"In the 'superstorm' of writings about the crisis in higher education this little gem of a book stands out like a mindfulness bell. It calls us back to the only thing that truly matters—the energy and wisdom buried in the minds and hearts of dedicated educators." —Diana Chapman Walsh, president emerita, Wellesley College; trustee emerita, Amherst College; member of the MIT Corporation
"This book is revolutionary! It is about transforming the very essence of higher education through the power of authentic conversation, knowing that as the people within the institution evolve, the institution will transform." —Patricia and Craig Neal, The Art of Convening: Authentic Engagement in Meetings, Gatherings, and Conversations; founders, Heartland Inc.
"This is a radical story about how to create a more intimate and relational culture inside the halls of higher education.... for those who long for higher education to return from the abyss of siloed isolation to its original charter as a cooperative learning institution committed to developing the whole person in service of the common good." —Peter Block, Flawless Consulting and Abundant Community
Transformative Conversations offers guidance to help readers create and sustain Formation Mentoring Communities, where faculty, staff, and administrators can speak openly and honestly to the heart of their work as educators and human beings.
"The things at stake in this tenth anniversary edition are even more profound and urgent than they were the first time around. This is not a little story about young people. It is a big story about humanity and the persistent quest for meaning and purpose. . . . the key is mentorship, and the payoff should be big—for all of us." —RICHARD A. SETTERSTEN JR., coauthor, Not Quite Adults: Why 20-Somethings Are Choosing a Slower Path to Adulthood, and Why It's Good for Everyone
"Scholarly, wise, elegant, and deeply insightful, this book is . . . for all who work with people in the awe and angst-filled years between 18 and 32. . . . Upcoming generations have fateful choices to make that we need them to take up faithfully and fully awake. Parks, a master teacher, lights the way—theirs and ours." —DIANA CHAPMAN WALSH, president emerita, Wellesley College; board chair, the Broad Institute of MIT and Harvard
"No one who cares deeply about people in their twenties should be without this book. In Sharon Daloz Parks's lyrical company we learn so much more about their biggest possibilities—and our own." —ROBERT KEGAN, author, In Over Our Heads; professor, Harvard Graduate School of Education
"Parks's clear voice … is simultaneously that of a scholar, clinician, ethicist, and priest—that of a rare and capable generalist who can nurture both teachers and students … [and] reveal the architecture of the process by which we merge the questions of ultimate reality with the immediate needs and duties of our generation." —JANET COOPER NELSON, chaplain of the university, Brown University
" . . . [A] valuable resource for parents, professors, administrators, employers, and all others who care about emerging adults and want to see them thrive." —JEFFREY JENSEN ARNETT, Clark University; author, Emerging Adulthood: The Winding Road from the Late Teens Through the Twenties
As the most current and comprehensive volume on the topic, the Handbook describes the fundamental knowledge, techniques, and strategies that define institutional research. The book contains an overview of the profession and its history, examines how institutional research supports executive and academic leadership and governance, and discusses the varied ways data from federal, state, and campus sources are used by research professionals.
With contributions from leading experts in the field, this important resource reviews the analytic tools, techniques, and methodologies used by institutional researchers in their professional practice and covers a wide range of topics such as: conducting institutional research; statistical applications; comparative analyses; quality control systems; measuring student, faculty, and staff opinions; and management activities designed to improve organizational effectiveness.
Highlights of the new edition include:
Introduces a new model for conceptualizing mentoring relationships in the context of the various relationships professors typically develop with students and faculty (ch. 2).
Provides guidance for creating a successful mentoring culture and structure within a department or institution (ch. 16).
Now includes questions for reflection and discussion and recommended readings at the end of each chapter for those who wish to delve deeper into the content.
Best Practices sections highlight the key takeaway messages.
The latest research on mentoring in higher education throughout.
Part I introduces mentoring in academia and distinguishes mentoring from other types of relationships. The nuts and bolts of good mentoring from the qualities of those who succeed as mentors to the common behaviors of outstanding mentors are the focus of Part II. Guidance in establishing mentorships with students and faculty, the common phases of mentorship, and the ethical principles governing the mentoring enterprise is also provided. Part III addresses the unique issues and answers to successfully mentoring undergraduates, graduate students, and junior faculty members and considers skills required of faculty who mentor across gender and race. Part IV addresses management of dysfunctional mentorships and the documentation of mentorship outcomes. The book concludes with a chapter designed to encourage academic leaders to make high quality mentorship a salient part of the culture in their institutions.
Ideal for faculty or career development seminars and teaching and learning centers in colleges and universities, this practical primer is appreciated by professors, department chairs, deans, and graduate students in colleges, universities, and professional schools in all academic fields including the social and behavioral sciences, education, natural sciences, humanities, and business, legal, and medical schools.
Gender roles, family life, the demographic makeup of the nation and the faculty, and the economic stability of higher education all have shifted dramatically over the past generation. In addition, strong current trends in technology, funding, and demographics suggest that change will continue and perhaps even accelerate in academe in the years to come. One central element of academic life has remained essentially unchanged for generations, however: the formal structure of the professorial career. Developed in the mid-nineteenth and early twentieth centuries to suit circumstances quite different from today's, and based on traditions going back even earlier, this customary career path is now a source of strain for both the individuals pursuing it and the institutions where they work.
The Arc of the Academic Research Career is the summary of a workshop convened by The Committee on Science, Engineering, and Public Policy in September 2013 to examine major points of strain in academic research careers from the point of view of both the faculty members and the institutions. National experts from a variety of disciplines and institutions discussed practices and strategies already in use on various campuses and identified issues as yet not effectively addressed. This workshop summary addresses the challenges universities face, from nurturing the talent of future faculty members to managing their progress through all the stages of their careers to finding the best use of their skills as their work winds down.