the subject becomes reconstructed in the intercultural scholarship of Hongyu Wang and in Maxine Greene's theorization of art as experience. Of interest to scholars not only in the US, this book will hold special significance for graduate students and junior scholars who want to know how to conduct curriculum research and development in a field informed by scholarship and theory in the humanities.

For those considering adopting team teaching, or interested in reviewing their own practice, this book offers an over-view of this pedagogy, its challenges and rewards, and a rich range of examples in which teachers present and reflect upon their approaches. The interaction of two teachers--both the intellectual interaction involved in the design of the course, and the pedagogical interaction in the teaching of the course--creates a dynamic environment that reflects the way scholars make meaning of the world. The process naturally breaks down the teacher-centered classroom by creating a scholarly community in which teachers and students work together to understand important ideas, and where students don't just learn content, but begin to understand how knowledge is constructed, grasp the connections between disciplines as well as their different perspectives, see greater coherence in the curriculum, and appreciate how having more than one teacher in the classroom leads naturally to dialogue and active learning. Each of the five examples in this book shares the story of a course at a different institution, and each is designed to reflect a number of different variables in team-taught courses. They represent courses in a variety of different disciplines, including the sciences, social sciences, humanities, and the arts; and at a range of levels, from first-year seminars to graduate courses. They also illustrate a number of different models for instructional teams, such as faculty from the same disciplines, from related disciplines, from two very different disciplines, from different institutions, and one pairing of a faculty member and a staff member. This book provides insight into the impact of team teaching on student learning and on faculty development. It also addresses the challenges, both pedagogical an administrative, that need to be addressed for team teaching to be effective. This book contains: (1) Origins: Team Teaching in the Sciences (Amy Jessen-Marshall and Halard L. Lescinsky); (2) Lessons Learned by a Philosopher and a Biologist in Team Teaching a First-Year Seminar on "Disease and Culture: Why You Are a Walking Petri Dish" (Min-Ken Liao and Sarah Worth); (3) Arts and Community: Lessons in Team Teaching (Robert A. Richter and Margaret E. Thomas); (4) Interracial Team Teaching in Social Work (Mathew L. Ouellett and Edith Fraser); and (5) Lessons Learned From an Interdisciplinary Course in Undergraduate Science (Ronald J. Duchovic). [Foreword by James Rhem.]

What is the role of the humanities in the modern school? Should geography, history, RE and Citizenship teachers remain faithful to long-standing subject cultures and pedagogies? Or is there another way to consider how the curriculum, and the notion of individual subjects and teachers' pedagogy, could be constructed? Drawing on case studies taken from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, "Cross-Curricular Teaching and Learning in Humanities" constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas. Key features include: (1) Clear theoretical frameworks for cross-curricular processes of teaching and learning in the humanities; (2) Lively and engaging text that blends key issues with stories of current practice; (3) An analysis of the use of assessment, enquiry, and pupil talk as key components in building a cross-curricular approach to the humanities; (4) Practical and reflective tasks that enable to reader to apply their reading to day to day practice, alongside links to professional standards; (5) Summaries of key research linked to suggestions for further reading; and (6) Professional development activities to promote cross-curricular dialogue. Part of the "Cross-Curricular Teaching and Learning in the Secondary School" series, this timely interdisciplinary textbook is essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in secondary Humanities teaching.