Search results for using data

Fat on Campus: The Voices and Images of Fat College Students and the Impacts of Fatphobia amplifies the voices of 11 fat college students across the United States. Defined as “a pathological fear of fatness often manifested as negative attitudes and stereotypes about fat people” (Robinson et al., 1993, p. 468), fatphobia, like other forms of oppression, impacts our students and our campuses. Unlike other cultural phenomena, fatness is one of the last socially acceptable forms of bias. This text sheds light on fat students, increasing their visibility in higher education, explaining why it is important to recognize and address this critical issue on campuses across America. Using rich stories from students who self-identify as fat, this text honors their experiences and highlights how they have created welcoming spaces for themselves in often unwelcoming collegiate environments. The book shares findings from a national photovoice research study, including narratives and photographs. A methodological technique combining storytelling and photography, photovoice is often used to inspire social change. Aligned with the idea of transforming the future of higher education, this book serves as both a call to action for educators and a love letter to fat students on campus. The book is designed to engage educators and amplify the voices of fat students in an accessible way. While it may be tempting for readers to flip to the section corresponding with their functional area of interest, readers are invited to read the whole book and ask themselves, “How can I extend this research to my own place of work?”Perfect for courses such as: College Environments; Diversity in Higher Education; Understanding College Students; Arts-Based Research and Methodologies; Qualitative Research

A 2022 SPE Outstanding Book Honorable Mention Our society urgently needs education that motivates, challenges, engages, and affirms all students. No matter their previous successes or failures, every student has enormous learning potential and important contributions to make now and in the future. Such meaningful learning experiences don't just happen, they need to be intentionally designed. This book supports those who will undertake this vitally important work. Learning that Matters: A Field Guide to Course Design for Transformative Education is a pragmatic resource for designing courses that engage college students as active citizens. This "work" book provides research-informed approaches for creating learning experiences and developing innovative, intellectually-engaging courses. Whether a novice or a veteran, by engaging with the text, collaborating with colleagues, and reflecting on the important work of a teacher, any motivated educator can become a transformative educator. Every college course has the potential to transform students' lives. Through implementation of critical concepts such as connected and authentic assessments; dilemmas, issues, and questions; portable thinking skills and engaging strategies; and a purposeful focus on inclusivity and equity, readers begin the process of change needed for preparing students who will be able to address the monumental challenges facing our society.

2021 CHOICE Outstanding Academic TitleAcross the globe, students are speaking up, walking out, and marching for social and ecological justice. Despite deficit discourses about students, youth are using their voice and agency to call forth a better world. Will educators respond to this call to stand with students in relational solidarity as co-constructors of a new tomorrow? What is possible when teachers and students engage together in new ways? Pedagogies of With-ness: Students, Teachers, Voice and Agency offers insight into the transformative possibilities of education when enacted as the art of being with. Driven by student voices and their experiences of marginalization, this text takes a clear ethical stance. It asserts that students are both capable and competent. Taking a narrative approach, this book honors academic work that is rooted in educational practice. Expanding beyond traditional conceptions of student voice, chapters engage in meditations on three themes: identity, pedagogy, and partnership. This book is an exploration of with-ness, a way of knowing, being, and acting. By centralizing the all-too-often suppressed wisdom of youth, teachers and researchers engage in new forms of critique and possibility-making with students. Editors reflect on this central theme, exploring the dimensions of such pedagogies of with-ness. Through this book, teachers are invited to imagine pedagogy under this new framework, actively committed to students, their voice, and mutual engagement. Click HERE to watch the Pedagogies of With-ness book discussion.

Case studies serve as powerful tools because they bridge theory and practice, enhance decision-making skills, and prepare individuals for real-world challenges. There is a shortage of case study resources specifically focused on the ongoing development of leaders for positions in higher education. Sticky Cases in Higher Education Leadership provides invaluable insights and lessons to help aspiring higher education leaders and experienced administrators navigate the complex landscape of academic leadership. Authored by faculty and administrators in various roles, the cases represent real-world incidents and situations that are faced by higher education leaders. Each case discusses a real-world conflict or challenge presented in an open-ended format to encourage thoughtful, independent, or collaborative analysis. Readers, individually or collaboratively, consider the situation or incident and propose solutions or alternative approaches. The primary purpose of the book is to serve as a valuable teaching tool for universities offering programs in higher education leadership development. It can be used in doctoral and master's degree programs focused on higher education leadership and management. It will also benefit colleges and universities that have or are planning to initiate leadership development programs to prepare faculty for advancement into administrative roles. Additionally, the book will have utility for institutions engaged in succession planning. The cases enrich the experience of program participants and are easily aligned with desired learning outcomes. With a focus on planning and institutional renewal by national accreditors, such as the Middle States Commission on Higher Education, this book fills a critical need for case-based resources to support the development of higher education leaders.Perfect for courses such as: Leading Across Cultures; Leadership in Educational Contexts and Systems; Contemporary Issues in Higher Education; Leadership, Management, and Supervision in Higher Education; Leading Change; and Education Policy and Planning

A 2021 SPE Outstanding Book Award Winner American public education has been under assault for the last few decades as a “broken” system that needs a complete overhaul. In large part, these opinions are offered by people and organizations who know little about schools. But who are these influencers? This book is about conservative philanthropies, the organizations and individuals within their networks, and the strategies they use to shape educational policy and practice in K-12 and higher education. Each chapter examines a philanthropy, philanthropic network, or corporation focused on pushing an agenda of individualism, privatization, and conservative ideologies. Based in extensive research, including the tax filings of specific philanthropic foundations, the authors demonstrate how the philanthropic elite work within federal, state, and local governmental contexts to influence policy and practice. Within a global context of increasing wealth inequality, the authors question the motivations of these privileged few to withhold tax dollars from the US treasury where duly elected representatives can determine how tax dollars are used to benefit society. By allowing these philanthropic organizations tax exemptions under the guise of assumed benevolence, are citizens giving up their ability to hold these organizations accountable for how the money is spent? This book, aimed at a general audience of educators, provides the in-depth knowledge necessary to understand and resist private control of public policies and institutions.

A 2020 SPE Outstanding Book Award Winner A 2019 AESA Critics' Choice Award Winner Conservative ideologues have sought to shift the focus from the collective good to the individual good and to redirect the purposes and aims of education away from public benefit and in favor of private enterprise. As such, market-oriented, privatized, and standardized approaches to education reform have worked toward achieving that goal. This book is a primer on how the political right is utilizing various aspects of philanthropy and the political process to influence educational policymaking. In 1971, corporate lawyer and future U.S. Supreme Court Justice Lewis Powell wrote a detailed memo that galvanized a small group of conservative philanthropists to create an organizational structure and fifty-year plan to alter the political landscape of the United States. Funded with significant “dark money,” the fruits of their labor are evident today in the current political context and sharp cultural divisions in society. Philanthropy, Hidden Strategy, and Collective Resistance examines the ideologies behind the philanthropic efforts in education from the 1970s until today. Authors examine specific strategies philanthropists have used to impact both educational policy and practice in the U.S. as well as the legal and policy context in which these initiatives have thrived. The book, aimed for a broad audience of educators, provides a depth of knowledge of philanthropic funding as well as specific strategies to incite collective resistance to the current context of hyperaccountability, privatization of schooling at all levels, and attempts to move the U.S. further away from a commitment to the collective good.Perfect for courses such as: Critical and Contemporary Issues in Education, Education Policy, Educational Policy Analysis, Social Foundations of Education, Philanthropy, Public Policy & Community Change, Philanthropic Studies, Sociology of Education, Politics of Education, Current Issues in Education, Government and the Mass Media, Polarization of American Politics.

2026 SPE Outstanding Book Award WinnerFood Stories: Navigating the Academy with Cultural Lessons from the Kitchen is the first volume in the series Culinary Canvas: A Series on Integrating the Arts and Food into Higher Education. The purpose of the series is to explore the innovative integration of arts and food into higher education. Each volume aims to inspire a paradigm shift in academia, advocating for a more holistic, creative, and inclusive approach to learning, teaching, researching, serving, and existing in the academy. In the present volume, Food Stories makes the case that food, and the culture surrounding food, is a closely held--and powerful--reality that shapes who we are as individuals, as members of varied communities, and invariably, informs who we are as educators and researchers. This book gives space for the authors to explore not only the impact that food and culture have had, and continue to have, on them as individuals, how that culture and experiences impact them as members of the academy (in teaching, research, and service), but also in providing some guidance to graduate students and junior faculty. In effect, chapters explore navigating academic work (teaching, research, and service) through the lens of food and the transferable lessons that can be gleaned from our grandmothers’, mothers’, fathers’, and our own kitchens. It is often the case that higher education fosters both imposter syndrome and a workaholic disposition that can be detrimental to teaching and research. What this book does, then, is to not only explore the ways in which what may seem as non-academic work such as cooking a meal can have on our work/life balance but, also, how to incorporate the very lessons of food into who we are as educators, how we teach, and how we can approach the work we do more broadly. Through carefully curated chapters, this text presents a wide array of perspectives across food and cultural regions, as well as imparting insights from the academy from authors spanning the spectrum of the career. It is an important book full of valuable lessons for graduate students, faculty and teachers who wish to use its content in their classrooms.Perfect for courses such as: Cultural Studies; Culturally-Responsive Pedagogy

Reflecting on Autoethnographic and Phenomenological Experiences: A Caregiver’s Journey is a unique critical qualitative inquiry study that uses the author’s experience as a caregiver to his wife suffering from dementia as the basis of a critical autoethnography. It explores components of positive caregiving that may be not only melancholic and empirical, but also emotionally painful. The book employs multiple approaches that include critical narrative, phenomenology, autoethnography and experiential writing. Through a phenomenological lens of an insider that includes self- and other-hood, marriage, career, fatherhood, suicide, despair, triple grief, loss, caregiving, cooking, housekeeping, advocating mind reading, and encouraging, a narrative illustrating self-reflection on particular experiences is constructed. These culminating experiences result in first-hand and didactical understandings by the caregiver. Individual, personal, and subjective interpretation of relational happenings are explored. Reflective journaling and observations of the seasons of marital life seek to understand if and how shared experiences transcend multiple contexts and help the reader understand experiences of dementia. Reflecting on Autoethnographic and Phenomenological Experiences: A Caregiver’s Journey is a volume that will be invaluable to qualitative inquiry researchers, autoethnographers, and those readers interested in the research of caregiving.

While there is a wealth of scholarship on Africana Education, no single volume has examined the roles of such important topics as Black Male Identity, Hip Hop Culture, Adult Learners, Leadership at Historically Black Colleges and Universities, Critical Black Pedagogy, among others. This book critically examines African Americans in higher education, with an emphasis on the social and philosophical foundations of Africana culture. This is a critical interdisciplinary study, one which explores the collection, interpretation, and analysis of quantitative and qualitative data in the field of higher education. To date, there are not any single-authored or edited collections that attempt to research the logical and conceptual ideas of the disciplinary matrix of Africana social and philosophical foundations of African Americans in higher education. Therefore, this volume provides readers with a compilation of literary, historical, philosophical, and communicative essays that describe and evaluate the Black experience from an Afrocentric perspective for the first time. It is required reading in a wide range of African American Studies courses.

2024 SPE Outstanding Book Award Honorable Mention Transforming Identities is the story of one doctoral program that was developed to transform the individuals who participated in the program personally and professionally, leading to improved ways of working within their professional practice. The book details the components of the program believed to have contributed to students' transformed personal and professional identities. The description of the program serves as a frame for 14 individual, compelling stories of transformation. These stories include identities experienced during the program, programmatic components that were mechanisms for change, and the impact of these alums' transformation on their professional organizations. In the final chapter, the editors look across the alums' stories of transformation to inform those who are developing/redeveloping doctor of education programs. Mechanisms of change highlighted by these former students include courses, communities of practice, advisers, and comprehensive examination. The book also synthesizes alums' descriptions of the phases of their transformation, what it means to be a scholar-practitioner, and what meaningful contributions “look like” within their professional contexts. The Johns Hopkins University (JHU) Doctor of Education (EdD) program was created with the expressed programmatic outcome of developing leaders who possess the knowledge, skills, and dispositions to rigorously examine educational problems of practice with stakeholders within their context of professional practice. Transforming Identities frames this discussion of identity transformation from an improvement science perspective as depicted by Bryk et al. (2015) (see also Author et al., 2022). Using this framework for the Applied Dissertation, the program supported its scholar-practitioners to partner with their colleagues in educational institutions and to independently take on the challenges and opportunities they encountered in their work within their context of professional practice. The initial chapters in the book provide an overview of the EdD program, to frame the remaining chapters in which graduates from the program describe their inspirational stories of transformation. They describe the ways in which the program components, including their dissertation, transformed their identity as well as their work within their context of professional practice. These stories present the ways in which these change agents within their organizations have served as insiders who, with greater knowledge and access to knowledge, were able to become the bridge between research and practice, and practice and research and thereby change their organizations from the inside. These stories of transformation highlight how their skills and insights accurately identify the variability in the contexts in which their problem of practice is situated, the variability in the successes of interventions within similar contexts, and the most appropriate way to move the organization forward toward improved outcomes. Each chapter tells the author’s story of transformation from practitioner to scholar-practitioner through the dissertation study and beyond.