For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence. This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors. This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing. Companion Website Click here to access the Developing Writers project and its findings at the interactive companion website. Project Data Access the data from the project through this tutorial.

In Theater as Data, Miguel Escobar Varela explores the use of computational methods and digital data in theater research. He considers the implications of these new approaches, and explains the roles that statistics and visualizations play. Reflecting on recent debates in the humanities, the author suggests that there are two ways of using data, both of which have a place in theater research. Data-driven methods are closer to the pursuit of verifiable results common in the sciences; and data-assisted methods are closer to the interpretive traditions of the humanities. The book surveys four major areas within theater scholarship: texts (not only playscripts but also theater reviews and program booklets); relationships (both the links between fictional characters and the collaborative networks of artists and producers); motion (the movement of performers and objects on stage); and locations (the coordinates of performance events, venues, and touring circuits). Theater as Data examines important contributions to theater studies from similar computational research, including in classical French drama, collaboration networks in Australian theater, contemporary Portuguese choreography, and global productions of Ibsen. This overview is complemented by short descriptions of the author’s own work in the computational analysis of theater practices in Singapore and Indonesia. The author ends by considering the future of computational theater research, underlining the importance of open data and digital sustainability practices, and encouraging readers to consider the benefits of learning to code. A web companion offers illustrative data, programming tutorials, and videos.

Introduction to Intergroup Dialogues provides students and facilitators with an exemplary resource for learning about and conducting intergroup dialogues. The anthology weaves classic texts within the discipline with illuminating reflection and comprehension questions. The readings are designed to support student learning of social justice education concepts, as well as intergroup dialogue skills and techniques, as they move through the dialogue experiences. The book is divided into four units, which reflect the stages of intergroup dialogue: forming and building relationships; exploring group differences and commonalities; exploring hot topics; and building alliances and planning for action. In Unit I, readings outline the origins, learning outcomes, and structure of intergroup dialogue, and introduce students to a key pedagogical technique-affirming inquiry. Unit II contains readings on social identity, group membership, socialization, oppression, and their manifestations. Unit III provides resources to support students' navigation through pressing social issues that can illuminate how we think and communicate about difference at the individual, institutional, and structural levels. In Unit IV, students read about allyship, coalition building, accountability, and self- and community care. Finally, they are encouraged to consider how to apply what they've learned in dialogue outside the classroom.

A comprehensive textbook on data analysis for business, applied economics and public policy that uses case studies with real-world data.

"Following the 2017 Charleston Conference, the Charleston Conference editorial team reached out to presenters and asked them to expand their presentations into a chapter for inclusion in the first volume of Charleston Voices. The authors contributing to Charleston Voices represent library, publisher, vendor, technology, and professional association perspectives. The chapters in Charleston Voices fall into three broad subjects: the changing nature of library collections and services, standards, and assessment."--Page 1.

Argues for the political potential of drag and trans performance in Puerto Rico and its diaspora