The Social Worlds of Higher Education

Bernice A. Pescosolido is Distinguished Professor of Sociology at Indiana University and Director of the Indiana Consortium for Mental Health Services Research. Professor Pescosolido received a B.A. from the University of Rhode Island in 1974 and a Ph.D. from Yale University in 1982. She has focused her research and teaching on social issues in health, illness, and healing. Pescosolido's research agenda addresses how social networks connect individuals to their communities and to institutional structures, providing the "wires" through which people's attitudes and actions are influenced. This agenda encompasses three basic areas: health care services, stigma, and suicide research. In the early 1990s, Pescosolido developed the Network-Episode Model which was designed to focus on how individuals come to recognize, respond to the onset of health problems, and use health care services. Specifically, it has provided new insights to understanding the patterns and pathways to care, adherence to treatment and the outcomes of health care. As a result, she has served on advisory agenda-setting efforts at the NIMH, NCI, NHLBI, NIDRR, OBSSR and presented at congressional briefings. In the area of stigma research, Pescosolido initiated the first major, national study of stigma of mental illness in the U.S. in over 40 years. Along with Bruce Link, she led a team of researchers that analyzed this data, producing groundwork for the Surgeon General's Report on Mental Health. Currently, she and her colleagues are developing a model on the underlying roots of stigma, designed to provide a scientific foundation for new efforts to alter this basic barrier to care. They are now completing a series of papers based on the National Stigma Study - Children, the first national study of stigma towards children with mental health problems. With funding from the Fogarty International Center, she is also leading a team of researchers in the first international study of stigma. This 18 country study follows up on the insights from the WHO's International Study of Schizophrenia which pointed to cross-cultural variations in stigma as a fundamental source of differences in outcomes. Drawing from the same theoretical insights that guide her work on the influence of community on the use of health care, Pescosolido is a leading sociological researcher on suicide. Her early work examined claims on and evaluated the utility of official suicide statistics. Her work also has focused on the way that religion and family ties can protect or push individuals to suicide as a solution to problems. Currently, she is working with researchers at the CDC to bring together the best insights from psychiatric and sociological research on suicide. With Arthur Kleinman, she helped to shape and write the chapter on social and cultural influences in the 2002 IOM report, Reducing Suicide: A National Imperative. In 2005, she was presented with the American Sociological Association's Leo G. Reeder Award for a career of distinguished scholarship in medical sociology. Her address (published in Journal of Health and Social Behavior, 2006, 47:189-208) takes on the challenge of synthesizing social and biological issues in understanding current challenges in epidemiology and health services research. Professor Pescosolido has received numerous grants from federal and private sources including the National Institute of Mental Health, the National Science Foundation, the MacArthur Foundation, and the Robert Wood Johnson Foundation. From 1989 to 1995, she held a Research Scientist Development Award and from 1997 through 2003 held an Independent Scientist Award, both from the NIMH. She is the founder and director of the Indiana Consortium for Mental Health Services Research as well as the IU Strategic Directions Initiative's CONCEPT I Program in Health and Medicine. Both are designed to enhance the research and training of Indiana University's faculty and students to contribute to the national agenda on health and health care. In 2003, she received the Wilbert Hites Mentoring Award from Indiana University in recognition of her teaching and mentoring activities and in 2006 the Distinguished Faculty Award from the IU Alumni Association. She has also received the Hans O. Mauksch Award (2006) from the American Sociological Association's Section on Teaching & Learning in Sociology. Professor Pescosolido has published widely in sociology, social science, public health and medical journals; served on the editorial board of a dozen national and international journals; and been elected to a variety of leadership positions in professional associations including serving as Vice-President of the American Sociological Association and as Chair of the ASA Section on Sociology of Mental Health and the ASA Section on Medical Sociology.

This book provides a definitive collection of original and reprinted articles about the problems and prospects of tertiary teaching and education in the social sciences.The Handbook is accompanied by a 3.5" diskette, the Field Guide, which provides a further collection of original and reprinted 'how to' articles.The Handbook supplies the broad perspectives and principles about higher education and teaching in a time of rapid change: the Field Guide offers a wealth of valuable practical information for novice and experienced teachers.

Teaching for What and for Whom? The Social Worlds and Structural Paradoxes of the University at the End of the 20th Century - Bernice A Pescosolido and Ronald AminzadePART ONE: SURVEYING THE SOCIAL LANDSCAPE OF HIGHER EDUCATION AT THE END OF THE 20TH CENTURY: PRESSURES FROM THE OUTSIDEThe Debate - Gene I Maeroff College Teachers, the New Leisure ClassIntroduction to the Changing Landscape of Higher Education - Ronald Aminzade and Bernice A PescosolidoThe Changing Character of College - Craig Calhoun Institutional Transformation in American Higher EducationHigher Education and Its Social Contracts - Teresa SullivanHow the Academic Profession is Changing - Arthur LevineSmall Worlds, Different Worlds - Burton R Clark The Uniqueness and Troubles of American Academic ProfessionsThe Changing Classroom - Charles S Green III and Dean S Dorn The Meaning of Shifts in Higher Education for Teaching and LearningPART TWO: MAPPING ISSUES IN THE SOCIAL WORLDS OF HIGHER EDUCATION: ARGUMENTS FROM THE INSIDEThe Debate - Mark Edmundson On the Uses of a Liberal Education - As Lite Entertainment for Bored College StudentsThe War of the Worlds - Diane F Halpern Why Psychology Helps Bridge the Gap Between Students¿ and Professsors¿ Conceptual UnderstandingCreating Learning Communities - Paul Baker The Unfinished AgendaThe Campus as Learning Community - Thomas A Angelo Seven Promising Shifts and Seven Powerful LeversDissolution of the Atlas Complex - Donald L Finkel and G Stephen MonkCritical Thinking, Moral Integrity and Citizenshiip - Richard Paul Teaching for Intellectual VirtuesInstructional Responsibilities of College Faculty to Minority Students - Jamie A Vasquez and Nancy WainsteinBarbarians Inside the Gate? Why Undergraduates Always Seem Worse and Civilization as We Know It at the Brink - Norman FurnissOn the Persistence of Unicorns - Craig E Nelson The Trade-Off between Content and Critical Thinking RevisitedNow I Know my ABC¿s - Jeremy Freeze, Julie E Artis and Brian Powell Demythologizing Grade Inflation The Evaluation of Teaching - Mary Dean Sorcinelli The 40-Year Debate about Student, Colleague and Self-EvaluationsBehind Outcomes - Pat Hutchings Contexts and Questions for AssessmentMulticulturalism - Patrick J Hill The Crucial Philosophical and Organziational IssuesConflict in America - Gerald GraffClass Wars and Culture Wars in the University Today - Robert N Bellah Why We Can¿t Defend OurselvesAn Emerging Reformulation of "Competence" in an Increasingly Multicultural World - Troy DusterThe Trouble with Stories - Charles TillyChallenging Assumptions of Human Diversity - Carole E Hill The Teaching Imagination in AnthropologyTeaching and Historical Understanding - Harvey J Graff Disciplining Historical Imagination with Historical ContextStop Making Sense! Why Aren¿t Universities Better at Promoting Innovative Teaching? - Howard Aldrich and Solvi LillejordThree Faces of Relevance - David M Newman Connecting Disciplinary Knowledge to the "Real World"Underneath the Ivy and the Social Costs of Corporate Ties - Lawrence C SoleyDisposable Faculty - Linda Ray Pratt Part-Time Exploitation as Management StrategyIs Tenure Necessary to Protect Academic Freedom? - Erwin ChemerinskyWhy Tenure is Worth Protecting - Richard EdwardsAcademic Community and Post-Tenure Review - William G TierneyTwo Concepts of Affirmative Action - Steven M CahnDistributing Higher Education - Amy GutmannEros, Eroticism and the Pedagogical Process - bell hooksConsensual Amorous Relations - Jane GallopPutting an End to Risky Romance - Patrick DilgerOf Nerds, Ardent Suitors and Lecherous Professors - Bernice A Pescosolido and Eleanor MillerDoing What Works - Daniel F Chambliss On the Mundanity of Excellence in TeachingTeaching and Learning - Gerald T Powers A Matter of Style?Building Trust with Students - Stephen BrookfieldEmbracing Contraries in the Teaching Process - Peter ElbowStages of Curriculum Transformation - Marilyn R Schuster and Susan R Van DyneGetting All Students to Listen - Elizabeth Higginbotham Analyzing and Coping with Student ResistanceShould and Can a White, Heterosexual Middle-Class Man Teach Students about Social Inequality and Oppression? One Person¿s Experience and Reflections - Thomas J GerschickWhy Doesn¿t This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy - Elizabeth EllsworthView from the Inside - Brian Ault The Disabling Structures of Graduate EducationThe Heart of a Teacher - Parker J Palmer Identity and Integrity in TeachingEntering the Classroom from the Other Side - Sara C Hare, Walter R Jacobs and Jean Harold Shin A Conversation on the Life and Times of Graduate Associate InstructorsEmbracing Modest Hopes - Kent L Sandstrom Lessons from the Beginning of the Teaching JourneyCarl¿s Story - Diane Gillespie Narrative as Reflective Teaching PracticePromise, Failure and Redemption - Howard Aldrich A Life Course Perspective on Teaching as a CareerPART THREE: CHARTING THE LANDSCAPE OF HIGHER EDUCATION IN THE 21ST CENTURYThe Debate - Allan Bloom The Student and the UniversityContinuing Trends or Future Transformations? - Craig CalhounRethinking Faculty Careers - R Eugene RiceFrom Teaching to Learning - Robert B Barr and John Tagg A New Paradigm for Undergraduate EducationBehond These Walls - Elizabeth Grauerholz, Brett McKenzie and Mary Romero Teaching Within and Outside the Expanded Classroom - Boundaries in the 21st CenturyReconstructing the Social Worlds of Higher Education - Ronald Aminzade and Bernice A Pescosolido Changes, Challenges and Dilemmas