Why do some students make the most of college, while others struggle and look back on years of missed deadlines and missed opportunities? What choices can students make, and what can teachers and university leaders do, to improve more students’ experiences and help them achieve the most from their time and money? Most important, how is the increasing diversity on campus—cultural, racial, and religious—affecting education? What can students and faculty do to benefit from differences, and even learn from the inevitable moments of misunderstanding and awkwardness? From his ten years of interviews with Harvard seniors, Richard Light distills encouraging—and surprisingly practical—answers to fundamental questions. How can you choose classes wisely? What’s the best way to study? Why do some professors inspire and others leave you cold? How can you connect what you discover in class to all you’re learning in the rest of life? Light suggests, for instance: studying in pairs or groups can be more productive than studying alone; the first and most important skill to learn is time management; supervised independent research projects and working internships offer the most learning and the greatest challenges; and encounters with students of different religions can be simultaneously the most taxing and most illuminating of all the experiences with a diverse student body. Filled with practical advice, illuminated with stories of real students’ self-doubts, failures, discoveries, and hopes, Making the Most of College is a handbook for academic and personal success.

"Smith’s powerful style of living journalism uses the collective, cathartic nature of the theater to move us from despair toward hope.” —The Village Voice Anna Deavere Smith’s extraordinary form of documentary theater shines a light on injustices by portraying the real-life people who have experienced them. "One of her most ambitious and powerful works on how matters of race continue to divide and enslave the nation” (Variety). Smith renders a host of figures who have lived and fought the system that pushes students of color out of the classroom and into prisons. (As Smith has put it: “Rich kids get mischief, poor kids get pathologized and incarcerated.”) Using people’s own words, culled from interviews and speeches, Smith depicts Rev. Jamal Harrison Bryant, who eulogized Freddie Gray; Niya Kenny, a high school student who confronted a violent police deputy; activist Bree Newsome, who took the Confederate flag down from the South Carolina State House grounds; and many others. Their voices bear powerful witness to a great iniquity of our time—and call us to action with their accounts of resistance and hope.

Here is a compelling read for every teacher in higher education who wants to refresh or reexamine his or her classroom practice.Building on the insights offered by recent discoveries about the biological basis of learning, and on his own thought-provoking definitions of teaching, learning and education, the author proceeds to the practical details of instruction that teachers are most interested in--the things that make or break teaching.Practical and thoughtful, and based on forty years of teaching, wide reading and much reflection, Robert Leamnson provides teachers with a map to develop their own teaching philosophy, and effective nuts-and-bolts advice.His approach is particularly useful for those facing a cohort of first year students less prepared for college and university. He is concerned to develop in his students habits and skills that will equip them for a lifetime of learning. He is especially alert to the psychology of students. He also understands, and has experienced, the typical frustration and exasperation teachers feel when students ingeniously elude their teachers’ loftiest goals and strategies. Most important, he has good advice about how to cope with the challenge. This guide will appeal to college teachers in all disciplines.

A Stanford University Three Books Selection for 2019 “Essential.… A conflicted and complex portrait of a city starving for solutions.” —Brandon Yu, San Francisco Chronicle San Francisco is changing at warp speed. Famously home to artists and activists, and known as the birthplace of the Beats, the Black Panthers, and the LGBTQ movement, the Bay Area has been reshaped by Silicon Valley. The richer the region gets, the more unequal and less diverse it becomes, and cracks in the city’s facade—rapid gentrification, an epidemic of evictions, rising crime, atrophied public institutions—are growing wider. Inspired by Studs Terkel’s classic works of oral history, Cary McClelland spent years interviewing people at the epicenter of recent change, from venture capitalists and coders to politicians and protesters, capturing San Francisco as never before.

What does it mean to be a citizen in the 21st century? Globalization, the dominance of corporations, the influence of technology, massive immigration, and geopolitical shifts have changed our world considerably in just a few decades. How have these changes affected the responsibilities placed on us as citizens and also on governments and leaders around the world? Tackling a number of fascinating issues pertaining to our future, the viewpoints in this resource examine our place in the world today and predict the ways in which citizenship will continue to evolve.

STEM Road Map: A Framework for Integrated STEM Education is the first resource to offer an integrated STEM curricula encompassing the entire K-12 spectrum, with complete grade-level learning based on a spiraled approach to building conceptual understanding. A team of over thirty STEM education professionals from across the U.S. collaborated on the important work of mapping out the Common Core standards in mathematics and English/language arts, the Next Generation Science Standards performance expectations, and the Framework for 21st Century Learning into a coordinated, integrated, STEM education curriculum map. The book is structured in three main parts—Conceptualizing STEM, STEM Curriculum Maps, and Building Capacity for STEM—designed to build common understandings of integrated STEM, provide rich curriculum maps for implementing integrated STEM at the classroom level, and supports to enable systemic transformation to an integrated STEM approach. The STEM Road Map places the power into educators’ hands to implement integrated STEM learning within their classrooms without the need for extensive resources, making it a reality for all students.

The Stanford Album brings together some 600 photographs, largely unpublished, and an interpretive text to tell the story of the community life of Stanford University from the University's creation in 1885 through the Second World War. It is a fitting coincident that at the same time Stanford is celebrating its Centennial Years (1985-91), the art of photography has reached its own anniversary of 150 years since the birth of the daguerreotype. The founders of the university, Jane and Leland Stanford, sat for their wedding portraits in 1850, and these daguerreotypes were just the beginning of the Stanfords' fascination with patronage of the new art form. Leland Stanford's perception of the value of the camera as a medium of documentation resulted in a superb pictorial record of the planning, construction, and dedication of the university, some of which is reproduced in The Stanford Album. By the turn of the century, technical advances in photography made possible the small, handheld camera, and at Stanford the "snapshot" image of campus life began to proliferate. Commercial photographers mainly concentrated on athletic events, drama productions, student parades, and other campus rituals; students who owned cameras intruded everywhere with the mysterious little boxes--into dormitories, fraternities and sororities, classrooms, dances, picnics, and beer busts. The book revisits a bygone Stanford. Through the magic of the cmeara lens, a vanished world of college life comes alive again, and we can see the community that existed yesterday under the same arcades where those at Stanford today study, work, and stroll.

Letters Home from Stanford, a collection of the hand-written and electronic correspondence of generations of Stanford students, recalls the common human experience of breaking out and trying to find our way as we observe the world around us and look over a shoulder toward home. From first letters home freshman year and firsthand accounts of historical events, to questions about self and questions about laundry, these letters, emails, and texts evoke a sense of the heritage, history, and shared experience common to college students everywhere, and Stanford students in particular. Walk the Quad with Lucy, member of the pioneer Class, who headed west to Stanford in 1891, and Laine, feisty member of the Class of 2016. Live history as Hope celebrates the end of World War I, throw snowballs in the Quad with Elaine in 1962, celebrate with Burnham when he makes the newspaper staff on his second try in 1923, root for the Cardinal-er, Trees?-at yet another Big Game, name the year. From desks, benches, and patches of grass across campus and the decades, Stanford's students challenge, engage, and inspire you-just like the gang back in the dorm. One person's correspondence tells one Stanford story. Together, they tell all of ours.