| cu boulder national society of leadership and success: Disknowledge Katherine Eggert, 2015-10-29 Katherine Eggert explores the crumbling state of humanistic learning in the sixteenth and seventeenth centuries and the benefits of relying on alchemy despite its recognized flaws. |
| cu boulder national society of leadership and success: Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning Wendy M. Smith, Matthew Voigt, April Ström, David C. Webb, W. Gary Martin, 2021-05-05 The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions? |
| cu boulder national society of leadership and success: School, Family, and Community Partnerships Joyce L. Epstein, Mavis G. Sanders, Steven B. Sheldon, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, Frances L. Van Voorhis, Cecelia S. Martin, Brenda G. Thomas, Marsha D. Greenfeld, Darcy J. Hutchins, Kenyatta J. Williams, 2018-07-19 Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement. |
| cu boulder national society of leadership and success: Diversity in the Workplace Susan E. Jackson, and Associates, 1992-04-24 The importance of addressing diversity in the workplace has gained widespread recognition in recent years. Among the forces calling attention to diversity in the workplace are the changing nature of the workforce, globalization of labor and customer markets, and organizational restructurings, such as mergers and joint ventures, which bring diverse corporate cultures together. Most firms, however, are only beginning to evaluate and adjust policies that were originally designed for yesterday's more homogeneous workforce. The large-scale organizational changes attracting attention are, for now, the exception to the rule, but they do present examples of what can be accomplished. Toward that end, this volume describes how nine prominent organizations have responded to the challenge. Featuring descriptive case studies from such firms as Xerox, Digital Equipment, Pacific Bell, American Express, Coopers & Lybrand, and Pepsi-Cola International, it covers international diversity and merging corporate cultures, as well as ethnic, gender, and lifestyle differences. |
| cu boulder national society of leadership and success: Building Gender Equity in the Academy Sandra Laursen, Ann E. Austin, 2020-11-24 Grounded in scholarship but written for busy institutional leaders, Building Gender Equity in the Academy is a handbook of actionable strategies for faculty and administrators working to improve the inclusion and visibility of women and others who are marginalized in the sciences and in academe more broadly. |
| cu boulder national society of leadership and success: Guide to Implementing the Next Generation Science Standards National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Guidance on Implementing the Next Generation Science Standards, 2015-03-27 A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science. Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century. |
| cu boulder national society of leadership and success: Analytical Mechanics of Space Systems Hanspeter Schaub, John L. Junkins, 2003 |
| cu boulder national society of leadership and success: Talking about Leaving Revisited Elaine Seymour, Anne-Barrie Hunter, 2019-12-10 Talking about Leaving Revisited discusses findings from a five-year study that explores the extent, nature, and contributory causes of field-switching both from and among “STEM” majors, and what enables persistence to graduation. The book reflects on what has and has not changed since publication of Talking about Leaving: Why Undergraduates Leave the Sciences (Elaine Seymour & Nancy M. Hewitt, Westview Press, 1997). With the editors’ guidance, the authors of each chapter collaborate to address key questions, drawing on findings from each related study source: national and institutional data, interviews with faculty and students, structured observations and student assessments of teaching methods in STEM gateway courses. Pitched to a wide audience, engaging in style, and richly illustrated in the interviewees’ own words, this book affords the most comprehensive explanatory account to date of persistence, relocation and loss in undergraduate sciences. Comprehensively addresses the causes of loss from undergraduate STEM majors—an issue of ongoing national concern. Presents critical research relevant for nationwide STEM education reform efforts. Explores the reasons why talented undergraduates abandon STEM majors. Dispels popular causal myths about why students choose to leave STEM majors. This volume is based upon work supported by the Alfred P. Sloan Foundation Award No. 2012-6-05 and the National Science Foundation Award No. DUE 1224637. |
| cu boulder national society of leadership and success: Disrupting the Culture of Silence Kristine De Welde, Andi Stepnick, 2023-07-03 CHOICE 2015 Outstanding Academic TitleWhat do women academics classify as challenging, inequitable, or “hostile” work environments and experiences? How do these vary by women’s race/ethnicity, rank, sexual orientation, or other social locations?How do academic cultures and organizational structures work independently and in tandem to foster or challenge such work climates?What actions can institutions and individuals–independently and collectively–take toward equity in the academy?Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the “chilly climate” to the “old boys’ club,” women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success.This book is a “tool kit” for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors’ research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allow gender inequality to exist on their campuses, and to researchers/scholars investigating these phenomena. It aims to disrupt complacency amongst those who claim that things are “better” or “good enough” and to provide readers with strategies and resources to counter barriers created by culture, climate, or institutional structures. |
| cu boulder national society of leadership and success: Black Identities Mary C. WATERS, 2009-06-30 The story of West Indian immigrants to the United States is generally considered to be a great success. Mary Waters, however, tells a very different story. She finds that the values that gain first-generation immigrants initial success--a willingness to work hard, a lack of attention to racism, a desire for education, an incentive to save--are undermined by the realities of life and race relations in the United States. Contrary to long-held beliefs, Waters finds, those who resist Americanization are most likely to succeed economically, especially in the second generation. |
| cu boulder national society of leadership and success: Validity and Validation in Social, Behavioral, and Health Sciences Bruno D. Zumbo, Eric K.H. Chan, 2014-09-26 This book combines an overview of validity theory, trends in validation practices and a review of standards and guidelines in several international jurisdictions with research synthesis of the validity evidence in different research areas. An overview of theory is both useful and timely, in view of the increased use of tests and measures for decision-making, ranking and policy purposes in large-scale testing, assessment and social indicators and quality of life research. Research synthesis is needed to help us assemble, critically appraise and integrate the overwhelming volume of research on validity in different contexts. Rather than examining whether any given measure is “valid”, the focus is on a critical appraisal of the kinds of validity evidence reported in the published research literature. The five sources of validity evidence discussed are: content-related, response processes, internal structure, associations with other variables and consequences. The 15 syntheses included here, represent a broad sampling of psychosocial, health, medical and educational research settings, giving us an extensive evidential basis to build upon earlier studies. The book concludes with a meta-synthesis of the 15 syntheses and a discussion of the current thinking of validation practices by leading experts in the field. |
| cu boulder national society of leadership and success: Teaching Machines Audrey Watters, 2023-02-07 How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to go at their own pace did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the pre-verbal machine that taught spelling. (Alternate names proposed by Skinner include Autodidak, Instructomat, and Autostructor.) Telling these somewhat cautionary tales, Watters challenges what she calls the teleology of ed tech--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events. |
| cu boulder national society of leadership and success: Caribbean Update , 1992 |
| cu boulder national society of leadership and success: Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices Christina V. Schwarz, Cynthia Passmore, Brian J. Reiser , 2017-01-31 When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework’s initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge—not just receive and repeat information—this book is for you. |
| cu boulder national society of leadership and success: Qualities of Effective Principals James H. Stronge, Xianxuan Xu, 2021-04-28 This book shows principals how to successfully balance the needs and priorities of their schools while continuously developing and refining their leadership skills. |
| cu boulder national society of leadership and success: Promoting Social and Emotional Learning Maurice J. Elias, 1997 The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels. |
| cu boulder national society of leadership and success: The SAGE Encyclopedia of Cancer and Society Graham A. Colditz, 2015-08-12 The first edition of the Encyclopedia of Cancer and Society was published in 2007 and received a 2008 Editors’ Choice Award from Booklist. It served as a general, non-technical resource focusing on cancer from the perspective of the social and behavioral sciences, exploring social and economic impacts, the “business” of cancer, advertising of drugs and treatment centers, how behavior change could offer great potential for cancer prevention, environmental risks, food additives and regulation, the relation between race and ethnicity and cancer risk, socioeconomic status, controversies—both scientific and political—in cancer treatment and research, country-by-country entries on cancer around the world, and more. Given various developments in the field including new drug treatments, political controversies over use of the vaccines Gardasil and Cervarix with young girls to prevent cervical cancer, and unexpected upticks in the prevalence of adult smoking within the U.S. following decades of decline, the SAGE Encyclopedia of Cancer and Society, Second Edition serves as an updated and more current encyclopedia that addresses concerns pertaining to this topic. Key Features: · Approximately half of the 700 first-edition articles revised and updated · 30+ new entries covering new developments since 2006 · Signed entries with cross-references · Further Readings accompanied by pedagogical elements · New Reader’s Guide · Updated Chronology, Resource Guide, Glossary, and through new Index The SAGE Encyclopedia of Cancer and Society, Second Edition serves as a reliable and precise source for students and researchers with an interest in social and behavioral sciences and seeks to better understand the continuously evolving subject matter of cancer and society. |
| cu boulder national society of leadership and success: Startup Communities Brad Feld, 2012-09-06 An essential guide to building supportive entrepreneurial communities Startup communities are popping up everywhere, from cities like Boulder to Boston and even in countries such as Iceland. These types of entrepreneurial ecosystems are driving innovation and small business energy. Startup Communities documents the buzz, strategy, long-term perspective, and dynamics of building communities of entrepreneurs who can feed off of each other's talent, creativity, and support. Based on more than twenty years of Boulder-based entrepreneur turned-venture capitalist Brad Feld's experience in the field?as well as contributions from other innovative startup communities?this reliable resource skillfully explores what it takes to create an entrepreneurial community in any city, at any time. Along the way, it offers valuable insights into increasing the breadth and depth of the entrepreneurial ecosystem by multiplying connections among entrepreneurs and mentors, improving access to entrepreneurial education, and much more. Details the four critical principles needed to form a sustainable startup community Perfect for entrepreneurs and venture capitalists seeking fresh ideas and new opportunities Written by Brad Feld, a thought-leader in this field who has been an early-stage investor and successful entrepreneur for more than twenty years Engaging and informative, this practical guide not only shows you how startup communities work, but it also shows you how to make them work anywhere in the world. |
| cu boulder national society of leadership and success: Diagnosing and Changing Organizational Culture Kim S. Cameron, Robert E. Quinn, 2011-01-07 Diagnosing and Changing Organizational Culture provides a framework, a sense-making tool, a set of systematic steps, and a methodology for helping managers and their organizations carefully analyze and alter their fundamental culture. Authors, Cameron and Quinn focus on the methods and mechanisms that are available to help managers and change agents transform the most fundamental elements of their organizations. The authors also provide instruments to help individuals guide the change process at the most basic level—culture. Diagnosing and Changing Organizational Culture offers a systematic strategy for internal or external change agents to facilitate foundational change that in turn makes it possible to support and supplement other kinds of change initiatives. |
| cu boulder national society of leadership and success: Leading in a Culture of Change Michael Fullan, 2007-02-02 At the very time the need for effective leadership is reaching critical proportions, Michael Fullan's Leading in a Culture of Change provides powerful insights for moving forward. We look forward to sharing it with our grantees. --Tom Vander Ark, executive director, Education, Bill and Melinda Gates Foundation Fullan articulates clearly the core values and practices of leadership required at all levels of the organization. Using specific examples, he convinces us that the key change principles are equally critical for leadership in business and education organizations. --John Evans, chairman, Torstar Corporation In Leading in a Culture of Change, Michael Fullan deftly combines his expertise in school reform with the latest insights in organizational change and leadership. The result is a compelling and insightful exposition on how leaders in any setting can bring about lasting, positive, systemic change in their organizations. --John Alexander, president, Center for Creative Leadership Michael Fullan's work is remarkable. He masterfully captures how leaders can significantly improve their learning and performance, even in the uncontrollable, chaotic circumstances in which they practice. A tour de force. --Anthony Alvarado, chancellor of instruction, San Diego City Schools Too often schools and businesses are seen as separate and foreign places. Michael Fullan blends the best of knowledge from each into an exemplary template for improving leadership in both. --Terrence E. Deal, coauthor of Leading with Soul Business, nonprofit, and public sector leaders are facing new and daunting challenges--rapid-paced developments in technology, sudden shifts in the marketplace, and crisis and contention in the public arena. If they are to survive in this chaotic environment, leaders must develop the skills they need to lead effectively no matter how fast the world around them is changing. Leading in a Culture of Change offers new and seasoned leaders' insights into the dynamics of change and presents a unique and imaginative approach for navigating the intricacies of the change process. Michael Fullan--an internationally acclaimed expert in organizational change--shows how leaders in all types of organizations can accomplish their goals and become exceptional leaders. He draws on the most current ideas and theories on the topic of effective leadership, incorporates case examples of large scale transformation, and reveals a remarkable convergence of powerful themes or, as he calls them, the five core competencies. By integrating the five core competencies--attending to a broader moral purpose, keeping on top of the change process, cultivating relationships, sharing knowledge, and setting a vision and context for creating coherence in organizations--leaders will be empowered to deal with complex change. They will be transformed into exceptional leaders who consistently mobilize their compatriots to do important and difficult work under conditions of constant change. |
| cu boulder national society of leadership and success: Closing the Opportunity Gap Prudence L. Carter, Kevin G. Welner, 2013-04-26 While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college, but every American should be given a fair chance to be prepared for college. In communities across the U.S., children lack the crucial resources and opportunities, inside and outside of schools that they need if they are to reach their potential. Closing the Opportunity Gap offers accessible, research-based essays written by top experts who highlight the discrepancies that exist in our public schools, focusing on how policy decisions and life circumstances conspire to create the opportunity gap that leads inexorably to stark achievement gaps. They also describe sensible policies grounded in evidence that can restore and enhance opportunities. Moving beyond conventional academic discourse, Closing the Opportunity Gap will spark vital new conversations about what schools, parents, educators, and policymakers can and should do to give all children a fair chance to thrive. |
| cu boulder national society of leadership and success: Early Childhood Systems Lynn Kagan, Kristie Kauerz, 2015-04-24 In this seminal volume, leading authorities strategize about how to create early childhood systems that transcend politics and economics to serve the needs of all young children. The authors offer different interpretations of the nature of early childhood systems, discuss the elements necessary to support their development, and examine how effectiveness can be assessed. With a combination of cutting-edge scholarship and practical examples of systems-building efforts taking place in the field, this book provides the foundation educators and policymakers need to take important steps toward developing more conceptually integrated approaches to early childhood care, education, and comprehensive services. Book Features: Provides the only up-to-date, comprehensive examination of early childhood systems.Considers new efforts to expand services, improve quality, maximize resources, and reduce inequities in early childhood.Offers a forum for the field to come together to frame a set of cogent recommendations for the future. Contributors: Kimberly Boller, Andrew Brodsky, Charles Bruner, Dean Clifford, Julia Coffman, Jeanine Coleman, Harriet Dichter, Sangree Froelicher, Eugene García, Stacie Goffin, Jodi Hardin, Karen Hill Scott, Janice Gruendel, Marilou Hyson, Amy Kershaw, Lisa G. Klein, Denise Mauzy, Geoffrey Nagle, Karen Ponder, Ann Reale, Sue Russell, Diana Schaack, Helene M. Stebbins, Jennifer M. Stedron, Kate Tarrant, Kathy R. Thornburg, Kathryn Tout, Fasaha Traylor, Jessica Vick Whittaker Sharon Lynn Kagan is the Virginia and Leonard Marx Professor of Early Childhood and Family Policy and Co-Director of the National Center for Children and Families at Teachers College, Columbia University. Kristie Kauerz is the program director for PreK-3rd Education at Harvard Graduate School of Education (HGSE). “A veritable encyclopedia of ideas on early childhood system building.” —Barbara T. Bowman,Irving B. Harris Professor of Child Development, Erikson Institute “The key to successful change is continued development of the frames of reference. Both editors have respected the past, listened to the implementers, and provided a context for moving forward. Like efforts to build systems of child development, which we must now link to growth in specific children we know by name, the book ends with robust examples of the work in progress. Sharon Lynn Kagan and Kristie Kauerz don't just talk about the work, they participate in the creation of change.” —Sherri Killins, Ed.D, Commissioner, Department of Early Education and Care, Massachusetts |
| cu boulder national society of leadership and success: Enduring Legacies Arturo J. Aldama, Elisa Facio, Daryl Maeda, Reiland Rabaka, 2010-11-15 Traditional accounts of Colorado's history often reflect an Anglocentric perspective that begins with the 1859 Pikes Peak Gold Rush and Colorado's establishment as a state in 1876. Enduring Legacies expands the study of Colorado's past and present by adopting a borderlands perspective that emphasizes the multiplicity of peoples who have inhabited this region. Addressing the dearth of scholarship on the varied communities within Colorado-a zone in which collisions structured by forces of race, nation, class, gender, and sexuality inevitably lead to the transformation of cultures and the emergence of new identities-this volume is the first to bring together comparative scholarship on historical and contemporary issues that span groups from Chicanas and Chicanos to African Americans to Asian Americans. This book will be relevant to students, academics, and general readers interested in Colorado history and ethnic studies. |
| cu boulder national society of leadership and success: Talking to GOATs Jim Gray, 2020-11-10 INSTANT USA TODAY BESTSELLER! WITH A FOREWORD BY TOM BRADY “As a sportscaster and sports historian, Jim’s career genuinely stands the test of time. . . . This book is sports history about some of the greats by one of the greats, who was taking it all in on the sidelines, in the stands or the dugout, by the eighteenth green, courtside, or in the broadcast booth.” —Tom Brady, seven-time NFL Super Bowl champion GOAT A riveting, insightful memoir of never-before-told stories from Jim Gray, twelve-time Emmy Award-winner, Hall of Fame sports broadcaster, and renowned interviewer— that explores the author's career and the inside stories and memorable moments of the famous legends he has covered including, Muhammad Ali, Tom Brady, Kobe Bryant, LeBron James, Michael Jordan and Mike Tyson. In Talking to GOATs, award-winning broadcaster Jim Gray looks back at his four decades of sports reporting from the unparalleled perspective of one of the world’s most respected and skilled interviewers. A journalist who many iconic athletes have trusted to tell their stories (of both triumph and disgrace), Jim has had unprecedented access to the people, places and extraordinary events in the world of sports. Asking tough but fair questions, he has broken numerous stories, and landed squarely in the middle of others, from the Ben Johnson and Barry Bonds steroid scandals, to Michael Jordan’s surprise retirement, to the off-the-court Kobe/Shaq feud which led to their on-the-court break up, to being part of the live broadcast for twenty-two Super Bowls. He’s climbed into the ring to interview Mike Tyson after he bit off a chunk of Evander Holyfield’s ear, and stood next to Ron Artest when the “Malice at the Palace” melee erupted, and was on site at the bombing of the Atlanta Olympics. Anyone who has watched Jim effortlessly engage his subjects at the precise moment of triumph or tragedy has little idea what it takes to secure the interview, or what actually happens when the camera cuts away. These are real, mesmerizing, and previously untold stories. Talking to GOATs features numerous world-class athletes, including Muhammad Ali, Tom Brady, Kobe Bryant, LeBron James, Michael Jordan, Floyd Mayweather, Michael Phelps, Mike Tyson and Tiger Woods, and world leaders George W. Bush, Barack Obama, Mikhail Gorbachev, and many more. On each page, Jim gives the reader a coveted all-access pass as he reviews the best interviews, the best athletes, and the best games in modern sports history. It’s like a personal introduction to the characters and careers of these heroes and villains we’ve known since childhood. He examines how money, celebrity, the media, and power interact, and how sports, more than any other institution, has led to momentous transformations in American society. |
| cu boulder national society of leadership and success: Roots of Our Renewal Clint Carroll, 2015-05-30 Honorable Mention: Labriola Center American Indian National Book Award In Roots of Our Renewal, Clint Carroll tells how Cherokee people have developed material, spiritual, and political ties with the lands they have inhabited since removal from their homelands in the southeastern United States. Although the forced relocation of the late 1830s had devastating consequences for Cherokee society, Carroll shows that the reconstituted Cherokee Nation west of the Mississippi eventually cultivated a special connection to the new land—a connection that is reflected in its management of natural resources. Until now, scant attention has been paid to the interplay between tribal natural resource management programs and governance models. Carroll is particularly interested in indigenous environmental governance along the continuum of resource-based and relationship-based practices and relates how the Cherokee Nation, while protecting tribal lands, is also incorporating associations with the nonhuman world. Carroll describes how the work of an elders’ advisory group has been instrumental to this goal since its formation in 2008. An enrolled citizen of the Cherokee Nation, Carroll draws from his ethnographic observations of Cherokee government–community partnerships during the past ten years. He argues that indigenous appropriations of modern state forms can articulate alternative ways of interacting with and “governing” the environment. |
| cu boulder national society of leadership and success: To See the Earth Before the End of the World Ed Roberson, 2012-02-08 Winner of the Voelcker Award (PEN America) (2016) In To See the Earth Before the End of the World Ed Roberson presents us with 120 new poems, each speaking in his unique voice and seen through his unique eye. Earth and sky, neighborhood life and ancient myths, the art of seeing and the architecture of the imagination are all among the subjects of these poems. Recurring images and ideas construct a complex picture of our world, ourselves, and the manifold connections tying them together. The poems raise large questions about the natural world and our place in it, and they do not flinch from facing up to those questions. Roberson's poems range widely through different scales of time and space, invoking along the way history and myth, galaxies and garbage trucks, teapots and the history of photography, mating cranes and Chicago's political machine. This collection is composed of five sequences, each developing a particular constellation of images and ideas related to the vision of the whole. Various journeys become one journey—an epic journey, invoking epic themes. There are songs of creation, pictures of the sorrows of war, celebrations of human labor and human society, a respect for tools and domestic utensils that are well made, the deep background of the past tingeing the colors of the present, and the tragic tones of endings and laments, a pervading awareness of the tears in things. Most of all, there is the exhilaration of a grand, sweeping vision that enlarges our world. |
| cu boulder national society of leadership and success: Management Annie McKee, 2013-01-03 This title directly address the challenges and opportunities in our changing world, and is designed to prepare the leaders of tomorrow. |
| cu boulder national society of leadership and success: Intentional Integrity Robert Chesnut, 2020-07-28 Silicon Valley expert Robert Chesnut shows that companies that do not think seriously about a crucial element of corporate culture—integrity—are destined to fail. “Show of hands—who in this group has integrity?” It’s with this direct and often uncomfortable question that Robert Chesnut, General Counsel of Airbnb, begins every presentation to new employees. Defining integrity is difficult. Once understood as “telling the truth and keeping your word,” it was about following not just the letter but the spirit of the law. But in a moment when workplaces are becoming more diverse, global, and connected, silence about integrity creates ambiguities about right and wrong that make everyone uncertain, opening the door for the minority of people to rationalize selfish behavior. Trust in most traditional institutions is down—government, religious organizations, and higher education—and there’s a dark cloud hovering over technology. But this is precisely where companies come in; as peoples’ faith in establishments deteriorates, they’re turning to their employer for stability. In Intentional Integrity, Chesnut offers a six-step process for leaders to foster and manage a culture of integrity at work. He explains the rationale and legal context for the ethics and practices, and presents scenarios to illuminate the nuances of thinking deeply and objectively about workplace culture. We will always need governments to manage defense, infrastructure, and basic societal functions. But, Chesnut argues, the private sector has the responsibility to use sensitivity and flexibility to make broader progress—if they act with integrity. Rob is an insider who's combined doing good with doing business well in two iconic Silicon Valley companies. His book contains smart, practical advice for anyone looking to do good and do well.” —Reid Hoffman, co-founder of LinkedIn and author of Blitzscaling |
| cu boulder national society of leadership and success: Pedagogy of the Oppressed Paulo Freire, 1972 |
| cu boulder national society of leadership and success: Black Issues in Higher Education , 1988 |
| cu boulder national society of leadership and success: Culturally Sustaining Pedagogies Django Paris, H. Samy Alim, 2017 Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley |
| cu boulder national society of leadership and success: Social Movements, 1768 - 2012 Charles Tilly, Lesley J. Wood, 2015-12-22 The updated and expanded third edition of Tilly's widely acclaimed book brings this analytical history of social movements fully up to date. Tilly and Wood cover such recent topics as the economic crisis and related protest actions around the globe while maintaining their attention to perennially important issues such as immigrants' rights, new media technologies, and the role of bloggers and Facebook in social movement activities. With new coverage of colonialism and its impact on movement formation as well as coverage and analysis of the 2011 Arab Spring, this new edition of Social Movements adds more historical depth while capturing a new cycle of contention today. New to the Third Edition Expanded discussion of the Facebook revolution-and the significance of new technologies for social movements Analysis of current struggles-including the Arab Spring and pro-democracy movements in Egypt and Tunisia, Arizona's pro- and anti-immigration movements, the Tea Party, and the movement inspired by Occupy Wall Street Expanded discussion of the way the emergence of capitalism affected the emergence of the social movement. |
| cu boulder national society of leadership and success: School Improvement Rocky Wallace, 2021-08-15 This book is a descriptive treatment of the Professional Standards for Education Leaders (PSEL), developed by several professors in Kentucky who teach graduate ed leadership courses, and their colleagues at the Kentucky Department of Education. PSEL has been adopted by the Kentucky Educational Professional Standards Board as the leadership standards that drive instruction and practice. This resource is an excellent guide for any school leader, as it breaks down PSEL, and follows with bulleted examples and scenarios that illustrate ‘best practice’ in serving a school effectively and creating a culture of school improvement. |
| cu boulder national society of leadership and success: Social Justice Education in America David Randall, 2019-12-06 In the last twenty years a body of social justice educators has come to power in Americanhigher education. These professors and administrators are transforming higher education intoadvocacy for progressive politics. They also work to reserve higher education jobs for socialjustice advocates, and to train more social justice advocates for careers in nonprofitorganizations, K-12 education, and social work. Social Justice Education in America drawsupon a close examination of 60 colleges and universities to show how social justice educatorshave taken over higher education. The report includes recommendations on how to preventcolleges and universities from substituting activism for learning. |
| cu boulder national society of leadership and success: Culturally Responsive School Leadership Muhammad Khalifa, 2020-07-27 Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation. |
| cu boulder national society of leadership and success: The Startup Community Way Brad Feld, Ian Hathaway, 2020-08-03 The Way Forward for Entrepreneurship Around the World We are in the midst of a startup revolution. The growth and proliferation of innovation-driven startup activity is profound, unprecedented, and global in scope. Today, it is understood that communities of support and knowledge-sharing go along with other resources. The importance of collaboration and a long-term commitment has gained wider acceptance. These principles are adopted in many startup communities throughout the world. And yet, much more work is needed. Startup activity is highly concentrated in large cities. Governments and other actors such as large corporations and universities are not collaborating with each other nor with entrepreneurs as well as they could. Too often, these actors try to control activity or impose their view from the top-down, rather than supporting an environment that is led from the bottom-up. We continue to see a disconnect between an entrepreneurial mindset and that of many actors who wish to engage with and support entrepreneurship. There are structural reasons for this, but we can overcome many of these obstacles with appropriate focus and sustained practice. No one tells this story better than Brad Feld and Ian Hathaway. The Startup Community Way: Evolving an Entrepreneurial Ecosystem explores what makes startup communities thrive and how to improve collaboration in these rapidly evolving, complex environments. The Startup Community Way is an explanatory guide for startup communities. Rooted in the theory of complex systems, this book establishes the systemic properties of entrepreneurial ecosystems and explains why their complex nature leads people to make predictable mistakes. As complex systems, value creation occurs in startup communities primarily through the interaction of the parts - the people, organizations, resources, and conditions involved - not the parts themselves. This continual process of bottom-up interactions unfolds naturally, producing value in novel and unexpected ways. Through these complex, emergent processes, the whole becomes greater and substantially different than what the parts alone could produce. Because of this, participants must take a fundamentally different approach than is common in much of our civic and professional lives. Participants must take a whole-system view, rather than simply trying to optimize their individual part. They must prioritize experimentation and learning over planning and execution. Complex systems are uncertain and unpredictable. They cannot be controlled, only guided and influenced. Each startup community is unique. Replication is enticing but impossible. The race to become The Next Silicon Valley is futile - even Silicon Valley couldn't recreate itself. This book: Offers practical advice for entrepreneurs, community builders, government officials, and other stakeholders who want to harness the power of entrepreneurship in their city Describes the core components of startup communities and entrepreneurial ecosystems, as well as an explanation of the differences between these two related, but distinct concepts Advances a new framework for effective startup community building based on the theory of complex systems and insights from systems thinking Includes contributions from leading entrepreneurial voices Is a must-have resource for entrepreneurs, venture capitalists, executives, business and community leaders, economic development authorities, policymakers, university officials, and anyone wishing to understand how startup communities work anywhere in the world |
| cu boulder national society of leadership and success: Biology Everywhere Melanie Peffer, 2020-02-28 Biology as explained through the lens of how we experience it as part of our daily lives. Written for a trade audience. |
| cu boulder national society of leadership and success: Teach for America Counter-narratives T. Jameson Brewer, Kathleen Bennett DeMarrais, 2015 In its twenty-five years of existence, Teach For America (TFA) has transformed from an organization based on a perceived need to ameliorate a national teacher shortage to an organization that seeks to systematically replace traditional fully-certified teachers while simultaneously producing alumni who are interested in facilitating neoliberal education reform through elected political positions. From its inception, TFA has had its share of critics; yet criticism of the organization by its own members and alumni has largely been silenced and relegated to the margins. This book - the first of its kind - provides alumni of TFA with the opportunity to share their insight on the organization. And perhaps more importantly, this collection of counter-narratives serves as a testament that many of the claims made by TFA are, in fact, myths that ultimately hurt teachers and students. No longer will alumni voices be silenced in the name of corporate and neoliberal education reform. |
| cu boulder national society of leadership and success: Skills for Successful School Leaders John Hoyle, Fenwick W. English, Betty E. Steffy, 1990-01-01 |
| cu boulder national society of leadership and success: Olweus Bullying Prevention Program Dan Olweus, 2007 Useful to teachers and other classroom support staff, this work helps learn how to implement Olweus Bullying Prevention Program in your classroom with practical tools, tips, and strategies, meeting outlines, and scripts. The DVD includes scenarios of bullying to help students recognize and respond to bullying behavior. |
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