Too many universities remain wedded to outmoded ways of teaching science in spite of extensive research showing that there are much more effective methods. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be brought about. Improving How Universities Teach Science draws on Wieman’s unparalleled experience to provide a blueprint for educators seeking sustainable improvements in science teaching. Wieman created the Science Education Initiative (SEI), a program implemented across thirteen science departments at the universities of Colorado and British Columbia, to support the widespread adoption of the best research-based approaches to science teaching. The program’s data show that in the most successful departments 90 percent of faculty adopted better methods. Wieman identifies what factors helped and hindered the adoption of good teaching methods. He also gives detailed, effective, and tested strategies for departments and institutions to measure and improve the quality of their teaching while limiting the demands on faculty time. Among all of the commentary addressing shortcomings in higher education, Wieman’s lessons on improving teaching and learning stand out. His analysis and solutions are not limited to just one lecture hall or course but deal with changing entire departments and universities. For those who want to improve how universities teach science to the next generation, Wieman’s work is a critical first step.

Analysing rankings in diverse higher education settings, this book draws on discourse analysis, theory, ethnography, and case studies, to consider the question of how knowledge is produced and shared.

As digital technologies have become part of everyday life, mediating tasks such as work, travel, consumption, production, and leisure, they are having increasingly profound effects on phenomena that are of immediate concern to geographers. These include: the production of space, spatiality and mobilities; the processes, practices, and forms of mapping; the contours of spatial knowledge and imaginaries; and, the formation and enactment of spatial knowledge politics Similarly, there are distinct geographies of digital media such as those of the internet, games, and social media that have become indispensable to geographic practice and scholarship across sub-disciplines, regardless of conceptual approach. This textbook presents a fully up-to-date, synoptic and critical overview of how digital devices, logics, methods, etc are transforming geography. It is divided into six inter-related sections introduction to digital geographies digital spaces digital methods digital cultures digital economies digital politics With illustrious instructors and researchers contributing to every chapter, Digital Geographies is the ideal textbook for courses concerning digital geographies, digital and new media and Internet communications, and the spatial knowledge of politics.

The Liberal Party of Canada is one of the most successful parties in the democratic world. It dominated Canadian politics for a century, practising an inclusive style of “big tent” politics that allowed it to fend off opponents on both the left and right. How did it do this? What kind of party organization did it build over the decades to manage its remarkable string of election victories? This book traces the record of the party over the twentieth century, revealing the cyclical character of its success and charting its capacity to respond to change. It also unwraps Liberal practices and organization to reveal the party’s distinctive “brokerage” approach to politics as well as a franchise-style structure that tied local grassroots supporters to the national leadership. R. Kenneth Carty provides a masterful analysis of how one party came to lead the nation’s public life. In a country riven by difference, the Liberals’ enduring political success was an extraordinary feat. But as Carty reflects, given the party’s not-so-distant travails, even with an election win, will it be able to reinvent itself for the twenty-first century?

An "entertaining and enlightening" deep dive into the alcohol-soaked origins of civilization—and the evolutionary roots of humanity's appetite for intoxication (Daniel E. Lieberman, author of Exercised). While plenty of entertaining books have been written about the history of alcohol and other intoxicants, none have offered a comprehensive, convincing answer to the basic question of why humans want to get high in the first place. Drunk elegantly cuts through the tangle of urban legends and anecdotal impressions that surround our notions of intoxication to provide the first rigorous, scientifically-grounded explanation for our love of alcohol. Drawing on evidence from archaeology, history, cognitive neuroscience, psychopharmacology, social psychology, literature, and genetics, Drunk shows that our taste for chemical intoxicants is not an evolutionary mistake, as we are so often told. In fact, intoxication helps solve a number of distinctively human challenges: enhancing creativity, alleviating stress, building trust, and pulling off the miracle of getting fiercely tribal primates to cooperate with strangers. Our desire to get drunk, along with the individual and social benefits provided by drunkenness, played a crucial role in sparking the rise of the first large-scale societies. We would not have civilization without intoxication. From marauding Vikings and bacchanalian orgies to sex-starved fruit flies, blind cave fish, and problem-solving crows, Drunk is packed with fascinating case studies and engaging science, as well as practical takeaways for individuals and communities. The result is a captivating and long overdue investigation into humanity's oldest indulgence—one that explains not only why we want to get drunk, but also how it might actually be good for us to tie one on now and then.