Stanley – författare

This is a paperback edition of a distinguished book, originally published by Clarendon Press in 1971. It was then the first text on critical phenomena, a field that has enjoyed great activity for the past twenty years and that still continues to attract much attention. The book is at the level at which a graduate student who has studied condensed matter physics can begin to comprehend the nature of phase transitions, which involve the transformation of one state of matter into another. (A simple example is the melting of a solid to become a liquid.) Such a transformation is termed 'critical' when, after a certain amount of the substance changes phase, the entire bulk virtually instantaneously also makes the transition. A second, updated edition is planned for future publication, but in the mean time this paperback reissue will be useful in teaching the fundamental principles of this extremely interesting subject.

Combining an overview of current research literature and 23 engaging narratives, Faculty of Color invites deeper dialogue on the experiences of faculty of color teaching in predominantly white institutions. By raising issues for commentary and investigation, the book challenges its readers to adopt effective strategies for the recruitment and retention of faculty of color in higher education.  The authors represent a variety of disciplines and share firsthand experiences that range from teaching, recruitment, research, mentoring, institutional climate, and administration, to relationships with colleagues as well as students. Through their stories, they are able to offer useful insights into Teaching styles and how they affect promotion decisionsThe impact of mentoring relationshipsCollegiality in the campus and university settingSeparating self-identity from group membershipManaging service activitiesUnderstanding and dealing with racismFaculty of Color is intended for senior administrators and policymakers, faculty development professionals, current faculty, and future faculty of color who are contemplating academia. Each chapter offers a variety of recommendations designed to guide predominantly white colleges and universities in working to ensure that their institutions continue to change in substantive ways.

Large classes have become a fact of life in colleges and universities across America; even as academic funding has decreased, class enrollments have continued to rise. Although students, teachers, and administrators are often concerned by the potentially negative impact of uneven teacher-to-student ratios, large classes also offer many potential advantages that are less recognized and not always maximized. In Engaging Large Classes, the authors demonstrate that large classes can be just as stimulating and rewarding as smaller classes. Written by experienced teachers of large classes across a wide range of disciplines and institutions, this book provides faculty members and administrators with instructional strategies and advice on how to enhance large class settings.This book summarizes many of the core issues related to successfully teaching large classes, including An honest review of the advantages and disadvantages of large classesAdvice on how to design, plan, manage, and fairly assess large classesThe universality of large-class issues across disciplines, from classroom management to working with teaching assistantsStrategies for using classroom technology, active learning, and collaborative learningSeventeen detailed examples of large classes from a range of higher education institutionsThe authors not only present an overview of research on teaching large classes, they also equip readers with helpful insight into the mechanics of large-class pedagogy. This book has the potential to change the way academia views the reality of teaching large classes.