Developing and Assessing Personal and Social Responsibility in College. New Directions for Higher Education, Number 164

Prepare your institution for a new generation of disability services that embraces the growing student, as well as staff and faculty population with disabilities. Legal compliance, reasonable accommodations, classroom instruction issues, strategies to improve the campus climate and more–this volume examines what disability services may have to offer, and have cmapuses and disability service professionals may need to collaborate or expand traditional notions of disability and disability services. Volume editors Wendy S. Harbour, Lawrence B. Taishoff Professor of Inclusive Education at Syracuse University, and Joseph W. Madaus, co-director of the Center on Postsecondary Education and Disability, assemble an introduction, and overview of disability services. Contributing authors examine campus case-studies, procedures and terminology, legal compliance and disability services for staff and faculty. The volume concludes with a broad view of disability itself and how its role as a part of campus diversity. This is the 154th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher-education decision-makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

As a result of transnational migration, many countries are becoming increasingly ethnoculturally diverse, creating both new opportunities and challenges for practices of adult education. This volume examines the changing nature of adult education in the age of increased transnational migration and: • synthesize the latest research, policies, and practices in transnational migration and adult education, • examines the larger historical and structural issues of race and gender in immigration and newer theories, such as diaspora studies, in relation to adult education, and • provides examples and recommendations for enhancing socially just and inclusive adult education environments for newcomers. Transborder injustices and multiple dimensions of social justice permeate immigration dynamics and challenge adult educators to rethink social justice in a transnational age. This is the 146th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Written for anyone in higher education who is responsible for submitting and running a grant-funded project, Grant Seeking in Higher Education offers a hands-on resource for developing and managing the grant process from start to finish. Step by step, the authors will help you to identify and sort through potential sponsors, tap into campus support that is already in place, and prepare to write a targeted grant proposal that can generate results. Once you have completed the research, the book outlines the keys to writing a winning proposal, including an effective proposal narrative, thorough budget, and readable proposal package. To give grant seekers an extra edge, the book contains a toolkit of tested materials. These proven tools—templates, examples, and cheat sheets—are designed to help you approach your project as a grants professional would. Grant Seeking in Higher Education also spotlights the need for academic leaders to create a campuswide culture that fosters efficient and effective grant seeking. Praise for Grant Seeking in Higher Education «This book realistically provides great advice on proposal development and grants management. Additionally, readers receive a bonus as the authors have included some very helpful tools and templates that have assisted them in their grant endeavors.» —Gail Vertz, chief executive officer, Grant Professionals Association «This book is well researched, especially with regard to issues of collaboration, helpfully organized, and chock-full of practical advice—a must-have for any research development professional's bookcase!» —Holly Falk-Krzesinski, founding president, National Organization of Research Development Professionals (NORDP)

This volume delivers a cutting-edge analysis on vernacular globalization, or how local forces mediate global trends. It delves into the vital facets of the quest for global competitiveness, including: Global university rankings World-class universities University mergers Quality assurance Cross-border higher education International education hubs. The authors situate their topics within current international scholarship and demonstrate the myriad avenues through which local actors in higher education may respond to global competition. They pose critical questions about the impact of global competition in an increasingly hierarchical higher education environment, interrogating the potential for social injustice that arises. By providing an alternative perspective to the descriptive, normative approach that dominates the scholarship on global competition in higher education, the chapters in this volume open a fresh and invaluable dialogue in this arena. This is the 168th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

Take a candid look into how some traditional liberal arts colleges have incorporated nontraditional adult degree programs. This volume of case studies shows how a number of small, independent universities addressed various administrative and service functions for their adult programs. When taken together, it captures the emulsive nature of this imperfect blend as well as the fluidity of solutions. This issue covers: The dynamics that an adult program can bring to an institution Colleges that combine the adult program within university-wide, centralized processes Colleges that have mostly autonomous programs Institutions that developed a hybrid model The current status of incorporating nontraditional programs into traditional colleges and universities. This is the 159th volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

Step-by-step guidance for shaping better writers while keeping faculty workloads manageable Effective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing across the curriculum. Guiding and assessing student writing in classrooms, general education, and departments takes knowledge, planning, and persistence, but it can be done effectively and efficiently. Written in the concise, accessible style Barbara Walvoord is known for, Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms offers administrators, program chairs, general education leaders, and classroom instructors the guidance they need. The book provides concrete suggestions for how to: Articulate goals for student writing Measure student writing Improve student writing Document that improvement The book begins by addressing four basic concepts: what we mean by writing, what we mean by «good» writing, how students learn to write, and the purposes of assessment. Next, Walvoord explains the various approaches and methods for assessing writing, urging a combination of them adapted to the institution's purposes and political context. After this introduction, successive chapters offer realistic, practical advice to institution-wide and general education leaders, department members, and classroom instructors. Walvoord addresses issues such as how to engage faculty, how to use rubrics, how to aggregate assessment information at the department and institutional levels, and how to report assessment information to accreditors. The chapter for classroom instructors offers practical suggestions: how to add more writing to a course without substantially increasing the grading load; how to construct writing assignments, how to make grading and responding more effective and time-efficient, how to address grammar and punctuation, and how to support students whose native language is not English. The book also includes four helpful appendices: a taxonomy of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs; sample outlines for faculty development workshops; a student survey on teaching methods instructors can use to inform their choices in the classroom; and a student self-check cover sheet designed to help students take ownership of their own learning and responsibility for turning in complete, correct assignments. Practical, step-by-step guidance for each point in the assessment and improvement process creates a cohesive, institution-wide system that keeps students, faculty, and administrators on the same page.

This volume addresses the relationship of adult education and health from different perspectives. One task of adulthood is caring for one's health and, for many, caring for the health of children, a partner or spouse, and/or aging parents. Changes in health or the desire for improved health often prompt the need for individuals to learn–and adult education can play a vital role in enabling this learning. Editor Lilian H. Hill, associate professor of adult education at the University of Southern Mississippi, and contributing authors assemble a comprehensive review of the critical issues involved including How adults learn while coping with chronic illness Health education within adult literacy, adult basic education, and English as a Second Language classes Approahces to help adults evaluate and learn from online information The influence of globalism on health and more. Concluding with Hill's own argument that health is a social justice issue, the volume illustrates how adult educators need to be involved in health education because they have valuable skills and knowledge to contribute, and because it is a meaningful arena in which to demonstrate the field's commitment to equity and social justice. This is the 130th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, New Directions for Adult and Continuing Education is an indispensable series that explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

This volume addresses the relationship of adult education and health from different perspectives. One task of adulthood is caring for one's health and, for many, caring for the health of children, a partner or spouse, and/or aging parents. Changes in health or the desire for improved health often prompt the need for individuals to learn–and adult education can play a vital role in enabling this learning. Editor Lilian H. Hill, associate professor of adult education at the University of Southern Mississippi, and contributing authors assemble a comprehensive review of the critical issues involved including How adults learn while coping with chronic illness Health education within adult literacy, adult basic education, and English as a Second Language classes Approahces to help adults evaluate and learn from online information The influence of globalism on health and more. Concluding with Hill's own argument that health is a social justice issue, the volume illustrates how adult educators need to be involved in health education because they have valuable skills and knowledge to contribute, and because it is a meaningful arena in which to demonstrate the field's commitment to equity and social justice. This is the 130th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, New Directions for Adult and Continuing Education is an indispensable series that explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Chapters of this issue of New Directions for Higher Education present tenets of codes of conduct for the presidency, academic deans, admissions officers, fund-raising professionals, faculty who teach undergraduate students, and faculty who teach graduate students. The need for such codes of conduct stems from the client-serving role of colleges and universities. Such clients include prospective donors, prospective students and their families, the individual college or university, faculty members, undergraduate and graduate students, and the knowledge base of the various academic disciplines. Because presidents, academic deans, admissions officers, fund-raising professionals, and faculty members experience role ambiguity and substantial autonomy in the performance of their roles, codes of conduct are needed to protect the welfare of the clients served. The authors offer recommendations for policy and practice regarding the proposed codes of conduct. Organizational constraints and possibilities of enacting such codes are also discussed.

Both colleges and policymakers recognize the importance of supporting students experiencing homelessness in higher education. The challenges involve both addressing issues of college access as well as developing strategies to support retention and degree completion once enrolled. This volume explores how homelessness intersects most social issues that marginalize individuals and negatively influence postsecondary completion, including poverty, foster care, and LGBTQ+ discrimination. As becomes evident, students experiencing homelessness should be considered in conversations about equity and access. For these students, completing some form of degree or certification beyond high school is a vital step in achieving future stability. Topics covered include: how residential experiences influence educational engagement and retention an overview of research related to housing insecurity in higher education federal and state policies related to homelessness in higher education a trauma-informed care approach to this issue an approach to understanding and studying housing insecurity among students ideas that will be necessary for policy and program development.