Educational strategies and policy Books

Book SynopsisFeatures evidence that recruited athletes 'underperform': they do even less well academically than predicted by their test scores and high school grades. This book examines the forces that drive this process and presents proposals for reform. It argues for re-establishing athletics as a means of fulfilling the educational missions of our colleges.Trade Review"Reclaiming the Game paints a disappointing picture of the negative influences of college athletics... Bowen and Levin demonstrate repeatedly that recruited athletes get preferential treatment in admissions despite lower SAT scores, underperform academically throughout college, choose easier majors and graduate at a lower percentage... [A]s the athletic-academic gap grows, the need for visionary leadership from college presidents becomes more pressing. Reclaiming the Game provides an excellent blueprint to do exactly what its title suggests."--Mark Luce, Chicago Tribune "A work of extensive research, impressive statistical analyses, and excellent writing."--John Savant, Commonweal "In the comprehensiveness of its research and the solidity of its argument, Reclaiming the Game breaks new ground and probably will become the most influential book in the field for many years... Unlike other proposals for the reform of college sports, Bowen and Levin's do not exist in a vacuum but have been tested in the real world. They actually work."--Murray Sperber, Academe "Rooted in convincing data, this powerful, thought-provoking work will likely receive wide national attention and will have a substantial impact on campus discussion."--Library JournalTable of Contents*FrontMatter, pg. i*Contents, pg. v*Chapter 1. Introduction, pg. 1*Chapter 2. Recruitment of College Athletes, pg. 43*Chapter 3. The Admissions Advantage, pg. 57*Chapter 4. Athletes in College: Academic Credentials, Athletic Participation, and Campus Culture, pg. 85*Chapter 5. Academic Outcomes, pg. 116*Chapter 6. Academic Underperformance, pg. 145*Chapter 7. Orbits of Competition: The Role of the Conference, pg. 173*Chapter 8. The Widening Athletic Divide, pg. 196*Chapter 9. The Athletic Divide in Context, pg. 219*Chapter 10. Retaking the High Ground, pg. 243*Chapter 11. Reform at the Institutional and Conference Levels: Recruiting, Admissions, and Coaching, pg. 262*Chapter 12. Reform at the Institutional and Conference Levels: The Athletic Program, pg. 280*Chapter 13. Reform at the National Level, pg. 303*Chapter 14. Achieving Change, pg. 316*Summary, pg. 327*Notes, pg. 333

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Book SynopsisSpurred by court rulings requiring states to increase public-school funding, the US spends more per student on K-12 education than almost any other country. This work traces the history of reform efforts and concludes that the principal focus of both courts and legislatures on ever-increasing funding has done little to improve student achievement.Trade ReviewOne of Choice's Outstanding Academic Titles for 2010 "It is enlightening, maddening, hopeful, frustrating and amazingly informative... The book provides a terrific summary of how the U.S. education system has changed since World War II. It makes a telling argument about how much our well-being depends on our schools. It eviscerates the policymaking that has ruled public education for the last half century. And it buries for all time the notion that getting the courts to fix our schools has any chance of success."--Jay Mathews, Washington Post "Hanushek and Lindseth conclusively enlighten policy makers, professors, school administrators, legal and educational researchers, and undergraduate and graduate students of school administration by providing an exhaustive discussion of decades of school funding and the results for student achievement... The authors' experience and expertise in school funding, research, and data analysis and their ideas for the future of funding and accountability make this an absolute must read."--Choice "This important new book by economist Eric Hanushek and attorney Alfred Lindseth is the most cogent and comprehensive analysis of America's school-finance challenges that I have ever seen."--Chester Finn, Jr., Education GadflyTable of ContentsList of Illustrations ix List of Tables xiii Preface xv Introduction 1 Chapter 1: Just How Important Is Education? 10 Education and Financial Achievement 11 Education and Poverty 15 Education and the Nation's Economic Well-Being 16 Testing Student Skills 20 Quality of U.S. Colleges 21 Chapter 2: U.S. Education at a Crossroads 23 Years of School Completed 23 Achievement Levels (or the Mastery of Cognitive Skills) 29 International Comparisons 36 Achievement Gaps 38 Chapter 3: The Political Responses 44 Increased Spending and Resources for K-12 Education 45 Increased Equity in Funding for K-12 Education 57 The Standards and Accountability Movement 71 Increased School Choice Options 76 Teacher Certification 80 Conclusions 82 Chapter 4: Court Interventions in School Finance 83 Federal Desegregation Litigation and Milliken II Remedies 84 "Equity" Cases 88 "Adequacy" Cases 95 Chapter 5: Practical Issues with Educational Adequacy 118 Defining an "Adequate" Education 118 The Element of Causation 129 Problems Relating to Remedy 136 Problems Inherent in the Makeup and Processes of the Courts 139 Chapter 6: The Effectiveness of Judicial Remedies 145 Kentucky 147 Wyoming 151 New Jersey 157 Massachusetts 166 Chapter 7: Science and School Finance Decision Making 171 A Simple Decision Model 172 How Much Is Enough? 173 How Should the Money Be Spent? 200 Using Science More Effectively 211 Chapter 8: A Performance-Based Funding System 217 Guiding Principles: Back to Basics 218 A Performance-Based Funding System 219 Big City Schools 258 Conclusions 260 Chapter 9: Making Performance-Based Funding a Reality 263 The Persistence of Illusory Spending Solutions 263 Support for the Status Quo and Resistance to Change 268 Some Current Countervailing Forces 275 Encouraging True Reform: Mutually Agreed Bargains 279 Changing the Focus of the Courts 281 Mobilizing for the Future 287 Notes 291 Legal Citations 353 Federal Court Cases (arranged in alphabetical order) 353 State Court Cases (arranged by state and, within states, chronologically) 354 Sources for Figures and Tables 361 References 363 Index 395

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Book SynopsisFocusing on the state of doctoral education in the humanities, this book reports on the Graduate Education Initiative's - the effort undertaken to improve doctoral programs in the humanities and related social sciences - success in reducing attrition and times to degree and the positive changes implemented by specific graduate programs.Trade Review"The right combination of money and policies can make real progress in reducing the time to degree for earning humanities doctorates, but the six-year humanities Ph.D. is probably not in the cards. Those are among the key findings of one of the most ambitious efforts ever to reform the humanities Ph.D., as discussed in one of the most thorough (and frank) evaluations of such an effort... [Educating Scholars] closes by noting that 'intensive critical attention' to graduate education has been shown to make a difference in completion and time to degree. And the book notes just how formative graduate education can be: 'The education scholars receive stays with them; its influence flows into their teaching and research and finally to the successive generations of their students.'"--Scott Jaschik, Inside Higher Ed "The lessons Ehrenberg and his colleagues draw from the successes of the program seem like common sense until one considers how many departments fail to follow them."--Steven Brint, American Journal of Sociology "The future of Renaissance scholarship ... depends upon the recruitment and training of graduate students in an improved and efficient system. The Mellon Foundation invested in that admirable and necessary business and the results, harder to achieve than was at first expected, are produced and honestly analyzed in [Educating Scholars] ... essential reading for all involved in the enterprise."--Bibliotheque d'Humanisme et Renaissance "In covering a wide spectrum of important practical aspects of degree completion, this book is valuable for all those who are involved in doctoral programs either as supervisors or as decision-makers and administrators. More broadly, it comprises extremely useful material for those affected by, interested in, or aspiring to effect change in postgraduate studies in the humanities."--Marianna Papastephanou, European Legacy "Administrators and faculty in doctoral programs in the humanities would do well to read this book. Likely many of the conversations they have had regarding improving their own doctoral programs will be represented in the pages. But the book's utility goes beyond the humanities... Educating Scholars can help departments and doctoral programs of all stripes reconsider what is known about graduate education and provide important context for the conversation around improving the experience for all involved."--Jeffery Bieber, Journal of Higher EducationTable of ContentsList of Figures ix List of Tables xi Preface and Acknowledgments xv List of Abbreviations xix Chapter 1. Introduction 1 Part I. Data, Methods, and Context Chapter 2. Data Collection, Outcome Measures, and Analytical Tools 25 Chapter 3. The Departments 41 Part II. Influences on Attrition, Completion, and Time-to-Degree Chapter 4. The Impact of the Graduate Education Initiative on Attrition and Completion 95 Chapter 5. The Influence of Financial Support 113 Chapter 6. The Influence of Doctoral Program Designs 140 Chapter 7. The Role of Gender and Family Status 156 Part III. Transition from Graduate Study to Career Chapter 8. Attrition and Beyond 169 Chapter 9. Early Careers 186 Chapter 10. Publications: Patterns and Influences 206 Part IV. Lessons and Findings Chapter 11. Redesigning Doctoral Programs: Lessons Learned 223 Chapter 12. Principal Findings and Implications 249 Appendix A. Data Collection 273 Appendix B. Questionnaire for the Graduate Education Survey 280 Appendix C. Outcome Measures 300 Appendix D. Methodology 304 Appendix E. Additional Tables and Figures 309 References 331 Index 337

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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 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 SynopsisTrade Review"In Game of Loans, we learn that only a quarter of first-year college students can predict their debt load within 10 percent of the correct amount, in large part because students are regularly overpromised financial aid in complex deals that then change year by year, just like the subprime mortgages that blew up in 2008."--Rana Foroohar, New York Review of Books "Successfully aimed at non-economists, [Game of Loans is] clearly written. [It is a] powerful antidote to the stereotypes and myths that have grown up around student loans."--David Wessel, Wall Street Journal "For many casual observers, the evidence and arguments presented in ... Game of Loans will be new. And if [you] read [the] book, that could help inform a public debate that's bound to stick around for some time."--Beckie Supiano, Chronicle of Higher Education "One of the best things about Game of Loans is that the authors are cautious even in the way they prescribe various policy solutions... But the book's greatest contribution is its call for a more accurate description of the student loan problem in the first place... The authors also deserve credit for taking a good hard look at prevailing narratives, such as the one that holds that student loans are causing borrowers to delay major life decisions, such as buying homes or getting married, and building a case that many of those narratives are unfounded."--Jamaal Abdul-Alim, Diverse Magazine "For many casual observers, the evidence and arguments presented in ... Game of Loans will be new. And if [you] read [the] book, that could help inform a public debate that's bound to stick around for some time."--Beckie Supiano, Chronicle of Higher Education "[Akers and Chingos] provide compelling evidence that paying for the costs of higher education is relatively feasible under the plethora of public financing options available."--AEIdeas "Influential."--Stephen Dash, Forbes.com "[Beth Akers and Matthew Chingos] pore over the data and find, in Game of Loans, that college prices and student debt loads are more affordable than the dominant political narrative would have us believe... Game of Loans includes a clear and concise analysis of college prices and student borrowing patterns over time, filling in holes in a debate often bereft of relevant and reliable data."--Jason Delisle, Education NextTable of ContentsAcknowledgments vii 1 A Brief Introduction to Student Loans 1 2 What Does Student Borrowing in the United States Really Look Like? 13 3 How Did We Get Here? 40 4 Is a Crisis on the Horizon? 63 5 How Are Student Loans Impacting Borrowers and the Economy? 85 6 The Real Problems in Student Lending 100 7 Solving the Real Problems 122 Notes 145 References 167 Index 179

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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 SynopsisAs the tumultuous decade of the 1960s ended, a number of very traditional, very conservative, highly prestigious colleges and universities in the United States and the United Kingdom decided to go coed, seemingly all at once, in a remarkably brief span of time. Coeducation met with fierce resistance. As one alumnus put it in a letter to his alma maTrade ReviewWinner of the 2017 PROSE Award in Education Practice, Association of American Publishers "A painstakingly detailed account of how coeducation came to Harvard, Yale, and Princeton, is an invaluable antidote to the amnesia that has come to envelop the subject. More than that, it is an important work of cultural history. It seems a truism to observe that so profound a change could not have occurred in a vacuum, and Malkiel takes full account of the social and political revolutions that were convulsing the country in the 1960s. But she digs deeper to show how, as the nation neared its end, the leaders of Yale and Princeton realized that the missions these institutions had long assigned themselves of producing the nation's leaders would soon be unsustainable in the absence of coeducation."--Linda Greenhouse, New York Review of Books "Malkiel presents an absorbing, richly textured landscape of the experience of thousands of women who found themselves in elite universities."--Rachel Holmes, Times Literary Supplement "In an age when student activists at campuses across the country are focused on microaggressions and safe spaces, it's a bit surreal to read Nancy Weiss Malkiel's history of gender desegregation at elite American and British colleges. Fifty years ago, same-sex schooling in higher education had ended for many public colleges and universities in the United States and Britain, but it remained the norm at most elite universities... How and why, between 1969 and 1974, these prestigious institutions decided to go coed--or not--is the fascinating story Ms. Malkiel tells. And although her narrow focus is gender admission practices, there are clues ... about the obstacles that continue to prevent the harmony between the many diverse groups of students on campus today."--Lenore Tiefer, Wall Street Journal "One of the most thorough accounts ever written of the determination of highly educated and powerful men to keep women away from the places that endorse exclusive forms of power... A superb, richly documented study."--Mary Evans, Times Higher Education "Fascinating... This hefty book offers a compelling study of institutional change that came not because it was demanded, and not because the motives of its agents were pure. More simply, it was about damned time. "--Carlos Lozada, Washington Post "A carefully researched and compelling narrative... This highly recommended history presents a major cultural change in which coeducation both reflected and stimulated a transformation in women's social and professional status in America."--Library Journal, starred "Lest we forget, a professor of history emerita at Princeton and past dean of its college delivers an authoritative history of the coeducation of elite institutions in the United States and the United Kingdom between 1969 and 1974. Invaluable history, beginning with Harvard, Yale, and Princeton, and enlivened with such vivid illustrations as Jim Berry's 1967 cartoon of two clubmen conferring from their wing chairs: 'Confused--of course, I'm confused! I have a son at Vassar and a daughter at Yale!'"---Harvard Magazine "In the late 1960s, several prestigious universities in the United States-- including Princeton--decided to admit women for the first time. The reasons it happened at this particular moment are surprising and largely unexplored. In her new book, "Keep the Damned Women Out": The Struggle for Coeducation, professor emerita of history and former Dean of the College Nancy Weiss Malkiel illuminates the forces that prompted a small group of powerful men to implement this pivotal change."--Amelia Thompson-Deveaux, Princeton Alumni Weekly "It may be hard for today's undergraduates at elite colleges and universities to imagine that many of their institutions--as recently as the 1960s and 1970s--would not admit female students. These days when coeducation is in the news, it is typically a women's college deciding to admit men. But the reality is that coeducation at elite institutions that were once all male did not happen overnight--and didn't happen without considerable backlash from alumni and others. Nancy Weiss Malkiel tells the story in "Keep the Damned Women Out": The Struggle for Coeducation."--Scott Jaschik, Inside Higher Ed "'Keep the Damned Women Out'... Or in some cases, the damned men."--Smith Alumni Quarterly "There are things you take for granted, until you learn how recently they came about or how tortuous their path. That's how I felt while reading Malkiel's history of how several elite U.S. universities--in particular, Yale, Princeton, Harvard and Dartmouth--finally offered full undergraduate education for women starting in the late 1960s and early 1970s."--Carlos Lozada, Washington Post "From enraged male alumni to topless female protesters, this book captures the tumultuous five-year period when several elite universities in the US and UK first enrolled women as undergraduates."--Jill Wrenn, Financial Times "[A] rich and compelling story"--Maggie Doherty, Chronicle Review "A magisterial history about the admission of women to the most prestigious and sheltered of men's colleges in the United States and Great Britain ... [Malkiel] is a lucid, excellent scholar."--Kate Stimpson, Public BooksTable of ContentsList of Illustrations xi Preface xv Acknowledgments xxiii Introduction 1 Setting the Stage: The Turbulent 1960s 3 Part I The Ivy League: Harvard, Yale, and Princeton 2 Harvard-Radcliffe:"To Be Accepted by the Old and Beloved University" 31 3 Yale: "Girls Are People, Just Like You and Me" 54 4 Princeton: "Coeducation Is Inevitable" 81 5 Princeton: "A Penetrating Analysis of Far-Reaching Significance" 110 6 Yale: "Treat Yale as You Would a Good Woman" 136 7 Princeton: "The Admission of Women Will Make Princeton a Better University" 166 8 Harvard-Radcliffe: Negotiating the "Non-Merger Merger" 195 9 Princeton: "I Felt I Was in a Foreign Country" 214 10 Harvard-Radcliffe: Playing in the "Big Yard" with the Boys 245 11 Yale: Yale Is "Not Yet Coeducational" 268 12 Princeton: "We're All Coeds Now" 288 Part II The Seven Sisters: Vassar, Smith, and Wellesley 13 Vassar: "Separate Education for Women Has No Future" 309 14 Vassar: "Vassar for Men?" 328 15 Smith: "A Looming Problem Which Is Going to Have to Be Faced" 351 16 Smith: "Recommitting to Its Original, Pioneering Purpose" 371 17 Wellesley: "Should Wellesley Jump on the Bandwagon?" 390 18 Wellesley: "Having the Courage to Remain a Women's College" 412 Part III Revisiting the Ivies: Dartmouth 19 Dartmouth: "For God's Sake, for Everyone's Sake, Keep the Damned Women Out" 441 20 Dartmouth: "Our Cohogs" 464 Part IV The United Kingdom: Cambridge and Oxford 21 Cambridge: "Like Dropping a Hydrogen Bomb in the Middle of the University" 491 22 Cambridge: "A Tragic Break with Centuries of Tradition" 517 23 Oxford: "Our Crenellations Crumble, We Cannot Keep Them Out" 540 24 Oxford: As Revolutionary as "the Abolition of Celibacy among the Dons" 570 Part V Taking Stock 25 Epilogue 595 Manuscript Collections and Oral History Transcripts: Abbreviations 611 Interviews 622 Index 623

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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 SynopsisWhy efforts to improve American higher educational attainment haven''t worked, and where to go from hereDuring the first decade of this century, many commentators predicted that American higher education was about to undergo major changes that would be brought about under the stimulus of online learning and other technological advances. Toward the end of the decade, the president of the United States declared that America would regain its historic lead in the education of its workforce within the next ten years through a huge increase in the number of students earning quality college degrees.Several years have elapsed since these pronouncements were made, yet the rate of progress has increased very little, if at all, in the number of college graduates or the nature and quality of the education they receive. In The Struggle to Reform Our Colleges, Derek Bok seeks to explain why so little change has occurred by analyzing the response of America's collegesTrade Review"Derek Bok has written a clear-eyed analysis of the challenges facing those interested in reforming our nation's colleges. Informed by data, scholarship, and the wisdom of experience, Bok's perspective is that of a thoughtful but loving critic, and he pulls no punches. His critiques of faculty, students, college presidents, trustees, foundations, and government policymakers are spot-on. All who wish to improve higher education should read this book."—Lawrence S. Bacow, president emeritus of Tufts University"In The Struggle to Reform Our Colleges, Derek Bok is rightly tough on colleges and universities for their failure to improve educational outcomes and graduation rates, leading to a corresponding negative effect on economic growth and income inequality. Exploring the ways that student learning should be strengthened, Bok demonstrates how the stars have to be aligned between the government, foundations, thoughtful administrators, and faculty to create a productive environment for reform."—Mary Patterson McPherson, president emeritus of Bryn Mawr College"The Struggle to Reform Our Colleges provides an insightful, balanced analysis of the problems facing higher education and does an excellent job offering the background needed to understand the issues. Bok reviews the arguments for increasing postsecondary educational attainment with a strong focus on the quality of education and what students actually learn. He is realistic about the barriers to strengthening the system but is refreshingly optimistic about the prospects for meaningful progress."—Sandy Baum, author of Student Debt"This ambitious book argues that we are at a moment of change and reform in higher education. The United States is falling behind other countries in the share of the population with postsecondary degrees, and at the same time advances in teaching and the advent of new technology are opening opportunities. Assessing this progress, The Struggle to Reform Our Colleges yields important discussion. I learned a great deal."—Thomas Bailey, coauthor of Redesigning America's Community Colleges

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Book SynopsisTrade Review"This book captures the essence of William Bowen—his brilliance, wisdom, wit, and humanity. It is a worthy tribute to one of the most visionary and inspirational leaders in the history of American higher education."—Morton Schapiro, president of Northwestern University"Ever the Leader introduces readers to one of the most original, productive, and engaging minds, wrestling with some of the compelling issues of his day. A remarkable portrait of an immensely effective leader, this collection clearly articulates the values William Bowen cherished in individuals and institutions, and displays the intellectual excitement inspired by his wide-ranging interests and commitments."—Mary Patterson McPherson, president emeritus of Bryn Mawr College"Few figures in American higher education have left a larger mark than William Bowen. This beautifully edited collection of his lectures, essays, and remembrances perfectly captures Bowen's breadth, brilliance, wit, judgment, decency, and humanity. This is a fitting tribute to someone who was truly `ever the leader.’"—Lawrence S. Bacow, president emeritus of Tufts University"Ever the Leader presents William Bowen's major ideas on essential topics in higher education. Even for those who are well versed in the Bowen oeuvre, there are important insights, especially on academic freedom and free speech. Bowen's moral clarity, wisdom, and courage—his willingness to speak his mind on the most controversial dilemmas—shine through."—Nancy Weiss Malkiel, author of "Keep the Damned Women Out": The Struggle for Coeducation"This exceptionally valuable book serves a distinctive and important purpose. It exemplifies William Bowen's work as a leader in the academic, philanthropic, and business worlds."—Michael S. McPherson, coauthor of Lesson Plan: An Agenda for Change in American Higher Education

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Book SynopsisTrade Review"In Game of Loans, we learn that only a quarter of first-year college students can predict their debt load within 10 percent of the correct amount, in large part because students are regularly overpromised financial aid in complex deals that then change year by year, just like the subprime mortgages that blew up in 2008."---Rana Foroohar, New York Review of Books"Successfully aimed at non-economists, [Game of Loansis] clearly written. [It is a] powerful antidote to the stereotypes and myths that have grown up around student loans."---David Wessel, Wall Street Journal"For many casual observers, the evidence and arguments presented in …Game of Loanswill be new. And if [you] read [the] book, that could help inform a public debate that's bound to stick around for some time."---Beckie Supiano, Chronicle of Higher Education"The authors [ofGame of Loans] deserve credit for taking a good hard look at prevailing narratives, such as the one that holds that student loans are causing borrowers to delay major life decisions, such as buying homes or getting married, and building a case that many of those narratives are unfounded."---Jamaal Abdul-Alim, Diverse Magazine"[Akers and Chingos] provide compelling evidence that paying for the costs of higher education is relatively feasible under the plethora of public financing options available." * AEIdeas *"Influential."---Stephen Dash, Forbes.com"Game of Loansincludes a clear and concise analysis of college prices and student borrowing patterns over time, filling in holes in a debate often bereft of relevant and reliable data."---Jason Delisle, Education Next

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Book SynopsisTrade Review"Winner of the 2017 PROSE Award in Education Practice, Association of American Publishers""One of Times Higher Education’s Books of the Year 2017 (chosen by John Bowers)""An important work of cultural history. . . . Malkiel writes with an insider's knowledge of her own institution and from a historian's meticulous reconstruction of what happened at the others."---Linda Greenhouse, New York Review of Books"Malkiel presents an absorbing, richly textured landscape of the experience of thousands of women who found themselves in elite universities that were bastions run by men for men who felt anything on a scale of muddled incomprehension to active aggression at the notion of gender equality."---Rachel Holmes, Times Literary Supplement"In an age when student activists at campuses across the country are focused on microaggressions and safe spaces, it's a bit surreal to read Nancy Weiss Malkiel's history of gender desegregation at elite American and British colleges. Fifty years ago, same-sex schooling in higher education had ended for many public colleges and universities in the United States and Britain, but it remained the norm at most elite universities. . . . How and why, between 1969 and 1974, these prestigious institutions decided to go coed--or not--is the fascinating story Ms. Malkiel tells. And although her narrow focus is gender admission practices, there are clues . . . about the obstacles that continue to prevent the harmony between the many diverse groups of students on campus today."---Lenore Tiefer, Wall Street Journal"One of the most thorough accounts ever written of the determination of highly educated and powerful men to keep women away from the places that endorse exclusive forms of power. . . . A superb, richly documented study."---Mary Evans, Times Higher Education"As well as examining the interplay of interests, egos and bureaucratic structures, Malkiel also shows that sexual politics gave a heightened charge to proceedings. For many people, the character – even the soul – of these institutions seemed to be at stake."---Helen McCarthy, London Review of Books"Fascinating. . . . [This] book offers a compelling study of institutional change that came not because it was demanded, and not because the motives of its agents were pure. More simply, it was about damned time."---Carlos Lozada, Washington Post"A carefully researched and compelling narrative. . . . This highly recommended history presents a major cultural change in which coeducation both reflected and stimulated a transformation in women's social and professional status in America." * Library Journal *"Lest we forget, a professor of history emerita at Princeton and past dean of its college delivers an authoritative history of the coeducation of elite institutions in the United States and the United Kingdom between 1969 and 1974. Invaluable history, beginning with Harvard, Yale, and Princeton, and enlivened with such vivid illustrations as Jim Berry's 1967 cartoon of two clubmen conferring from their wing chairs: 'Confused--of course, I'm confused! I have a son at Vassar and a daughter at Yale!'" * -Harvard Magazine *"In the late 1960s, several prestigious universities in the United States-- including Princeton--decided to admit women for the first time. The reasons it happened at this particular moment are surprising and largely unexplored. In her new book, "Keep the Damned Women Out": The Struggle for Coeducation, professor emerita of history and former Dean of the College Nancy Weiss Malkiel illuminates the forces that prompted a small group of powerful men to implement this pivotal change."---Amelia Thompson-Deveaux, Princeton Alumni Weekly"It may be hard for today's undergraduates at elite colleges and universities to imagine that many of their institutions--as recently as the 1960s and 1970s--would not admit female students. These days when coeducation is in the news, it is typically a women's college deciding to admit men. But the reality is that coeducation at elite institutions that were once all male did not happen overnight--and didn't happen without considerable backlash from alumni and others. Nancy Weiss Malkiel tells the story in "Keep the Damned Women Out": The Struggle for Coeducation."---Scott Jaschik, Inside Higher Ed"'Keep the Damned Women Out'. . . . Or in some cases, the damned men." * Smith Alumni Quarterly *"This book captures the tumultuous five-year period when several elite universities in the US and UK first enrolled women as undergraduates. . . . [A] lively account."---Jill Wrenn, Financial Times"[A] rich and compelling story"---Maggie Doherty, Chronicle Review"A magisterial history about the admission of women to the most prestigious and sheltered of men's colleges in the United States and Great Britain . . . [Malkiel] is a lucid, excellent scholar."---Kate Stimpson, Public Books"Malkiel pursued a prodigious and impressive amount of research to produce this volume. . . . This study makes a major contribution to our understanding of how administrative personnel and structures interacted with trustee, alumni, faculty, and student constituents at American universities."---Mary Ann Dzuback, History of Education Quarterly"A magisterial study of the 1960s move towards coeducation on both sides of the Atlantic."---John Bowers, Times Higher Education"A passionate investigation of the process of integrating women into Ivy League education. . . . The book will be indispensable to those who in the future pursue research on higher education or on these specific institutions. It is an epic book on an epic topic that is well worth studying."---Christine D. Myers, Historical Studies in Education

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Book SynopsisThe landmark New York Times bestseller that demonstrates the benefits of race-conscious admissions in higher education First published in 1998, William Bowen and Derek Bok's The Shape of the River became an immediate landmark in the debate over affirmative action in America. It grounded a contentious subject in concrete data at a time when arguments surrounding it were characterized more by emotion than evidenceand it made a forceful case that race-conscious admissions were successfully helping to promote equal opportunity. Today, the issue of affirmative action remains unsettled. Much has changed, but The Shape of the River continues to present the most compelling data available about the effects of affirmative action. Now with a new foreword by Nicholas Lemann and an afterword by Derek Bok, The Shape of the River is an essential text for anyone seeking to understand race-conscious admissions in higher education.Trade Review“No study of this magnitude has been attempted before.... The evidence collected flatly refutes many of the misimpressions of affirmative-action opponents.”—New York Times“Any respectable discussion of the consequences of affirmative action in universities must now either acknowledge [this book’s] findings or challenge them, and any challenge must match the standards of breadth and statistical professionalism that [the authors] have achieved.”—Ronald Dworkin, New York Review of Books“On the strength of [the authors’] credentials the reader can expect much, and much is delivered.... [This book’s] foundation is so solidly anchored to a bedrock of data that it will be relied upon as a navigational beacon for years to come.”—Robert E. Thatch, Science“The most ambitious and authoritative study to date of the effects of affirmative action in higher education…. [A]n important corrective to conservative propaganda masquerading as social science.”—Ellis Cose, Newsweek

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Book SynopsisFocusing on the years 1980-2015, Brint details the trajectory of American universities, which was influenced by evolving standards of disciplinary professionalism, market-driven partnerships, and the goal of social inclusion.Trade Review"Co-Winner of the Emory Elliott Book Award, UCR Center for Ideas & Society""Honorable Mention for the Pierre Bourdieu Award for Best Book, Sociology of Education Section of the American Sociological Association""A Forbes' Pick for The Year's Best Books About Higher Education, 2019""The most thorough, sweeping, and balanced book that I have read on the strengths and weaknesses of contemporary colleges and universities."---Steven Mintz, Inside Higher Education

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Book SynopsisTrade Review"A Forbes Best Higher Education Book""Shulman offers excellent insights into why change is so difficult at universities and describes how they can succeed—or fail—at their work."---Michael Nietzel, Forbes"In [this] important forthcoming book, James Shulman of the American Council of Learned Societies and the mastermind behind ARTSTOR shows how cross-institutional collaboration and shared services can bend the cost curve, improve outcomes and make higher education more equitable."---Steven Mintz, Inside Higher Ed"Shulman’s book is called The Synthetic University: 'synthetic' not meaning, of course, fake, but, rather, a place of synthesis. And it is these horizontal associations that bring faculty together from different universities that he points to as a prime example of synthesis that enriches all members of the academic ecosphere."---Nathan M. Greenfield, University World News"In a detailed, thoughtful and wide-ranging analysis, Shulman lays out the challenges to inter-institutional cooperation and suggests ways to overcome them."---Glenn C. Altschuler and David Wippmann, Inside Higher Ed

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Book SynopsisTrade Review"One of The Wall Street Journal's Best of the February Bookshelf""An engaging apologia for liberal education. . . . [Marks] blends humor with argument as he makes his case for a renewed vision of higher learning."---John J. Miller, Wall Street Journal"Marks’s vision of a newly energized liberal education is appealing, and Let’s Be Reasonable is an important and timely book. Blending anecdote and theory in a superb accessible style, Marks comes across as the professor we all wish we had: the one who gets students excited about Plato or Rousseau, who challenges them to think more deeply and often gets them to meet that challenge."---Andrew Pessin, Commentary"Instead of attempting to rule our opponents out of line, we might try reasoning with them. Thankfully [Let’s Be Reasonable] explains and models how to do it"---Damon Linker, The Week"A thoughtful . . . contribution to debates about the value of higher education." * Kirkus Reviews *"Jonathan Marks’s Let’s Be Reasonable: A Conservative Case for Liberal Education shows what higher education can be at its best. . . . Marks shows why academic freedom is worth fighting for – he documents what a liberal education can do."---Kenneth S. Stern, The Times of Israel"An important and timely book that should interest anyone, left, right, or center, concerned about higher education in general and the campus anti-Israel movement in particular. Let’s Be Reasonable is indeed a calming voice of reason amidst the frenetic shouting occurring both on and about campuses. Blending anecdote and theory in a superb and accessible style . . . Marks comes across as the professor we all wish we had."---Andrew Pessin, Times of Israel"Let’s Be Reasonable: A Conservative Case for Liberal Education is, indeed, a reasonable book. . . . Everyone needs to be exposed to his ideas on higher education’s ultimate purpose."---Jay Schalin, The James G. Martin Center for Academic Renewal"Marks’s dual status as both a man of the right and a longtime academic positions him well to argue that universities must commit themselves more fully to the task of shaping reasonable people and that, despite their present flaws, all is not lost. Marks can speak both to university insiders and to their outside (often right-leaning) critics."---Thomas Koenig, The Bulwark"In straddling both sides of the debate, Marks has his work cut out for him. It’s a tribute to his wit, good sense, and, indeed, reasonableness that he largely succeeds. . . . Marks’ hopeful argument is a timely rebuttal to the kind of scorched-earth conservatism now ascendant on the intellectual right."---Richard Aldous, American Purpose"Let’s Be Reasonable offers an incisive analysis of the terrain of the contemporary American university, one that anyone interested in understanding higher education should read."---Jenna Silber Storey, Society"Marked by good humor, engaging anecdotes, and reassuring evidence that all is not lost in higher education."---Matthew Stewart, University Bookman"Recommended." * Choice *

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Book SynopsisTrade Review"One of Choice's Outstanding Academic Titles for 2010""It is enlightening, maddening, hopeful, frustrating and amazingly informative. . . . The book provides a terrific summary of how the U.S. education system has changed since World War II. It makes a telling argument about how much our well-being depends on our schools. It eviscerates the policymaking that has ruled public education for the last half century. And it buries for all time the notion that getting the courts to fix our schools has any chance of success."---Jay Mathews, Washington Post"Hanushek and Lindseth conclusively enlighten policy makers, professors, school administrators, legal and educational researchers, and undergraduate and graduate students of school administration by providing an exhaustive discussion of decades of school funding and the results for student achievement. . . . The authors' experience and expertise in school funding, research, and data analysis and their ideas for the future of funding and accountability make this an absolute must read." * Choice *"This important new book by economist Eric Hanushek and attorney Alfred Lindseth is the most cogent and comprehensive analysis of America's school-finance challenges that I have ever seen."---Chester Finn, Jr., Education Gadfly

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Book SynopsisTrade Review"Co-Winner of the Emory Elliott Book Award, UCR Center for Ideas & Society""Honorable Mention for the Pierre Bourdieu Award for Best Book, Sociology of Education Section of the American Sociological Association""A Forbes' Pick for The Year's Best Books About Higher Education, 2019""The most thorough, sweeping, and balanced book that I have read on the strengths and weaknesses of contemporary colleges and universities."---Steven Mintz, Inside Higher Education

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Book SynopsisTrade Review"Written in a simple and engaging style. . . [Becoming Great Universities] offer[s] several basic ideas and practical steps for students, staff, faculty and university leaders on how to make a university great." * Asia Pacific Journal of Education *

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Book SynopsisTrade Review"The major contribution of this text is in Loss’s essay, which is historically-interesting and will appeal to historians of education and those interested in understanding the ways in which voluntary and civic organizations came to embrace a standardized set of governing procedures."---Lauren C. Bell, Journal of Political Science Education

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Book SynopsisTrade Review"[A] a level-headed discussion of the abiding value of a college degree and why earning one is compatible with acquiring the practical skills valued in the workplace."---Michael T. Nietzel, Forbes"Readers will learn eight essential skills for career success, such as completing college or looking for educational options that give them a mix of broad and targeted skills, taking advantage of employer educational benefits, and most importantly, preparing for the world as it is. . . . [The Career Arts's] positive tone and clear writing will appeal to students, parents, and educators." * Library Journal *"One of the clearest assessments of the need to blend higher education and workforce development I’ve read in years. Well-documented and positive in presentation. Great takeaways that can be of great use with governing boards, legislators, and others. I genuinely recommend."---Bennett Boggs, Commissioner of Missouri Department of Higher Education & Workforce Development"At a time when the value and role of a college degree is being questioned by so many, Ben [Wildavsky]'s book provides key insights and lessons from innovators around the country."---Maria Flynn, President and CEO of Jobs for the Future; Forbes 50 Over 50"The Career Arts is slim (pack it in your tote!), practical (a great gift for parents!) and compelling (with deep insights into the value of college, credentials, and - especially for those not born with rich social capital -connections)."---Joellen Perry, Global VP at SAP"The Career Arts [is] a refreshingly clear survey of today’s many educational paths toward better careers. . . . [it] is upbeat about the rise of fast-paced skills training, while still supporting an important role for the slower, deeper tempos of a classic four-year college degree."---George Anders, LinkedIn"This short and timely book is aimed at ‘anybody seeking to understand how to get ahead’. . . . Much of the evidence brought skillfully together by the author Ben Wildavsky promotes familiar lessons - for example that so-called soft skills can be just as important as job-specific ones. . . . [The Career Arts] makes it abundantly clear that those headlines claiming degrees are no longer as helpful as they once were are often flat out wrong."---Nick Hillman, HEPI

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Book SynopsisTrade Review"At a time when many are trying to reduce the college years to a training period for economic competition, Delbanco reminds readers of the ideal of democratic education. . . . The American college is too important 'to be permitted to give up on its own ideals,' Delbanco writes. He has underscored these ideals by tracing their history. Like a great teacher, he has inspired us to try to live up to them."---Michael S. Roth, New York Times Book Review"The book does have a thesis, but it is not thesis-ridden. It seeks to persuade not by driving a stake into the opponent's position or even paying much attention to it, but by offering us examples of the experience it celebrates. Delbanco's is not an argument for, but a display of, the value of a liberal arts education."---Stanley Fish, New York Times"A lucid, fair, and well-informed account of the problems, and it offers a full-throated defense of the idea that you don't go to college just to get a job. Delbanco's brevity, wit, and curiosity about the past and its lessons for the present give his book a humanity all too rare in the literature on universities."---Anthony Grafton, New York Review of Books"[I]nsightful and rewarding. . . . Delbanco's evocation of these nineteenth-century precedents is of central importance, for they allow him to demonstrate that liberal education, far from being an elite indulgence, is inseparable from our nation's most cherished and deeply rooted democratic precepts. In the face of today's hyper-accelerated, ultra-competitive global society, the preservation of opportunities for self-development and autonomous reflection is a value we underestimate at our peril."---Richard Wolin, The Nation"Has the democratic ideal of a classical education, open to rich and poor alike, become a thing of the past? That's the scenario proposed by esteemed literary scholar Delbanco in this engaging assessment of how American higher education has lost its way. . . . He makes a strong case that the purely materialist approach to education assures that the disparity between rich and poor students only widens, with 'merit-based' financial aid and scholarships all going disproportionately to students from families with money. . . . This is an impassioned call for a corrupt system to heal itself." * Kirkus Reviews *"To renew higher education in an age of secular pluralism, Delbanco summons his colleagues to a defense of the university's role in fostering humane and democratic impulses. . . . Delbanco's agenda for reform--curricular, pedagogical, financial, and technological--will stimulate a much-needed national dialogue."---Bryce Christensen, Booklist"Delbanco explores American higher education in a manner befitting a scholar of Melville and the Puritans, with a humanist's belief in lessons from history and in asking what the right thing is to do. . . . College has always been a microcosm of society, so a book about it is also about how we're doing as a country."---Clare Malone, American Prospect"A thoughtful and insightful look at American college's exceptionalism and pitfalls. . . . Whether you're in college, thinking about college or just paying for it, it's a good read to help better understand one of America's oldest and finest institutions. And if we want it to stay that way, we all better get schooled about it."---Kacie Flynn, Vox Magazine, Missourian"The 'Was' part is an illuminating reminder of the Puritan origin of early colleges, such as Harvard and Princeton, where only wealthy males needed apply and where religion, literature and philosophy dominated the curricula. The 'Is' section considers the prohibitive cost, the woefully underprepared applicants, the self-centered teachers and the dominance of research over instruction of undergraduates at today's colleges. Obviously the 'Should Be' is Delbanco's motive in this effort. . . . He dreams of the day when college teachers are back in the classrooms, working collaboratively to bring their youngsters into this new century."---Kathleen Daley, Newark Star Ledger"Recommended for academic and general audiences as a thoughtful, literate, and gracefully written reminder of what higher education needs to be."---Elizabeth R. Hayford, Library Journal"[College] will give a lot of pleasure to anyone who cares about undergraduate education. It offers a fascinating history of the creation and growth of US colleges and universities, some sombre reflections on the tension between the desire of many universities to be known as great research institutions and the needs of their undergraduates, and some angry thoughts about the way in which elite education reinforces economic inequality. . . . Delbanco writes with the exasperated energy of a radical assistant professor half his age, and displays an unforced affection for undergraduate students that is deeply engaging and permeates the book with an infectious optimism about the possibilities of liberal education in spite of all the obstacles that he lists."---Alan Ryan, Times Higher Education"Refreshingly, Delbanco's examination of what college was doesn't turn into a longing backward look. . . . This book is a result of what Delbanco says is two decades of visiting more than 100 colleges of all types, from community colleges to the undergraduate divisions of research universities. It is also the product of extensive reading: He seems to have digested every self-flagellating and self-congratulating essay, every cri de coeur and jeremiad about higher ed that has been produced since scholars sat down together in collegium."---Sebastian Stockman, Kansas City Star"This is a brief, well-researched book, and an insightful account of the factors that shape the current higher educational landscape."---Dennis O'Brien, Commonweal"[An] eloquent book--a combination of jeremiad, elegy and call to arms."---Alan Cate, Cleveland Plain Dealer"In College, [Delbanco] looks to the lengthy and dynamic history of higher education in America as a lens through which to examine its current crises and unsettled future."---Serena Golden, Inside Higher Ed"'Every year the teacher gets older while the students stay the same age.' This has always been true, but Delbanco's observation has a poignant weight today when college is always justified as being for something, whether for the economy, or for democracy, or for social mobility, and not as a place that exists as a community asking questions together, trying to unify knowledge to make sense of our lives--in short, as a place where we pursue the truth."---Angus Kennedy, Spiked Review of Books"Andrew Delbanco does a marvelous job tracing the evolution of one of the most treasured institutions in the United States, 'college,' in terms of the ideal of such an institution and the challenges it is facing. . . . Delbanco's book would be a great one for students and scholars in the fields of educational philosophy, history of education, educational policy, and other related fields. It would also be a good read for anyone who is interested in the development of higher education in the United States."---Shouping Hu, Teachers College Record"What commends [t]his book is its richness of reference and its willingness to charge colleges and universities with lapses that should sow insomnia among administrators."---James Morris, Wilson Quarterly"College: What It Was, Is, and Should Be gives a clear picture of all the forces, both within and outside the university, working against the liberal arts."---Joseph Epstein, Weekly Standard"Andrew Delbanco's recent book is to be praised, for it reminds us that college should be about character formation and not a surrender to a customer service mentality that inflates accomplishments to please future employers, placate doting parents and repair fragile egos. . . . Enlightening."---Robert J. Parmach, America magazine"Well researched, succinct, and eloquently written, this little book should be in every library in every institution of higher learning. It would be an appropriate book for all new faculty members so that they can quickly come to understand the professional situation they are now in. . . . Delbanco's intention is to avoid writing a jeremiad, elegy, funeral dirge, or call to arms. He has succeeded. His realistic account of the current state of affairs is indeed sobering." * Choice *"Delbanco provides a fresh historical argument for why it's important to keep liberal learning in the picture for as many students as possible, and he offers some suggestions for how colleges might do that."---Mary Taylor Huber, Change"This isn't just a plea for the humanities to keep its place at the table, though College is certainly that. Nor is Delbanco exactly making an argument for the liberal arts as the medium through which new, socially critical ideas can take hold and be propagated, a la Dewey--despite his clear belief that an education that has not produced an accountable, critical mind has failed. Rather, he's concerned about the deeply anti-democratic implications of what is happening--the undoing of Emerson's vision of scholarship and serious discussion coming down from the ivory tower and joining the fray, rather than polishing the manners of a happy few. . . . Delbanco does a fine job at making his case for liberal education as a public good that should be preserved and fostered; his concern about how social inequality undermines democratic cultural values strikes me as utterly justified."---Scott McLemee, Democracy"[T]he book reaches its objectives. Its research base is impeccable, as is its expository form. It deserves a place in every college and university library, and not just in the U.S."---William Bruneau, CAUT Bulletin"College offers much valuable analysis, as when Delbanco lays out three common understandings of the purposes of college today. . . . [T]his fine-grained, literate argument for why teaching students 'how to think and how to choose' ought to be at the heart of a college education deserves careful thought and consideration, on and off campus."---Ben Wildavsky, Strategy Matters"Andrew Delbanco offers an eloquent and persuasive argument for the importance of a liberal arts education. At a time when others are challenging the so-called economic viability of a college diploma . . . Delbanco seeks to remind us of the enduring existential value of higher education; of its ability to enrich experience, deepen intellectual ability, and enhance one's own humanity."---Robin Tatu, Prism"Andrew Delbanco has given us a first rate account of the history and present state of the American college. . . . He comes across as a fine teacher, one of the best. I have recommended his classes, solely on the basis of this book, to a young man starting soon at Columbia. And I recommend this book to all who have been to any college or will go someday. This is a fine book."---Geoffrey M. Vaughan, Society"I strongly recommend this book if you are interested in a discussion of the history of undergraduate education in the United States."---Michael Joseph Brown, Teaching Technology and Religion"Delbanco is lovely at historical context. . . . He makes a plea for the great intangibles of a college education."---Katharine Whittemore, Boston Globe

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Book SynopsisOver twenty two centuries ago, the Greek general Pyrrhus questioned the real gains of military victory. Today we might reflect on the recent wars in Iraq and Afghanistan in much the same way. War is not only cruel but capricious; its outcomes are often bitter and frustrating, even for the winning side. Strategy: Key Thinkers expertly introduces the ideas of major strategic thinkers whose work explores the complex challenges associated with the use of military force. Early chapters deal with the foundational work of Sun Tzu (Sunzi), Thucydides, Vegetius, Machiavelli and Carl von Clausewitz and their relevance to problems facing Western militaries today. The book then considers broader issues, such as the distinctive importance of air and maritime operations, the difficulty of waging offensive land warfare in the face of modern firepower, the implications of nuclear weapons, and the potential of irregular warfare. It concludes by highlighting key themes which connect -Trade Review"Strategic thought moves strategic practice. Tom Kane's outstanding book explains the enduring relevance of strategic ideas to our human security condition." Colin Gray, University of Reading "A uniquely accessible and profound examination of the foundations of contemporary strategic thought. This book should be the starting point for anyone who wishes to understand the theory of war. A major intellectual achievement." Eric Grove, Liverpool Hope University "Thoughtful, engaging, and even entertaining, this first-rate book does far more than just present readers with a list of strategic thinkers and their basic ideas – it explains, clearly and precisely, why strategy matters. Readers will gain a deeper appreciation of how the practice of strategy influences the fate of states, and how strategic failure may carry a terrible price." Dale Walton, Lindenwood UniversityTable of ContentsAcknowledgements viii Introduction: Bringing Strategy to Life 1 1 Hearing the Thunder 8 2 Honour, Interest and Fear 30 3 Conquering Fortune 51 4 Summarizing War 76 5 Right Place, Right Time, Right Technology 101 6 Heavy Metal 124 7 The Once and Future Atom 142 8 The Weak Against the Strong 157 Conclusion: Strategy in the Twenty-First Century 177 References 186 Index 192

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Book SynopsisOver twenty two centuries ago, the Greek general Pyrrhus questioned the real gains of military victory. Today we might reflect on the recent wars in Iraq and Afghanistan in much the same way. War is not only cruel but capricious; its outcomes are often bitter and frustrating, even for the winning side. Strategy: Key Thinkers expertly introduces the ideas of major strategic thinkers whose work explores the complex challenges associated with the use of military force. Early chapters deal with the foundational work of Sun Tzu (Sunzi), Thucydides, Vegetius, Machiavelli and Carl von Clausewitz and their relevance to problems facing Western militaries today. The book then considers broader issues, such as the distinctive importance of air and maritime operations, the difficulty of waging offensive land warfare in the face of modern firepower, the implications of nuclear weapons, and the potential of irregular warfare. It concludes by highlighting key themes which connect -Trade Review"Strategic thought moves strategic practice. Tom Kane's outstanding book explains the enduring relevance of strategic ideas to our human security condition." Colin Gray, University of Reading "A uniquely accessible and profound examination of the foundations of contemporary strategic thought. This book should be the starting point for anyone who wishes to understand the theory of war. A major intellectual achievement." Eric Grove, Liverpool Hope University "Thoughtful, engaging, and even entertaining, this first-rate book does far more than just present readers with a list of strategic thinkers and their basic ideas – it explains, clearly and precisely, why strategy matters. Readers will gain a deeper appreciation of how the practice of strategy influences the fate of states, and how strategic failure may carry a terrible price." Dale Walton, Lindenwood UniversityTable of ContentsAcknowledgements viii Introduction: Bringing Strategy to Life 1 1 Hearing the Thunder 8 2 Honour, Interest and Fear 30 3 Conquering Fortune 51 4 Summarizing War 76 5 Right Place, Right Time, Right Technology 101 6 Heavy Metal 124 7 The Once and Future Atom 142 8 The Weak Against the Strong 157 Conclusion: Strategy in the Twenty-First Century 177 References 186 Index 192

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Book SynopsisIn the decades after 1944 the four nations of Britain shared a common educational programme. By 2015, this programme had fragmented: the patterns of schooling and higher education in Wales, Scotland, Northern Ireland and England resembled each other less and less.Trade Review"A fine job has been achieved in expanding the scope of the original book, moving to include not merely developments in the further and higher education sectors - the previous edition mostly centred on secondary schooling - but also those seismic changes fllowing the first term of Tony Blair's landmark administration from 1997- 2001."—John Howelett, University of Keele, History of Education "The second edition of Ken Jones’s book offers an erudite and nuanced analysis of the political economy of education policy in modern Britain. Its balance of insight and detail makes it essential and necessary reading for education policy students and researchers and hopefully for those others who stride boldly and often ill-informed in the 'educational space' - policymakers!"—Stephen Ball, Institute of Education, UCL "Ken Jones' account of the divergence of the education systems of Britain’s four nations is both analytically sophisticated and deeply engaging. Anyone who wants to understand the current state of education in Britain should read this beautifully crafted and highly nuanced history of the struggles and collisions that have taken us to this place. Whilst much of the story is depressing, the book is a pleasure to read."—Sharon Gewirtz, King's College LondonTable of ContentsIntroduction1 Post-War Settlements2 The Golden Age?3 Expansion, Experiment, Conflict4 The Watershed: Conservatism and Educational Change5 New Labour: The Inheritors6 Crisis and OpportunityReferences

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Book SynopsisWhat good is art? What is the point of a university education? Can philosophers contribute anything to social liberation? Such questions, both ancient and urgent, are the pulse of reformational philosophy. Inspired by the vision of the Dutch religious and political leader Abraham Kuyper, reformational philosophy pursues social transformation for the common good. In this companion volume to Religion, Truth, and Social Transformation, Lambert Zuidervaart presents a socially engaged philosophy of the arts and higher education. Interacting with the ideas of leading Kuyperian thinkers such as Calvin Seerveld and Nicholas Wolterstorff, Zuidervaart shows why renewal in the arts needs to coincide with political and economic transformation. He also calls for education and research that serve the common good. Deeply rooted in reformational philosophy, his book brings a fresh and inspiring voice to current discussions of religious aesthetics and Christian scholarship. Art, Education, and CulturalTrade Review" Art, Education, and Cultural Renewal will appeal to a wide range of readers - beyond those versed in Reformational philosophy - to include general Christian audiences interested in how art and education can contribute to the common good. The author' s personal commitment to this vision resonates through the entire book." Thomas Reynolds, University of Toronto

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Book SynopsisA timely assessment of a successful initiative to support Aboriginal cultural ways and worldviews in one Ontario high school.Trade ReviewImportantly, [this] book not only tells a story of Aboriginal students in public education systems but also situates the narrative within a broader socio-historical context that serves to provide the reader with significant insights into how the education system in Canada has failed Aboriginal youth ... Cherubini’s book offers a significant contribution to the landscape of Aboriginal education, opportunities to make further advances in this field, and expands on specific areas related to learning in order to provide increased clarity into the nature of how Aboriginal students learn most effectively. -- Gabrielle LindstromTable of ContentsForeword / Lyn TrudeauIntroductionPart 1: Background1 Evoking the Past, Framing the Future2 Setting the StoryPart 2: From Theory to Practice3 The Conversations4 Subplots5 Climax: Learning from the StoriesAppendicesWorks Cited; Index

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Book SynopsisTransforming the Canadian History Classroom is a call for a radically innovative practice that places students – the stories they carry and the histories they want to be part of – at the centre of history education.Trade Review"…Cutrara calls on teachers to be aware of the unintended impacts of the traditional history classroom that prioritizes ‘approved’ content over meaningful interactions." -- Aaron Stout, University of Lethbridge * Ontario Historical Society Review *...I see tremendous value in the visions, ideas, and practices in this book. -- Michael Capello * Historical Studies in Education *Table of Contents1 Meaningful Learning: Imagining a New “We”2 The Present of Today’s Past: Current Trends and Curriculum3 Students Speak: A Desire for Connected, Complex Canadian History4 Teaching the Others in the Room: Limiting Connection, Removing Complexity5 Meaningful Sites of Teaching: The Need for Time, Space, and Place6 Historic Space: Meaningful Learning in Canadian HistoryNotes; Works Cited; Index

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Book SynopsisKnowing the Past, Facing the Future offers a sweeping account of Indigenous education in Canada, from the first treaty promises and the failure of government-run schools to illuminating discussions of what needs to change now to work toward reconciliation.Trade ReviewThis book provides innovative reflections on long-standing issues in Indigenous education in Canada and suggests possible pathways to address the educational debt that Canada owes Indigenous peoples. I recommend it to educators, students, and administrators, to anyone interested in learning about the history of residential schools, and to all readers who are interested in reconciliation and decolonisation. -- Valentina de Riso, Nottingham Trent University * British Journal of Canadian Studies *There is no doubting the importance of the subject tackled by this edited collection... In eleven highly diverse chapters, plus a substantial introduction by editor Sheila Carr-Stewart, this collection seeks to shed light on the mechanisms of educational exclusion and sound out the prospects for a different kind of education in the future. -- Mark Fettes, Simon Fraser University * University of Toronto Quarterly *Readers who are new to the topic, such as practicing teachers who wish to enhance their responsiveness to Indigenous students or undergraduate history majors, will gain accessible historical and policy context, alongside complex and nuanced representatios of the challenges that pervade Indigenous education today. -- Heather E. McGregor * Historical Studies in Education *Table of ContentsIntroduction / Sheila Carr-StewartPart 1: First Promises and Colonial Practices1 “One School for Every Reserve”: Chief Thunderchild’s Defence of Treaty Rights and Resistance to Separate Schools, 1880–1925 / Sheila Carr-Stewart2 Placing a School at the Tail of a Plough: The European Roots of Indian Industrial Schools in Canada / Larry Prochner3 The Heavy Debt of Our Missions: Failed Treaty Promises and Anglican Schools in Blackfoot Territory, 1892–1902 / Sheila Carr-StewartPart 2: Racism, Trauma, and Survivance4 If You Say I Am Indian, What Will You Do? History and Self-Identification at Humanity’s Intersection / Jonathan Anuik5 Laying the Foundations for Success: Recognizing Manifestations of Racism in First Nations Education / Noella Steinhauer6 Iskotew and Crow: (Re)igniting Narratives of Indigenous Survivance and Honouring Trauma Wisdom in the Classroom / Karlee D. FellnerPart 3: Truth, Reconciliation, and Decolonization7 Curriculum after the Truth and Reconciliation Commission: A Conversation between Two Educators on the Future of Indigenous Education / Harry Lafond and Darryl Hunter8 Indigenous and Western Worldviews: Fostering Ethical Space in the Classroom / Jane P. Preston9 Supporting Equitable Learning Outcomes for Indigenous Students: Lessons from Saskatchewan / Michael Cottrell and Rosalind Hardie10 Hybrid Encounters: First Peoples Principles of Learning and Teachers’ Constructions of Indigenous Education and Educators / Brooke Madden11 The Alberta Métis Education Council: Realizing Self-Determination in Education / Yvonne Poitras Pratt and Solange LalondeIndex

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Book SynopsisKnowing the Past, Facing the Future offers a sweeping account of Indigenous education in Canada, from the first treaty promises and the failure of government-run schools to illuminating discussions of what needs to change now to work toward reconciliation.Trade ReviewThis book provides innovative reflections on long-standing issues in Indigenous education in Canada and suggests possible pathways to address the educational debt that Canada owes Indigenous peoples. I recommend it to educators, students, and administrators, to anyone interested in learning about the history of residential schools, and to all readers who are interested in reconciliation and decolonisation. -- Valentina de Riso, Nottingham Trent University * British Journal of Canadian Studies *There is no doubting the importance of the subject tackled by this edited collection... In eleven highly diverse chapters, plus a substantial introduction by editor Sheila Carr-Stewart, this collection seeks to shed light on the mechanisms of educational exclusion and sound out the prospects for a different kind of education in the future. -- Mark Fettes, Simon Fraser University * University of Toronto Quarterly *Readers who are new to the topic, such as practicing teachers who wish to enhance their responsiveness to Indigenous students or undergraduate history majors, will gain accessible historical and policy context, alongside complex and nuanced representatios of the challenges that pervade Indigenous education today. -- Heather E. McGregor * Historical Studies in Education *Table of ContentsIntroduction / Sheila Carr-StewartPart 1: First Promises and Colonial Practices1 “One School for Every Reserve”: Chief Thunderchild’s Defence of Treaty Rights and Resistance to Separate Schools, 1880–1925 / Sheila Carr-Stewart2 Placing a School at the Tail of a Plough: The European Roots of Indian Industrial Schools in Canada / Larry Prochner3 The Heavy Debt of Our Missions: Failed Treaty Promises and Anglican Schools in Blackfoot Territory, 1892–1902 / Sheila Carr-StewartPart 2: Racism, Trauma, and Survivance4 If You Say I Am Indian, What Will You Do? History and Self-Identification at Humanity’s Intersection / Jonathan Anuik5 Laying the Foundations for Success: Recognizing Manifestations of Racism in First Nations Education / Noella Steinhauer6 Iskotew and Crow: (Re)igniting Narratives of Indigenous Survivance and Honouring Trauma Wisdom in the Classroom / Karlee D. FellnerPart 3: Truth, Reconciliation, and Decolonization7 Curriculum after the Truth and Reconciliation Commission: A Conversation between Two Educators on the Future of Indigenous Education / Harry Lafond and Darryl Hunter8 Indigenous and Western Worldviews: Fostering Ethical Space in the Classroom / Jane P. Preston9 Supporting Equitable Learning Outcomes for Indigenous Students: Lessons from Saskatchewan / Michael Cottrell and Rosalind Hardie10 Hybrid Encounters: First Peoples Principles of Learning and Teachers’ Constructions of Indigenous Education and Educators / Brooke Madden11 The Alberta Métis Education Council: Realizing Self-Determination in Education / Yvonne Poitras Pratt and Solange LalondeIndex

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Book SynopsisMaking the Case provides clear explanations of how law protects sexual minority rights, making it an essential resource for supporting 2SLGBTQ+ students in Canadian schools.Trade ReviewThe authors do an excellent job of defining terminology and making the legal content accessible for lay readers. This book could serve as a practical guide for Canadian schools. -- J. Siegal, University of South Carolina Upstate * CHOICE Connect *Table of ContentsIntroduction: Point of Departure 1 Legal Possibilities and the New Schools2 The (New) Safe School 3 Whose Voices?4 The Challenge of the “New” 5 Making Spaces, Making Community Conclusion: Getting There Notes; Bibliography; Index

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Book SynopsisAm I Safe Here? treats LGBTQ students as the experts in their own schools, revealing that, to achieve safety and equity, nothing less than a total culture change is needed.Table of ContentsPrefaceList of Participants Introduction1 Changing the Culture2 How Safe Is My School?3 Homophobia, Heterosexism, and Heteronormativity4 Rules to Live By, or How to Succeed in School without Really Changing Anything5 What Now?Notes

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Book SynopsisOver the past three decades, colleges and universities have committed to encouraging, embracing, and supporting diversity as a core principle of their mission. But how are goals for achieving and maintaining diversity actually met? What is the role of students in this mission? When a university is committed to diversity, what is campus culture like? In Learning to Speak, Learning to Listen, Susan E. Chase portrays how undergraduates at a predominantly white urban institution, which she calls City University (a pseudonym), learn to speak and listen to each other across social differences. Chase interviewed a wide range of students and conducted content analyses of the student newspaper, student government minutes, curricula, and website to document diversity debates at this university. Amid various controversies, she identifies a defining moment in the campus culture: a protest organized by students of color to highlight the university''s failure to live up to its diversity coTrade Review"Susan E. Chase's focus on the narrative environment and the impact it has on the way students, especially, learn to speak and listen about diversity is a fresh perspective and an important reminder to all that context matters, and what we say and do (our narrative practices) shape and are shaped by it. As faculty and administrators, we have a critical role in creating and understanding that narrative environment. She also reminds us of the power and value of 'integrating academic and extracurricular' areas to strengthen learning and create change. After all, that is how our students live their daily lives . . . knitting the various pieces of the academy together."—Susan Murphy, Vice President, Student and Academic Services, Cornell University"Learning to Speak, Learning to Listen approaches the important issues of racialization and antiracist activism in an innovative way. While Susan E. Chase focuses on one college in particular, the dynamics she highlights have implications for many other college and university settings."—Nancy A. Naples, University of ConnecticutTable of ContentsPreface IntroductionPart I. City University's Narrative Landscape 1 Diversity at City University 2 Conflicting Discourses 3 Race in CU’s Narrative LandscapePart II. Students’ Personal Narratives 4 Learning to Speak 5 Learning to ListenPart III. Students’ Protest and Response 6 Creating a Voice of Protest 7 Walking on Eggshells (And Other Responses) 8 Doing the Work of AlliesReflections EpilogueAppendixes A Note to People at CU B Methodological Issues C Interviewees and Interview Guides D Detailed Tables and Methods of Content AnalysisNotes Selected References Index

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Book SynopsisClassroom Cheats Turn to Computers. Student Essays on Internet Offer Challenge to Teachers. Faking the Grade. Headlines such as these have been blaring the alarming news of an epidemic of plagiarism and cheating in American colleges: more than 75 percent of students admit to having cheated; 68 percent admit to cutting and pasting material from the Internet without citation. Professors are reminded almost daily that many of today''s college students operate under an entirely new set of assumptions about originality and ethics. Practices that even a decade ago would have been regarded almost universally as academically dishonest are now commonplace.Is this development an indication of dramatic shifts in education and the larger culture? In a book that dismisses hand-wringing in favor of a rich account of how students actually think and act, Susan D. Blum discovers two cultures that exist, often uneasily, side by side in the classroom. Relying extensively on interviews conductedTrade ReviewLike Margaret Mead among the Samoans, Blum views her subjects—digital natives—as an exotic species. She notes their constant use of email, text messaging and the Internet. She declares them to be 'the wordiest and most writerly generation in a long while' and anoints their conversational tendency to quote TV shows and films an admirable form of 'intertextuality.' They are 'storming the barricades' of a new digital future, she claims, using the Internet to engage in collaborative work and to expand their knowledge base. She finds the hapless faculty members charged with teaching such students 'embattled and bewildered.' In other words: Get Twittering, grandma. Blum also embraces various postmodern theories of plagiarism. Internet-savvy, intertextual ingénues don't steal words; they engage in 'patchwriting' and 'pastiche,' constructing essays the way they create eclectic music playlists for their iPods. This practice, she argues, can be viewed as a form of homage or reverence as much as theft. In fact, as Ms. Blum’s research demonstrates, students today view writing — however we might define such a thing in a 'pastiche' culture — as a purely instrumental activity: a means to an end. * Wall Street Journal *Table of ContentsIntroduction: Plagiarism in College1 A Question of Judgment: Plagiarism Is Not One Thing, Once and for All2 Intertexuality, Authorship, and Plagiarism: My Word, Your Word, Their Word -> Our Word3 Observing the Performance Self: Multiplicity versus Authenticity4 Growing Up in the College Bubble: The Tasks and Temptations of Adolescence5 No Magic Bullet: Deconstructing PlagiarismConclusion: What Is to Be Done?Notes Bibliography Acknowledgments Index

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Book SynopsisThis text examines major changes in US educational development and reform, considering how such changes have been implemented in the past and warning against exaggerating their benefits. Issues covered include governance, equity and multiculturalism, curriculum standards and school choice.Trade Review"The quality of the contributors alone is enough to make this an excellent book. It is a valuable compendium--and bibliography--of recent thinking on the historical context of current discussions of educational reform. It should be read by educational policymakers and by anyone who wants to be sufficiently well-informed about education to participate in the reform process."--Robert A. McCaughey, Barnard CollegeTable of ContentsAcknowledgmentsIntroductionPart I: Changes in Education Over TimeChapter 1. Assimilation, Adjustment, and Access: An Antiquarian View of American EducationChapter 2. Who's in Charge? Federal, State, and Local ControlChapter 3. Attitudes, Choices, and Behavior: School DeliveryPart II: Equity and MulticulturalismChapter 4. Changing Conceptions of Educational EquityChapter 5. Ethnic Diversity and National IdentityChapter 6. American History Reconsidered: Asking New Questions About the PastPart III: Recent Strategies For Reforming the SchoolsChapter 7. The Search for Order and the Rejection of Conformity: Standards in American EDucationChapter 8. Reinventing SchoolingChapter 9. The New Politics of ChoicePart IV: The Six National GoalsChapter 10. School Readiness and Early Childhood EducationChapter 11. School Leaving: Dead End or Detour?Chapter 12. Rhetoric and Reality: The High School CurriculumChapter 13. Literate America: High-Level Adult Literacy as a National GoalChapter 14. Reefer Madness and A Clockwork OrangeContributors

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Book SynopsisBased on interviews with administrative teams on 15 campuses, this book examines teamwork, considering how and why people on leadership teams think and act as they do, how they learn and communicate, and how they bring their hopes and values into play in the conduct of administrative work.Trade ReviewAny president, team leader, or team builder can glean a sizable amount of wisdom from Redesigning Collegiate Leadership... The authors provide experiential knowledge on how to build and evaluate a 'real,' complex team. -- Toni Murdock Alliance Reading this work becomes a personal as well as intellectual journey of reflecting on who we are and what we might wish to become as collaborative leaders and team builders. An important journey for any administrator in American higher education today. NASPA JournalTable of ContentsAcknowledgementsIntroductionChapter 1. Leadership by Teams: The Need, the Promise, and the RealityChapter 2. A Different Way to Think about Leadership Teams: Teams as CulturesChapter 3. What Teams Can Do: How Leaders Use-and Neglect to USe-Their TeamsChapter 4. Making Teams Work: The Art of Thinking TogetherChapter 5. Searching for a Good TeamChapter 6. The Relational and Interpretive Work of Team BuildingChapter 7. Reconstructing Collegiate Leadership as a Collective PracticeChapter 8. toward the Creation of Teams Tha Lead, Act, and Think TogetherAppendix A: Sample Interview ProtocolAppendix B: Cognitive and Functional Complexity of Sample TeamsReferencesIndex

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Book SynopsisCarefully weighing various models and strategies, Competing Conceptions of Academic Governance provides new ways of understanding and addressing the changes that are transforming higher education.Trade ReviewThe broad perspectives on university governance put forward in this book, relevant to all who are 'negotiating the perfect storm,' make it worthwhile reading. -- Harry deBoer Review of Higher Education This book arrives at an important moment in the evolution of university governance... The research and scholarship in this volume provide a detailed depiction of the challenges faced by governing boards and postsecondary leaders. -- Brian Pusser Journal of Higher EducationTable of ContentsPreface: Why Governance? Why Now?Introduction: A Perfect Storm: Turbulence in Higher EducationChapter 1. Going Global: Governance Implications of Cross-Border Traffic in Higher EducationChapter 2. The Paradox of Scope: A Challenge to the Governance of Higher EducationChapter 3. Faculty Involvement in System-wide GovernanceChapter 4. The Ambiguous Future of Public Higher Education SystemsChapter 5. Governing the Twenty-first-Century University: A View from the BridgeChapter 6. A Growing Quaintness: Traditional Governance in the Markedly New Realm of U.S. Higher EducationChapter 7. University Governance and Academic FreedomChapter 8. Improving Academic Governance: Utilizing a Cultural Framework to Improve Organizational PerformanceList of Contributors Index

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Book SynopsisZimpher, University of Wisconsin, Milwaukee.Trade ReviewA comprehensive and exhaustive treatment of the transition process and period, well supplemented by insights into more established presidencies. -- Kevin Drumm Community College Week 2005 Essays detailing the finer points of presidential change, from the role of the board to the use of an executive search firm to the changing role of the presidential spouse. -- Jennifer Patterson Lorenzetti University Business 2004 No one to my knowledge has brought the thinking on presidential transitions together in a scholarly work that equals this volume... This insiders' view is enlightening, useful, and well worth the time and energy required to digest the many observations and suggestions. -- George B. Vaughan Journal of Higher Education 2006Table of ContentsForewordPrefacePart I: ContextChapter 1. A New Model of Transition ManagementChapter 2. Presidents Who Leave, Presidents Who Stay: A Conversation with Vartan GregorianChapter 3. Pressures on Presidents and Why They Should LeaveChapter 4. Passing the Baton: Leadership Transitions and the Tenure of PresidentsPart II: ActionChapter 5. The Role of the Board in Presidential TransitionChapter 6. A Proactive Model for Presidential TransitionChapter 7. When Presidents Leave Suddenly: From Crisis to ContinuityChapter 8. Presidential Turnover and the Institutional Community: Restarting and Moving ForwardPart III: Key IssuesChapter 9. When Colleges Should, and Should Not, Use Executive Search FirmsChapter 10. The Interim President: An Effective Transitional LeaderChapter 11. Leaks Kill: Communication and Presidential TransitionChapter 12. Weathering the Storm: Institutional Advancement during a Presidential TransitionChapter 13. Shaky Ground in Troubled Times: The Legal Framework of Presidential TransitionsChapter 14. Partners in Transition: The President's Spouse as Overlooked Power BaseChapter 15. Knowing the End of the Beginning: A Conceptual Approach to Presidential TransitionNotesBibliographyList of ContributorsIndex

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Book SynopsisHe offers policy options that can enable state and federal governments to increase investment in higher education.Trade ReviewAn important contribution that not only provides a diagnosis of the main problems facing US higher education but also offers some solutions. Times Higher Education Supplement McMahon has written a serious and important book on the economics of higher education... This book is a must-read for students interested in the economics of higher education and should be included as a required reading in such courses... McMahon's extension and revitalization of human capital theory in higher education should be of interest to a general readership in the field. Journal of Higher Education This extraordinary book patiently, thoughtfully, and thoroughly provides the conceptual framework for understanding the higher education market, the empirical findings about what that market produces and the policy prescriptions needed to make it work better in the future. Review of Higher Education No one else before McMahon has systematically and comprehensively presented the whole picture of higher education benefits and provided a valuation of the private and social non-market benefits. Higher Education This is a significant contribution to both theory and research findings in the study of investment in higher education... Highly recommended. Choice The overwhelming success of this work is that McMahon has articulated clearly and succinctly what students, their families, and governments are getting for their investment in higher education. Journal of Education Finance A timely and insightful text... Academic advisors who want to show their students that a college degree offers benefits beyond starting salaries and career opportunities will find this book to be a valuable resource. NACADA Journal It is not surprising that there is a growing interest in the private and social benefits of higher education and discussion of who should pay for what. Professor McMahon's book... is central to this debate. Academic Matters The first book to systematically identify and develop the evidence necessary to measure comprehensively the benefits of higher education and to estimate their economic value. RorotokoTable of ContentsPreface1. What Is the Problem?2. Challenges Facing Higher Education Policy3. Higher Education and Economic Growth4. Private Non-Market Benefits of Higher Education and Market Failure5. Social Benefits of Higher Education and Their Policy Implications6. University Research7. New Higher Education Policies8. New Strategies for Financing Higher EducationAppendixesA. Correcting for Ability Bias in Returns to Higher EducationB . A Simplified Dynamic Model with Higher Education ExternalitiesC. Valuing the Effects of Higher Education on Private Non-Market OutcomesD. Higher Education and Growth, U.S. and OECD Countries, 1960–2005E. Valuing the External Social Benefi ts of Higher EducationReferencesIndex

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Book SynopsisCarefully weighing various models and strategies, Competing Conceptions of Academic Governance provides new ways of understanding and addressing the changes that are transforming higher education.Trade ReviewThe broad perspectives on university governance put forward in this book, relevant to all who are 'negotiating the perfect storm,' make it worthwhile reading. -- Harry deBoer Review of Higher Education This book arrives at an important moment in the evolution of university governance... The research and scholarship in this volume provide a detailed depiction of the challenges faced by governing boards and postsecondary leaders. -- Brian Pusser Journal of Higher EducationTable of ContentsPreface: Why Governance? Why Now?Introduction: A Perfect Storm: Turbulence in Higher EducationChapter 1. Going Global: Governance Implications of Cross-Border Traffic in Higher EducationChapter 2. The Paradox of Scope: A Challenge to the Governance of Higher EducationChapter 3. Faculty Involvement in System-wide GovernanceChapter 4. The Ambiguous Future of Public Higher Education SystemsChapter 5. Governing the Twenty-first-Century University: A View from the BridgeChapter 6. A Growing Quaintness: Traditional Governance in the Markedly New Realm of U.S. Higher EducationChapter 7. University Governance and Academic FreedomChapter 8. Improving Academic Governance: Utilizing a Cultural Framework to Improve Organizational PerformanceList of Contributors Index

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