Campus Sexual Assault: College Women Respond, by Lauren J. Germain (Johns Hopkins University Press; 126 pages; $29.95). Draws on interviews with 26 women at a midsize university in the East concerning their post-assault experiences, perceptions, and expressions of agency.
Closing the Opportunity Gap: Identity-Conscious Strategies for Retention and Student Success, edited by Vijay Pendakur (Stylus Publishing; 188 pages; $95 hardcover, $29.95 paperback). Proposes identity-conscious, rather than identity-centric, approaches for promoting the retention and success of minority and other underrepresented students.
Critical Reading in Higher Education: Academic Goals and Social Engagement, by Karen Manarin and others (Indiana University Press; 164 pages; $75 hardcover, $25 paperback). Reports on a study at Mount Royal University on how students read in first-year general-education courses dealing with science, politics, history, and composition; proposes ways to better engage learners.
Ethical Choices in Research: Managing Data, Writing Reports, and Publishing Results in the Social Sciences, by Harris Cooper (American Psychological Association; 241 pages; $29.95 for APA members, $34.95 for nonmembers). Discusses how to plan research to avoid later ethical problems and offers advice on data management, report preparation, and the review and other processes of publication.
The Ethics Rupture: Exploring Alternatives to Formal Research-Ethics Review, edited by Will C. van den Hoonaard and Ann Hamilton (University of Toronto Press; 480 pages; US$90 hardcover, US$39.95 paperback). Focuses on the social sciences and humanities in essays critical of prevailing approaches to institutional review; topics include whether research boards are ready for “autoethnography.”
Faculty Development and Student Learning: Assessing the Connections, by William Condon and others (Indiana University Press; 156 pages; $50). Reports on a multiyear, multidisciplinary study by faculty at Carleton College and Washington State University that measured how student learning is affected by faculty members’ efforts to become better teachers.
The Global Academic Rankings Game: Changing Institutional Policy, Practice, and Academic Life, edited by Maria Yudkevich, Philip G. Altbach, and Laura E. Rumbley (Routledge; 314 pages; $155 hardcover, $52.95 paperback). Writings on institutional and wider responses to academic rankings in Australia, Britain, Chile, China, Germany, Malaysia, the Netherlands, Poland, Russia, Turkey, and the United States.
Lesson Plan: An Agenda for Change in American Higher Education, by William G. Bowen and Michael S. McPherson (Princeton University Press; 163 pages; $24.95). Identifies “pressing national needs,” such as raising college-completion rates and reducing student-outcome disparities, and proposes strategies for change.
Reengineering the University: How to Be Mission Centered, Market Smart, and Margin Conscious, by William F. Massy (Johns Hopkins University Press; 288 pages; $32.95). Draws on the author’s experience as a microeconomist and management scientist in discussions of teaching quality, cost, and cost containment in instruction, and developing fully integrated approaches to financial planning and budgeting.
See Me for Who I Am: Student Veterans’ Stories of War and Coming Home, edited by David Chrisinger (Hudson Whitman/Excelsior College Press; 173 pages; $20). Writings by veterans of Iraq and Afghanistan from a freshman seminar at the University of Wisconsin at Stevens Point.
Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching, by Alicia Fedelina Chávez and Susan Diana Longerbeam (Stylus Publishing; 272 pages; $95 hardcover, $29.95 paperback). Develops an approach to teaching that recognizes the cultural assets students bring to the classroom.
Unrelenting Change, Innovation, and Risk: Forging the Next Generation of Community Colleges, by Daniel J. Phelan (Rowman & Littlefield; 159 pages; $52 hardcover, $26 paperback). Discusses ways to promote innovation at community colleges and examines institutions that have thrived in conditions of continuous change.
