College student populations are becoming increasingly more diverse as students from diverse backgrounds have greater access to higher education. Additionally, governing bodies have heightened expectations related to student success, retention, and time to degree, thus holding institutions of higher education more accountable. With a changing student demographic and increased accountability measures, faculty and administrators are seeking effective strategies to enhance intercultural responsiveness among underrepresented populations to support their success. Developing an Intercultural Responsive Leadership Style for Faculty and Administrators is a critical research publication that examines student retention and success among underrepresented college student populations by analyzing factors impacting their persistence towards graduation as well as exploring strategies to enhance intercultural responsiveness among these populations. Featuring a wide range of topics such as diversity, intercultural fluency, STEM education, and lifelong learning, this book is ideal for administrators, faculty, academicians, policymakers, researchers, and students.

Military academies have served youth for more than a century with proud traditions of producing graduates who are scholars, leaders, and athletes who adhere to a code of honor and ethical principles as they take the knowledge, skills, and dispositions gained at those academies into higher education, the business world, military service, civic endeavors, and the broader workforce. There is a current gap and need for research that explores the various components of a K-20 military school/college education and how those components successfully produce leaders of character for our military, civic, academic, and business worlds both in the United States and abroad. The Handbook of Research on Character and Leadership Development in Military Schools synthesizes research on the impact of military academies by providing a singular compendium of current academic studies on the graduates of military academies and the communities of which they enter after graduation. The chapters will explore the academics, leadership, character development, citizenship, athletics, and other dimensions of both global and national, and both private and public, military academies. This book is ideal for current leaders, staffs, governing board members, and alumni of military academies both in the United States and internationally along with policymakers, government officials, practitioners, researchers, academicians, and students interested in the implications of character and leadership development on individuals enrolled in or graduated from military schools.

In the field of student affairs, many are rethinking the value of a wide variety of traditional aspects associated with the student experience. Recent commentary has questioned whether students should attend college that has an all-inclusive tuition, focused primarily upon academic and support services. Given the need for changes the COVID-19 pandemic has created, it is imperative to question whether this kind of academic package is ideal for the future of higher education. As issues surrounding the traditional aspects of the student experience continue to develop, research has begun to focus on how student learning and awareness can be improved, specifically within the principles of design thinking. Applying Design Thinking to the Measurement of Experiential Learning is a forward-thinking and innovative look at assessment and design conditions that promote student learning. It proposes new models for education, conditions for student learning, and student learning assessment using design thinking and experiential learning. These topics include adjustments to curriculum, integrated learning environments, student success and student affairs, campus-wide design thinking, and testing assessments. This book is valuable for senior leaders in the field of student affairs, student affairs assessment professionals and faculty teaching in higher education programs, practitioners, researchers, academicians, and students interested in how the principles of design thinking can be applied to higher education.

For many decades, the LGBTQ+ community has been plagued by strife and human rights violations. Members of the LGBTQ+ community were often denied a right to marriage, healthcare, and in some parts of the world, a right to life. While these struggles are steadily improving in recent years, disparities and discrimination still remain from the workplace to the healthcare that this community receives. There is still much that needs to be done globally to achieve inclusivity and equity for the LGBTQ+ community. The Research Anthology on Inclusivity and Equity for the LGBTQ+ Community is a comprehensive compendium that analyzes the struggles and accomplishments of the LGBTQ+ community with a focus on the current climate around the world and the continued impact to these individuals. Multiple settings are discussed within this dynamic anthology such as education, healthcare, online communities, and more. Covering topics such as gender, homophobia, and queer theory, this text is essential for scholars of gender theory, faculty of both K-12 and higher education, professors, pre-service teachers, students, human rights activists, community leaders, policymakers, researchers, and academicians.

In a time of worldwide turmoil and pervasive social displacement, universities and communities have come together to meet these urgent challenges in order to support the academic and social development of displaced young people from diverse cultural and linguistic backgrounds. It is crucial to understand and review how institutions, as well as individuals and collaborative groups, have worked together to expand institutional culture and practice in a process of cross-institutional expansive learning. A Cultural Historical Approach to Social Displacement and University-Community Engagement: Emerging Research and Opportunities focuses on university-community collaborative engagement as a strategic response to widespread social displacement and its implications for the educational and social development of underserved young people from displaced communities. Using a cultural historical perspective, the book offers a comparative study of collaborative engagement in multiple programs involving university and community partners in long-term efforts to address the social displacement and educational development of local young people. Specifically, it examines University-Community Links (UC Links), an international network of partnerships between universities and communities that has been addressing the educational implications of social displacement for over 20 years. This book is ideal for school faculty, students, university administrators, local community leaders, community-based organization leaders, local political leaders, teachers, and school partners, as well as researchers, practitioners, and stakeholders interested in discourse on university-community engagement in higher education, K-12, and local and state decision-making arenas.

Women leaders and the COVID-19 pandemic are currently trending in the news. Major news outlets are all offering their positive opinions on how world-wide women leaders have addressed the crisis and reassured their people. While this sort of press coverage is certainly uplifting, little to no research has been conducted to investigate the effectiveness of women’s leadership decisions and strategies in these difficult times. In concert with these global struggles resulting from the pandemic are the challenges faced by higher education. Many colleges and universities have all but shuttered their doors and are conducting instruction, student support, and day-to-day business almost completely online. Women academic leaders bear a great load during global crises, with the combination of maintaining work responsibilities and caring for families and personal households. It is shown that women leaders may feel overwhelmed but remain heroes in unprecedented times of crisis. Women and Leadership in Higher Education During Global Crises informs readers and expands their understanding about specific challenges, issues, strategies, and solutions that are associated with women leaders in higher education, the implications during the current pandemic and other natural disasters, and how these strategies can be used for future agility and success. The chapters will cover narratives, strategies, and initiatives that women leaders are using to lead their institutions, departments, sectors, and organizations. It ties together the unimaginable challenges, joys, struggles, and successes encountered by women in leadership in higher education and is ideal for higher education administrators, teachers, leaders, faculty, provosts, deans, program leaders, researchers, academicians, and students interested in both the challenges and successes women leaders in higher education face during global crises.

As higher education institutions adapt to an increasingly digital world, it is imperative that they adopt technological techniques that allow them to establish a digital presence. Academic e-branding involves managing a university’s brand and image to promote and build the reputation of the institution, especially in regards to its student and faculty research and achievements. Without a solid digital presence, higher education institutions may struggle to remain competitive. Improving University Reputation Through Academic Digital Branding is a critical scholarly publication that explores digital branding and its role in establishing the reputation of academic institutions and programs. Featuring a range of topics including digital visibility, social media, and inclusive education, this book is ideal for higher education boards, brand managers, university and college marketers, researchers, academicians, practitioners, administrators, and students.

By providing practical advice on how to inform and lead a successful assessment program in student affairs, Coordinating Divisional and Departmental Student Affairs Assessment, 2nd Edition helps student affairs professionals understand the impact of their initiatives, identify areas for improvement, and make data-driven decisions to enhance student learning, development, and engagement. Student affairs assessment plays a significant role in shaping the overall college experience. As higher education transforms, there is an even greater demand for student affairs assessment that informs practice, illuminates equity gaps, and improves student learning. This second edition builds upon the concepts of the first edition while adding essential topics that address the changing dynamics of leading assessment in a department or division in student affairs such as how to use and select assessment technology, meaningful ways to collaborate with institutional research, as well as creating equity-centered assessment practices. By utilizing the strategies in this book, student affairs divisions can create evidence-based practices that contribute to a more inclusive and supportive campus environment, foster student engagement, and ultimately enhance the educational journey for students. This updated and revised edition has been written with new and seasoned assessment practitioners in mind. It’s an ideal resource for graduate students and other student affairs practitioners who seek to find practical information to guide their own assessment practice.

Past injustice against racial groups rings out throughout history and negatively affects today’s society. Not only do people hold onto negative perceptions, but government processes and laws have remnants of these past ideas that impact people today. To enact change and promote justice, it is essential to recognize the generational trauma experienced by these groups. The Research Anthology on Racial Equity, Identity, and Privilege analyzes the impact that past racial inequality has on society today. This book discusses the barriers that were created throughout history and the ways to overcome them and heal as a community. Covering topics such as critical race theory, transformative change, and intergenerational trauma, this three-volume comprehensive major reference work is a dynamic resource for sociologists, community leaders, government officials, policymakers, education administration, preservice teachers, students and professors of higher education, justice advocates, researchers, and academicians.

Doctoral researchers are increasingly focusing on the social justice aspects of dissertation research problems and are often uncertain on how to incorporate societal change issues within a dissertation format. Due to the current climate, this interest in social justice is likely to continue to increase. Many aim to affect change within their discipline, workplace, or communities as they conduct dissertation research across doctoral program areas. Social Justice Research Methods for Doctoral Research presents contemporary social justice research method strategies and incorporates the aspects of social justice into research design. This major reference work illustrates how, why, and where to incorporate conventional and creative social justice research methodologies across both qualitative and quantitative approaches from various theoretical and conceptual perspectives. Covering topics such as community-based research, educational leadership, and cancel culture, this book serves as a dynamic resource for researchers, post-graduate students, researcher supervisors, librarians, methodologists, research program developers, and education administrators.