The current higher education policy and practice landscape is simultane-ously marked by uncertainty and hope, and nowhere are these tensions more present than in discussions and actions around general education. This volume uses an anthropological approach to contemplate ways of re-imagining general education for the 21st century and how faculty, teach-ers, administrators, and others can transform the educational endeavor to be holistic, comprehensive, and aligned with the needs of people and the planet in the decades to come. Included are analyses of general education concepts such as "diversity," case studies of general education and con-necting curricula, opportunities for faculty development, unique general education student populations, assessment strategies, and philosophical/ pedagogical challenges. Contributors make the case that far from receding from a central role in higher education, there is a need to strengthen general education curricula as key to the educational needs of students, for the skills and competencies they require in the workplace and for civic engagement.

The rapid change that higher education is undergoing is impacting all of the core mission elements: teaching and learning, research, service, and engagement with the external world (e.g., community engagement and health care delivery). Navigating this environment requires understanding of the underlying dynamics, with particular attention to how the issues are affecting the directions higher education will take. The main focus of the book is on teaching and learning (Section 3), with Sections 1 and 2 providing important context for understanding dynamics affecting how we can achieve our goals in teaching and learning. The section on “Institutional Culture, Structure, and Public Engagement” addresses issues such as promotion and tenure, interdisciplinary collaboration, dissemination and archiving of research outcomes and data, student engagement with community development, and evaluation of research projects. Section 2 on “Diversity, Equity, and Inclusion” goes far beyond the usual “diversity discussion” to include addressing faculty racial disparities, intersectionality, and “parity in participation.” Then, Section 3, “Teaching and Learning” focuses on out-of-the classroom teaching and on technology enhanced learning, all with many connections to Sections 1 and 2. The intended audience includes both academics and professionals (e.g., faculty and students in departments of higher education, anthropology, and education policy). Higher education leaders, administrators, governing board members, and many others will find the book helpful in providing insight into the future of higher education, especially as it concerns instruction and learning. The book will also be of use to professionals outside higher education who work on policy issues, on meeting the needs of employers, and on preparing students for applying knowledge in their personal lives. Praise for Paths to the Future of Higher Education: "Higher education in the United States is currently undergoing a transformation as a result of unprecedented pressures. Disruptive forces such as rapidly evolving technology, eroding financial support for public universities, proliferation of forprofit entities, changing expectations of students and employers, our country’s reckoning with its history of racism and white supremacy, as well as the politicization of higher education demand changes in systems hundreds of years old. The recent COVID epidemic has forced a radical change in the delivery of higher education – will we ever return to our old ways?" Daniel L. Clay, PhD, MBA Dean and Professor, College of Education, University of Iowa "One of the great challenges facing higher education today involves the changes that are necessary in the fundamental activities of teaching and learning to respond to changing social factors such as diversity, internationalization, the rapid evolution of technology, and unpredictable social needs (e.g., COVID 19). Brian Foster and his colleagues have assembled an important collection of papers on this subject, the future of teaching and learning at the higher education level, in part from an anthropological perspective, but also within the important context of our changing world. As such, the book provides a valuable insight into the perspectives that both faculty and their institutions need to address the changes in their most fundamental roles in providing teaching and learning for future generations." James J. Duderstadt President Emeritus, The University of Michigan

Aimed at professional anthropologists, their students and academic policy-makers, the contributions to this volume provide an unprecedented array of insights into the current teaching and learning of social anthropology across Europe. With case-studies from eighteen different countries this volume presents a rich panorama of local histories, contexts and experiences, which are essential contributions to current debates on the role and significance of anthropology in an era of converging Higher Education policies. More practically,the volume offers teachers and students the possibility ofdeveloping international exchanges supported by a previously unobtainable knowledge of institutional historiesand differing local contexts.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1963.

As Europe becomes more integrated at the economic and political level, attempts are being made to harmonize education policies as well. This volume offers an important contribution in that the authors examine, for the first time,the politics and practices of social anthropology education across Europe. They look at a wide variety of current developments, including new teaching initiatives, the use of participatory teaching materials, film and video, fieldwork studies, applied anthropology, student perspectives, the educational role of museums, distance learning and the use of new technologies.

Section 1.Foundations of language and intercultural communication --section 2.Core themes and issues: verbal and nonverbal communications and culture --section 3.Theory into practice: towards intercultural (communicative) competence and citizenship --section 4.Language and intercultural communication in context --section 5.New debates and future directions. - A comprehensive introduction to the multidisciplinary field of intercultural communication, drawing on the expertise of leading scholars from diverse backgrounds.

he Handbook of Sociocultural Anthropology presents a state of the art overview of the subject - its methodologies, current debates, history and future. It will provide the ultimate source of authoritative, critical descriptions of all the key aspects of the discipline as well as a consideration of the general state of the discipline at a time when there is notable uncertainty about its foundations, composition and direction. Divided into five core sections, the Handbook: examines the changing theoretical and analytical orientations that have led to new ways of carrying out research; presents an analysis of the traditional historical core and how the discipline has changed since 1980; considers the ethnographic regions where work has had the greatest impact on anthropology as a whole; outlines the people and institutions that are the context in which the discipline operates, covering topics from research funding to professional ethics.Bringing together leading international scholars, the Handbook provides a guide to the latest research in social and cultural anthropology. Presenting a systematic overview - and offering a wide range of examples, insights and analysis - it will be an invaluable resource for researchers and students in anthropology as well as cultural and social geography, cultural studies and sociology.

Building Collective Leadership for Culture Change shows how five community engagement research projects in the greater Los Angeles area were able to create more collaborative and participatory cultures in their academic institutions and nonacademic settings by using community organizing, research in action, and narrative inquiry. These projects focused on incorporating civic engagement into the work of scholars, creating a civic engagement minor at California State University, Dominguez Hills, integrating community organizing practices within the Los Angeles Unified School District, and building a regional organizing network among civically engaged higher education institutions. As the case studies authored by Maria Avila and her collaborators show, these projects succeeded because they took place in collaborative spaces where participants were part of designing the purpose, goals, and specific actions to create culture change. Building Collective Leadership for Culture Change is a vital inquiry into the possibilities of collective interpretation of accomplishments among researchers and participants.

This volume provides a comprehensive examination of the applications of communication inquiry to the solution of relevant social issues. Nationally recognized experts from a wide range of subject areas discuss ways in which communication research has been used to address social problems and identify direction for future applied communication inquiry.