Holly Hassel - Böcker

Academic Labor beyond the College Classroom initiates a scholarly and professional conversation, calling upon faculty to participate in, reimagine, and transform their institutional and professional work to look beyond just teaching and research. Chapters in this contributed volume offer case studies, strategies, and exemplars of how faculty can re-engage in institutional service, mentoring, governance, and administrative duties to advance equity efforts at all levels of the university, calling for what Dr. Nancy Chick names in the Foreword as a "scholarship of influence." This book draws from a diverse range of methodologies and disciplines, issuing an invitation to faculty "across the divide" of their specific college, school, or corner of the university into cross-conversations and partnerships for positive change.

Academic Labor beyond the College Classroom initiates a scholarly and professional conversation, calling upon faculty to participate in, reimagine, and transform their institutional and professional work to look beyond just teaching and research. Chapters in this contributed volume offer case studies, strategies, and exemplars of how faculty can re-engage in institutional service, mentoring, governance, and administrative duties to advance equity efforts at all levels of the university, calling for what Dr. Nancy Chick names in the Foreword as a "scholarship of influence." This book draws from a diverse range of methodologies and disciplines, issuing an invitation to faculty "across the divide" of their specific college, school, or corner of the university into cross-conversations and partnerships for positive change.

This volume brings together diverse, cross-disciplinary scholarly voices to examine gender construction in children's and young adult literature. It complements and updates the scholarship in the field by creating a rich, cohesive examination of core questions around gender and sexuality in classic and contemporary texts. By providing an expansive treatment of gender and sexuality across genres, eras, and national literature, the collection explores how readers encounter unorthodox as well as traditional notions of gender. It begins with essays exploring how children's and YA literature construct communities formed by gender, ethnicity, sexuality, and in face-to-face and virtual spaces. Section II's central focus is how gendered identities are formed, unpacking how texts for young readers ranging from Amish youth periodicals to the blockbuster Divergent series trace, reproduce, and shape gendered identity socialization. In section III, the essential literary function of translating trauma into narrative is addressed in classics like Anne of Green Gables and Pollyanna, as well as more recent works. Section IV's focus on sexuality and romance encompasses fiction and nonfiction works, examining how children's and young adult literature can serve as a regressive, progressive, and transgressive site for construction meaning about sex and romance. Last, Section IV offers new readings of paratextual features in literature for children -- from the classic tale of Cinderella to contemporary illustrated novels. The key achievement of this volume is providing an updated range of multidisciplinary and methodologically diverse analyses of critically and commercially successful texts, contributing to the scholarship on children's and YA literature; gender, sexuality, and women's studies; and a range of other disciplines.

Threshold Concepts in Women’s and Gender Studies: Ways of Seeing, Thinking, and Knowing is a textbook designed primarily for introduction to Women’s and Gender Studies courses, with the intent of providing both a skill- and concept-based foundation in the field.The third edition includes fully revised and expanded case studies and updated statistics; in addition, the content has been updated throughout to reflect significant news stories and cultural developments. The text is driven by a single key question: "What are the ways of thinking, seeing, and knowing that characterize Women’s and Gender Studies and are valued by its practitioners?" This book illustrates four of the most critical concepts in Women’s and Gender Studies—the social construction of gender, privilege and oppression, intersectionality, and feminist praxis—and grounds these concepts in multiple illustrations. Threshold Concepts in Women’s and Gender Studies develops the key concepts and ways of thinking that students need to develop a deep understanding and to approach material like feminist scholars do, across disciplines.

Threshold Concepts in Women’s and Gender Studies: Ways of Seeing, Thinking, and Knowing is a textbook designed primarily for introduction to Women’s and Gender Studies courses, with the intent of providing both a skill- and concept-based foundation in the field.The third edition includes fully revised and expanded case studies and updated statistics; in addition, the content has been updated throughout to reflect significant news stories and cultural developments. The text is driven by a single key question: "What are the ways of thinking, seeing, and knowing that characterize Women’s and Gender Studies and are valued by its practitioners?" This book illustrates four of the most critical concepts in Women’s and Gender Studies—the social construction of gender, privilege and oppression, intersectionality, and feminist praxis—and grounds these concepts in multiple illustrations. Threshold Concepts in Women’s and Gender Studies develops the key concepts and ways of thinking that students need to develop a deep understanding and to approach material like feminist scholars do, across disciplines.

A Faculty Guidebook for Effective Shared Governance and Service in Higher Education bridges the gap between training and work experience, offering a blueprint for academic workers' effective participation in service and governance in higher education. Unpacking skills of problem solving, critical analysis, politicking, negotiation, coalition building, and emotional labor, this book provides flexible, adaptable strategies that are relevant across institutional settings and that draw from research, experience, and multiple perspectives.The principles in the book will guide faculty in developing policies and implementing practices to better serve students, colleagues, communities, and the larger mission of postsecondary education. With an emphasis on shared governance and committee service that advances equity, inclusion, access, and justice, this book pushes back on the view that service is not worth our time and offers specific recommendations for doing governance work effectively. Chapters provide strategies for policy development, implementation, and assessment, as well as tools for navigating common roadblocks to accomplishing sustainable and progressive faculty leadership. This accessible book demystifies a critical part of the academic workload, and is designed for instructors, faculty, and academic advisors at any stage of their career who want to advocate for and create better conditions in higher education.

A Faculty Guidebook for Effective Shared Governance and Service in Higher Education bridges the gap between training and work experience, offering a blueprint for academic workers' effective participation in service and governance in higher education. Unpacking skills of problem solving, critical analysis, politicking, negotiation, coalition building, and emotional labor, this book provides flexible, adaptable strategies that are relevant across institutional settings and that draw from research, experience, and multiple perspectives.The principles in the book will guide faculty in developing policies and implementing practices to better serve students, colleagues, communities, and the larger mission of postsecondary education. With an emphasis on shared governance and committee service that advances equity, inclusion, access, and justice, this book pushes back on the view that service is not worth our time and offers specific recommendations for doing governance work effectively. Chapters provide strategies for policy development, implementation, and assessment, as well as tools for navigating common roadblocks to accomplishing sustainable and progressive faculty leadership. This accessible book demystifies a critical part of the academic workload, and is designed for instructors, faculty, and academic advisors at any stage of their career who want to advocate for and create better conditions in higher education.

This edited collection contends that if women are to enter into leadership positions at equal levels with their male colleagues, then sexism in all its forms must be acknowledged, attended to, and actively addressed. This interdisciplinary collection—Surviving Sexism in Academia: Strategies for Feminist Leadership—is part storytelling, part autoethnography, part action plan. The chapters document and analyze everyday sexism in the academy and offer up strategies for survival, ultimately 'lifting the veil" from the good old boys/business-as-usual culture that continues to pervade academia in both visible and less-visible forms, forms that can stifle even the most ambitious women in their careers.

This edited collection contends that if women are to enter into leadership positions at equal levels with their male colleagues, then sexism in all its forms must be acknowledged, attended to, and actively addressed. This interdisciplinary collection—Surviving Sexism in Academia: Strategies for Feminist Leadership—is part storytelling, part autoethnography, part action plan. The chapters document and analyze everyday sexism in the academy and offer up strategies for survival, ultimately 'lifting the veil" from the good old boys/business-as-usual culture that continues to pervade academia in both visible and less-visible forms, forms that can stifle even the most ambitious women in their careers.

This volume brings together diverse, cross-disciplinary scholarly voices to examine gender construction in children's and young adult literature. It complements and updates the scholarship in the field by creating a rich, cohesive examination of core questions around gender and sexuality in classic and contemporary texts. By providing an expansive treatment of gender and sexuality across genres, eras, and national literature, the collection explores how readers encounter unorthodox as well as traditional notions of gender. It begins with essays exploring how children's and YA literature construct communities formed by gender, ethnicity, sexuality, and in face-to-face and virtual spaces. Section II's central focus is how gendered identities are formed, unpacking how texts for young readers ranging from Amish youth periodicals to the blockbuster Divergent series trace, reproduce, and shape gendered identity socialization. In section III, the essential literary function of translating trauma into narrative is addressed in classics like Anne of Green Gables and Pollyanna, as well as more recent works. Section IV's focus on sexuality and romance encompasses fiction and nonfiction works, examining how children's and young adult literature can serve as a regressive, progressive, and transgressive site for construction meaning about sex and romance. Last, Section IV offers new readings of paratextual features in literature for children -- from the classic tale of Cinderella to contemporary illustrated novels. The key achievement of this volume is providing an updated range of multidisciplinary and methodologically diverse analyses of critically and commercially successful texts, contributing to the scholarship on children's and YA literature; gender, sexuality, and women's studies; and a range of other disciplines.

As teaching practices adapt to changing technologies, budgetary constraints, new student populations, and changing employment practices, writing programs remain full of people dedicated to helping students improve their writing. This edited volume offers strategies for implementing large- and small-scale changes in writing programs by focusing on transformations­—the institutional, programmatic, curricular, and labor practices that work together to shape our teaching and learning experiences of writing and rhetoric in higher education.  The collection includes chapters from multiple award-winning writing programs, including the recipients of the Two-Year College Association’s Outstanding Programs in English Award and the Conference on College Composition and Communication’s Writing Program Certificate of Excellence. These authors offer perspectives that demonstrate the deep work of transformation in writing programs and practices writ large, confirm the ways in which writing programs are connected to and situated within larger institutional and disciplinary contexts, and outline successful methods for navigating these contexts in order to transform the work.  In using the prism of transformation as the organizing principle for the collection, Transformations offers a range of strategies for adapting writing programs so that they meet the needs of students and teachers in service of creating equitable, ethical literacy instruction in a range of postsecondary contexts.  Contributors: Leah Anderst, Cynthia Baer, Ruth Benander, Mwangi Alex Chege, Jaclyn Fiscus-Cannaday, Joanne Giordano, Rachel Hall Buck, Sarah Henderson Lee, Allison Hutchinson, Lynee Lewis Gaillet, Jennifer Maloy, Neil Meyer, Susan Miller-Cochran, Ruth Osorio, Lori Ostergaard, Shyam Pandey, Cassie Phillips, Brenda Refaei, Heather Robinson, Shelley Rodrigo, Julia Romberger, Tiffany Rousculp, Megan Schoen, Paulette Stevenson

Reaching All Writers brings together decades of writing studies experience, research, and scholarship to help organize first-year writing courses around inclusive teaching practices and foundational concepts that support disciplinary learning for all college writers, including students who have been excluded from more selective higher-education institutions.  Using threshold concepts and transfer as a foundation, the authors provide an invaluable resource for multiple contexts: instructors working off the tenure track and/or at multiple institutions; two-year college programs without a writing program administrator; and writing program graduate teaching assistant training courses. Each chapter includes an overview of a threshold concept, disciplinary background readings, practical teaching strategies, assignment and learning activity ideas, assessment principles, examples from student and instructor perspectives, and questions for reflection and discussion.  Reaching All Writers describes effective teaching practices to help all college writing instructors, regardless of their institutional contexts, make changes that support equitable and inclusive learning opportunities—with a focus on teaching students whose backgrounds and learning experiences are different from those with more educational or economic privilege. Both new and experienced teachers adapting first-year college writing courses will find the book’s blend of practical strategies and disciplinary knowledge a useful companion for facilitating new classroom and program needs or designing new teaching assistant training courses.

Reaching All Writers brings together decades of writing studies experience, research, and scholarship to help organize first-year writing courses around inclusive teaching practices and foundational concepts that support disciplinary learning for all college writers, including students who have been excluded from more selective higher-education institutions.  Using threshold concepts and transfer as a foundation, the authors provide an invaluable resource for multiple contexts: instructors working off the tenure track and/or at multiple institutions; two-year college programs without a writing program administrator; and writing program graduate teaching assistant training courses. Each chapter includes an overview of a threshold concept, disciplinary background readings, practical teaching strategies, assignment and learning activity ideas, assessment principles, examples from student and instructor perspectives, and questions for reflection and discussion.  Reaching All Writers describes effective teaching practices to help all college writing instructors, regardless of their institutional contexts, make changes that support equitable and inclusive learning opportunities—with a focus on teaching students whose backgrounds and learning experiences are different from those with more educational or economic privilege. Both new and experienced teachers adapting first-year college writing courses will find the book’s blend of practical strategies and disciplinary knowledge a useful companion for facilitating new classroom and program needs or designing new teaching assistant training courses.