In the World Library of Educationalists series, international scholars compile career-long selections of what they judge to be among their finest pieces so the world has access to them in a single manageable volume. Readers are able to follow the themes and strands and see how their work contributes to the development of the field. Over more than three decades, Professor Ronald Barnett has acquired a distinctive position as a leading philosopher of the university and higher education, and this volume brings together 15 of his key writings, particularly papers from leading journals. This volume also includes, as his introductory chapter, an intellectual autobiography, in which Professor Barnett recounts the history of his scholarship and writing, traces its development across five stages, and identifies the themes and sources of inspiration that lie within his corpus of work. Ronald Barnett has described his corpus of work as a social philosophy of the university that is at once conceptual, critical, practical and imaginative. His concepts of criticality, critical interdisciplinarity, supercomplexity and the ecological university have been taken up in the literature across the world. Through telling examples, and with an incisive clarity of writing, Ronald Barnett’s scholarship has helped to illuminate in fresh ways and reorient practices in the university and in higher education. The chapters in this volume reveal all of these qualities so making this volume a compelling overview of a passionate and yet constructive critic of the university.

This edited volume explores the history of student life throughout the nineteenth and twentieth centuries. Chapter authors examine the expanding reach of scholarship on the history of college students; the history of underrepresented students, including black, Latino, and LGBTQ students; and student life at state normal schools and their successors, regional colleges and universities, and at community colleges and evangelical institutions. The book also includes research on drag and gender and on student labor activism, and offers new interpretations of fraternity and sorority life. Collectively, these chapters deepen scholarly understanding of students, the diversity of their experiences at an array of institutions, and the campus lives they built.

Author's note -- Preface -- Dreaming, not doing -- The upside of dreaming -- Fooling our minds -- The wise pursuit of our dreams -- Engaging our nonconscious minds -- The magic of WOOP -- WOOP your life -- Your friend for life -- Acknowledgments -- Notes -- Index

Reimagining post-secondary education to meet the times.

America is being held back by the quality and quantity of learning in college. Many graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers' expectations. The only solution - making learning the highest priority in college - demands fundamental change throughout higher education.

Universities have often been associated with higher learning and the spirit of free inquiry but in many developed nations they are being subtly transformed to do other jobs for the state and the economy.

Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.

A major new contribution to college student development theory, this book brings "third wave" theories to bear on this vitally important topic. The first section includes a chapter that provides an overview of the evolution of student development theories as well as chapters describing the critical and poststructural theories most relevant to the next iteration of student development theory. These theories include critical race theory, queer theory, feminist theories, intersectionality, decolonizing/indigenous theories, and crip theories. These chapters also include a discussion of how each theory is relevant to the central questions of student development theory. The second section provides critical interpretations of the primary constructs associated with student development theory. These constructs and their related ideas include resilience, dissonance, socially constructed identities, authenticity, agency, context, development (consistency/coherence/stability), and knowledge (sources of truth and belief systems). Each chapter begins with brief personal narratives on a particular construct; the chapter authors then re-envision the narrative’s highlighted construct using one or more critical theories. The third section will focus on implications for practice. Specifically, these chapters will consider possibilities for how student development constructs re-envisioned through critical perspectives can be utilized in practice. The primary audience for the book is faculty members who teach in graduate programs in higher education and student affairs and their students. The book will also be useful to practitioners seeking guidance in working effectively with students across the convergence of multiple aspects of identity and development.

Knowing your users stimulates your imagination and helps you create more exciting and effective design solutions. But there is a problem: the normal conception of "the user" is incomplete and based on outdated notions. These notions of simple, direct relationships between people and products are no longer valid in today's complex, technologically interconnected world. This fun and practical book with a set of cards will change the way readers think about users. Rethinking Users introduces a radical new approach that questions some of our most fundamental ideas about the nature of user experience. It points to new opportunities to create products and services that help users in new ways. The book includes a deck of user archetype cards and step-by-step team activities for unlocking new user-centered thinking and design inspiration. For designers, design researchers, strategists, innovators, product managers, and entrepreneurs in almost any field.