Featured Publications

Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias,
E. E., Dee, J. R., et al. (2006). Transfer access to elite colleges and universities in the United States: Threading the needle of the American dream. Lansdowne, VA: Jack Kent Cooke Foundation.

Reports findings from the Community College Transfer Initiative (CCTI)—a national study of the opportunities that selective schools offer to high-
ability, low-income community college transfer students. The project involved site visits to 16 postsecondary institutions (8 selective four-year institutions, and 8 community colleges) across the country to identify institutional policies and practices that contribute to high rates of community college students transferring to highly selective four-year institutions. The study was conducted jointly by researchers from the New England Resource Center for Higher Education at the University of Massachusetts, Boston and at the Center for Urban Education and the Tomás Rivera Policy Institute at the University of Southern California. CCTI was co-funded by the Jack Kent Cooke Foundation, the Lumina Foundation for Education, and the Nellie Mae Foundation.

Saltmarsh, John. (2005). “The Civic Promise of Service Learning.” Liberal Education. 91 (2), p. 50-55.

Abstract: Discusses the significance of the use of service learning to the achievement of civic learning goals in the education sector in the U.S. Challenges encountered by service-learning practitioners in the
mid-1990s; Factors that can be attributed to the appeal of civic engagement to the education sector; Relevance of civic learning framework to the concept of civic professionalism; Knowledge necessary for effective civic participation.

Ingle, Grant. (2005). “Will your campus diversity initiative work?” Academe. 91 (5), p. 13-16.

Abstract: The author offers some conditions to consider before joining a campus' diversity committee to assess the credibility, practicability, and likely success of the diversity initiative. Among other concerns, he points out that a campus-wide diversity initiative is a major campaign, and its communications should reflect that level of importance and seriousness.

Cooper, Tuesday L. (2006). The Sista' Network: African-American Women Faculty Successfully Negotiating the Road to Tenure.
Bolton, MA: Anker Publishing.

The "Sista' Network" is a term used to describe the relationships between and among professional African-American women which enable them to assist one another in learning the unwritten rules and protocols of various professions. In the context of higher education, the Sista' Network can help new African-American women faculty negotiate the road to tenure.A qualitative inquiry into the lives and experiences of nine African-American women faculty during various stages of the tenure process, the heart of this book is a synthesis of the collected data into a roundtable discussion. This format provides an ideal forum in which to tell the women's stories, and it engages the readers in the sharing of their experiences. Also included are 12 guiding principles for new African-American women faculty members embarking upon the tenure process. And throughout, the book weaves in African-American feminist thought with the literature on academic tenure and minority and women faculty experiences in the academy.Tuesday L. Cooper is associate dean in the School of Education/Professional Studies and Graduate Division at Eastern Connecticut State University.

Zlotkowski, Edward (ed). (1998). Successful Service-Learning Programs: New Models of Excellence in Higher Education. Foreword by R. Eugene Rice. Bolton, MA: Anker Publishing.

Service-learning offers college students valuable hands-on learning experiences as they unite with their community in cooperative service efforts. Students and professors who participate in service-learning engage in authentic problem definition and problem solving in powerful applications of what they have discussed in the classroom. In this book, experienced leaders share how they have championed successful service-learning programs that have enriched their campuses and renewed their communities. Each chapter provides a personal account of how these directors of service-learning projects have gained the acceptance and resources to design programs that foster a lifelong student commitment to community service and learning. Edward Zlotkowski is professor of English at Bentley College and founder of the Bentley Service-Learning Project. He is former senior associate with the American Association for Higher Education.

NERCHE's community of scholar-practitioners comprises faculty, professional staff, and administrators from a rich array of institutions nationwide. NERCHE is pleased to highlight publications by members of this community, including Think Tank members, visiting fellows, senior associates, and project partners.

Eisenmann, Linda. (2006). Higher Education for Women in Postwar America, 1945-1965. The Johns Hopkins University Press.

This history explores the nature of postwar advocacy for women's higher education, acknowledging its unique relationship to the expectations of the era and recognizing its particular type of adaptive activism. Linda Eisenmann illuminates the impact of this advocacy in the postwar era, identifying a link between women's activism during World War II and the women's movement of the late 1960s. Though the postwar period has been portrayed as an era of domestic retreat for women, Eisenmann finds otherwise as she explores areas of institution building and gender awareness. In an era uncomfortable with feminism, this generation advocated individual decision making rather than collective action by professional women, generally conceding their complicated responsibilities as wives and mothers. By redefining our understanding of activism and assessing women's efforts within the context of their milieu, this innovative work reclaims an era often denigrated for its lack of attention to women. Linda Eisenmann is Dean of the College of Arts and Sciences at John Carroll University and past president of the History of Education Society.

Wergin, Jon F. (ed.). (March 2007). Leadership in Place: How Academic Professionals Can Find Their Leadership Voice. Foreword by Ronald Heifetz. Bolton, MA: Anker Publishing.

In this innovative look at academic leadership, Jon Wergin argues that it’s time to rethink how our colleges and universities are organized and led. The concept of leadership in place calls for a shift in attitude about leaders and leadership—from a hierarchical view that academic leadership flows from a leadership position, to a more lateral view that leadership roles are available to everyone. The contributors to this book, academic leaders from diverse sectors of the academy, tell their stories about leading in place, and each contributes a useful lesson. The book’s final chapter integrates these lessons into an agenda for what higher education must do to create conditions under which leadership in place is the norm rather than the exception. Jon F. Wergin is professor of educational studies in the Ph.D. Program in Leadership and Change at Antioch University.