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This case was designed to facilitate discussion of how a cyberattack was remediated by a major public university. Students are challenged to think through how to best manage the remediation project, including the application of best practices such as risk management, stakeholder management, communication plans, outsourcing/procurement management, and cyberattack remediation. The Phoenix Project was a success from multiple perspectives, and as such provides a useful example of how to manage an unplanned, mission-critical project well.

Although a great deal has been written about the challenges and opportunities for collaboration between librarians and professors in higher education, most recommendations for faculty–library collaboration are written by librarians, published in librarian-oriented venues, and rely on second-hand accounts of professorial perceptions and experiences. Dialogue between librarians and professors is missing. In this chapter, the authors present a duoethnographic inquiry into a librarian–professor collaboration: the authors collaboratively examine their four years working together on the senior seminar course “Small Business Management” at Acadia University, Canada. In considering the evolution of their course and their collaboration, the authors reflect on six dimensions of their experiences: the way their collaboration has shaped the course learning outcomes, the value the authors have derived from collaboratively reflexive teaching, the workload tensions the authors have navigated, the challenge of “fitting in,” and the role of library champion. The authors then conclude with four insights from their professorial–librarian collaboration that might be transferable to other contexts of higher education: the importance of openness, collegiality, time for collaboration, and attention to the cultural gaps between professorship and librarianship.

This paper discusses the findings of a mixed-methods study of early childhood instructional coaches employed in state-funded preschool (aged three and four years) programs in the state of New Jersey (NJ) in the United States (US), highlighting a case study of one coach that provides an example of individual and organizational factors influencing the work.

An online survey was distributed to all coaches (master teachers) in 35 districts' early childhood programs. Two master teachers were then studied for a period of five months. During that time, three structured interviews were conducted, focused observations occurred each month, and coach logs were collected.

The findings of the data analyses illuminated both individual (i.e., a coach's own professional development) and organizational (i.e., varying interpretations of role) factors that influenced the work of the early childhood coaches.

The data in this paper is limited to one US state's approach to early childhood coaching. The case study data examined is limited to the contexts of the specific participating districts and master teachers involved. It is suggested that future research be conducted on a nationwide pool of instructional coaches.

The findings of this study highlight the role of the state in providing more guidance surrounding the primary responsibilities of the master teacher. It is suggested that further attention be placed on creating and sustaining a professional development network for the master teachers serving NJ's early childhood programs.

As one of the few statewide studies of instructional coaching in early childhood, this study provides insights into how policy is translated into practice.

Current events and citizenship intersect in students’ classrooms in ways both problematic and full of potential. Teachers take a range of approaches, from the passive, weekly regurgitation of news stories to the empowered use of current events to explore broader issues and inform civic engagement. Creating an open classroom climate can help teachers unlock the civic potential of current events, which aids students in building civic knowledge, internal political efficacy, and civic self-efficacy. This article begins by introducing teachers to research on open classroom climates using data from the International Civic and Citizenship Survey (ICCS). We then provide examples of the components of an open classroom climate and a survey created from ICCS items for teachers to assess their own classroom’s climate. Elements of an open classroom climate are applied to current events pedagogy with a lesson plan for young children that explores civic responses to water scarcity and features All the Water in the World, a picture book by George Ella Lyon and Katherine Tillotson.

The purpose of this paper is to explore the coherence between sustainability conceptualization (the “what”) and its implementation (the “how”) in terms of implemented actions and stakeholders’ interactions. The paper proposes a grid approach for the simultaneous evaluation of sustainability conceptualization and implementation.

This research is based on a multiple case study conducted in ten Italian Universities. In-depth interviews with general directors and administrative staff responsible for sustainable activities have been conducted together with documents and websites analysis.

The coherence between sustainability conceptualization and its implementation showed heterogeneity of practice. Results propose a grid approach, which highlights six different approaches to explain the connection between the “what” and the “how” of sustainability.

The research is focused on Italian universities and may have overlooked approaches to campus sustainability specific of other countries.

Understanding the coherence between the “what” and the “how” of sustainability can provide university managers with a practical tool of analysis when approaching and evaluating the sustainable campus.

While higher education scholars are widely exploring the conceptualization of a sustainable campus and its implementation, little is known about the coherence between these two realms, despite their importance to facilitate the transition of sustainability vision into real practice. This study contributes to this area by proposing a grid approach to evaluate the coherence between sustainability conceptualization and implementation.

Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism, society, culture, economics, and other pertinent factors have on the career development of Black men. This chapter examines programs and strategies that effectively address the career development needs of Black men. A review of counseling interventions and their applicability to career counseling with Black men are presented. Emerging trends in career development for Black men are also discussed. In addition, provided in this chapter are personal narratives given by the authors who contextualize their career development experiences through culturally-specific career development theoretical frameworks. Lastly, implications for research, counseling, counselor education, and policy, as well as recommendations for professional development are offered.

ESL students often do not utilize the librarian for help or attend library orientation and instruction sessions. Academic librarians and ESL composition instructors need to bridge the gap in order to help guide international students during their academic career. This paper aims to address this issue.

This paper will describe the benefits of relationship building between a librarian and two ESL instructors at the University of Toledo and the information literacy instruction sessions created for two ESL composition classrooms.

The paper finds that librarians and ESL instructors can bridge the gap for ESL students. Understanding the needs of the international/ESL community can help librarians approach ESL instructors or the international/ESL community in a way that allows the ESL student to feel comfortable and to seek out the librarian's assistance as new needs arise.

The collaboration at the University of Toledo indicates that closer relationships are needed between librarians and ESL instructors and that more than one library session is needed to help ESL students feel comfortable with librarians and libraries.

Understanding the culture, values, beliefs, and practices that ESL students bring from their home countries and exhibit in the composition classroom can help librarians create programs that help define library services and help to bridge the gap between services provided by the librarian and the ESL composition instructor.

The very strong relationship built between the librarian and the ESL instructors had a very positive affect not only in the initial trial, but also in developing part of the curriculum for ESL composition students. This paper has great potential value for both librarians who are interested in embedding themselves in ESL programs and for ESL instructors.

The current evidence to support rehabilitation commissioned and/or provided by social services gives some promising indications. However, it also reveals an urgent need for more and better information about what works best and for whom.

The purpose of this study is to examine the influences of transformational leadership behaviors on followers’ task performance and organizational citizenship behaviors, the potential mediating role of affective trust and moderating effect of follower tenure with leader in these relationships.

The authors collected survey data from 197 employees from various organizations in Turkey, operating in several sectors. To test the relationships among study variables, the authors followed the moderated mediation procedure suggested by Hayes (2013).

The findings indicated that transformational leadership behaviors have significant positive effects on both followers’ task performance and organizational citizenship behaviors. Furthermore, mediational analyses showed that affective trust mediated the relationship between transformational leadership behaviors and followers’ task performance. Moreover, the moderation analysis shows that the effect of transformational leadership behaviors on affective trust depended on leader–follower dyadic tenure, with the effect of transformational leadership behaviors being greater at high level of leader–follower dyadic tenure.

This study provides evidence of the positive relationship of transformational leadership behaviors with followers’ affective trust at work and task performance. Such knowledge suggests that improving leaders’ skills and capabilities in terms of transformational leadership through training might lead organizations to work more effectively.

This study contributes to the existing literature by showing the importance of affective trust, explaining why transformational leaders can motivate and influence followers to achieve a higher performance. In addition, this research provides knowledge about transformational leadership effectiveness in developing countries, mainly in Turkey.