College and University Books

All of B. J. Hoff's Daybreak mysteries are great reading. Dark River Legacy is no exception. Once again, Daniel and Jennifer are thrown in a situation of intrigue and suspense when they visit their friend Mitch in Kentucky. Mitch's friends include a mysterious elderly lady who appears in town with no past and a beautiful writer who Mitch knew in his childhood. All of these characters entwined with an evil killer and a threatening flood make for a great read! Seeing the power of the Lord bring everyone through in the end was a great climax to the book. If you like mysteries and other Christian mystery writers like Terri Blackstock or Jane Peart, you will enjoy this book and all of her mysteries in this series.

A showcase compendium of recipes from the islands of Hawaii, "A Dash Of Aloha: Healthy Hawai'i Cuisine And Lifestyle" is a collaborative project of the University of Hawai'i's Kapi'olani Community College and based on the DASH (Dietary Approach to Stop Hypertension) program. Beautifully illustrated with full-color photography, "A Dash Of Aloha" has a spiral binding enabling it to be laid open on a kitchen counter, and features healthy eating tips from the American Heart Association, food nutrition and seasonality charts, as well as exercise and lifestyle advice. The seventy 'kitchen cook' recipes are 'kitchen cook friendly' as they are delicious and nutritious. Ranging from Ginger-Bran Cake; Spanish Rice with Napa Cabbage Rolls; and Loco Moco Fried Rice; to Tofu Burgers with Mango Chutney; Curried Sweet Potato Chowder; and Forbidden Black Rice Salad, every recipe comprising this outstanding collection comes with serving size information, a brief commentary and a Nutrition Facts chart about the dish. Especially recommended for personal and community ethnic cookbook collections, "A Dash Of Aloha" is particularly appropriate as a culinary reference for anyone having to deal with weight loss, cardiopulmonary, or general health and fitness improvement issues.

This book chronicles the events leading up to and the deaf president now revolution at Gallaudet University. As the world's only university for deaf and hard-of-hearing studentsm Gallaudet had revolutionary potential from inception.

When Dr. Jerry C. Lee announced that he was leaving the university, many students and faculty felt that this would be their year. Because the Gallaudet administration had consisted mainly of hearing people, these dissenters felt that they were being condescended to.

Not only was the sole hearing candidate Elizabeth Zinser picked, but critical snafus undercut her very brief administration. Then-board chair Jane Spilman allegedly said that 'deaf people are not able to function in a hearing world' ironically reinforcing the protestor cause. Zinser's academic training in rehabilitative sciences hinted at the 'medical model' of disability which many of the students found outmoded and problematic.

The students recieved national media attention, alumni (including the use of the alumni house as an organizing space) and Congressional support. He had initially given his own support to Zinser in an attempt to forge campus unity, but the other presidential candidate, I. King Jordan (then Dean of the College of Arts and Sciences) withdrew his support. Zinser subsequently announced her resignation. Jordan became Gallaudet's first deaf president.

The DPN is an inspiring saga for anybody (particularly college students attempting to create their own campus chage). The actions of Gallaudet students later inspired me to challenge patronizing assumptions being made about my own community.

In this very well written article, Stein and Gal-Or point out that when the topic is Israel, "an anti-intellectual approach that seeks to limit debate, free speech, and academic freedom has been increasingly present on Canadian campuses. It has manifested itself in a number of major strategies: preventing speakers from arriving at their destination, preventing speakers from being heard, restricting opposing views, exploiting emotion and using propaganda, and preventing rebuttal."

The authors note that while arguments on both sides of the Arab-Israeli conflict have often been "skewed," it is the anti-Israeli camp "that has exceeded the bounds of civilized debate" by using the above strategies. They make the point that students and faculty are supposed to listen to all points of view to form their opinions. They shouldn't want or need others to tell them which speakers are acceptable. And one can presume that those who are against freedom of speech have something to hide, and that facts would discredit their cause.

The authors give some examples of intimidation and harassment on campus. And they insist that pro-Israel speech be given the same protection as its anti-Israel equivalent. That protection ought to extend to grades on papers: the article shows that many students were downgraded on papers that showed Israel in a good light.

This eight-page article makes quite a few good recommendations, but I think the best is the following:

"Although opinions can be held freely, patently false statements of 'fact' should bear some censure in the form of cumulative academic consequences similar to acts of plagiarism or 'cooking of results' in academic experiments."

I would like to applaud Inroads for publishing this article. I highly recommend it.

It's a great book for anyone who is in college and don't want to rack up debts.! Recommend it!

I teach at a large state school. Reading John McGowan's book renewed my commitment to teaching as an intellectual and transformative act. I especially liked the essays on teaching literature, the ABCs, pragmatism, and the overview of the "culture", as I am a teacher of the critical/cultural study of science and American studies.

Great transaction. I highly recommend this text for anyone who is in a leadership position (or wants to be) in academia.

Dr. Nichols provides a good overview of the assessment process in this book. It follows on his several others. Most important: This book has sample assessment records in it - thus it is excellent for those trying to set-up an assessment program in their department. We used it for our initial template for ABET and SACS records. Even the most confused (stubborn?) came around after reading it. For beginners and veterans alike.

It's got to be. I wrote it.

How the hell did my Thesis from 1994 undergrad get on this site?

This book presents the course design process-clarifying values, determining goals and content, structuring the course, preparing flexible learning opportunities, deciding goals and objectives for units of study, selecting teaching strategies, and assessing. The last chapter is about implementing a new course. References, index, and a page of information about The Society for Research into Higher Education are at the back of the book. This is a very scholarly, academic book. It is well documented and incorporates research findings. It focuses on strategic decisions that need to be made before a course is developed and provides realistic advice for designing courses. It is not about teaching techniques. This 6 by 9-inch book has relative small print. It has very few figures or tables. Most pages are filled with words. This is a good book for a scholar of education who likes verbiage.