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Representing "U": Popular Culture, Media, and Higher Education
From the magazines and newspapers of the mid-1800s to movies and apps of the twenty-first century, popular culture and media in the United States provide prolific representations of higher education. This report positions artifacts of popular culture as pedagogic texts able to (mis)educate viewers and consumers regarding the purpose, values, and people of higher education. It: Discusses scholarly literature across disciplines Examines a diverse array of cross-media artifacts Reveals pedagogical messages embedded in popular culture texts to prompt thinking about the multiple ways higher education isrepresented to society through the media. Informative and engaging, higher education profession...
Monstrous Women in Comics
Contributions by Novia Shih-Shan Chen, Elizabeth Rae Coody, Keri Crist-Wagner, Sara Durazo-DeMoss, Charlotte Johanne Fabricius, Ayanni C. Hanna, Christina M. Knopf, Tomoko Kuribayashi, Samantha Langsdale, Jeannie Ludlow, Marcela Murillo, Sho Ogawa, Pauline J. Reynolds, Stefanie Snider, J. Richard Stevens, Justin Wigard, Daniel F. Yezbick, and Jing Zhang Monsters seem to be everywhere these days, in popular shows on television, in award-winning novels, and again and again in Hollywood blockbusters. They are figures that lurk in the margins and so, by contrast, help to illuminate the center—the embodiment of abnormality that summons the definition of normalcy by virtue of everything they are...
Cheated
In 2010 allegations of an utterly corrupt academic system for student-athletes emerged at the University of North Carolina at Chapel Hill, home of the legendary Tar Heels. Written by UNC professor of history Jay Smith and UNC athletics department whistleblower Mary Willingham, Cheated recounts the story of academic fraud in UNC’s athletics department, even as university leaders focused on minimizing the damage in order to keep the billion-dollar college sports revenue machine functioning. Smith and Willingham make an impassioned argument that the “student-athletes” in these programs are being cheated out of what, after all, they are promised in the first place: a college education. Upd...
Co-Learning in Higher Education
Co-Learning in Higher Education addresses topics critical to the future of higher education: the wellbeing of communities, engagement of scholars supporting new generations of social activists, and the renewal and expansion of educational and career pathways. It develops a theory of co-learning that engages students and professors across generations in partnerships with community organizations, schools, and corporations that solve emerging social and environmental challenges. Collaboratively written cases discuss community projects, engaging pedagogies, and action research projects. These co-cases demonstrate the power of using critical pedagogies and social action within troubling contexts, rather than assuming public policy changes are the only solution. Contributors explore mentoring, discuss pedagogies that promote community wellbeing and equity, address the urgency of change in universities, and reflect on the implications of this chaotic period for empowering social agency among youth in rising generations. This is a timely volume for scholars and students in higher education and educational policy.
Critical Race Theory in Higher Education: 20 Years of Theoretical and Research Innovations
Critical race theory (CRT) was introduced in 1995 and for almost twenty years, the theory has been used as a tool to examine People of Color’s experiences with racism in higher education. This monograph reviews the critical race literature with a focus on race and racism’s continued role and presence in higher education, including: • legal studies and history, • methodology and student development theory, • the use of storytelling and counterstories, and • the types of and research on microaggressions. The goal of the editors is to illuminate CRT as a theoretical framework, analytical tool, and research methodology in higher education. As part of critical race theory, scholars an...
The "Front Porch": Examining the Increasing Interconnection of University and Athletic Department Funding
Higher education and intercollegiate athletics have long had a complicated relationship. Examining the interconnection between the two and from a variety of theoretical and practical angles, this volume highlights many of the debates surrounding higher education and intercollegiate athletics and the financial dependency between these two long-standing entities. Topics include: a comprehensive history of the National Collegiate Athletic Association, an examination of the funding mechanisms utilized by intercollegiate athletic departments, an in-depth magnification of the increasing corporatization of higher education and athletics, and a look into potential future debates and lines of inquiry surrounding this topic. This is the 5th issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Longitudinal Assessment for Institutional Improvement
An in-depth look at one of a valuable tools for assessing student learning outcomes Longitudinal assessments, in which researchers track the experiences of individual students over a predetermined period of time, are powerful tools for measuring college student learning outcomes and for institutional planning, policy, and program design. This volume in the critically acclaimed New Directions for Institutional Research comprises contributions from leading experts in the field from institutions of higher learning nationwide who focus on three key aspects of longitudinal assessment, namely, methodology, data collection, and the application of findings in the crafting of institutional improvement initiatives.
Reframing Persistence Research to Improve Academic Success
This volume of New Directions for Institutional Research proposes and tests new approaches to institutional research (IR) that attempt to break down barriers to academic success, particularly focusing on minority students, working students, and others in nontraditional circumstances. The chapters in this volume review prior research on best practices as well as evaluations of retention programs and persistence by students of color, then go on to propose and test new approaches to assessment, action research, action inquiry, and evaluation. Lessons learned from this volume should contribute to strategies used by administrators and faculty for collaborative projects involving IR professionals and other higher education researchers in interventions designed to improve academic success for all students. This is the 130th volume of New Directions for Institutional Research, a quarterly publication published by Jossey-Bass. Access our complete list of New Directions for Institutional Research titles for a wide variety of IR topics.
Racism and Racial Equity in Higher Education
What does it means to work toward racial equity in higher education in the 21st century? This monograph answers just that with a synthesis of theory, research, and evidence that illuminate the ways in which racism shapes higher education systems and the experiences of people who navigate them. Higher education leaders must move beyond vague notions of diversity and do the difficult work of pursuing systemic transformation and creating more inclusive environments in which racially diverse populations can thrive. Such work necessitates a deep understanding of the historic and contemporary role of racism in shaping postsecondary access and opportunity. This work will be of interest to those who...
Play Among Books
How does coding change the way we think about architecture? This question opens up an important research perspective. In this book, Miro Roman and his AI Alice_ch3n81 develop a playful scenario in which they propose coding as the new literacy of information. They convey knowledge in the form of a project model that links the fields of architecture and information through two interwoven narrative strands in an “infinite flow” of real books. Focusing on the intersection of information technology and architectural formulation, the authors create an evolving intellectual reflection on digital architecture and computer science.
