Educational administration and organization Books

Book SynopsisFIRST-GENERATION COLLEGE STUDENTS a concise, manageable, lucid summary of the best scholarship, practices, and future-oriented thinking about how to effectively recruit, educate, develop, retain, and ultimately graduate first-generation students. ?from the foreword by JOHN N. GARDNER First-generation students are frequently marginalized on their campuses, treated with benign disregard, and placed at a competitive disadvantage because of their invisibility. While they include 51% of all undergraduates, or approximately 9.3 million students, they are less likely than their peers to earn degrees. Among students enrolled in two-year institutions, they are significantly less likely to persist into a second year. First-Generation College Students offers academic leaders and student affairs professionals a guide for understanding the special challenges and common barriers these students face and provides the necessary strategies for helping them tTable of ContentsForeword vii Preface xiii Acknowledgments xix About the Authors xxi 1. Who Are First-Generation Students? 1 2. Transition into College 21 3. Transition Through College 47 4. Class, Culture, Race, and Ethnicity 69 5. Transforming How We Work with First-Generation Students 85 6. A Holistic Approach to Student Success 105 References 129 Index 141

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Book SynopsisThe development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development. A smart mix of big-picture themes, national developments, and examples of effective faculty development initiatives from a variety of schools, To Improve the Academy offers examples and resources for the enrichment of all educational developers. This annual volume incorporates all the latest need-to-know information for faculty developers and administrators.Table of ContentsAbout the Authors. Preface. Acknowledgments. Ethical Guidelines for Educational Developers. SECTION ONE: Improving Our Performance. 1. Developing Competency Models of Faculty Developers: Using World Café to Foster Dialogue (Debra Dawson, Judy Britnell, Alicia Hitchcock). 2. A Conceptual Framework for the Center: Going Beyond Setting Priorities (Sally Kuhlenschmidt, Susan Weaver, Susanne Morgan). 3. A Conceptual Framework for Higher Education Faculty Mentoring (Pamela S. Lottero-Perdue, Steve Fifield). 4. Strategic Committee Involvement: A Guide for Faculty Developers (Phyllis Blumberg). 5. A Model for Putting a Teaching Center in Context: An Informal Comparison of Teaching Centers at Larger State Universities (Wesley H. Dotson, Daniel J. Bernstein). 6. The Value of the Narrative Teaching Observation to Document Teaching Behaviors (Niki Young). SECTION TWO: Understanding Faculty. 7. Promoting Dialogue and Action on Meta-Professional Skills, Roles, and Responsibilities (Michael Theall, Bonnie Mullinix, Raoul A. Arreola). 8. MacGyvers, Medeas, and Bionic Women: Patterns of Instructor Response to Negative Feedback (Allison P. Boye, Suzanne Tapp). 9. Conversations About Assessment and Learning: Educational Development Scholarship That Makes a Difference (Sue Fostaty Young, Susan Wilcox). SECTION THREE: Understanding Students and Their Learning. 10. Dysfunctional Illusions of Rigor: Lessons from the Scholarship of Teaching and Learning (Craig E. Nelson). 11. Class Size: Is Less More for Signifi cant Learning? (John Zubizarreta). 12. Weaving Promising Practices for Inclusive Excellence into the Higher Education Classroom (María del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt). 13. Communication Climate, Comfort, and Cold Calling: An Analysis of Discussion-Based Courses at Multiple Universities (Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling). 14. Theoretical Frameworks for Academic Dishonesty: A Comparative Review (Michele DiPietro). SECTION FOUR: Enhancing Our Programming. 15. Engaging Faculty in Conversations About Teaching Through a Research Proposal Workshop (Susanna Calkins, Denise Drane). 16. Developing and Renewing Department Chair Leadership: The Role of a Teaching Center in Administrative Training (Mary C. Wright, Constance E. Cook, Chris O’Neal). 17. Rx for Academic Medicine: Building a Comprehensive Faculty Development Program (Megan M. Palmer, Mary E. Dankoski, Randy R. Brutkiewicz, Lia S. Logio, Stephen P. Bogdewic). 18. The Case for Excellence in Diversity: Lessons from an Assessment of an Early Career Faculty Program (Dorothe J. Bach, Mary Deane Sorcinelli). 19. Access to Success: A New Mentoring Model for Women in Academia (Amber Dailey-Hebert, Emily Donnelli, B. Jean Mandernach). 20. Survivor Academe: Assessing Refl ective Practice (Laurel Johnson Black, Terry Ray, Judith Villa). 21. Transforming Teaching Cultures: Departmental Teaching Fellows as Agents of Change (Cassandra Volpe Horii).

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Book SynopsisBecoming an Engaged Campus offers campus leaders a systematic and detailed approach to creating an environment where public engagement can grow and flourish. The book explains not only what to do to expand community engagement and how to do it, but it also explores how to document, evaluate, and communicate university engagement efforts. Praise for Becoming an Engaged Campus This provocative yet exceedingly practical book looks at all of the angles and lays bare the opportunities and barriers for campus-community engagement while providing detailed pathways toward change. This comprehensive treatise marks a significant shift in the literature from the what and why of public engagement to the how. It is simply superb! ?KEVIN KECSKES, associate vice provost for engagement, Portland State University Becoming an Engaged Campus is an essential guidebook for university leaders. It details the specific ways that campuses must alignTable of ContentsForeword. About the Authors. Introduction. 1 Outreach and Public Engagement: Understanding the Context. 2 The Alignment Process. 3 Aligning the Foundational Elements. 4 Aligning Leadership. 5 Aligning the Organizational Structure. 6 Aligning Faculty and Staff. 7 Aligning Reappointment, Promotion, and Tenure. 8 Aligning for Student Engagement. 9 Aligning Accountability and Reporting Systems. 10 Aligning Communication. 11 Aligning with the Community. 12 Aligning Public Policy. 13 Moving Forward. References. Index.

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Book SynopsisENGAGING STUDENTS In Phillip Schlechty''s best-selling book Working on the Work, he outlined a motivational framework for improving student performance by improving the quality of schools designed for students. Engaging Students offers a next-step resource in which Schlechty incorporates what he''s learned from the field and from the hundreds of workshops he and the Schlechty Center staff have conducted since Working on the Work was first published. This innovative and practical book is focused on helping teachers become increasingly successful in designing engaging work for their students. Schlechty contends that rather than viewing schools as teaching platforms, schools must be viewed as learning platforms. Rather than seeing schools as knowledge distribution systems, schools must be seen as knowledge work systems. Rather than defining teachers as instructors, teachers must be defined as designers, leaders, and guides to instruction. EngaginTable of ContentsAcknowledgments vii The Author ix About the Schlechty Center xi PART O N E Engagement ONE Introduction 3 TWO The Meaning of Engagement 13 PART TWO The Framework THREE Motives and Motivation 43 FOUR The Engagement-Focused School 57 F I V E Prototypes and Design Specifi cations 75 S I X An Alternative View of Teaching 97 PART T H R E E New Roles in Our Schools SEVEN The Teacher’s Role: Leader, Designer, and Guide to Instruction 113 E I G H T The Principal’s Role: Leader of Leaders 133 NINE The Superintendent’s Role: Moral and Intellectual Leader 151 T E N Rethinking Accountability 171 Appendix: A Framework for Refl ection and Discussion 187 Bibliography 197 Index 199

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Book SynopsisUrban school superintendents face unprecedented challenges. They must ensure that all students achieve a high level of performance despite a lack of resources, the intractable problems of race and poverty, a chaotic governance structure, and the often conflicting demands of teachers, parents, unions, and the community. This important book, edited by the co-directors of the prestigious Harvard Urban Superintendents Program (USP), explores the ways in which superintendents can make a difference in the lives of each child, every day, by being knowledgeable about and driven by what happens in the classroom. The editors and distinguished contributors cover a wide range of vital topics that superintendents face from the day they are hired to the day they retire, such as how superintendents can most effectively communicate their vision, plan strategically, institute instructional reform, engage the community, and allocate resources. The book is filled with illustrative examples of well-knTrade ReviewPraise for Every Child, Every Classroom, Every Day "This comprehensive, compelling, and timely new book will appeal to all readers who care about public education in America. It provides evidence based on proven strategies for change and improvement in urban schools, which when applied can result in all students achieving at higher levels."?Tom Payzant, professor of practice, Harvard Graduate School of Education "Every Child, Every Classroom, Every Day is an essential resource for every educator, policymaker, and child advocate committed to transforming our nation's schools and preparing every child for the future."?Marian Wright Edelman, president, Children's Defense Fund "Leading change in an urban school district is more complex and challenging than most people realize. This must-read book for any current or future superintendent provides practical, real-world advice by experts who know what they're talking about."?Joel I. Klein, chancellor, New York City Department of Education "Every Child, Every Classroom, Every Day demonstrates through case studies and expert analyses the impressive educational gains children can make when the best educational research, policy, and practice are aligned. This volume is a valuable resource to aspiring leaders, educational researchers, and current practitioners and a must-read for anyone who cares about our public education system."?Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford UniversityTable of ContentsAbout the AASA, Education Week, and Education Week Press iv CD Contents ix Preface: The Superintendent of Learning: A New Way of Leading School Systems xiPaul D. Houston Acknowledgments xvii One The Urban Superintendents Program Leadership Framework 1Larry Leverett Two A Superintendent’s Entry 16Leslie Boozer Three Communicating the Vision 26 Breathing Life into Your Vision 26Holly Weeks Meria Joel Carstarphen, St. Paul Public Schools: Where Imagination Meets Destination 31Leslie Boozer and Laura Kelley Communicating to Change the Culture 47Brian G. Osborne Four Strategic Planning 54 Planning to Succeed: Strategic Approaches for Every Superintendent 54Janice Jackson Maria Goodloe-Johnson, Seattle Public Schools: The Strategy Behind the Plan 60Leslie Boozer and Laura Kelley The Best Laid Plans . . . 75Maree Sneed Five Instructional Improvement 82 Leading Learning in Urban Schools 82Richard F. Elmore Deborah Jewell-Sherman, Richmond Public Schools: Getting to the Heart of the Work 89Kristy Cooper, Laura Kelley, Leslie Boozer, and Aaliyah El-Amin Building New Structures and Options for Success 108Rudy F. Crew Six School Boards and Unions 114 Moving Ahead with School Boards and Teachers Unions 114Susan Moore Johnson Andrés Alonso, Baltimore City Public Schools: The Superintendent and Board Partnership 119Laura Kelley and Leslie Boozer Pragmatic Radicalism: The Superintendent as Catalyst, Capacity Builder, and Concertmaster 134Joshua P. Starr Seven Realigning Resources 141 Strategic Resource Allocation: The Superintendent’s Perspective 141James P. Honan Arlene Ackerman, School District of Philadelphia: The Quest for Educational Equity 146Leslie Boozer and Laura Kelley The Equity Fight in Utica, Michigan 165Christine M. Johns Eight Community Engagement 174 Why Family and Community Partnerships are Important to District Reform 174Karen L. Mapp Beverly Hall, Atlanta Public Schools: From the Living Room to the Boardroom 179Laura Kelley, Leslie Boozer, and Drew Echelson Hit the Ground Listening 196Carol Johnson and Michele Brooks Nine Scaling Up 204 Scaling Up: The Key to School Improvement 204Robert S. Peterkin Rudy Crew, New York City Public Schools: Instilling Success in Every School 210Laura Kelley and Leslie Boozer Scaling Up Connections 227Amalia Cudeiro Ten Sustaining Improvement over Time 232 Replicating the ‘‘Long Beach Way’’ 232Carl A. Cohn Chris Steinhauser, Long Beach Unified School District: Eluding the Allure of Quick Fixes 237Leslie Boozer and Laura Kelley Building and Sustaining Improvement over Time: The Austin Story 254Pascal D. Forgione Jr. Eleven Exiting the Superintendency 261Laura Kelley Epilogue: Demography is Not Destiny! 271Deborah Jewell-Sherman About the Authors and Subjects of the Case Studies 279 What’s on the CD and How to Use It 292 Index 295

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Book Synopsis* Based on extensive research with college students and faculty, this book shows that cultivating the spirit, besides being an important goal in itself, also improves other key academic and developmental outcomes.Table of ContentsAbout the Authors vii Acknowledgments ix 1 Why Spirituality Matters 1 2 Assessing Spiritual and Religious Qualities 12 3 Spiritual Quest: The Search for Meaning and Purpose 27 4 Equanimity 49 5 Spirituality in Practice: Caring For and About Others 63 6 The Religious Life of College Students 83 7 Religious Struggle and Skepticism 101 8 How Spiritual Growth Affects Educational and Personal Development 115 9 Higher Education and the Life of the Spirit 137 Appendix: Study Methodology 159 Notes 199 References 205 Index 215

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Book SynopsisThe Handbook of College Athletics and Recreation Administration provides a practical and informative resource for athletics administration, recreation, and fitness practitioners of all levels in both 2 and 4-year institutions, public and private.Table of ContentsFigures and Tables xi Preface xiii Acknowledgments xv The Authors xix PART ONE: FOUNDATIONS 1 1 College Athletics: Continuity and Change Over Four Centuries 3 John R. Thelin 2 An Overview of Fitness and Recreation in Collegiate Settings 21 Donald L. Rockey, Jr. and Robert J. Barcelona 3 Theoretical Foundations 44 Mary F. Howard-Hamilton and Joy Gaston Gayles 4 Ethics and Professionalism in College Athletics and Recreation 66 Michael L. Buckner 5 Legal Issues in Intercollegiate Sports and Recreation 83 Barbara Osborne 6 Title IX 107 Valerie M. Bonnette 7 Governance of Intercollegiate Athletics and Recreation 127 B. David Ridpath and Robertha Abney Part One Case Studies 153 PART TWO: SKILLS 155 8 Managing, Leading, and Supervising Student Employees and Staff 159 Colleen A. McGlone and Stephen Rey 9 Financial Management and Budgeting 175 Timothy D. DeSchriver and Edgar N. Johnson 10 Planning and Managing Facilities 196 James E. Greenwell 11 Managing Events 212 Heather J. Lawrence 12 Managing Friends and Raising Funds 232 David F. Wolf 13 Managing Marketing and Public Relations 246 Scott Branvold 14 Managing Political Environments and Relationships 266 Jeremy Stringer and Bill Hogan 15 Managing Assessment and Evaluation 287 George S. McClellan Part Two Case Studies 299 PART THREE: ISSUES 301 16 A CEO’s Perspective of Athletics and Recreation 303 Michael A. Wartell 17 Dimensions of Diversity 321 C. Keith Harrison, Scott Bukstein, and Walter Brock 18 Health and Wellness Issues 336 David A. Shor, John H. Dunkle, and Carrie A. Jaworski 19 Professional Development and Advancement 355 Chris King and David P. Synowka 20 Summing Up and Looking Ahead 367 George S. McClellan, Donald L. Rockey, Jr., and Chris King Appendix: Resources for Leadership, Management, and Supervision of Staff and Volunteers 377 Name Index 379 Subject Index 383

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisSCHOOL SOCIAL WORK This book is well written and inclusive with a realistic approach to problems encountered in schools today. Practical and useable interventions are included which makes this text a valuable resource to the school social worker.Terry Housteau-Hill, LSCW, Lead Consultant, Knox County School Social Services An invaluable resource . . . [and] extremely reader-friendly.Michelle Alvarez, MSW, LCSW, Assistant Professor, School of Social Work University of Southern IndianaSchool Social Work thoroughly covers all aspects of this burgeoning field, from the history and function of school social workers and up-to-date, empirically and developmentally supported interventions to effective methods for implementing and evaluating school social work programs. Educational policy and legislation, community-based interventions, and prevention programs are also covered.Supported by case vignettes and discussion questions that Trade Review"...very accessible, generally clearly laid out and a fine introduction to some of the issues in this growing field..." (British Journal of Educational Psychology, Vol 73(4), December 2003)"...ein empfehlenswertes Buch, da der mehrdimensionale Arbeitsansatz sehr instruktiv nahegebracht wird und zu kritischem Nachdenken über effiziente ebenso evidenzorientierte wie ethisch basierte Praxis schulbezogener Sozialer Arbeit einlädt." Ulrich Otto, Universität Jena Table of ContentsSECTION I: FOUNDATIONS. School Social Workers: History, Roles, and Functions. The Social Organization and Political Environment of the School. SECTION II: STUDENT-FOCUSED INTERVENTIONS. Externalizing Behavior Problems. Internalizing Behavior Problems. Social Problems. Students with Disabilities. SECTION III: SYSTEM-FOCUSED INTERVENTIONS. School-Based Prevention Programs. Interventions on Behalf of Vulnerable Groups of Students. The School Social Worker as Consultant and Team Member. Involving Parents and the Community in Restructuring Schools. SECTION IV: EVALUATING SCHOOL SOCIAL WORK PRACTICE. Evaluating Student-Focused Interventions. Evaluating System-Focused Interventions. Appendix: "School Survival Group" Curriculum. References. Author Index. Subject Index.

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Book SynopsisAlthough traditional ESL/EFL textbooks have primarily introduced cultural topics at a knowledge level only, this textbook is designed to create meaningful opportunities for students to reflect on and practice intercultural skills in ways that are relatable in their daily lives and that can lead to a more satisfying US academic experience.

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Book SynopsisExplores the arguments for and against coeducation, as presented in newspaper and magazine articles, cartoons, student-authored school newsletters, and roundtable discussions published in the Japanese press, as these reforms were being implemented in the post-World War II era.

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Book SynopsisIn this book, Amy Lai examines the current free speech crisis in Western universities. She studies the origin, history, and importance of freedom of speech in the university setting, and addresses the relevance and pitfalls of political correctness and microaggressions on campuses.Trade Review“Amy Lai provides a much-needed cross-national perspective on the problem of censorship in Western universities. Read this brave book, and raise your own voice in defense of freedom.”—Jonathan Zimmerman, Berkowitz Professor in Education, University of Pennsylvania“As book bans, trigger warnings, and deplatforming foster scepticism toward freedom of expression, Amy Lai offers a necessary defense of the legal and philosophical underpinnings of the right to dissent. Reframing contemporary questions of academic freedom through readings from Milton, Locke, Kant, J.S. Mill, and Rawls, she underscores its value and our collective obligation to maintain difficult conversations on sensitive cultural and political questions. Anyone concerned with these issues will find much in this book to enlighten, provoke, and disquiet them, and much to reconsider, or dissent from, in her unflinching analysis of recent flashpoints in Canada, the United States, and the United Kingdom.”—Brendan de Caires, Executive Director of PEN CanadaTable of Contents Preface and Acknowledgments Introduction Part One Chapter One: Free Speech in Western Universities Chapter Two: Academic Freedom: History, Definitions, and Democratic Significance Chapter Three: Campus Free Speech and Academic Freedom Part Two Chapter Four: Free Speech, Compelled Speech, Facts/Falsehoods/Unpopular Opinions Chapter Five: Political Correctness, Harassment/Discrimination/Hate Speech, Microaggression Chapter Six: Deplatforming, Trigger Warning, Safe Space Part Three Chapter Seven: The United Kingdom: Human Rights Act, a New Bill, and the Uncertain Future of Campus Speech Chapter Eight: The United States: First Amendment, Speech Policies, and Promising but "Not Quite There Yet" Results Chapter Nine: Canada: The (Ir)Relevance of the Charter to Campus Free Speech Conclusion

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Book SynopsisOffers advice to school principals, teachers, and parents on how to implement a "whole school approach to bullying". This book provides guidance to help teachers and parents recognize if a child is being victimized or bullies others. It is suitable for those who are involved with children and young people.Trade Review"The problem of school bullying is one of growing dimensions and is of tremendous concern to teachers, parents, and many of the children themselves. Professor Olweus is without question the world's leading authority on the topic. His book is a succinct yet accurate and thorough statement of the problem and what educators and parents can do to alleviate it. It will be invaluable to its intended readership." Professor David G. Perry, Florida Atlantic University. "Olweus's book provides evidence that his programme of intervention has encouraging results where it has been applied, leading to significant and sustained reductions in direct and indirect bullying. This should encourage schools and authorities to study the method described and the valuable suggestions made. There is a useful and wide-ranging reference list of works on bullying and aggression." Criminal Behaviour and Mental Health "Dr Olweus' program, which is in place at 42 Norwegian schools, is the first program against bully/victim problems to be scrutinized by scientific research... The program has been so successful that it is now being set up in several other countries including the United Kingdom, Italy, Germany, and the United States. For Dr Olweus... has studied the problem of bullying for 20 years... Dr Olweus' intervention program is described in detail in his book Bullying at School." Pediatric News "Share it with other parents." Kentucky EnquirerTable of ContentsForeword ix Acknowledgments xl Introduction 1 Part I What We Know About Bullying 5 Stories from the Press 7 What is Meant by Bullying? 8 Some Information About the Recent Studies 10 One Student out of Seven 13 Bully/Victim Problems in Different Grades 14 Have Bully/Victim Problems Increased? 17 Bullying Among Boys and Girls 18 How Much Do the Teachers Do? How Much Do the Parents Know? 20 Bullying at School and on the Way to and from School 21 Comparison between Norway and Sweden 21 Is Bullying Primarily a Big-City Problem? 23 The Size of the School and the Class 23 Supervision during Recess and Lunch Time 25 On Analyses at Different Levels 26 Stability of Bully/Victim Problems over Time 27 Is Bullying a Consequence of Competition at School? 28 What Role do External Deviations Play? 30 What Characterizes the Typical Victims? 31 What Characterizes the Typical Bullies? 34 Physical Weakness and Strength 36 A Concrete Picture 37 What Kind of Rearing Conditions Create Aggressive Children? 39 Group Mechanisms 43 Other Factors 45 A Wider Perspective on Bully/Victim Problems 45 A Question of Fundamental Democratic Rights 48 Portrait Sketches of Henry and Roger, a Victim and a Bully 49 Guide for the Identification of Possible Victims and Bullies 53 Being a Victim - Possible Signs 54 Being a Bully - Possible Signs 58 Part II What We Can Do About Bullying 61 Overview of Intervention Program 64 Goals 65 Awareness and Involvement 66 Measures at the School Level 69 A School Conference Day 69 Supervision and Outdoor Environment 70 Contact Telephone 74 A General PTA Meeting 75 Teacher Groups for the Development of the Social Milieu of the School 77 Study Groups in Parent-Teacher Associations (Parent Circles) 79 Measures at the Class Level 81 Class Rules about Bullying 81 Praise 85 Sanctions 86 Class Meetings 88 Cooperative Learning 89 Common Positive Activities 92 Class PTA Meetings 93 Measures at the Individual Level 97 Serious Talks with the Bully 97 Talks with the Victim 97 Talks with the Parents 100 What Can the Parents of the Bully Do? 101 What Can the Parents of the Victim Do? 103 Use of Imagination 105 Discussion Groups for Parents of Bullied or Bullying Students 106 Change of Class or School 107 Part III Effects of the Intervention Program 109 Main Findings 113 Brief Comments 114 Basic Principles 115 Additional Characteristics 116 Part IV Additional Practical Advice and a Core Program 119 Support from the Principal and Formation of a Coordinating Group 122 Awareness and Involvement 123 Adequate Supervision During Recess and Lunch Time 124 Class Rules and Class Meetings 124 Talks with Involved Students and Their Parents 125 Overview of Core Program 127 Final words 128 References 129 Index 137

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Book SynopsisWry and insightful, Shakespeare, Einstein, and the Bottom Line takes us on a cross-country tour of the most powerful trend in academic life today--the rise of business values and the belief that efficiency, immediate practical usefulness, and marketplace triumph are the best measures of a university's success.Trade ReviewThe monastery is colliding with the market. American colleges and universities are in a fiercely competitive race for dollars and prestige. The result may have less to do with academic excellence than with clever branding and salesmanship. David Kirp offers a compelling account of what's happening to higher education, and what it means for the future. -- Robert B. Reich, University Professor, Brandeis University, and former U.S. Secretary of LaborCan universities keep their purpose, independence, and public trust when forced to prove themselves cost-effective? In this shrewd and readable book, David Kirp explores what happens when the pursuit of truth becomes entwined with the pursuit of money. Kirp finds bright spots in unexpected places--for instance, the emerging for-profit higher education sector--and he describes how some traditional institutions balance their financial needs with their academic missions. Full of good stories and swift character sketches, Shakespeare, Einstein, and the Bottom Line is engrossing for anyone who cares about higher education. -- Laura D'Andrea Tyson, former Chair, Council of Economic AdvisersDavid Kirp wryly observes that "maintaining communities of scholars is not a concern of the market." His account of the state of higher education today makes it appallingly clear that the conditions necessary for the flourishing of both scholarship and community are disappearing before our eyes. One would like to think of this as a wake-up call, but the hour may already be too late. -- Stanley Fish, Dean of the College of Liberal Arts and Sciences, the University of Illinois at ChicagoThis is, quite simply, the most deeply informed and best written recent book on the dilemma of undergraduate education in the United States. David Kirp is almost alone in stressing what relentless commercialization of higher education does to undergraduates. At the same time, he identifies places where administrators and faculty have managed to make the market work for, not against, real education. If only college and university presidents could be made to read this book! -- Stanley N. Katz, Center for Arts and Cultural Policy Studies, Princeton UniversityOnce a generation a book brilliantly gives meaning to seemingly disorderly trends in higher education. David Kirp's Shakespeare, Einstein, and the Bottom Line is that book for our time [the early 21st century?]. With passion and eloquence, Kirp describes the decline of higher education as a public good, the loss of university governing authority to constituent groups and external funding sources, the two-edged sword of collaboration with the private sector, and the rise of business values in the academy. This is a must read for all who care about the future of our universities. -- Mark G. Yudof, Chancellor, The University of Texas SystemDavid Kirp not only has a clear theoretical grasp of the economic forces that have been transforming American universities, he can write about them without putting the reader to sleep, in lively, richly detailed case studies. This is a rare book. -- Robert H. Frank, Johnson Graduate School of Management, Cornell UniversityDavid Kirp wanders America's campuses, and he wonders--are markets, management and technology supplanting vision, values and truth? With a large dose of nostalgia and a penchant for academic personalities, he ponders the struggles and synergies of Ivy and Internet, of industry and independence. Wandering and wondering with him, readers will feel the speed of change in contemporary higher education. -- Charles M. Vest, President, Massachusetts Institute of TechnologyAn illuminating view of both good and bad results in a market-driven educational system. -- David Siegfried * Booklist *Kirp has an eye for telling examples, and he captures the turmoil and transformation in higher education in readable style. -- Karen W. Arenson * New York Times *Mr. Kirp is both quite fair and a good reporter; he has a keen eye for the important ways in which bean-counting has transformed universities, making them financially responsible and also more concerned about developing lucrative specialties than preserving the liberal arts and humanities. Shakespeare, Einstein, and the Bottom Line is one of the best education books of the year, and anyone interested in higher education will find it to be superior. -- Martin Morse Wooster * Washington Times *There is a place for the market in higher education, Kirp believes, but only if institutions keep the market in its place...Kirp's bottom line is that the bargains universities make in pursuit of money are, inevitably, Faustian. They imperil academic freedom, the commitment to sharing knowledge, the privileging of need and merit rather than the ability to pay, and the conviction that the student/consumer is not always right. -- Glenn C. Altschuler * Philadelphia Inquirer *David Kirp's fine new book, Shakespeare, Einstein, and the Bottom Line, lays out dozens of ways in which the ivory tower has leaned under the gravitational influence of economic pressures and the market. -- Carlos Alcalá * Sacramento Bee *The real subject of Kirp's well-researched and amply footnoted book turns out to be more than this volume's subtitle, 'the marketing of higher education.' It is, in fact, the American soul. Where will our nation be if instead of colleges transforming the brightest young people as they come of age, they focus instead on serving their paying customers and chasing the tastes they should be shaping? Where will we be without institutions that value truth more than money and intellectual creativity more than creative accounting? ...Kirp says plainly that the heart of the university is the common good. The more we can all reflect upon that common good--not our pocketbooks or retirement funds, but what is good for the general mass of men and women--the better the world of the American university will be, and the better the nation will be as well. -- Peter S. Temes * San Francisco Chronicle *David Kirp's excellent book Shakespeare, Einstein, and the Bottom Line provides a remarkable window into the financial challenges of higher education and the crosscurrents that drive institutional decision-making...Kirp explores the continuing battle for the soul of the university: the role of the marketplace in shaping higher education, the tension between revenue generation and the historic mission of the university to advance the public good...This fine book provides a cautionary note to all in higher education. While seeking as many additional revenue streams as possible, it is important that institutions have clarity of mission and values if they are going to be able to make the case for continued public support. -- Lewis Collens * Chicago Tribune *In this delightful book David Kirp...tells the story of markets in U.S. higher education...[It] should be read by anyone who aspires to run a university, faculty or department. -- Terence Kealey * Times Higher Education Supplement *David Kirp's Shakespeare, Einstein, and the Bottom Line is more than a breath of fresh air: it is a healthy slap upside the head to academics who think they are immune to the grubbing and grabbing of raw market forces. Elegant, amusing, irreverent, refreshingly written, and beautifully edited, this book shakes the scales off a purist's eyes… [Kirp] balances descriptions of the impressive successes of some experiments with a warning that the assertion "leave it to the market" is itself a political statement, "a default of institutional leadership and an abandonment of the idea of a university's mission." His concluding chapter raises all the right questions about the balance between providing for the private gain of individuals and corporations by charging market rates for the products of professors' work and protecting the common good by arranging subsides for the things that enrich society but that do not pay for themselves (like "sociology, comparative literature, and pure mathematics"). -- David W. Leslie * Academe *Table of Contents* Introduction: The New U * Part I: The Higher Education Bazaar *1. This Little Student Went to Market *2. Nietzsche's Niche: The University of Chicago *3. Benjamin Rush's "Brat": Dickinson College *4. Star Wars: New York University * Part II: Management 101 *5. The Dead Hand of Precedent: New York Law School *6. Kafka Was an Optimist: The University of Southern California and the University of Michigan *7. Mr. Jefferson's "Private" College: Darden Graduate School of Business Administration, University of Virginia * Part III: Virtual Worlds *8. Rebel Alliance: The Classics Departments of Sixteen Southern Liberal Arts Colleges *9. The Market in Ideas: Columbia University and the Massachusetts Institute of Technology *10. The British Are Coming--and Going: Open University * Part IV: The Smart Money *11. A Good Deal of Collaboration: The University of California, Berkeley *12. The Information Technology Gold Rush: IT Certification Courses in Silicon Valley *13. They're All Business: DeVry University * Conclusion: The Corporation of Learning * Notes * Acknowledgments * Index

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Book SynopsisThe presidents and admission deans of leading colleges and universities remind readers that college choice and admission are a matter of fit, and that many colleges are good in different ways. They call for bold changes in admissions policies and application strategies to help schools and applicants fully appreciate what college is really for.Trade ReviewThe truth could set you free! This collection of essays adds real insight to the search for college and re-centers the focus to the student's development and well-being. Full of excellent observations and advice. -- Richard H. Shaw, Dean of Admission and Financial Aid, Stanford UniversityThis book is welcome, if not overdue. The leading figures in college administration and admissions articulate with insight, candor, and compassion what the college admissions process should and should not be. This book is required reading for every parent, counselor, and aspiring student. It is more honest, helpful, and important than any guidebook or ranking magazine that exploits the misplaced anxiety concerning college admissions among students and their families. -- Leon Botstein, President, Bard CollegeCollege Unranked is the most important effort yet to yank back the college application/admission process from the grasp of college rankings, commercial guidebooks, and expensive private consultants, and to restore it where it belongs: in the hands of students and their parents. The voices of the book's contributors are a calm, thoughtful force propelling us through the national blast of anxiety that dominates college selection and admission. -- Bob Laird, former Director of Undergraduate Admission, University of California, Berkeley[College Unranked] is a collection of essays by some of the most thoughtful people working in college admissions today...[Thacker] has an unusual perspective, an irresistible writing style and a passion to help students. -- Jay Mathews * Washington Post *These college-insider contributors deride the 'commercialization of college admissions,' the obsession with college 'rankings' and the 'test prep industry' in a compelling critique of college admissions today. -- Eric Arnesen * Chicago Tribune *Table of ContentsPreface Introduction College Recruitment Night Kim Stafford, Director, Northwest Writing Institute, Lewis & Clark College Let Them Be Students William M. Shain, Dean of Undergraduate Admissions, Vanderbilt University Time Out or Burn Out for the Next Generation William Fitzsimmons, Dean of Admissions and Financial Aid, Harvard College; Marlyn McGrath Lewis, Director of Admissions, Harvard College; Charles Ducey, Director of the Bureau of Study Counsel, Harvard University Sanity Check Bruce J. Poch, Vice President and Dean of Admissions, Pomona College Editor's Stories I Our Numbers Are Up! (Is That Good?) Mark Speyer, Director of College Counseling, Columbia Grammar & Preparatory School Faked Figures Make Fools of Us James M. Sumner, Dean of Admission and Financial Aid, Grinnell College Admissions Messages vs. Admissions Realities Paul Marthers, Dean of Admission, Reed College The Rank Lyrics of the Sirens' Song Sean Callaway, Director of College Placement and Internships, Pace University Center for Urban Education Editor's Stories II. Practical Perspectives: On Choosing the Right College Richard H. Hersh, Former President, Trinity College Admission Selection: Discerning Intrinsic Talents in a Confounding Era. Karl M. Furstenberg, Dean of Admissions and Financial Aid, Dartmouth College Higher Education: The Status Game William Adams, President, Colby College You Must Re-member This Ted O'Neill, Dean of Admission, University of Chicago Editor's Stories III College Admission: As If Learning Mattered Michael Beseda, Vice Provost for Enrollment, Saint Mary's College of California Thoughts From an Admission Officer Mother Sid Dalby, Associate Director of Admission, Smith College Knowledge for its Own Sake Colin S. Diver, President, Reed College Status vs. Substance: Is There a Choice? Robert J. Massa, Vice President for Enrollment, Student Life and College Relations, Dickinson College Editor's Stories IV Establishing the Right Perspective Regarding College Admissions Harold Wingood, Dean of Admission, Clark University Students: You ARE Important, and You Can Take Control! Matt Fissinger, Dean of Admission, Loyola Marymount University Listening to What Matters Craig J. Franz, FSC, President, St. Mary's College of California Saving Imagination Philip Ballinger, Ph.D., Director of Admissions, University of Washington Summary and Discussion: Seeking Educational Clarity and Inspiration Recommendations: Who can do what needs to be done? What can students do? What can parents do? What can colleges do? What can The College Board and the media do? Hope and inspiration Acknowledgements

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Book SynopsisFor a year and a half, Stevens worked in the admissions office of a New England college known for high academic standards, a beautiful campus, and social conscience. Ambitious high schoolers and savvy guidance counselors know that admission here is highly competitive. But creating classes, Stevens finds, is more complicated than most imagine.Trade ReviewSkillfully blending facts and figures with evocative case studies, Mitchell Stevens illuminates the process of admissions to an elite college, and shows how vexed and conflicted it is. -- Howard Gardner, Hobbs Professor of Cognition and Education, Harvard UniversityAt the most influential American colleges, growing competition to be selective and to be selected is undermining the democratic values traditionally entrusted to higher education. Rather than serving as routes to social mobility, many college admission offices end up perpetuating the status quo. Mitchell Stevens's thoughtful and eloquent book illuminates the machinations of the system-- and its consequences. -- Lloyd Thacker, President, Education Conservancy and editor of College UnrankedThis fascinating book uses fly-on-the-wall reporting to show how decision-makers at a prestigious liberal arts college unwittingly perpetuate an American elite. Mitchell Stevens has done a real service by pulling back the curtain on the secretive college admissions process. -- Susan Coll, author of Acceptance: A NovelStevens is a storyteller, an ethnographer who takes readers on an 18-month journey as an admissions counselor. He skillfully paints a rich description of how admissions officers at a private, highly selective, liberal arts college make decisions, and explains why the ability to assemble strong applications is not evenly distributed across the population...Stevens states that his book is about privileged families and the organizational machinery in place to pass comfortable social positions on to their children. The book does much more...This text is a must read for undergraduate students, faculty, and parents. -- A. A. Hodge * Choice *Mitchell Stevens gives a fascinating behind-the-scenes account of how prestigious colleges make [admissions] decisions and shows how what they decide has shaped the lifestyle and values of upper-middle-class America...It is his first-hand experience that makes the book such a gem--Stevens' narrative brings us into the thought-world of the admissions office itself, allowing the reader to view the process from the inside out. -- Jordan Hylden * First Things *Merit may have displaced money as the primary calling card for admission to an elite college, but readers of this book may wonder if much has really changed. * Education Week *Table of ContentsIntroduction 1. A School in a Garden 2. Numbers 3. Travel 4. Sports 5. Race 6. Decisions 7. Yield 8. The Aristocracy of Merit Notes Acknowledgments Index

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Book SynopsisMost kids in the developed world finish high school—but not in the United States. More than a million drop out every year, and the numbers are rising. Dropping Out provides answers to fundamental questions: Who drops out, and why? What happens to them when they do? How can we prevent at-risk kids from short-circuiting their futures?Trade ReviewThe most complete examination of the dropout issue I have ever seen [is] Russell W. Rumberger’s Dropping Out: Why Students Drop Out of High School and What Can Be Done About It… Rumberger examines every complex nuance, summarizes every important research paper and demolishes every Internet myth. His book is a masterpiece, something education wonks will keep close by… We can’t make any improvements, however, without knowing what hasn’t helped dropouts, and why. On those vital questions, this book will be the best resource for years to come. -- Jay Mathews * Washington Post *The book is superb. It is erudite, scholarly, engaging, and provocative… [Rumberger] works his way patiently through the familial, organizational, and individual characteristics that influence dropping out. He then walks us through the nature, consequences, causes, and possible solutions… Rumberger calls upon all methodologies and various strands of programs to consider what possible solutions might look like. He is someone who is big on accountability, and consistent in the observation that systemic change will take time. He recognizes that students may drop out of a school, but much of the work to lessen dropping out will occur with families and in communities. -- Bill Tierney * 21st Century Scholar *[Dropping Out] is not only definitive, but positively masterful in its treatment of a vitally important subject… Russell Rumberger’s prescriptions, if heeded, would be truly revolutionary. This fact alone should make this volume required reading for any serious student of school reform. His treatment is exhaustive, his writing style energizing, his message urgent and his analysis powerful. I recommend it highly. -- A. Graham Down * Education Next *[A] sobering look at one aspect of many crises facing U.S. schools. Drawing on both education policy and economics, [Rumberger] explores the cost of this crisis to the dropouts and American society in terms of higher unemployment, lower wages, and less of a contribution to the tax base. -- Vanessa Bush * Booklist *The standard work on one of the most troubling challenges in U.S. education—beautifully written, authoritative, and insightful, covering everything from the causes of dropping out to effective solutions. -- Henry M. Levin, Columbia UniversityDropouts have little future in the American economy, but about half of Latino and Black men are leaving school without the diplomas they need. Russ Rumberger has devoted his career to this issue and he powerfully documents the costs of dropouts to our society. This comprehensive book is an essential resource for reform. -- Gary Orfield, University of California, Los AngelesRuss Rumberger has written the definitive book on school dropouts. His learned analysis leads to recommendations for action to address this crisis. -- Jack Jennings, President and CEO, Center on Education PolicyRussell Rumberger’s Dropping Out is the most thorough and timely analysis now available of the complex causes and terrible consequences of dropping out of high school. Rumberger provides teachers, administrators, and policymakers with essential knowledge to address a continuing crisis. Dropping Out demonstrates again the necessity of education in an information age economy, and shows how increasing high school graduation rates will be essential for local, state, and national economic strength. -- Bob Wise, President, Alliance for Excellent Education

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Book SynopsisIn March 1933, Nazi storm troopers seized control of the Odenwaldschule, a small German boarding school founded in 1910 by educational reformer Paul Geheeb. Shirley explores how Nazi school reforms catalyzed Geheebâs alienation from the regime and galvanized his determination to close the school and leave Germany.Trade ReviewShirley’s is a very interesting book of high originality. Located in the interface between history of education, political science, educational theory, and comparative education, it is a fascinating account of the confrontations, compromises, and final breakdown of educational liberalism under the attack from both an authoritarian ideology and the build up of totalitarian state power. For the expert it affords fascinating reading; in the context of comparative education it breaks new ground. As an educational contribution to political science it is certain to be an innovation not easily superseded. Last but not least, from the vantage point of educational history, Shirley has an exciting story to tell. -- Wolfgang Edelstein, Max Planck Institute, BerlinThis is an intriguing case study of the clash of progressive education with National Socialism. The documentation is rich, involving many interviews and personal records of the key figures. A welcome addition to the literature on German education as well as on Nazi society. -- Konrad H. Jarausch, University of North CarolinaTable of ContentsAcknowledgments Introduction Part I: Origins 1 Paul Geheeb's Youth and Educational Apprenticeships, 1870-1909 2 The Odenwaldschule, 1910-1930 3 Outer Dangers and Inner Reforms, 1930-1932 Part II: The Transformation of the Odenwaldschule 4 A Storm Trooper's Revenge: January-March, 1933 5 Accommodating the Regime: April June, 1933 6 Emigration or Internal Migration? July-August, 1933 7 The New Faculty's Reforms: September-October, 1933 8 Confrontation in the Conference: November-December, 1933 9 The Splintering of the School: January-March, 1934 Part III: Consequences 10 The Ecole d'Humanite, 1934-1945 11 The Gemeirtschaft dci- Odlenwalclschule, 1934-1945 12 Postwar Developments and Geheeb's Legacy Conclusion Selected Bibliography Notes Index

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Book SynopsisCheating Lessons is a guide to tackling academic dishonesty at its roots. James Lang analyzes the features of course design and classroom practice that create cheating opportunities, and empowers teachers to build more effective learning environments. Instructors who curb academic dishonesty become better educators in other ways as well.Trade ReviewMuch of this book (and arguably the best part of the book) is simply about good teaching. Lang just believes, as many do, that good (and creative) teaching makes students less likely to cheat… Lang should also be congratulated for admitting a hard truth: no matter how good a class or professor, some students are simply going to cheat. And nothing is going to be able to stop this… Lang gives anyone who teaches a lot to think about. Plus, all educators who are looking for ways to shake things up in their classes should enjoy the second section of the book and walk away with some new perspectives on teaching. -- Catherine Ramsdell * PopMatters *This lively book combines a review of key studies of cheating, inspiring examples of active student efforts to stop academic dishonesty, and useful guidelines for how faculty and institutions can respond when it does occur. -- Elizabeth Hayford * Library Journal (starred review) *Practical and insightful… Whether tracking historical incidents of cheating to illustrate different factors, or discussing how university communities can talk to their students about academic dishonesty, Lang is an upbeat guide, effectively arguing that even small steps can help reduce the potential for cheating. * Publishers Weekly *Lang’s book serves as an excellent introduction to principles of effective teaching—that is, teaching that leads to meaningful student learning. Happily, these principles also reduce student motivation to cheat, as Lang cogently argues. Faculty will find in Cheating Lessons many practical examples of ways they can implement these principles in their teaching. -- Derek Bruff, Vanderbilt UniversityLang reminds educators that their primary focus should be on promoting learning, and not on preventing cheating. This helpful book provides accessible summaries of literature on academic cheating, its nature, causes, and prevalence—and illustrative examples of how successful instructors build their courses to encourage learning, and as a by-product, reduce cheating. -- Colin S. Diver, President Emeritus, Reed CollegeJames Lang has written a smart, original, well-researched guide to ‘building better learning environments’ framed as a guide to avoiding academic dishonesty. Rigorously grounded in empirical studies, rich with illuminating examples, and engagingly written, Cheating Lessons promises to be an eye-opening and immensely useful book for post-secondary educators. -- Christopher Hager, Trinity College

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Book SynopsisUndergraduates do not experience college as having a clear beginning and end. Their engagement with higher education is at best episodic. But as Practice for Life shows, the disruptions provide opportunities for reflection and course-correction as students learn to navigate the future uncertainties of adulthood.Trade ReviewUnlike many books on higher education, Practice for Life doesn’t rely on the usual ways of categorizing the undergraduate experience. The authors examine the most normal—even obvious—features of college life in new and insightful ways, showing how what students actually do in college can be profoundly important to how they live the rest of their lives. A satisfying read. -- Daniel Chambliss, coauthor of How College WorksI read this book first as a college president and then as a parent. In both respects, I found my views challenged as the authors opened up new avenues for thinking about and understanding how students experience college. By focusing on the daily decisions students make, the authors explore the ways college is practice for life and the strategies colleges (and parents) can use to deepen the learning that takes place across campus. -- Adam Weinberg, President, Denison UniversityAt a time when the value of college is a major subject of debate, this book answers the question: what do students really learn in college? The authors convincingly demonstrate that liberal education provides the critical framework needed for students to develop the ability to understand choices and make life-changing decisions. The depth of research reflected in this book, involving hundreds of students interviewed over the course of four years of college, makes it a unique resource for college and university administrators, professors, and students and families who seek to understand the nature of the college experience. -- Alison Byerly, President, Lafayette CollegeThis book…reminds us that a substantial amount of the learning that takes place—perhaps the majority of it—occurs outside of the college classroom. The arguments in this book will remain with me in the coming years in my role as a faculty adviser, or when I am meeting with students in my office hours, or even when I am considering how to invite students to connect more deeply with my courses. -- James M. Lang * Chronicle of Higher Education *[Practice for Life] has been invaluable as a way of thinking about helping my students adjust to college…For those interested in advising students, the vignettes collected here provide much food for thought. -- Jason B. Jones * Chronicle of Higher Education *

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Book SynopsisYale offers high-quality audio and video recordings of a careful selection of popular lectures, MIT supplies digital materials for nearly all of its courses. Drawing on a wide range of sources, this title traces the evolution of these online courseware projects and considers the impact they may have, both inside elite universities and beyond.Trade ReviewWinner of the 2012 Philip E. Frandson Award for Literature in the Field of Continuing Higher Education, University Professional and Continuing Education Association "By now, books, articles and blogs about the virtues and vices of online distance learning are hardly new, and are frequently repetitive. But Taylor Walsh's Unlocking the Gates is different. She analyses in great detail the varied experiences of a small number of elite US, UK and Indian universities that, starting in 1999, began to offer some, if not all, of their undergraduate courses online to varying audiences. Walsh has done extensive research--including interviews with 87 educational and business leaders--in this pioneering, unbiased study... A solid, pioneering contribution to the study of online higher education and will surely become the benchmark for later studies."--Howard P. Segal, Times Higher Education "For anyone looking for an insight into some of the issues lying underneath western higher education, they would do well to pick up a copy of Unlocking the Gates. Taylor Walsh's work may only focus on one particular phenomenon but it acts as a lens through which to examine some key challenges facing institutions: how to have a global impact whilst also serving your local students, how to do more with less in times of reducing budgets and endowments, and how higher education can and should change to become fit for the 21st century."--Rachel Dearlove, Impact of Social Sciences, London School of Economics blog "The enabling of open access to learning materials from a range of international higher education providers, at least those that choose to share, means that, provided the technology exists to enable access, potential scholars from around the world can use them to learn and grow in ways not previously available to them. And that it why it is worth reading this book."--Kevin Ashford-Rowe, Journal of Higher Education Policy and Management "Walsh's book stimulates reflection... Too, it provides substantial reality testing with respect to the large number of practical issues spawned by the OER movement."--Donald J. Foss, PsycCRITIQUES "The book is an eye-opener, supported by ample footnotes and extensive interviews (if not with enthusiastic users like myself), as well as financial records and others sources."--John Wilinsky, Teachers College Record "The [book] is a rich portrait of the history and prospects of these courseware efforts, the aspirations and concerns of their principals, their academic content and connections to their sponsoring universities, and their contrasting business models. While the author's sensibility and vocabulary come from management (rather than, say, technology, education, or sociology), the book should be accessible to readers from a wide range of backgrounds."--Mary Taylor Huber, ChangeTable of ContentsForeword by William G. Bowen vii Preface xvii Chapter 1: Introduction: Context and Background 1 Chapter 2: Early Experiments: Fathom and AllLearn 23 Chapter 3: Free and Comprehensive: MIT's OpenCourseWare 57 Chapter 4: Digital Pedagogy: Carnegie Mellon's Open Learning Initiative 89 Chapter 5: Quality over Quantity: Open Yale Courses 122 Chapter 6: A Grassroots Initiative: webcast.berkeley 150 Chapter 7: Closing the Gap in India: The National Programme on Technology Enhanced Learning 178 Chapter 8: Conclusions 206 Epilogue: Implications for the Future 247 References 261 List of Interviews 277 Index 281

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Book SynopsisOffering a survey and evaluation of American higher education as a whole, this book provides a basis for a public discussion about what the system is doing right, what it needs to do better, and how the next quarter century could be made a period of progress rather than decline.Trade Review"Magisterial."--Stanley Fish, New York Times "A detailed progress report on the challenges and opportunities facing our nation's colleges and universities... Competition among schools produces benefits and causes problems. Most of the important ones are addressed in Bok's helpful volume. I hope he is right that we already have the ingredients in place to make the necessary reforms. I know we need university leaders like him to help activate those ingredients so that American higher education can continue to contribute in vital ways to our culture, our economy and our polity."--Michael S. Roth, Washington Post "A thought-provoking book that defies political stereotypes. Because of its nuances, the book is a refreshing change from the openly hostile diatribes attacking higher education in recent years."--Peter Sacks, Minding the Campus "Bok draws on the latest empirical research to set the record straight about systems of governance, undergraduate education, doctoral programs, medical schools, law schools, and business schools, teaching, research, and tenure, tuition, financial aid, affirmative action, the role of government, inter-collegiate athletics, online education, for-profit institutions, and what he calls 'matters of genuine concern.' Comprehensive, judicious, probing, and immensely informative, written for students, parents, and taxpayers as well as 'insiders,' it is one of the best books to appear on this subject in decades."--Glenn Altschuler, Huffington Post "Hold on to your mortarboard; [Higher Education in America has] got five fat sections on the state of instruction at the undergrad then graduate level, with umpteen analyses of market forces at each turn, plus five forewords and four afterwords! Despite this daunting breadth, Bok keeps it real."--Katharine Whittemore, Boston Globe "[Higher Education in America is] a magisterial yet often contrarian assessment of challenges facing university governance, teaching, and, indeed, survival."--Jim Sleeper, Huffington Post "In the past few years, UK government ministers have paid a lot of attention to the American higher education system, and some new ideas introduced in England, at least, have come directly from the US. Higher Education in America, written by a former president of Harvard University, serves to highlight the similarities between issues we face in the UK with those in the US... Easy to read and comprehensive... A useful overview of the state of US higher education in the early 21st century."--Mary Stuart, Times Higher Education "Monumental... [Bok's] assessment is measured and clear, and we may confidently refer young academics and administrators to Higher Education in America as a primer on current affairs."--Mark Bauerlein, Weekly Standard "One theme that I found particularly useful in Higher Education in America is Bok's treatment of undergraduate education and curriculum. Bok underlines the value of a broad university education at every level--for the individual, for the business who hires him or her, and for the society... The book is worth reading carefully by faculty leaders and university administrators as they make their best efforts to enhance the educational effectiveness of their programs."--Daniel Little, Understanding Society blog "Derek Bok asks all the right questions about higher education, and his experience, research, and staggering intelligence pervade every page. The real value here lies in Bok's thorough examination of some of the most urgent challenges facing higher education--and in his spot-on recommendations for what needs to be done to address these concerns. This is an important book for both academics and families looking at a future in higher education."--Grandparents.com "Highly recommended for education professionals, policy advocates, and the broad public as a thorough and thoughtful examination that assesses strengths and weaknesses and suggests paths to academic improvement."--Elizabeth Hayford, Library Journal starred review "Derek Bok ... has a breathtaking grasp of higher education worldwide, and he states his positions in a lucid and learned manner. Moreover, he presents copious evidence to back his assertions so that the reader who wishes to challenge him knows precisely what data support his contentions."--Edward P. Sheridan, PsycCRITIQUES "With more than two decades of service as president of Harvard University behind him, Derek Bok has views on higher education that must be taken seriously... Now in Higher Education in America, the Harvard professor offers a comprehensive and up-to-date volume that gathers analysis of these and numerous other topics in one place."--Choice "Ambitious and thought-provoking, Higher Education in America represents an informed and informative addition to ongoing debates at the national, state, and institutional levels about the aims higher education ought to aspire to and how best to achieve them."--David M. Brown & John Thelin, Teachers College RecordTable of ContentsAcknowledgments ix Introduction 1 Part I The Context Foreword (I) 7 Chapter One The American System of Higher Education 9 Chapter Two Purposes, Goals, and Limits to Growth 28 Chapter Three The Governance of Nonprofit Universities 44 Afterword (I) 72 Part II Undergraduate Education Foreword (II) 77 Chapter Four Going to College and Earning a Degree 81 Chapter Five Paying for College: The Challenge for Policy-Makers and Academic Leaders 98 Chapter Six Entering the Right College 122 Chapter Seven The Expanding Audience for Higher Education 145 Chapter Eight What to Learn 166 Chapter Nine How to Teach 183 Chapter Ten Prospects for Reform 201 Afterword (II) 220 Chapter Eleven Graduate Education Part III Professional Education Foreword (III) 249 Chapter Twelve Medical Schools 256 Chapter Thirteen Law Schools 271 Chapter Fourteen Business Schools 287 Afterword (III) 306 Part IV Research Foreword (IV) 321 Chapter Fifteen "Publish or Perish" 328 Chapter Sixteen The Changing Nature of Scientific Research 342 Chapter Seventeen The Environment for Research 358 Afterword (IV) 377 Part V A Final Reckoning Foreword (V) 383 Chapter Eighteen Matters of Genuine Concern 387 The Last Word 408 Notes 413 Index 453

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Book SynopsisThe End of American Childhood takes a sweeping look at the history of American childhood and parenting, from the nation's founding to the present day. Renowned historian Paula Fass shows how, since the beginning of the American republic, independence, self-definition, and individual success have informed Americans' attitudes toward children. But asTrade Review"The material Fass provides on America in the 19th and early-20th centuries is important, and highly relevant to the really essential issues driving parenting behavior in our day."--Judith Warner, New York Times Book Review The End of American Childhoodis a worthwhile and enlightening book, and [Fass] comes to some persuasively tough conclusions."--Daniel Akst, Wall Street Journal "A wide-ranging and stimulating history of childhood and parenting in the U.S. ... [Fass] illustrates her points with examples from the childhoods of figures both famous (Ulysses S. Grant and Margaret Mead) and obscure (Rose Cohen, a 19th-century child seamstress). She concludes by noting that with the insecurities of the global economy, adolescents put off independence, particularly financial independence, for far longer than in the past two centuries, but that independence is still their eventual goal. Her work provides an invaluable perspective on an important topic."--Publishers Weekly "A comprehensive investigation of how Americans have raised their children... Fass provides ample historical and scientific evidence to support her findings, giving readers a methodical, meticulous accounting of childhood in America over the past 200 years."--Kirkus "[An] enlightening book... Our instincts tell us to do more, not less, to protect our children from the cruel 21st-century world.The End of American Childhoodis a corrective to that outlook."--Isabel Berwick, Financial Times "Childhood in the U.S. has been distinct in the Western world: the relations between generations were more flexible, provided choices, and encouraged children's independence. Historian Fass uses autobiographies, parents' advice, and child welfare literature to paint a portrait of children who, regardless of class, gender, ethnicity, or race, shouldered family responsibilities from the pioneers on the frontier to immigrant children working in factories a century later... Her overview on past parents' fear for children's health and survival serves as a sobering reminder to 'helicopter' parents and 'tiger moms.'"--ChoiceTable of ContentsAcknowledgments ix Introduction: Young in America 1 1 Childhood and Parenting in the New Republic 13 Sowing the Seeds of Independence, 1800-1860 2 Children Adrift 45 Responding to Crisis, 1850-1890 3 What Mother Needs to Know 86 The New Science of Childhood, 1890-1940 4 A Wider World 127 Adolescence, Immigration, and Schooling, 1920-1960 5 All Our Children 171 Race, Rebellion, and Social Change, 1950-1990 6 What's the Matter with Kids Today? 215 Epilogue 268 Notes 275 Suggestions for Further Reading 309 Index 319

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Book SynopsisTrade Review"Winner of the 2018 CITAMS Book Award, Communication, Information Technologies, and Media Sociology Section of the American Sociological Association""Anyone holding Sims’s book will have at hand— literally—a reminder of how reformers’ dreams of using technology’s magical power to shape a perfect future tend to persist, even in the face of real-world constraints and ethical concerns."---Amy Sue Bix, Technology and CultureTable of ContentsAcknowledgments xi Preface xiii 1 Introduction 1 2 Cycles of Disruptive Fixation 24 3 Spatial Fixations 56 4 Pedagogic Fixations 87 5 Amenable and Fixable Subjects 111 6 Community Fixations 139 7 Conclusion: The Resilience of Techno-Idealism 163 Appendix Ethnographic Fixations 179 Notes 185 References 195 Index 207

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Book SynopsisTrade Review"Winner of the 2018 CITAMS Book Award, Communication, Information Technologies, and Media Sociology Section of the American Sociological Association"Table of ContentsAcknowledgments xi Preface xiii 1 Introduction 1 2 Cycles of Disruptive Fixation 24 3 Spatial Fixations 56 4 Pedagogic Fixations 87 5 Amenable and Fixable Subjects 111 6 Community Fixations 139 7 Conclusion: The Resilience of Techno-Idealism 163 Appendix Ethnographic Fixations 179 Notes 185 References 195 Index 207

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Book SynopsisHigher Education in America is a landmark work--a comprehensive and authoritative analysis of the current condition of our colleges and universities from former Harvard president Derek Bok, one of the nation's most respected education experts. Sweepingly ambitious in scope, this is a deeply informed and balanced assessment of the many strengths asTrade Review"Magisterial."--Stanley Fish, New York Times "[Higher Education in America is] a magisterial yet often contrarian assessment of challenges facing university governance, teaching, and, indeed, survival."--Jim Sleeper, Huffington Post "A thought-provoking book that defies political stereotypes. Because of its nuances, the book is a refreshing change from the openly hostile diatribes attacking higher education in recent years."--Peter Sacks, Minding the Campus "Bok draws on the latest empirical research to set the record straight about systems of governance, undergraduate education, doctoral programs, medical schools, law schools, and business schools, teaching, research, and tenure, tuition, financial aid, affirmative action, the role of government, inter-collegiate athletics, online education, for-profit institutions, and what he calls 'matters of genuine concern.' Comprehensive, judicious, probing, and immensely informative, written for students, parents, and taxpayers as well as 'insiders,' it is one of the best books to appear on this subject in decades."--Glenn Altschuler, Huffington Post "Monumental... [Bok's] assessment is measured and clear, and we may confidently refer young academics and administrators to Higher Education in America as a primer on current affairs."--Mark Bauerlein, Weekly Standard "A detailed progress report on the challenges and opportunities facing our nation's colleges and universities... Competition among schools produces benefits and causes problems. Most of the important ones are addressed in Bok's helpful volume. I hope he is right that we already have the ingredients in place to make the necessary reforms. I know we need university leaders like him to help activate those ingredients so that American higher education can continue to contribute in vital ways to our culture, our economy and our polity."--Michael S. Roth, Washington Post "In the past few years, UK government ministers have paid a lot of attention to the American higher education system, and some new ideas introduced in England, at least, have come directly from the US. Higher Education in America, written by a former president of Harvard University, serves to highlight the similarities between issues we face in the UK with those in the US... Easy to read and comprehensive... A useful overview of the state of US higher education in the early 21st century."--Mary Stuart, Times Higher Education "Hold on to your mortarboard; [Higher Education in America has] got five fat sections on the state of instruction at the undergrad then graduate level, with umpteen analyses of market forces at each turn, plus five forewords and four afterwords! Despite this daunting breadth, Bok keeps it real."--Katharine Whittemore, Boston Globe "One theme that I found particularly useful in Higher Education in America is Bok's treatment of undergraduate education and curriculum. Bok underlines the value of a broad university education at every level--for the individual, for the business who hires him or her, and for the society... The book is worth reading carefully by faculty leaders and university administrators as they make their best efforts to enhance the educational effectiveness of their programs."--Daniel Little, Understanding Society blog "Derek Bok asks all the right questions about higher education, and his experience, research, and staggering intelligence pervade every page. The real value here lies in Bok's thorough examination of some of the most urgent challenges facing higher education--and in his spot-on recommendations for what needs to be done to address these concerns. This is an important book for both academics and families looking at a future in higher education."--Grandparents.com "Highly recommended for education professionals, policy advocates, and the broad public as a thorough and thoughtful examination that assesses strengths and weaknesses and suggests paths to academic improvement."--Elizabeth Hayford, Library Journal starred review "Derek Bok ... has a breathtaking grasp of higher education worldwide, and he states his positions in a lucid and learned manner. Moreover, he presents copious evidence to back his assertions so that the reader who wishes to challenge him knows precisely what data support his contentions."--Edward P. Sheridan, PsycCRITIQUES "With more than two decades of service as president of Harvard University behind him, Derek Bok has views on higher education that must be taken seriously... Now in Higher Education in America, the Harvard professor offers a comprehensive and up-to-date volume that gathers analysis of these and numerous other topics in one place."--Choice "Ambitious and thought-provoking, Higher Education in America represents an informed and informative addition to ongoing debates at the national, state, and institutional levels about the aims higher education ought to aspire to and how best to achieve them."--David M. Brown & John Thelin, Teachers College RecordTable of ContentsPreface to the Revised Edition ix Acknowledgments xi Introduction 1 Part I The Context Foreword (I) 7 Chapter One The American System of Higher Education 9 Chapter Two Purposes, Goals, and Limits to Growth 28 Chapter Three The Governance of Nonprofit Universities 44 Afterword (I) 72 Part II Undergraduate Education Foreword (II) 77 Chapter Four Going to College and Earning a Degree 81 Chapter Five Paying for College: The Challenge for Policy-Makers and Academic Leaders 98 Chapter Six Entering the Right College 122 Chapter Seven The Expanding Audience for Higher Education 145 Chapter Eight What to Learn 166 Chapter Nine How to Teach 183 Chapter Ten Prospects for Reform 201 Afterword (II) 220 Chapter Eleven Graduate Education Part III Professional Education Foreword (III) 249 Chapter Twelve Medical Schools 256 Chapter Thirteen Law Schools 271 Chapter Fourteen Business Schools 287 Afterword (III) 306 Part IV Research Foreword (IV) 321 Chapter Fifteen "Publish or Perish" 328 Chapter Sixteen The Changing Nature of Scientific Research 342 Chapter Seventeen The Environment for Research 358 Afterword (IV) 377 Part V A Final Reckoning Foreword (V) 383 Chapter Eighteen Matters of Genuine Concern 387 The Last Word 408 Notes 413 Index 453

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Book SynopsisDo higher education institutions have what it takes to reform effectively from within? Locus of Authority argues that every issue facing today's colleges and universities, from stagnant degree completion rates to worrisome cost increases, is exacerbated by a century-old system of governance that desperately requires change. While prior studies haveTrade ReviewWinner of the 2016 PROSE Award in Education Theory, Association of American Publishers "[An] eloquent exposition."--Inside Higher Education "William Bowen and Eugene Tobin's new book, Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education, has just been published: anyone interested in the governance of universities and colleges should read it."--Henry Farrell, Washington Monthly "Compelling...Locus of Authorityis worth reading... as an invitation to a conversation that is relevant to students, alumni and taxpayers as well as higher education 'insiders.'"--Glenn C. Altschuler, Huffington Post "Through a sweeping yet incisive history, Bowen and Tobin ... present best practices for allowing American education to remain an engine of upward mobility and, thus, a guarantor of global competitiveness. Fortunately, the authors are highly qualified to examine this issue of tremendous import... Locus of Authority is an obligatory study for anyone involved with higher education. It's additionally a must-read for anyone concerned with the fate of American society."--Jonathan Bronitsky, Key Reporter "[A] thoughtful, well-informed conversation."--Choice "We are often so frustrated by each other that we squander the energy crucially required to defend the liberal arts by fighting amongst ourselves. As William G. Bowen and Eugene M. Tobin amply argue... there is much misunderstanding and suspicion on both sides... [Locus of Authority] is extremely thoughtful and detailed in regard to all aspects of a crisis long neglected, and indispensable reading for both sides of the divide."--Chronicle of Higher EducationTable of ContentsPREFACE AND ACKNOWLEDGMENTS ix 1 Introduction 1 2 Historical Overview, Part 1-From the Beginnings to World War II 13 Antecedents in Europe and Colonial America 14 The Emergence of the Research University 27 Control of Faculty Personnel Decisions-and Issues of Academic Freedom 34 World War I and the Interwar Years 45 3 Historical Overview, Part 2-World War II to the Present 67 World War II and the Growth of Sponsored Research 68 The "Red Scare" and the Loyalty Oath Controversies 70 The Explosive Expansion of Higher Education, Leading to the "Golden Age" of the 1960s 77 Protests and Rebellions 87 Retrenchment in the 1970s-and Subsequent Ups and Downs 98 The Real Estate "Bubble" Breaks-and Fiscal/Political Realities Take Hold (or Do They?) 109 The Impact of Experiments with Online Learning 112 The Pathways Initiative at CUNY 127 4 Faculty Roles Today and Tomorrow-Topical Issues 131 The Selection and Tenure of the President 133 The Faculty Appointment Process-Criteria and Decision-Making Authority 139 The Role of the Faculty in Giving Advice of All Kinds 142 The Role of Faculty in Staffing Decisions-and the Rise of Non-Tenure-Track Faculty (the New Majority) 151 Faculty Responsibility for Maintaining Academic Standards in Admissions, Curricular Content, and Student Performance 165 Control over New Teaching Methods-Online Learning 169 5 Overarching Challenges 177 Confronting Trade-offs and the Need for Upfront Consideration of Costs 177 Aligning Roles and Responsibilities 182 Coping with an Ever-Changing Academic Landscape 189 Clarifying Notions of "Academic Freedom" 201 Rethinking "Shared Governance" 205 Case Studies 213 Introduction to the Case Studies 213 The University of California 217 Princeton University 261 Macalester College 291 The City University of New York 315 INDEX 361

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Book SynopsisA personal account of the implementation of a controversial credit transfer program at the nation's third-largest university Change is notoriously difficult in any large organization. Institutions of higher education are no exception. From 2010 to 2013, Alexandra Logue, then chief academic officer of The City University of New York, led a controveTrade Review"This intense, personal memoir of a contentious episode in The City University of New York's recent history painstakingly recounts the complicated events surrounding a set of policies designed to help students transfer credits, with the goal of improving graduation rates and educational attainment. A riveting account of power and authority, Pathways to Reform demonstrates how difficult it is to achieve change when vested interests are at stake and compromise is viewed as surrender."—Eugene M. Tobin, Andrew W. Mellon Foundation"Pathways to Reform provides a guide to colleges on how to avoid the pitfalls and survive the minefields at every stage of creating a core curriculum, from planning to implementation. With the narrative flow of a novel, and carefully presenting all views while objectively arguing her position, Logue puts readers firmly in the places—onstage and backstage—where arguments, counterarguments, and negotiations occurred at The City University of New York."—Elizabeth Nunez, Hunter College, CUNY"This interesting and engaging book looks at the history and controversy related to The City University of New York's Pathways program. Telling a good story, it describes the background that led to the need for Pathways, the features of the reform program, the steps for developing and approving the reform, and the controversies and conflict surrounding this process."—Thomas Bailey, Teachers College, Columbia University"An insider's story of a major reform and curricular effort at a huge public university, Pathways to Reform simultaneously reflects upon the implications of the author's experiences for undertaking change in higher education. Giving a scrupulously fair description of a contentious endeavor to effect change at CUNY, Logue has written an important book."—Paul Attewell, Graduate Center, City University of New York"Examining transfer policies at The City University of New York, Pathways to Reform contains many insights into university governance and the trials and tribulations of change in higher education. Well-documented and exceptionally well-written, the book's accounts of the interplay between the central administration and the faculty and unions are revealing. There is no other book like this one."—William G. Bowen, author of Lesson Plan: An Agenda for Change in American Higher Education

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Book SynopsisAmerican higher education faces some serious problems--but they are not the ones most people think. In this brief and accessible book, two leading experts show that many so-called crises--from the idea that typical students are drowning in debt to the belief that tuition increases are being driven by administrative bloat--are exaggerated or simplyTrade ReviewOne of Bloomberg's Best Books of 2016 "Bachelor's degrees should be completed in three years. MOOCs should replace general education. Coding boot camps are the game changer. College should be free. Internships are more important than instruction. Eliminate administrative bloat and higher education will be prosperous. Pick your quick fix for higher education, but it won't be endorsed in Lesson Plan, a new book by William G. Bowen and Michael S. McPherson. They make clear early in the book that while higher education has serious problems, they find most punditry and political proposals for higher education to be wrong."--Scott Jaschik, Inside Higher Ed "A masterly summary of the state of higher education... [Bowen and McPherson] bring together current research, broad conversations with experts, and their own perspective in a brilliant, coherent explanation of their conviction that academia continues to be a vital investment in human capital... A must-read for everyone concerned about price and quality in higher education."--Library Journal "Lesson Plan [is] a concise, compelling, and, at times, courageous analysis of the ways in which institutions of higher education are failing to provide equal opportunity and lay out an ambitious reform agenda."--Glenn Altschuler, Huffington Post "I recommend [this book] to anyone who wants a better understanding of the problems in higher education in the US, and especially to anyone who is working in higher education and wants to contribute to improving it."--Harry Brighouse, Crooked Timber "A short, yet disarmingly rich and precise, primer on higher-education policy and its compelling relevance for the future of our economy and democracy... [C]ombines the precision born of encyclopedic knowledge with the plain-spoken prose of experts for whom policy analysis is second nature."--Clayton Spencer, Harvard Magazine "A short and clearly written book about the problems facing higher education in the United States. It offers the reader a great deal of data and support for its claims, and it is comprehensive in its approach as its programme for change presents multiple proposals requiring action by federal and state governments as well as institutions."--Chris Mayer, Journal of Higher Education Policy and ManagementTable of ContentsPreface and Acknowledgments vii PART I: Prelude 1 PART II: Pressing National Needs 11 Achieving Higher Levels of Educational Attainment 11 Raising College Completion Rate in the United States 21 Reducing Time-to-Degree 31 Reducing Disparities in Outcomes by Socioeconomic Status and Race or Ethnicity 34 Achieving Affordability 46 Strengthening Leadership Capacities 61 PART III: An Agenda for Change 73 Governmental Funding-Apart from Student Aid 73 Payments by Individuals-and Student Aid (Including Loans) 87 Increasing Efficiency 106 Putting High-Profile College Sports in Proper Perspective 118 Rationalizing Staffing: Supporting the Development of a "Teaching Corps" 121 Improving Teaching through Technology: Adaptive Learning 126 Enabling Stronger Leadership 134 References 141 Index 153

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Book SynopsisTrade ReviewWinner of the 2016 PROSE Award in Education Theory, Association of American Publishers "[An] eloquent exposition."--Inside Higher Education "William Bowen and Eugene Tobin's new book, Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education, has just been published: anyone interested in the governance of universities and colleges should read it."--Henry Farrell, Washington Monthly "Compelling...Locus of Authorityis worth reading... as an invitation to a conversation that is relevant to students, alumni and taxpayers as well as higher education 'insiders.'"--Glenn C. Altschuler, Huffington Post "Through a sweeping yet incisive history, Bowen and Tobin ... present best practices for allowing American education to remain an engine of upward mobility and, thus, a guarantor of global competitiveness. Fortunately, the authors are highly qualified to examine this issue of tremendous import... Locus of Authority is an obligatory study for anyone involved with higher education. It's additionally a must-read for anyone concerned with the fate of American society."--Jonathan Bronitsky, Key Reporter "[A] thoughtful, well-informed conversation."--Choice "We are often so frustrated by each other that we squander the energy crucially required to defend the liberal arts by fighting amongst ourselves. As William G. Bowen and Eugene M. Tobin amply argue... there is much misunderstanding and suspicion on both sides... [Locus of Authority] is extremely thoughtful and detailed in regard to all aspects of a crisis long neglected, and indispensable reading for both sides of the divide."--Chronicle of Higher EducationTable of ContentsPREFACE AND ACKNOWLEDGMENTS ix 1 Introduction 1 2 Historical Overview, Part 1-From the Beginnings to World War II 13 Antecedents in Europe and Colonial America 14 The Emergence of the Research University 27 Control of Faculty Personnel Decisions-and Issues of Academic Freedom 34 World War I and the Interwar Years 45 3 Historical Overview, Part 2-World War II to the Present 67 World War II and the Growth of Sponsored Research 68 The "Red Scare" and the Loyalty Oath Controversies 70 The Explosive Expansion of Higher Education, Leading to the "Golden Age" of the 1960s 77 Protests and Rebellions 87 Retrenchment in the 1970s-and Subsequent Ups and Downs 98 The Real Estate "Bubble" Breaks-and Fiscal/Political Realities Take Hold (or Do They?) 109 The Impact of Experiments with Online Learning 112 The Pathways Initiative at CUNY 127 4 Faculty Roles Today and Tomorrow-Topical Issues 131 The Selection and Tenure of the President 133 The Faculty Appointment Process-Criteria and Decision-Making Authority 139 The Role of the Faculty in Giving Advice of All Kinds 142 The Role of Faculty in Staffing Decisions-and the Rise of Non-Tenure-Track Faculty (the New Majority) 151 Faculty Responsibility for Maintaining Academic Standards in Admissions, Curricular Content, and Student Performance 165 Control over New Teaching Methods-Online Learning 169 5 Overarching Challenges 177 Confronting Trade-offs and the Need for Upfront Consideration of Costs 177 Aligning Roles and Responsibilities 182 Coping with an Ever-Changing Academic Landscape 189 Clarifying Notions of "Academic Freedom" 201 Rethinking "Shared Governance" 205 Case Studies 213 Introduction to the Case Studies 213 The University of California 217 Princeton University 261 Macalester College 291 The City University of New York 315 INDEX 361

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Book SynopsisTrade ReviewOne of Bloomberg's Best Books of 2016 "Bachelor's degrees should be completed in three years. MOOCs should replace general education. Coding boot camps are the game changer. College should be free. Internships are more important than instruction. Eliminate administrative bloat and higher education will be prosperous. Pick your quick fix for higher education, but it won't be endorsed in Lesson Plan, a new book by William G. Bowen and Michael S. McPherson. They make clear early in the book that while higher education has serious problems, they find most punditry and political proposals for higher education to be wrong."--Scott Jaschik, Inside Higher Ed "A masterly summary of the state of higher education... [Bowen and McPherson] bring together current research, broad conversations with experts, and their own perspective in a brilliant, coherent explanation of their conviction that academia continues to be a vital investment in human capital... A must-read for everyone concerned about price and quality in higher education."--Library Journal "Lesson Plan [is] a concise, compelling, and, at times, courageous analysis of the ways in which institutions of higher education are failing to provide equal opportunity and lay out an ambitious reform agenda."--Glenn Altschuler, Huffington Post "I recommend [this book] to anyone who wants a better understanding of the problems in higher education in the US, and especially to anyone who is working in higher education and wants to contribute to improving it."--Harry Brighouse, Crooked Timber "A short, yet disarmingly rich and precise, primer on higher-education policy and its compelling relevance for the future of our economy and democracy... [C]ombines the precision born of encyclopedic knowledge with the plain-spoken prose of experts for whom policy analysis is second nature."--Clayton Spencer, Harvard Magazine "A short and clearly written book about the problems facing higher education in the United States. It offers the reader a great deal of data and support for its claims, and it is comprehensive in its approach as its programme for change presents multiple proposals requiring action by federal and state governments as well as institutions."--Chris Mayer, Journal of Higher Education Policy and ManagementTable of ContentsPreface and Acknowledgments vii PART I: Prelude 1 PART II: Pressing National Needs 11 Achieving Higher Levels of Educational Attainment 11 Raising College Completion Rate in the United States 21 Reducing Time-to-Degree 31 Reducing Disparities in Outcomes by Socioeconomic Status and Race or Ethnicity 34 Achieving Affordability 46 Strengthening Leadership Capacities 61 PART III: An Agenda for Change 73 Governmental Funding-Apart from Student Aid 73 Payments by Individuals-and Student Aid (Including Loans) 87 Increasing Efficiency 106 Putting High-Profile College Sports in Proper Perspective 118 Rationalizing Staffing: Supporting the Development of a "Teaching Corps" 121 Improving Teaching through Technology: Adaptive Learning 126 Enabling Stronger Leadership 134 References 141 Index 153

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Book SynopsisA compelling memoir by the first woman president of a major American universityHanna Holborn Gray has lived her entire life in the world of higher education. The daughter of academics, she fled Hitler's Germany with her parents in the 1930s, emigrating to New Haven, where her father was a professor at Yale University. She has studied and taughtTrade Review"Readers interested in academic administration or the history of American universities would do well to spend a couple hours in Gray’s edifying company." * Kirkus *"An engaging recounting of Gray’s impressive academic and managerial skills that contributed to the advancement of American higher education through the second half of the 20th century."---Elizabeth Hayford, Library Journal"[An Academic Life] presents the eccentric, and often comedic, charm of the collegiate world. . . . Gray’s declarative style provides a frank portrayal of academic culture and a refreshing acknowledgment of the constant, changing tensions faced by universities in contemporary society. . . . [D]uring an era when levels of public distrust in universities are high, and the confidence of university leaders is low, her honest narrative reminds us of the importance of the scholarly enterprise—warts and all."---Justin Zaremby, New Criterion"[An Academic Life] contains magisterial reflections but is also sprightly, often playful, and chockful of entertaining anecdotes."---Robert E. Lerner, National Interest

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Book SynopsisFrom one of America's most important cultural critics comes this collection of the best of his provocative New York Times essays, pieces that have generated passionate discussion and debate.Trade Review"Engaging, provocative, maddening, humorous, and insightful."—Arts Fuse"You are not obligated to agree with him and you are not obligated to like him, but if you care about the enlarging necessity of contest in cultural discourse, then you are obligated to read him."—New Republic"Stanley Fish makes you think. No matter what you thought, or thought you thought, on a given subject—Israel, academia, pickup basketball, American law—Fish will flip it and spin it and dip it and turn it around for you. (And he can be a terrific comedian to boot.) A brilliant book."—Mark Edmundson, author of Why Read?"Stimulating."—Weekly Standard"A volume that covers so much ground so thoughtfully. . . . Fish is both stimulating and precise."—Chronicle of Higher Education

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Book SynopsisTrade Review"One of Choice's Outstanding Academic Titles for 2016""Honorable Mention for the 2017 PROSE Award in Education Theory, Association of American Publishers""In this time of anti-intellectualism--whether technocratic or populist--we don't need more smug disruptors. We need more hopeful builders. They will remind us of the democratic aspirations of pragmatic liberal education while recalling that the ambitions of our finest universities help fulfill the dreams of our best selves as a people."---Michael Roth, Wall Street Journal"Authoritative, panoramic. . . . A thoroughly researched and vigorous history of an institution that has 'gained new vigor and proliferated progeny not only in the United States but around the globe.'" * Kirkus *"At a time in which colleges and universities have come under sustained attack . . . it may well be useful to explain to those outside the academy how American institutions became preeminent and why they continue to play an essential role at the center of modernity's infrastructure. In Wisdom's Workshop, Axtell does just that. Drawing on the vast literature on higher education, he provides an informative and engaging . . . account of the evolution of the research university, from its origins in England, Italy, and France in the Middle Ages to the emergence of the ‘multiversity' in the United States in the last half century."---Glenn Altschuler, Huffington Post"This is an enjoyable and well-informed account of some of the most significant universities in the world."---David Willetts, Times Higher Education"In his new book . . . Wisdom's Workshop: The Rise of the Modern University . . . [James] Axtell traces the U.S. university system all the way back to its Medieval roots. It turns out universities have changed quite a bit in the last eight centuries, both in form and function, adapting to their times. And some shifts are just as radical as the ones we face today."---Byrd Pinkerton, NPR"No one seeking a newsy update of American higher education can ignore this book. . . . Wisdom's Workshop is readable and worthy."---Edwin Yoder, Weekly Standard"James Axtell, one of the field's most authoritative historians, provides this handsome addition to the growing literature on the U.S. university. . . . This book deserves to be read by specialists and generalists alike." * Choice *"James Axtell adds to his prodigious scholarly output with yet another outstanding publication. A pleasurable and informative guide to whatever he chooses to discuss, his latest work is true to form and is justly praised by those well-acquainted with his subject and its sources."---Sheldon Rothblatt, History of Universities

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Book SynopsisHaskell Institute of Lawrence, Kansas, first opened its doors in 1884 to 22 Ponca and Ottawa children, sent there to be taught Anglo-Protestant cultural values. For a century and a quarter since that time, this famous boarding school institution has touched the lives of thousands of students. This book chronicles the institution's formative years.

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Book SynopsisSpeaking from personal experience as well as reporting research findings, the contributors of Graduate Students at Work illustrate the significant expertise that graduate students are asked to enact in their time-intensive jobs as teachers, researchers, and administrators, even as they are kept in poverty wages.Trade Review"Brown’s collection captures the long road of labor exploitation that got us here as well as the unique challenges and opportunities graduate students face in the present moment. The authors explore the emotional, material, and intellectual consequences of capitalism for higher education, creating a vital resource for current and potential graduate students, for the labor organizers who support them, and for the teachers and administrators ready to be allies. This is both a scholarly and a narrative text, accessible and thought-provoking."—Amy Lynch-Biniek, professor of English, Kutztown University"The contributions Tessa Brown’s Graduate Students at Work: Exploited Scholars of Neoliberal Academia makes to the field are significant. The book centers on the original research of current and recent graduate students rather than presenting them as other people’s participants, giving it an authority and an ethical gravitas I can’t applaud loudly enough. The primary research covers a huge range of territory where all too often demands for ‘data’ stall advocacy efforts. I am profoundly grateful that this book exists."—Seth Kahn, professor of English, West Chester University"Recent world events have irreparably influenced how labor dynamics operate within different industries. Tessa Brown has pulled together a brilliant slate of contributors to collectively author a definitive exploratory text that (re)contextualizes graduate students as ‘entry-level academic laborers’ within contemporary higher education. Each original contribution to the book studies this overarching framing of work and labor, whether through empirical study, reflective essay, or commentary. Moreover, the authors present exhaustive rebuttals and thoughtful analyses that dismantle many academic leaders’ and policymakers’ understanding of graduate students as ‘only’ students. This volume is important reading for any person considering, guiding, or participating in higher education and hoping to transform the field in ways that better recognize, compensate, and value the individuals that are doing the essential work that perpetuates the best version of what higher education can be in a society."—Demetri L. Morgan, associate professor of higher education, Loyola University ChicagoTable of ContentsIntroduction: Graduate Students are Hyper-Exploited, Tessa Brown Part I: Labor at the MarginsInterlude 1. Levels to This Sh*t: Layers of Graduate Student Labor, Khadeidra Billingsley1. “I Have to Go Wherever There’s an Opportunity”: Graduate Students’ Experiences of Placelessness and Writing, Charlotte Kupsh and Zoe McDonaldInterlude 2. Invisible Marginalization in Academia, Samah ElbelaziInterlude 3. Invisible Labors and Entangled Emergence, Andrew Hollinger2.“Like I’m ‘The Man’”: Graduate Student Administrators’ Experiences, Talinn Phillips, Paul Shovlin, and Megan TitusInterlude 4. The Ethics of Progressive Internships, Meagan Gacke-Reed3. “It’s Dangerous to Go Alone”: Explorations of Unbalanced Labor and Mentorship in a Blended Learning Doctoral Program, April Cobos and Megan MizePart II: The Labor of Teaching and Research4. Will This Take Me Anywhere? Investing Time in Graduate Student Teaching, Elliot ShapiroInterlude 5. Establishing Ethos for a Translingual GTA—The Unwritten Labor, Anis Rahman5. Learning to Teach, Teaching to Learn, Sara Austin and Kelly MorelandInterlude 6. Mothering and Laboring as a Graduate Student and Teacher, Alma VillanuevaInterlude 7. Parenting while Researching? It Takes Support, Kid-Friendly Systems, and a Lot of Luck, Jacqueline M. Kory-WestlundPart III: The Labor of “Professionalization”Interlude 8. The Professoriate Is a Job, Sarah Welsh6. Scholar-Selves in the Managerial University: The Hidden Labor of Disciplinary Identity Formation in the Doctoral Journey, Adam HaleyInterlude 9. Ethically Honoring Graduate Student Expertise through Joy Projects Conclusion: The Future of the Neo-Confederate Museum, Jaclyn Fiscus-Cannaday and Allison Hutchison7. Chinese Doctoral Students’ Perceptions of Employability in the United States: cultivating Preparedness for a Challenging World, Xueshuang Wang, Weiyan Xiong, and Huiyuan YePart IV: Organizing LaborInterlude 10. Paying to Teach: A Profile of California State University System English Department Graduate Teaching Associate Programs, Martha Althea Webber8. “Fees Are Wage Theft”: Graduate Labor Unions Confronting the Neoliberal University, Jonathan IsaacInterlude 11. A How-To guide for Combating the Invisibility of Graduate Student Parents, Alex Hanson9. “We’ll Be Taking This with Us”: Relationality and Idealism in Three Graduate Student Locals, Anicca CoxAfterword: Striking for a Safer Campus Community, Kalena Thomhave and Matt SehrsweeneyAbout the ContributorsIndex

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Book SynopsisA clarion call to shut down the business school!Trade Review'This is a tour de force of contemporary critical management thinking. All too often, the textbooks and the MBAs get in the way of what should be the future for business - participative, value-creating and sustainable. Read, learn... and shut down the business school' -- Ed Mayo, Secretary General, Co-operatives UK'Business schools are at the centre of the malaise of financialized capitalism... Parker prescribes the nuclear option - termination. His replacement is a focus upon sustainable organising that champions alternatives to more-of-the-same hierarchical organisation, market-based forms of exchange and the necessity of management' -- Hugh Wilmott, Professor of Management, Cass Business School, City University LondonTable of ContentsAcknowledgements Preface 1. What Goes on in Business Schools? 2. Teaching Capitalism 3. What's Wrong with Management? 4. What's Wrong with the Business School? 5. The Business School and the University 6. What is 'Management' Anyway? 7. The School for Organizing 8. The Politics of Organizing 9. What do Students Want? 10. The Business School of Tomorrow Notes Index

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Book SynopsisDr. Christopher See is a graduate of Trinity College, Cambridge University. He currently works as an academic senior house officer in University Hospital Aintree and is a lecturer at Liverpool University. He is an experienced university applications tutor, helping students in all areas of their Oxbridge application in a range of diverse subjects. He is also the author of How to Get into Medical School, Succeed in your Medical School Interview and How to Master Your Medical School Finals, all published by Kogan Page.Table of Contents Chapter - 00: Introduction; Chapter - 01: Why Oxbridge?; Chapter - 02: Principles of preparation; Chapter - 03: College selection; Chapter - 04: Organic development and independent thinking; Chapter - 05: Extracurricular activities map; Chapter - 06: Oxbridge strategy; Chapter - 07: Optimizing your UCAS form for Oxbridge; Chapter - 08: How to get a teacher reference; Chapter - 09: Sample written work submission and aptitude test essays; Chapter - 10: Special examinations; Chapter - 11: What to expect from your Oxbridge interview; Chapter - 12: Sample questions and answers; Chapter - 13: Speech, language and vocabulary; Chapter - 14: Fees, funding and bursaries; Chapter - 15: International students

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Book SynopsisArguing that too much emphasis is placed on specialized research and too little on teaching, this book contends that students seeking higher education in Canada are being short-changed.Table of Contents1 No Place to Learn2 The Canadian University: From College to Knowledge Factory3 Universities in Action: A Day in the Life4 University Teaching5 Research and Reflective Inquiry: Competing Principles6 Teaching and Research at Canadian Universities: The Myth of Mutual Enrichment7 Ethics in Canadian Universities8 Universities in Business: Issues and Prospects9 Pseudo-Problems and Pseudo-Solutions10 Real Problems, Real SolutionsNotesBibliographyIndex

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Book SynopsisArguing that too much emphasis is placed on specialized research and too little on teaching, this book contends that students seeking higher education in Canada are being short-changed.Table of Contents1 No Place to Learn2 The Canadian University: From College to Knowledge Factory3 Universities in Action: A Day in the Life4 University Teaching5 Research and Reflective Inquiry: Competing Principles6 Teaching and Research at Canadian Universities: The Myth of Mutual Enrichment7 Ethics in Canadian Universities8 Universities in Business: Issues and Prospects9 Pseudo-Problems and Pseudo-Solutions10 Real Problems, Real SolutionsNotesBibliographyIndex

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Book SynopsisIt’s All Good (Unless It’s Not) explores frequent sources of undergraduate mental distress and the steps students can take to meet those challenges head-on.Table of ContentsIntroduction: Knowing You’re Not Alone1 Managing the Transition to University2 Valuing and Supporting Diversity 3 Understanding Mental Health4 Meeting Academic Hurdles Head-On5 Making Time for Friends and Extracurriculars6 Going Out and Staying In7 Doing It All and Still Having Time for You8 Recognizing the Signs of Mental IllnessConclusion: Keeping a Healthy MindSources; Index

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Book SynopsisThe Deliberate Doctorate shows postgraduate students how their PhD journey can be driven by purpose when it is grounded in their core values and aligned with their future plans.Table of ContentsIntroduction: Being Deliberate1 Discovering Your Values2 Setting Goals Aligned with Your Values3 Making the Most of Your PhD Supervisor4 Assembling Your Supervisory Team5 Networking without Feeling Smarmy about It6 “Feeling All the Feels” through Your PhD7 Defining Success on Your Own TermsConclusion: Living Your ValuesFurther Reading

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Book SynopsisCanadian public schools have long been entrusted with the mandate of socializing children. Yet this duty can rest uneasily alongside religious diversity questions.Grounding its analysis in three seminal Supreme Court cases involving religion in schools, Religious Diversity in Canadian Public Schools reveals legal processes that are unduly linear, compressing multidimensional conversations into an oppositional format and stripping away the voices of children themselves. Dia Dabby contends that schools are in fact microsystems worthy of their own consideration, and with the power to construct their own rules and relationships.This compelling work connects many of the themes that have animated public discourse since multiculturalism was officially enacted in Canada. Situating its analysis in relation to concepts of nation, education, and diversity, Religious Diversity in Canadian Public Schools encourages a deeper conversation about how religion is mediaTable of ContentsIntroduction1 Everyday Law in Schools2 Litigation about Religion and Education: On (Un)Heard Voices3 Mediating Religious Diversity in Public Schools4 The Administrative Governance of Public Schools5 Relations of Belonging in Education to Mediate DiversityConclusionNotes; Bibliography; Index

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Book SynopsisThis comprehensive analysis of the legally complex relationship between religion and public schools will compel readers to reconsider the role of law in education.Table of ContentsIntroduction1 Everyday Law in Schools2 Litigation about Religion and Education: On (Un)Heard Voices3 Mediating Religious Diversity in Public Schools4 The Administrative Governance of Public Schools5 Relations of Belonging in Education to Mediate DiversityConclusionNotes; Bibliography; Index

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