Issues in Higher Education

These titles consider higher education issues from an institutional perspective.

Diversity and Internationalization

Mahzarin Banaji and Anthony R. Greenwald, Blindspot: Hidden Biases of Good People
In Blindspot, the authors reveal hidden biases based on their experience with the Implicit Association Test, a method that has revolutionized the way scientists learn about the human mind and that gives us a glimpse into what lies within the metaphoric blindspot. The title’s “good people” are those of us who strive to align our behavior with our intentions. The aim of Blindspot is to explain the science in plain enough language to help well-intentioned people achieve that alignment. By gaining awareness, we can adapt beliefs and behavior and “outsmart the machine” in our heads so we can be fairer to those around us. Venturing into this book is an invitation to understand our own minds.

Barbara R. Bergmann, In Defense of Affirmative Action
A distinguished economist cuts through the incendiary rhetoric to present a clear-eyed defense of affirmative action as a just and indispensable solution to the persistent race and sex discrimination that splinters our society.

Jerome Branche, John Mullennix, and Ellen R. Cohn, Diversity Across the Curriculum: A Guide for Faculty in Higher Education
In a collection of more than 50 vignettes, exceptional teachers from a wide range of academic disciplines—health sciences, humanities, sciences, and social sciences—describe how they actively incorporate diversity into their teaching. Different strategies discussed include a role-model approach, creating a safe space in the classroom, and the cultural competency model.

Kristine De Welde, Andi Stepnick, et al. (Eds), Disrupting the Culture of Silence: Confronting Gender Inequality and Making Change in Higher Education
This book is a “tool kit” for advancing greater gender equality and equity in higher education. The contributors’ research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. In addition, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations.

Robin DiAngelo, What Does it Mean to be White? Developing White Racial Literacy
Speaking as a white person to other white people, DiAngelo clearly and compellingly takes readers through an analysis of white socialization. Weaving research, analysis, stories, images, and familiar examples, she provides the framework needed to develop white racial literacy. Written as an accessible overview on white identity from an anti-racist framework, What Does It Mean to Be White? is an invaluable resource for members of diversity and anti-racism programs and study groups, and students of sociology, psychology, education, and other disciplines.

Joe R. Feagin, Vera Hernan, and Nikitah Imani. The Agony of Education: Black Students at White Colleges and Universities
The Agony of Education is about the life experience of African American students attending a historically white university. Based on seventy-seven interviews conducted with black students and parents concerning their experiences with one state university, as well as published and unpublished studies of the black experience at state universities at large, this study captures the painful choices and agonizing dilemmas at the heart of the decisions African Americans must make about higher education.

Temple Grandin, Thinking in Pictures: My Life with Autism
What emerges in Thinking in Pictures is the document of an extraordinary human being, one who, in gracefully and lucidly bridging the gulf between her condition and our own, sheds light on the riddle of our common identity.

Patricia Gurin, Biren (Ratnesh) A. Nagda, and Ximena Zuniga, Dialogue Across Difference: Practice, Theory, and Research on Intergroup Dialogue
How can we help diverse students learn from each other and gain the competencies they will need in an increasingly multicultural America? Dialogue Across Difference synthesizes three years’ worth of research from an innovative field experiment focused on improving intergroup understanding, relationships and collaboration. The result is a fascinating study of the potential of intergroup dialogue to improve relations across race and gender. 

Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen G. González, and Angela P. Harris (Eds.), Presumed Incompetent: The Intersections of Race and Class for Women in Academia
Presumed Incompetent is a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.

Yolanda Flores Niemann, Gabriella Gutierrez y Muhs, and Carmen G. Gonzalez, Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia
The courageous and inspiring personal narratives and empirical studies in Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia name formidable obstacles and systemic biases that all women faculty—from diverse intersectional and transnational identities and from tenure track, terminal contract, and administrative positions—encounter in their higher education careers. They provide practical, specific, and insightful guidance to fight back, prevail, and thrive in challenging work environments. This new volume comes at a crucial historical moment as the United States grapples with a resurgence of white supremacy and misogyny at the forefront of our social and political dialogues that continue to permeate the academic world.

Michelle Harris, Sherrill L. Sellers, Orly Clerge, and Frederick W. Gooding, Jr., Stories from the Front of the Room: How Higher Education Faculty of Color Overcome Challenges and Thrive in the Academy
In an effort to circulate the experiences of faculty of color more widely to academic and non-academic audiences, this edited volume replaces conventional scholarly technical papers with unconventionally accessible letters. Stories from the Front of the Room focuses on the boundaries which faculty of color encounter in everyday experiences on campus and presents a more complete picture of life in the academy – one that documents how faculty of color are tested, but also how they can not only overcome, but thrive in their respective educational institutions.

Frances E. Kendall, Understanding White Privilege: Creating Pathways to Authentic Relationships Across Race
Knowingly and unknowingly we all grapple with race every day. Understanding White Privilege delves into the complex interplay between race, power, and privilege in both organizations and private life. It offers an unflinching look at how ignorance can perpetuate privilege and offers practical and thoughtful insights into how people of all races can work to break this cycle. Based on thirty years of work in diversity and colleges, universities, and corporations, Frances Kendall candidly invites readers to think personally about how race ― theirs and others’ ― frames experiences and relationships, focusing squarely on white privilege and its implications for building authentic relationships across race.

Mary Ann Mason, Nicholas H. Wolfinger, and Marc Goulden, Do Babies Matter? Gender and Family in the Ivory Tower
Do Babies Matter? is the first comprehensive examination of the relationship between family formation and the academic careers of men and women. The book begins with graduate students and postdoctoral fellows, moves on to early and mid-career years, and ends with retirement. Individual chapters examine graduate school, how recent PhD recipients get into the academic game, the tenure process, and life after tenure. The authors explore the family sacrifices women often have to make to get ahead in academia and consider how gender and family interact to affect promotion to full professor, salaries, and retirement. Concrete strategies are suggested for transforming the university into a family-friendly environment at every career stage.

Jessamyn Neuhaus, Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning

Representing a variety of scholarly disciplines, the volume’s contributing authors offer practical advice for effectively navigating student preconceptions about embodied identity and academic expertise. Each contributor recognizes the pervasiveness of racialized, gendered, and other biases about professors and recommends specific ways to respond to and interrupt such preconceptions—helping students, teachers, and others reenvision what we think of when we picture a professor.

Mica Pollock (Ed.), Everyday Antiracism: Getting Real About Race in School
Which acts by educators are “racist” and which are “antiracist”? How can an educator constructively discuss complex issues of race with students and colleagues? In Everyday Antiracism, leading educators deal with the most challenging questions about race in school, offering invaluable and effective advice. Contributors including Beverly Daniel Tatum, Sonia Nieto, and Pedro Noguera describe concrete ways to analyze classroom interactions that may or may not be “racial,” deal with racial inequality and “diversity,” and teach to high standards across racial lines.

Kerry Ann Rockquemore and Tracey Laszloffy, The Black Academic’s Guide to Winning Tenure—Without Losing Your Soul
For an African American scholar, who may be the lone minority in a department, navigating the tenure minefield can be a particularly harrowing process. Kerry Ann Rockquemore and Tracey Laszloffy go beyond standard professional resources to serve up practical advice for black faculty intent on playing and winning the tenure game. Addressing head-on how power and the thorny politics of race converge in the academy, The Black Academic’s Guide is full of invaluable tips and hard-earned wisdom. It is an essential handbook that will help black faculty survive and thrive in academia without losing their voices, or their integrity.

Howard J. Ross, Everyday Bias: Identifying and Navigating Unconscious Judgments in Our Daily Lives
Incorporating anecdotes from today’s headlines alongside case studies from over 30 years as a nationally prominent diversity consultant, Ross help readers understand how unconscious bias impacts our day-to-day lives and particularly our daily work lives. And he answers the question: “Is there anything we can do about it?” by providing examples of behaviors that the reader can engage in to disengage the impact of their own biases. With an added appendix that includes lessons for handling conflict and bias in the workplace, this book offers an invaluable resource for a broad audience, from individuals seeking to understand and confront their own biases to human resource professionals and business leaders determined to create more bias-conscious organizations in the belief that productivity, personal happiness, and social growth are possible if we first understand the widespread and powerful nature of the biases we don’t realize we have. 

Sue V. Rosser, Re-Engineering Female Friendly Science
In Re-Engineering Female Friendly Science, Rosser revisits the feminist origins of curriculum transformation and puts the gender back in gender equity.

Lisa Schirch and David Campt, The Little Book of Dialogue for Difficult Subjects: A Practical, Hands-On Guide
The word “dialogue” suffers from over-use, yet its practice is as transforming and as freshly hopeful as ever. Authors Schirch and Campt demonstrate dialogue’s life and possibilities in this clear and absorbing manual: “Dialogue allows people in conflict to listen to each other, affirm their common ground, and explore their differences in a safe environment.” Schirch has worked throughout the Southern hemisphere in peacebuilding projects. Campt has focused on racial and class reconciliation in American cities.

Claude Steele, Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do
Claude M. Steele, who has been called “one of the few great social psychologists,” offers a vivid first-person account of the research that supports his groundbreaking conclusions on stereotypes and identity. He sheds new light on American social phenomena from racial and gender gaps in test scores to the belief in the superior athletic prowess of black men, and lays out a plan for mitigating these “stereotype threats” and reshaping American identities.

Derald Wing Sue, Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation
Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation is a first-of-its-kind guide on the subject of microaggressions, insightfully examining the various kinds of microaggressions and their psychological effects on both perpetrators and their targets. Thought provoking and timely, this book suggests realistic and optimistic guidance for combating—and ending—microaggressions in our society.

Derald Wing Sue, Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race
If you believe that talking about race is impolite, or that “colorblindness” is the preferred approach, you must read this book. Race Talk and the Conspiracy of Silence debunks the most pervasive myths using evidence, easy-to-understand examples, and practical tools. This significant work answers all your questions about discussing race, including the following: characteristics of typical, unproductive conversations on race; tacit and explicit social rules related to talking about racial issues; race-specific difficulties and misconceptions regarding race talk; and concrete advice for educators and parents on approaching race in a new way.

Beverly Daniel Tatum, Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race (20th anniversary edition)
Walk into any racially mixed high school and you will see black, white, and Latino youth clustered in their own groups. Is this self-segregation a problem to address or a coping strategy? Beverly Daniel Tatum, a renowned authority on the psychology of racism, argues that straight talk about our racial identities is essential if we are serious about enabling communication across racial and ethnic divides. These topics have only become more urgent as the national conversation about race is increasingly acrimonious. This fully revised edition is essential reading for anyone seeking to understand the dynamics of race in America.

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Institutional Reform

Richard Arum and Josipa Roksa, Academically Adrift
Richard Arum and Josipa Roksa’s extensive research draws on survey responses, transcript data, and the College Learning Assessment, a standardized test administered to students in their first semester and again at the end of the second year, all to contend that undergraduates are, simply put, not learning much. Arum and Roksa’s analysis reveals that a significant proportion of students demonstrate no significant improvement in a range of skills including critical thinking, complex reasoning, and writing. As troubling as these findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or employment and an institutional culture that puts undergraduate learning close to the bottom of the priority list.

Trudy W. Banta, Elizabeth A. Jones, and Karen E. Black, Designing Effective Assessment: Principles and Profiles of Good Practice
Banta, Jones, and Black offer 49 detailed current examples of good practice in planning, implementing, and sustaining assessment that are practical and ready to apply in new settings. This important resource can help educators put in place an effective process for determining what works and which improvements will have the most impact in improving curriculum, methods of instruction, and student services on college and university campuses.

Maggie Berg and Barbara K. Seeber, The Slow Professor: Challenging the Culture of Speed in the Academy

In The Slow Professor, Maggie Berg and Barbara K. Seeber discuss how adopting the principles of the Slow movement in academic life can counter this erosion of humanistic education. Focusing on the individual faculty member and his or her own professional practice, Berg and Seeber present both an analysis of the culture of speed in the academy and ways of alleviating stress while improving teaching, research, and collegiality. The Slow Professor is a must-read for anyone in academia concerned about the frantic pace of contemporary university life.

Ernest L. Boyer, Scholarship Reconsidered: Priorities of the Professoriate
In this groundbreaking study, Ernest L. Boyer offers a new paradigm that recognizes the full range of scholarly activity by college and university faculty. He suggests that four general areas of endeavor be viewed as scholarship: discovery, integration of knowledge, teaching, and service. Boyer questions the existence of a reward system that pushes faculty toward research and publication and away from teaching and proposes reconsidering the priorities of the professoriate.

Eileen Carnell, Jacqui MacDonald and Susan Askew, Coaching and Mentoring in Higher Education: A Learning-Centred Approach
This handbook sets out a clear organizational rationale of coaching and/or mentoring and provides structured activities for self-reflection or groups. In addition to offering a number of definitions of coaching and mentoring, this handbook examines how these practices have explicit links with models of learning. A case study of a successfully piloted learning-centered model illustrates these links in practice.

William Condon et al., Faculty Development and Student Learning: Assessing the Connections
Colleges and universities across the United States have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students’ learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess students’ learning is affected by faculty members’ efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.

Constance E. Cook and Matthew Kaplan, Advancing the Culture of Teaching on Campus: How a Teaching Center Can Make a Difference
Written by the director and staff of the first, and one of the largest, teaching centers in American higher education–the University of Michigan’s Center for Research on Learning and Teaching (CRLT)–this book offers a unique perspective on the strategies for making a teaching center integral to an institution’s education mission. It presents a comprehensive vision for running a wide range of related programs, and provides faculty developers elsewhere with ideas and materials to prompt reflection on the management and practices of their centers–whatever their size–and on how best to create a culture of teaching on their campuses.

James R. Davis, Interdisciplinary Courses and Team Teaching: New Arrangements for Learning
This book explains the benefits and pitfalls of interdisciplinary, team-taught courses and provides current, practical information on how to design and conduct them. Using examples from existing courses, he presents a convincing argument that team-taught, interdisciplinary classes are an improvement over the traditional disciplinary structure. Dr. Davis uses these examples to construct an “ideal” template for college teachers and administrators interested in implementing this innovative teaching method.

Robert M. Diamond, Aligning Faculty Rewards with Institutional Mission: Statements, Policies, and Guidelines
This book provides guidelines for developing a coherent faculty rewards system, starting with the articulation of institutional priorities and following the process through the development of department guidelines and union contracts.

Wendy Fischman and Howard Gardner, The Real World of College: What Higher Education Is and What It Can Be
Fischman and Gardner, both recognized authorities on education and learning, argue that higher education in the United States has lost sight of its principal reason for existing: not vocational training, not the provision of campus amenities, but to increase what Fischman and Gardner call “higher education capital”—to help students think well and broadly, express themselves clearly, explore new areas, and be open to possible transformations. Fischman and Gardner offer cogent recommendations for how every college can become a community of learners who are open to change as thinkers, citizens, and human beings.

Lion F. Gardiner, Redesigning Higher Education: Producing Dramatic Gains in Student Learning
This study focuses on the theoretically grounded links between critique and prescription. Within the context of contemporary theory on student development, Gardner examines the growing body of knowledge about student learning, college outcomes and the effectiveness of various options for instruction and assessment as the basis for identifying an empirically grounded set of practices that lead to better learning for students.

Kay Herr Gillespie, Ed., A Guide to Faculty Development: Practical Advice, Examples, and Resources
This essential book offers an introduction to faculty development, includes twenty-three chapters by leading experts in the field, and provides the most relevant information on a range issues. Topics include establishing and sustaining a faculty development program; the key issues of assessment, diversity, and technology; and faculty development across institutional types, career stages, and organizations.

Kay Herr Gillespie, The Impact of Technology on Faculty Development, Life, and Work
This sourcebook treats issues of technology’s impact on faculty development, life, and work within the context of our changing epistemologies and a conception of faculty development as adult learning.

Charles E. Glassick, Mary Taylor Huber, and Gene Maeroff. Scholarship Assessed: Evaluation of the Professoriate
Scholarship Assessed begins where Ernest L. Boyer’s Scholarship Reconsidered left off. Begun under the oversight of Boyer and completed by authors Glassick, Huber, and Maeroff, Scholarship Assessed examines the changing nature of scholarship in today’s colleges and universities.

Connie Schroeder, Coming in from the Margins: Faculty Development’s Emerging Organizational Development Role in Institutional Change
The book provides evidence-based research into what directors of faculty development centers are currently doing as organizational developers, and how they shape, influence, and plan institutional initiatives that intersect with teaching and learning. The strategies in each chapter provide a practical resource and guide for re-examining the mission and structure of existing centers, designing new centers of teaching and learning and, most importantly, developing their role as change agents.

John Tagg, The Learning Paradigm College
Tagg offers a radically fresh perspective which examines existing functional frameworks and offers a way to re-envision and recast many familiar aspects of college work and college life.

Darla J. Twale and Barbara M. DeLuca, Faculty Incivility: The Rise of the Academic Bully Culture and What to Do About It
This important book addresses the prevalence of faculty incivility, camouflaged aggression, and the rise of an academic bully culture in higher education. The authors show how to recognize a bully culture that may form as a result of institutional norms, organizational structure, academic culture, and systemic changes. Filled with real-life examples, the book offers research-based suggestions for dealing with this disruptive and negative behavior in the academic workplace.

Jennifer Washburn, University Inc.: The Corporate Corruption of Higher Education
University Inc. exposes for the first time the toxic mix of science and profit that is destroying the historic independence of American universities and reveals how commercial conflicts have led to compromised research, a loss of scholarly independence, the downsizing of teaching, and the erosion of the humanities.

Mary C. Wright, Centers for Teaching and Learning: The New Landscape in Higher Education

Drawing from this web-based methodology, as well as interviews with CTL leaders and staff, Wright provides a broad picture of educational development in the United States and examines trends in what CTLs aim to accomplish, key strategies for reaching these goals, programs and services they offer, and their impacts on campuses. She also explores new organizational mandates for CTLs, including ones involving instructional technology and online learning, assessment, writing, service learning and community engagement, and career and leadership development. 

Jonathan Zimmerman, The Amateur Hour: A History of College Teaching in America
Drawing upon a wide range of previously unexamined sources, The Amateur Hour shows how generations of undergraduates indicted the weak instruction they received. But Zimmerman also chronicles institutional efforts to improve it, especially by making teaching more “personal.” As higher education grew into a gigantic industry, he writes, American colleges and universities introduced small-group activities and other reforms designed to counter the anonymity of mass instruction. They also experimented with new technologies like television and computers, which promised to “personalize” teaching by tailoring it to the individual interests and abilities of each student. But, Zimmerman reveals, the emphasis on the personal inhibited the professionalization of college teaching, which remains, ultimately, an amateur enterprise. The more that Americans treated teaching as a highly personal endeavor, dependent on the idiosyncrasies of the instructor, the less they could develop shared standards for it. Nor have they rigorously documented college instruction, a highly public activity which has taken place mostly in private. Pushing open the classroom door, The Amateur Hour illuminates American college teaching and frames a fresh case for restoring intimate learning communities, especially for America’s least privileged students. Anyone who wants to change college teaching will have to start here.

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Leadership and Management in Academe

Estela Mara Bensimon, Kelly Ward, and Karla Sanders, The Department Chair’s Role in Developing New Faculty Into Teachers and Scholars
This book is designed to help chairs with three important stages of junior faculty socialization: 1) recruitment and hiring; 2) the critical first year; and 3) evaluating the performance of new faculty.

Robert Birnbaum, How Colleges Work: The Cybernetics of Academic Organization and Leadership
In this publication of the National Center for Postsecondary Governance and Finance, Robert Birnbaum provides a new way of thinking about the leadership of colleges and universities.

Marcus Buckingham and Curt Coffman, First, Break All The Rules: What the World’s Greatest Managers Do Differently
Marcus Buckingham and Curt Coffman of the Gallup Organization present the remarkable findings of their massive in-depth study of great managers across a wide variety of situations.

Jeffrey L. Buller, The Essential Academic Dean: A Practical Guide to College Leadership
This book is about the “how” of academic leadership. Based on a series of workshops given by the author on college administration and management, each topic deals concisely with the most important information deans need at their fingertips when faced with a particular challenge or opportunity. Written both as a comprehensive guide to the academic deanship and as a ready reference to be consulted when needed, this book emphasizes proven solutions over untested theories and stresses what deans need to know now in order to be most successful as academic leaders.

Jeffrey L. Buller, The Essential Department Chair
This book is about the “how” of academic administration. Based on a series of workshops given by the author in the area of faculty and administrative development, each topic deals concisely with the most important information chairs will want to have at their fingertips when faced with a particular challenge or opportunity. Intended to be a ready reference that chairs turn to as needed, this book emphasized proven solutions over untested theories and stresses what chairs need to know now in order to be most successful in their administrative positions.

Don Chu, The Department Chair Primer
Research has shown that most chairs receive little or no training to prepare them for the demands of their new roles. The Department Chair Primer provides the practical information that chairs need to do their jobs well. Many of the book’s ideas come from practicing chairs and are proven strategies for dealing with a variety of issues. Each chapter details a particular problem chairs face, includes a brief introduction to the topic, provides tips on how to deal with the situation, and concludes with study questions.

Robert E. Cipriano, Facilitating a Collegial Department in Higher Education
Written for department chairs and deans, this well-researched resource offers a practical reference for how to create and sustain a more civil and harmonious departmental culture. Filled with useful information, including relevant case law, the book gives readers what they need to know to enhance the climate, culture, and collegiality in an academic department, as well as the university.

Walter H. Gmelch and Val D. Miskin, Chairing an Academic Department, 2nd ed.
Although chairs come to leadership positions for varied reasons, few come with any specific leadership training. Once in the position, they are critiqued, judged, and evaluated by both their faculty and administrators, groups which frequently have conflicting criteria. Based upon their extensive study of the demands on and needs of department chairs, the authors have distilled their findings into a practical and accessible volume to guide chairs in their growth.

Christian K. Hansen, Time Management for Department Chairs
In this concise, highly practical book, Christian Hansen draws on his years of research on time management for department chairs. He shows department chairs how to set priorities, create a time budget and log, harness technology to assist in time management, and make self-care a priority. This book is designed to be an easy-to-access resource that will not only make department chairs’ jobs easier but will also help them to manage stress and prevent burnout.

Irene W. D. Hecht et al., The Department Chair as Academic Leader
This important new work will help department chairs, faculty, and administrators understand and address the increasing complexity of relationships within higher education, as well as the growing influence of external factors. The Department Chair as Academic Leader is a completely updated revision of Allan Tucker’s seminal contribution, Chairing the Academic Department, last published in 1992. This work reflects the approach used in the ACE Workshops for Division and Department Chairs and Deans.

Mary Lou Higgerson, Communication Skills for Department Chairs
Developed from the author’s extensive background in administration, organization communication, and conducting training sessions, this book presents communication strategies tailored to the specific responsibilities and contexts of the department chair’s position.

Mary Lou Higgerson and Susan S. Rehwaldt, Complexities of Higher Education Administration: Case Studies & Issues
Based on extensive experience in administration, in teaching, and in running workshops for administrators, the authors have assembled a collection of cases focused on topics common to academic administrators.

Mary Lou Higgerson and Teddi A. Joyce, Effective Leadership Communication: A Guide for Department Chairs and Deans for Managing Difficult Situations and People
This book provides insight into managing challenging processes and offers guidance for dealing with such notable and stress-producing personalities as the pot stirrer, the prima donna/drama queen, the confrontation junkie, and the passive, indifferent soul. Each chapter contains a series of questions and prompts to guide chars and deans through a hypothetical but realistic situation and encourages them to cultivate and practice the first-person participant and third-person observer roles.

Susan A. Holton, Mending the Cracks in the Ivory Tower: Strategies for Conflict Management in Higher Education
With a particular focus on department chairs and deans, this book helps analyze the many kinds of personal and institutional conflicts most commonly faced in higher education and provides the necessary tools and methods for conflict management and resolution.

Sherry L. Hoppe and Bruce W. Speck, Identifying and Preparing Academic Leaders
This book provides a source for doctoral students who want to know about the nature of higher education administration, for professors who seek insight into the roles and functions administrators fulfill, and for administrators who want to learn more about how to be effective in their jobs.

Deryl R. Leaming, Academic Leadership: A Practical Guide to Chairing the Department, 2nd ed.
Organized into six parts, this second edition contains best practices and ideas from some of today’s leading scholars as well as information on some of the newer challenges and responsibilities for department chairpersons, including: developing a departmental vision, working with constituents, retaining students, conflict management, mentoring faculty, and post-tenure review.

N. Douglas Lees, Chairing Academic Departments: Traditional and Emerging Expectations
This book provides new, existing, and potential department chairs with some historical perspectives and practical suggestions as they face a higher education enterprise that is undergoing significant changes from past practice.

Cynthia D. McCauley and Ellen Van Velsor, eds. The Center for Creative Leadership Handbook of Leadership Development, 2nd ed.
For more than three decades, CCL has studied and trained hundreds of thousands of executives and worked with them to create practical models, tools, and publications for the development of effective leaders and leadership. This second edition of The Center for Creative Leadership Handbook of Leadership Development brings together the wealth of practical knowledge that CCL has gained from this experience. It explores the essence of leadership development, reveals how individuals can effectively enhance their leadership skills, and demonstrates what organizations can do to help build leaders and leadership capacity.

Jeanne Nakamura and David J. Shernoff, with Charles H. Hooker, Good Mentoring: Fostering Excellent Practice in Higher Education
Good Mentoring offers a detailed analysis of the way mentors transmit not only knowledge and skills, but also guiding values that support good work—work that is excellent in quality, socially responsible, and meaningful to its practitioners. In doing so, mentors foster the professional integrity that benefits society as a whole, as well as the practitioners themselves and the fields in which they work.

Steven B. Sample, The Contrarian’s Guide to Leadership
In this offbeat approach to leadership, college president Sample–the man who turned the University of Southern California into one of the most respected universities in the country–challenges many conventional teachings on the subject.

Susan Scott, Fierce Conversations
Success increasingly hinges on engaging colleagues, customers, friends, and family in conversations that interrogate reality, provoke learning, tackle tough challenges, tap our deepest aspirations, and enrich relationships. This book provides principles, examples, tools, stories, and exercises to take you step-by-step through your first fierce conversation—with yourself—on to the most challenging and important conversations facing you.

Robert I. Sutton, The No Asshole Rule: Building a Civilized Workplace and Surviving One That Isn’t
This groundbreaking book sheds light on how social friction among colleagues ruins morale, lowers productivity, and can truly devastate a company’s (or, by extension, a university’s) culture. Sutton not only confronts this issue directly, but also provides extensive strategies and insights into how you can pinpoint and eliminate this problem.

Darla J. Twale and Barbara M. DeLuca, Faculty Incivility: The Rise of the Academic Bully Culture and What to Do About It
This important book addresses the prevalence of faculty incivility, camouflaged aggression, and the rise of an academic bully culture in higher education. The authors show how to recognize a bully culture that may form as a result of institutional norms, organizational structure, academic culture, and systemic changes. Filled with real-life examples, the book offers research-based suggestions for dealing with this disruptive and negative behavior in the academic workplace.

Daniel W. Wheeler et al., The Academic Chair’s Handbook, 2nd ed.
This edition provides a current, comprehensive, and practical guide for academic department chairs and division heads at both two- and four-year institutions. This essential resource includes new material on a variety of topics such as technology, funding and resources, department climate and quality, assessment, and accreditation, and describes several strategies department chairs can use to build a positive work environment that fosters professional growth of both faculty and chairs.

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