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The third, and alas final, installment in the late Mr. McAmby's exceptional Nunnery College mystery series. Here, Prof. McAmby and the erudite vagabond Harry Selby marshal their forces to solve a most perplexing murder case amid a bewildering maze of false assumptions, surprising suspects, and seemingly impenetrtable motives.
The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more.
Clinical and Psychological Perspectives on Foul Play examines a wide range of factors that can influence how police determine foul play in possible homicide cases and in other possible crimes. It develops a new theory of uncertainty at micro, meso, and macro levels to explain how law professionals arrive at this decision. Specifically, it examines the extent to which uncertainty in these situations can be influenced by media coverage, family and community pressures, socioeconomic factors, demographic elements of victims, as well as police knowledge and resources. Written for forensic practitioners, this book describes how these professionals can consult with law enforcement on such issues as the staging of crime scenes to mask intent, the initiation of community strategies to find missing persons, and the reliability of behavioral profiles. The latest research from the Foul Play Project and the Missing Persons Project are employed to support the recommendations in this book and to point the way toward further research in this area.
Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone
Retired university president Alvin J. Schexnider shares the experiences that shaped his career and the challenges presented by race. About half of his career was spent at white universities. He details how he navigated various challenges in policies and practices and examines how events of his youth shaped his views on race, including segregation, the execution of a Black man in his hometown, lynching in the South, and the pervasive opposition and violence spawned by the civil rights movement. The second half of his career was spent at historically Black colleges and universities where he felt a sense of commitment. Schexnider provides a unique lens through which his career evolved from the early days of affirmative action and equal employment opportunity to the current era of diversity, equity and inclusion. The book spotlights the continuing role of race in the recruitment, promotion and retention of Black faculty, and contrasts affirmative action and diversity and argues that diversity is more likely to benefit ethnic groups other than Blacks, based on current trends in higher education. The book concludes with a chapter on the future of historically Black colleges and universities, a sector of higher education that is currently receiving unprecedented attention but is likely fleeting. The author acknowledges the challenges and opportunities HBCUs face and offers strategies to put them on a sustainable path to secure their future.
The author, a computer science professor diagnosed with terminal cancer, explores his life, the lessons that he has learned, how he has worked to achieve his childhood dreams, and the effect of his diagnosis on him and his family.
Trauma in Adult and Higher Education: Conversations and Critical Reflections invites readers to think deeply about the experiences of trauma they witness in and outside of the classroom, because trauma alters adult learners' experience by disrupting identity, and interfering with memory, relationships and creativity. Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual’s sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma. Trauma in Adult and Higher Education: Conversations and Critical Reflections reveals the lived experiences of educators struggling to integrate those who have experienced trauma into their classrooms - whether this is in prison, a yoga class, or higher education. As discourses and programming to support diversity intensifies, it is central that educators acknowledge and respond to the realities of the students before them. Advocates of traumasensitive curriculum acknowledge that trauma shows up as a result of the disproportionate amount of violence and persistent insecurity that specific groups face. Race, gender, sexual orientation, ability, and immigration are all factors that expose individuals to higher levels of potential trauma. Trauma has changed the conversations about what education is, and how it should happen. These conversations are resulting in new approaches to teaching and learning that address the lived experiences of pain and trauma that our adult learners bring into the classroom, and the workforce. This collection includes a discussion of salient implications and practices for adult and higher education administrators and faculty who desire to create an environment that includes individuals who have experienced trauma, and perhaps prevents the cycle of violence.
Explores the history of college athletics and examines the position of sports relative to academics within the university.
Since the early 1990s, there has been a proliferation of memoirs by tenured humanities professors. Although the memoir form has been discussed within the flourishing field of life writing, academic memoirs have received little critical scrutiny. Based on close readings of memoirs by such academics as Michael Bérubé, Cathy N. Davidson, Jane Gallop, bell hooks, Edward Said, Eve Sedgwick, Jane Tompkins, and Marianna Torgovnick, Academic Lives considers why so many professors write memoirs and what cultural capital they carry. Cynthia G. Franklin finds that academic memoirs provide unparalleled ways to unmask the workings of the academy at a time when it is dealing with a range of crises, including attacks on intellectual freedom, discontentment with the academic star system, and budget cuts. Franklin considers how academic memoirs have engaged with a core of defining concerns in the humanities: identity politics and the development of whiteness studies in the 1990s; the impact of postcolonial studies; feminism and concurrent anxieties about pedagogy; and disability studies and the struggle to bring together discourses on the humanities and human rights. The turn back toward humanism that Franklin finds in some academic memoirs is surreptitious or frankly nostalgic; others, however, posit a wide-ranging humanism that seeks to create space for advocacy in the academic and other institutions in which we are all unequally located. These memoirs are harbingers for the critical turn to explore interrelations among humanism, the humanities, and human rights struggles.