The Future of Social Movements in America: The Transformation of Ends and Means

http://deepblue.lib.umich.edu/bitstream/2027.42/51096/1/328.pd

Macro Issues in the Theory of Social Movements: SMO Interaction, the Role of Counter-Movements and Cross-National Determinants of the Social Movement Sector

http://deepblue.lib.umich.edu/bitstream/2027.42/50978/1/204.pd

The Sociology of Enterprise, Accounting and Budget Rules: Implications for Organizational Theory

http://deepblue.lib.umich.edu/bitstream/2027.42/51092/1/324.pd

Theological Crucibles: Social Movements in and of Religion

http://deepblue.lib.umich.edu/bitstream/2027.42/51069/1/301.pd

Sociology as a Discipline: Quasi-Science and Quasi-Humanities

Also CSST Working Paper #12.http://deepblue.lib.umich.edu/bitstream/2027.42/51137/1/369.pd

Political Change, Citizenship Rights, and the Welfare State

Changes in political structure, coalitions, and ideology provide the context in which specific policies and programs are adopted and, once adopted, expanded or trimmed. This article assays a portrait of American politics in the early 1980s and the major trends relevant to welfare choice. It is shown that voters have loosened their ties to parties even while the parties have strengthened their organizational capacities. Although there is little evidence that American voters wish to dismantle the welfare state, the growing strength of the Republican party as a campaign vehicle and the greater party competition among parties in all regions suggest that Republican congressional and senatorial strength will be stronger than in the fifties and sixties. Moreover, trends to expand citizen rights that bear on welfare issues may have been arrested. Issue hetero geneity, the dissolution of older political coalitions, and economic trends suggest that broad welfare state issues will be on the back burner, though there is no evidence that broad-based programs face significant cutbacks.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67101/2/10.1177_000271628547900104.pd

History, Sociology, and Theories of Organization

Also CSST Working Paper #6.http://deepblue.lib.umich.edu/bitstream/2027.42/51125/1/357.pd

Information resources in interdisciplinary writing program (IWP) courses: Winter and spring 1998

The University of Washington (UW) Interdisciplinary Writing Program (IWP) provides five-credit expository writing courses each of which is linked to a discipline-based lecture course. Students enroll in both the writing and discipline-based courses, and complementary assignments allow them to improve their writing skills within a subject area of their own particular interest. In Winter and Spring of 1998, the UW UWired program sponsored a pilot program adding librarian-taught class sessions to existing IWP courses. These sessions focused on the use of information resources in the context of student research for writing assignments. Post-course questionnaires were composed primarily of items drawn from the Flashlight™ Current Student Inventory.1 Students indicated that they had gained skills that were transferable to other research activities and that they were using, and evaluating, a wider variety of information resources than previously. Students had had little prior experience with on-line research, and rated the instruction very highly. These outcomes suggest that the UWired/IWP collaboration meets a particular instructional need. A focus group of IWP instructors and administrators, held at the end of Winter quarter, discussed effective instructional approaches in the context of the UWired/IWP collaboration, and suggested that course portfolios might be used to encourage faculty participation in teaching partnerships. Based on the feedback received from both students and faculty, the UWired/IWP collaboration provides a promising avenue to instruct students in the use of information resources. Specific next steps might be the development of 1) a set of common topics of instruction to be used in each of the UWired sections of English 197/198 (without inhibiting instructors\u27 input and creativity), and 2) a range of class learning activities for each topic to facilitate increased participation by librarians throughout the UW Libraries. Common topics would ensure not only a more consistent level of student outcomes, but also allow for more focused evaluations

Instruction and program design through assessment

True to the intention of this chapter, we begin with learning outcomes and use them as the chapter\u27s organizational structure. Learning outcomes represent what we want you to be able to do as a result of active engagement with this material. Within each outcome we include a short discussion of each topic along with many examples and practical applications of the concept under discussion. We hope that this format illustrates the concepts in a holistic manner and facilitates your understanding and learning

Hitch your wagon to institutional goals

The landscape of accreditation and accountability in higher education is in a period of rapid change, coalescing around issues identified in the 2006 report of the Spellings Commission, “A Test of Leadership: Charting the Future of U.S. Higher Education.” Information literacy librarians need to connect their instructional efforts to the institutional strategies and initiatives that address continuous improvement whatever their source, e.g. accreditation agencies, funding bodies such as state legislatures, institutional participation in the Voluntary System of Accountability (VSA), University & College Accountability Network (U-CAN), or internal initiatives of the institution’s administration. The challenge for instruction librarians is great, requiring delivery and assessment of educational programs while simultaneously facilitating the library administration’s engagement with institutional education initiatives. It is our fundamental belief, however, that the library is poised to be in a position of leadership when it comes to answering these external pressures on higher education for accountability. The Information Literacy QEP at Trinity University illustrates a number of the leadership challenges that instruction librarians must engage and their example is one that will encourage us to continue to grow in the area of assessment of student learning. While all solutions will be local, the lessons learned from the Trinity experience regarding institutional engagement and cultural change can be generalized