The is this the book-length work addressing the development of academic freedom and the procedures designed to protect it from the 1915 founding of the AAUP and the AAC to their endorsement of the key document in the history of professorial rights and responsibilities, the 1940 Statement of Principles of Academic Freedom and Tenure.
With roughly 25% of those teaching college classes belonging to a union, higher education is one of the most heavily organized industries in the United States. Substantial research-based literature exists as scholars have been studying the topic for a half of a century. Following an overview of its history and context, this monograph synthesizes and analyzes the existing research on faculty and graduate student unionization. It points to evolving understandings of faculty attitudes regarding collective bargaining and the findings on the relationships between unionization and compensation, satisfaction, procedural protections, organizational effectiveness, and related issues for tenure-line faculty. Additional chapters consider the more limited research on non-tenure-line faculty and graduate student instructors. As such, this monograph illuminates the accepted understandings, contested arguments, and the substantial gaps in understandings that remain. This is the third issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
American higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. Today's circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you're in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success. Use this book to: Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectiveness Shift the view of assessment from being externally driven to internally motivated Learn how assessment results can help inform decision-making Use assessment data to manage change and improve student success Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.
This study by Larry J. Woods and Colonel Timothy R. Reese analyzes the massive turmoil afflicting the nation of Sierra Leone, 1995-2002, and the efforts by a variety of outside forces to bring lasting stability to that small country. The taxonomy of intervention ranged from private mercenary armies, through the Economic Community of West African States, to the United Nations and the United Kingdom. In every case, those who intervened encountered a common set of difficulties that had to be overcome. Unsurprisingly, they also discovered challenges unique to their own organizations and political circumstances. This cogent analysis of recent interventions in Sierra Leone represents a cautionary tale that political leaders and military planners contemplating intervention in Africa ignore at their peril. (Originally published by the Combat Studies Institute)
Recognizing the importance of the nations residing on the continent of Africa in an interconnected world, the United States established the United States Africa Command (USAFRICOM) in October 2007. That development alone makes it imperative that American military leaders understand the problems facing many African states today and the conflicts that have ravaged them in the recent past. Often rich in resources, both human and economic, yet uneven in development of governmental institutions and infrastructure, the nations of this large continent represent both a challenge and an opportunity. The challenge can be as complex as the removal of a sanctuary for terrorists without excessive violence or the marshalling of resources to alleviate a massive humanitarian crisis. The opportunity is that constructive engagement at an early stage can perhaps forestall the expenditure of large sums of blood and treasure to ameliorate a seriously deteriorating situation. In all of these cases, military leaders must have an understanding of Africa's geography, its peoples, and its history. Only through this understanding can the military instrument be applied intelligently and humanely. This study by Larry J. Woods and Colonel Timothy R. Reese analyzes the massive turmoil afflicting the nation of Sierra Leone, 1995-2002, and the efforts by a variety of outside forces to bring lasting stability to that small country. The taxonomy of intervention ranged from private mercenary armies, through the Economic Community of West African States, to the United Nations and the United Kingdom. In every case, those who intervened encountered a common set of difficulties that had to be overcome. Unsurprisingly, they also discovered challenges unique to their own organizations and political circumstances. Serving soldiers can often profit vicariously from the mistakes of others as recounted in detailed case studies of historical events. This cogent analysis of recent interventions in Sierra Leone represents a cautionary tale that political leaders and military planners contemplating intervention in Africa ignore at their peril.~
On Point II" is the US Army's first historical study of Operation Iraqi Freedom between May 2003 and January 2005. The authors of this study, historians at the Army's Combat Studies Institute, have based their account on primary documents and hundreds of interviews with key participants in the campaign. On Point II tells the dramatic story of how, after May 2003, the US Army reinvented itself by transforming into an organization capable of conducting a broad array of diverse and complex full spectrum operations to create stability in Iraq. Critical chapters in this comprehensive book focus on detainee operations (including the Abu Ghraib incidents), reconstruction efforts, and the general response to the growing insurgency in Iraq. The study uses maps, charts, and photographs to help tell its story and includes appendices that document the units involved in the campaign and key events during this period of Operation Iraqi Freedom. Originally published by the U.S. Army Combined Arms Center, Combat Studies Institute in December 2008.
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