I am sharing a call for contributors that was sent to me. 

The purpose of Historical Thinking for Higher Education Leadership is to explore how historical thinking (Gasman, 2010; Seixas, 2007; Wineburg, 1991) provides an important skills set for future higher education administrators and student affairs leaders. In this edited volume, we will offer a collection of case studies that emphasize the direct relevance of historical content and analysis in navigating contemporary higher education challenges, from policy development to campus activism, institutional leadership, and community engagement. The volume aims to fill a critical gap in the literature by encouraging graduate students and early-career practitioners to become "practitioner-historians" who leverage historical thinking to inform decision-making, institutional development, professional leadership, and engaged citizenry. (More about the book)

The volume aims to:

• Position historical thinking as a core competency for higher education leaders to understand how historical contexts shape contemporary policies, practices, and institutional dynamics;  
• Demonstrate the applied value of history through case studies highlighting how past decisions and legacies inform present-day leadership challenges; 
• Shift the perception of history from rote memorization to a transformative leadership tool, empowering students to engage critically with institutional narratives, and;
• Bridge the gap between theory and practice by developing “practitioner-historians,” who can contextualize contemporary issues and make historically-informed decisions.

We invite those interested to submit a chapter proposal in the form of a 500-word abstract by October 15, 2025 at: https://forms.gle/7xRSPBLHRiWQeJ9n8 

Please feel free to reach out to Kevin Bazner (kevin.bazner@tamucc.edu) if you have any questions.