HomePublicationsOpen Access Book Series Forthcoming Books Share: Section NavigationSkip section navigationIn this sectionOpen Access Book Series Forthcoming Books Editorial Board Series Editors Proposal Guidelines Author Guide Please subscribe to the Center’s newsletter if you’d like to be notified when books are published. Learning to Lead, Leading to Learn: A Collaborative Syllabus for Higher Education Leadership Edited by Linda Adler-Kassner and Chris W. Gallagher Learning to Lead is designed to guide aspiring and practicing higher education leaders to develop and deepen their own theories and practices of leadership and institutional change and to reflect on how their personal and professional identities are necessarily part of this learning. The book invites interactive engagement through its design as a collaborative “syllabus” whose readings include contributions from a range of experienced senior leaders reflecting on their own learning journeys. As such, Learning to Lead is meant to be used as much as read, both by individuals and in reading groups, workshops, seminars, and classrooms. TILTed Pedagogy: A Collection of Evidence-Based Assignments to Inspire Learning in Higher Education Edited by Shannon M. Sipes, Mandy Frake, and Jennifer C. Friberg This edited volume presents a collection of activities and assignments from a variety of disciplines and institution types that are based in scholarly teaching and formatted using the TILT framework, which has been shown to increase equity and inclusion in student performance through transparent communication of expectations and objectives. Mentoring Undergraduate Research in Global Contexts Edited by Maureen Vandermaas-Peeler and Dawn Whitehead This edited volume elucidates models and practices of high-quality mentored undergraduate research in global contexts (MUR-GC), showcases exemplars of this work in practice through four case studies, and offers strategies for professional development for mentors, consistently identified as a high need in practice in higher education. Each chapter provides key questions to guide reflection on these practices. The book addresses a significant gap in research on integrated HIPs and invites readers to consider many interesting questions for future inquiry.
