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From 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in the Princeton archives and the Duberman Papers. The array of evidence makes the book a primer on how historians gather and interpret evidence while at the same time shining light on the tumultuous late 1960s in American higher education. This book will become a tool for teaching, inspiring educators to rethink the ways in which history education is taught and teaching students how to reason historically through sources.

History --- Seminars --- Education --- Education, Higher. --- Teaching. --- United States--History. --- Historiography. --- Study and teaching (Higher) --- History. --- Historical criticism --- Authorship --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Teaching --- College teaching --- Education, Higher --- Forums (Discussion and debate) --- Annals --- Auxiliary sciences of history --- Criticism --- Historiography --- Seminars. --- Ensenyament de la història --- Educació superior --- Seminaris --- Princeton University. --- Seminaris (Grups de treball) --- Universitats --- Seminaris teològics --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Educació superior transfronterera --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Ensenyament de les ciències socials --- Dai-hoc Princeton --- P'u-lin-ssu-tun ta hsüeh --- Universität Princeton

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This open access book is a result of the first ever study of the transformations of the higher education institutional landscape in fifteen former USSR countries after the dissolution of the Soviet Union in 1991. It explores how the single Soviet model that developed across the vast and diverse territory of the Soviet Union over several decades has evolved into fifteen unique national systems, systems that have responded to national and global developments while still bearing some traces of the past. The book is distinctive as it presents a comprehensive analysis of the reforms and transformations in the region in the last 25 years; and it focuses on institutional landscape through the evolution of the institutional types established and developed in Pre-Soviet, Soviet and Post-Soviet time. It also embraces all fifteen countries of the former USSR, and provides a comparative analysis of transformations of institutional landscape across Post-Soviet systems. It will be highly relevant for students and researchers in the fields of higher education and and sociology, particularly those with an interest in historical and comparative studies.

Education, Higher --- Aims and objectives. --- Philosophy. --- Educació superior --- Filosofia de l'educació --- Rússia (Federació) --- Filosofia social --- Antropologia educativa --- Teoria de l'educació --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Educació superior transfronterera --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Seminaris --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Universitats --- Federació Russa --- Rossiskaja Federacija --- Russian Federation --- Education, Higher.

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Social justice and education. --- Education and social justice --- Education --- Educació superior --- Justícia social --- Igualtat --- Justícia ambiental --- Justícia distributiva --- Reparacions d'injustícies històriques --- Reivindicacions socials --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Seminaris --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Universitats --- Desigualtat social --- Educació superior transfronterera

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This book documents strategies for universities engaging sustainability challenges through the education of global citizens on topics such as climate change, habitat alteration, species loss, resource depletion and contamination, food access and sovereignty, economic equity, and energy use. Different disciplines and operational units often have disparate ideas in mind when they work toward advancing sustainability. For example, some disciplines focus on environmental challenges (identifying impacts to ecosystems, mitigation and remediation strategies), some on greening of industrial and commercial practices while others address social equity—often there is little effort to connect these pieces especially while considering economic impacts. This book examines how Florida Gulf Coast University has attempted to infuse sustainability across curricula and operations as an integrated concept and our successes and shortcomings are instructional for sustainability practitioners on college campuses and other industries in a wide audience.

Universities and colleges --- Environmental aspects. --- Universitats --- Desenvolupament sostenible --- Creixement sostenible --- Desenvolupament ecologicament sostenible --- Economia sostenible --- Sostenibilitat --- Creixement negatiu (Economia) --- Ciutats sostenibles --- Edificis sostenibles --- Agricultura sostenible --- Consum responsable --- Desenvolupament econòmic --- Economia circular --- Energia exosomàtica --- Pesca sostenible --- Petjada ecològica --- Reivindicacions socials --- Escoles universitàries --- Educació --- Escoles --- Administració universitària --- Arxius universitaris --- Beques --- Biblioteques universitàries --- Campus --- Ciutats universitàries --- Coeducació --- Facultats de medicina --- Seminaris --- Universitats catòliques --- Universitats privades --- Universitats públiques --- Centres d'investigació --- Educació clàssica --- Educació superior --- Environmental education. --- Education, Higher. --- Sustainability. --- Environmental and Sustainability Education. --- Higher Education. --- Sustainability science --- Human ecology --- Social ecology --- College students --- Higher education --- Postsecondary education --- Education --- Sustainable development. --- Florida Gulf Coast University.

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This books offers new ways to think about teaching excellence in higher education and presents a definition of the concept of teaching excellence. It offers a fresh interpretation of Boyer’s famous account of scholarship as the foundation of university teaching. To fully understand the nature of teaching excellence in higher education, the book gives an account of the various dimensions of the domain of university teaching and the core drivers required to bring those domains to life. The idea of empowerment underlies the journey to excellence in teaching. The book argues that university lecturers aspiring to become excellent should be active agents, strongly pursuing the development of their perfectible abilities required for high quality teaching. The work draws on recent developments in virtue theory to set out the qualities of character requisite for guiding and driving university lecturers to grow and develop into excellent teachers.

Educació superior --- Aspectes morals --- Aspectes ètics --- Ètica --- Condicions morals --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Seminaris --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Universitats --- Education, Higher --- Study and teaching. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education --- Educació superior transfronterera --- Education, Higher. --- Teachers --- Higher Education. --- Teaching and Teacher Education. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of