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This paper aims to examine the use of the WorldCat Collection Analysis tool and other measurements to analyze the strengths of collections supporting doctoral programs in a Carnegie Class 1 research university in order to enhance budgetary support for these collections.

In 2006 the Colorado State University (CSU) Libraries were asked to assess the library's support of doctoral programs in 12 key discipline areas. Peer institutions were selected and permission was obtained to access relevant statistics from their collection at the Libraries using the Collection Analysis tool, and relevant metrics for analyzing journal holdings. Use of the metrics for analysis of monograph and journal holdings and comparison of holdings between institutions is examined.

This case study analyzes how results obtained through use of the Collection Analysis tool and measurements of journal holdings were integrated with results from the broader analysis to achieve a valid comparison between strengths of collections. The authors then look at how this analysis was translated into requests for additional funding for access to materials that would support doctoral level research.

This paper shows how currently available tools for collection management can be used to educate a university community about the budgetary requirements of building graduate research level collections and to make a case for increased funding to support these collections.

This article explores two intermediary organizations that are attempting to alter the landscape of US education by building organizational networks and professional capital that disrupt traditional relationships between K-12 education and higher education.

The work is a theory-driven, comparative case study of the University Council for Educational Administration (UCEA) and the National Network of Education Research-Practice Partnerships (NNERPP). Through the lens of institutional theory, the authors employ an extended case method that uses comparative analysis of situationally-embedded organizational case studies to build theory.

The two organizations play an intermediary role by The two organizations play an intermediary role by establishing new standards, norms, and patterns of practice between higher education and local systems of education. In doing so, these organizations serve as meso-institutions, alliances that mediate the processes of institutionalization and play essential parts in developing new facets of infrastructure and new professional identities that hold the potential for nurturing and sustaining professional capital. System leadership hinges on strategic bricolage to identify near-term next steps that align with longer-term strategic goals related to field building.

Professional capital as a concept was initially characterized from a bottom-up perspective, valorizing the agentive dimensions of human, social and decisional capital in opposition to top-down, centralized control. Our conceptualization of intermediary organizations as meso-institutions addresses how the processes of mediated networking and system leadership operate to build professional capital in specific ways that crystallize institutional change.

This study contributes to existing scholarship on democratic education by focusing explicitly on the affective dynamics of teaching with and for discussion. More specifically, the purpose of this research is to critically analyze the first author’s efforts to address the role of emotion in democratic dialogue within the context of classroom-based discussions and the work of preparing future social studies educators for their role as discussion facilitators. We found that despite the instructor’s stated goals and her efforts to teach about the constructive role of emotion in learning to communicate across difference, overall, students continued to judge dispassionate and disembodied speech acts as appropriate, while expressions of anger, frustration, or exaspe-ration were judged inappropriate. More specifically, if a female student spoke with anger or frustration during class discussions, her concerns, ideas, and questions tended to be ridiculed, ignored, or dismissed, while the same emotional rule did not apply to male students. If our intent is to facilitate communication across difference, we must actively attend to the ways in which social hierarchies inform discussion by carefully considering how emotional expression and experiences are positioned.

This article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors present findings from data collected through interviews with 30 leaders of self-proclaimed deeper learning initiatives and site visits to those elementary and secondary schools.

Using a case study approach, the authors collected data from interviews and observations of 30 school leaders.

The study's findings indicate how leaders of schools that engage in deeper learning tend to adhere to three core practices. First, the leaders of deeper learning schools in this study intently listened to the community to ascertain needs and desires; this drove the vision. Second, leaders of deeper learning schools created learning spaces that empowered students and gave them voice, agency, and choice. Third, leaders of deeper learning schools sought to humanize the schooling experience.

This study provides actionable examples of what leaders currently do to engage kids and teachers in deeper learning. These leaders offer insights into specific actions and practices that they espoused to make the schooling experience markedly different.

Previous studies focused on the deeper learning of schools and students. This is one of the first studies to focus on the inteplay between deeper learning and school leaders.

Although the production of a dissertation and the transition to an independent researcher undergird the outcomes of doctoral education, this study aims to emphasize issues of inequality in doctoral study through the use of Bourdieu’s (1977, 1986) concepts of cultural capital and field.

This qualitative study with 15 doctoral students in Engineering and in Philosophy revealed that activities in doctoral study that tend to socialize students possess value, given the conventions of various contexts or social spaces related to academe.

Doctoral students who attain particular accomplishments experience doctoral study in ways that suggest that doctoral study is a system of conventions and norms that imbue particular activities with value, which then impact students’ doctoral education experiences.

Inequality is tied to students’ portfolio of achievements, as the value of these achievements suggests differential socialization experiences, such that different students learn about the norms and practices within doctoral study in different ways.

The Capitol Mall is a very complex urban area adjacent to downtown Phoenix, where Governmental buildings exist side by side with a historic residential neighborhood, warehouse buildings, an under-construction human services campus, vacant lots, and many homeless people on the streets. This area has been 'forgotten' in recent efforts to revitalize downtown Phoenix. The Capitol Mall project involved two studios - Architecture and Planning - conducted simultaneously during spring 2005. The planning studio was intended to develop a revitalization plan and the architecture studio was charged with developing specific programs and projects of urban design and architecture.

The purpose of this paper is threefold: 1) to introduce our studios as examples of community embeddedness, 2) to discuss our pedagogical approaches and the project's outcomes, and 3) to present a set of lessons learned that can be valuable to others teaching similar joint studio arrangements. In brief the five lessons are: a) joint studios can have different approaches to reality, b) interdisciplinary studios can benefit from different methodologies and outcomes, c) planning and architecture studios use classroom resources differently, d) joint studios display creativity in different ways, 5) interdisciplinary studios can lead to joint discovery and re-enforcement of learning experiences.

In this time of severe national budget deficit, all programs are reviewed for trimming/downsizing and effectiveness. Just as educational systems are evaluated for trimming, so are school and academic library services. This article will address why it is crucial to have close linkages between school and academic libraries through articulation programs to avoid duplication and waste of human resources, and explain how articulation can be initiated through precollege programs offered by colleges and universities. It will focus on why academic libraries participate in precollege access programs, highlight how collaboration between school and academic libraries helps the “town and gown” community relationship, and point out how precollege programs help minority students and university recruitment and retention efforts. As an example, it will describe the outreach program of the College Library at the University of Wisconsin‐Madi‐son. The article concludes by discussing the future goals of strengthening and broadening the participation of academic libraries in precollege access programs.