Higher education, tertiary education Books

Book SynopsisTrade ReviewRobert McCaughey's history of the Columbia School of Engineering and Applied Science is an exemplary study of a largely independent but always dependent unit of the university. Begun in 1864 as the School of Mines, engineering at Columbia oscillated from a pioneer leader of its field to near irrelevance and back to national distinction. McCaughey relates these vicissitudes with candor and grace, drawing on his unparalleled knowledge of the university's history. Besides providing a uniquely valuable contribution to higher education history, this volume opens a window on enduring issues of university leadership and technological education. -- Roger L. Geiger, Distinguished Professor of Higher Education, Pennsylvania State University Comprehensive and candid, A Lever Long Enough is a worthy history of an important engineering institution. Civil EngineeringTable of ContentsIllustrations Foreword Preface Acknowledgments 1. Engineering in America-Before Engineers 2. Fast Start 1864-1889 3. A Corner in the University 1889-1929 4. The Great Depression and the Good War 1930-1945 5. Missing the Boat 1945-1964 6. Bottoming Out 1965-1975 7. Catching a Lift 1976-1980 8. Uneven Ascent 1980-1994 9. A School in Full 1995-2007 10. A Lever Long Enough: SEAS at One Hundred Fifty Notes A Bibliographic Note Index

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Book SynopsisAn engrossing biography of a major American figure who skirmished with many of the twentieth-century’s leading philanthropists, statesmen, and educators.Table of ContentsForeword, by Patricia O'Toole Introduction: The Sage Flying the Union Jack "An Indubitable Genius" A University Is Born Educator The Twelfth President "Great Personalities Make Great Universities" An Old Shoe Teddy Roosevelt and a Horse Called Nicoletta "Dear Tessie" "Mr. Butler's Asylum" At Home-and Away "Pick Nick for a Picnic in November" "Kid" Butler, the Columbia Catamount, vs. "Wild Bill" Borah, the Boise Bearcat "Jastrow Is, I'm Sorry to Say, a Hebrew" The Path to Peace Perils of Bolshevism, Promises of Fascism The Fund-raiser "Morningside's Miracle" Resignation, Retirements, and Death Epilogue: The Disappearance Notes Bibliography Acknowledgments Index

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Book SynopsisJudith Friedlander reconstructs the history of the New School in the context of ongoing debates over academic freedom, intellectual dissidents, and democratic education. She tells a dramatic story of academic, political, and financial struggle through brief sketches of New School administrators, faculty members, trustees, and students.Trade ReviewIn this fascinating and compellingly readable narrative, Judith Friedlander tells the multilayered story of an institution founded in moral passion and dedicated to the nurture of intellectual life in its most humane and democratic forms. Full of vivid personalities and international drama, A Light in Dark Times is an engrossing history of an exceptional university, an inspiring account of free thought rescued from the twentieth century’s most repressive regimes—and a book that speaks eloquently to our own turbulent times. -- Eva Hoffman, author of Exit Into History: A Journey Through the New Eastern Europe and AppassionataFriedlander's book expertly reveals how the New School emerged and gracefully interlaces the institutional story with the lives of the individuals who fostered the school’s development. The work raises questions about the defense of academic freedom; the complexities of rescuing refugees from political and religious persecution; and the tensions of an institution that, on the one hand, adhered to principles of free intellectual exchanges and, on the other, relied on its faculty to recruit colleagues who promoted discordant issues and methods. -- Alice Kessler-Harris, R. Gordon Hoxie Professor Emerita of American History, Columbia UniversityJudith Friedlander’s A Light in Dark Times is a major, well-researched work which explores the emergence, evolution, and contribution of the New School as a catalyst of ideas. The book highlights the university’s role in educating generations of students, as well as serving as a home for noted scholars and intellectuals. Friedlander’s work does justice to the New School’s legacy and reminds us that throughout history ideas and ideals matter and that democracy and excellence are not mutually exclusive. This is a must-read. -- Vartan Gregorian, former president, Carnegie Corporation of New YorkThe New School bloomed over the course of the twentieth century into a resonant, influential cultural institution for both the city and the country, gathering for its faculty distinguished scholars, writers, and artists from all over the world. Judith Friedlander has written a compelling account of its origins, its struggles, its triumphs, and particularly the vital role it played in attracting German émigré professors seeking to escape the Nazis. A rich and textured history. -- Michael Rosenthal, author of Nicholas Miraculous: The Amazing Career of the Redoubtable Dr. Nicholas Murray ButlerJudith Friedlander’s history of the New School is at once deeply researched and a delight to read. She traces the New School’s growth and captures the intellectual, scholarly, and political motivations of the individuals who shaped it: the founders, John Dewey and Charles Beard, who saw higher education as linked to public life; its longtime president Alvin Johnson, who rescued scholars from Europe in the Nazi era; and Jonathan Fanton, who brought Eastern European scholars to the New School as communism collapsed. The book is also a story of institutional integrity and the advancement of scholarship and democracy. Her book, remarkable in its range and the liveliness of its prose, offers an outstanding history of a special institution. -- Thomas Bender, University Professor of the Humanities at New York University (emeritus)Judith Friedlander’s engaging intellectual history of the New School. . . . [offers] us a portrait of how an institution takes shape, a vision for thinking about how universities can fail, and some ideas about how they might be renewed amid the chaos of our current moment. This work will surely be of interest to anyone who is committed to academic freedom and democratic education. -- Samantha Hill * Times Higher Education *Formidable in its endeavor and broad in its scope and marches with purpose. * International Journal of Politics, Culture, and Society *[Friedlander] recounts the whole saga with well-chosen excerpts....punctuated by occasional anecdotes that convey the human side of some of the characters in this remarkable tale. * Academe *[An] excellent institutional history. * Gotham Blog *Table of ContentsPrologue: In the ArchivesPart I: A School of Social Research1. The First Founding Moment2. Alvin Johnson and The New Republic3. Columbia University4. The Idea Takes Shape5. The New School Opens6. Alvin Johnson Takes OverPart II: The Universities in Exile7. The Founding of the German University in Exile8. The University in Exile Opens9. Ring the Alarm10. Ecole Libre des Hautes EtudesPart III: The Middle Years11. Alvin Johnson Retires12. The Red Scare13. The Orozco Mural14. “The New School Really Isn’t News Any Longer”15. “Save the School”Part IV: “Between Past and Future”16. The “New” New School17. Three Doctoral Programs at RiskPart V: Renewing the Legacy18. Rebuilding the Graduate Faculty19. Rekindling the SpiritEpilogue: Extending the LegacyAppendix A: Extended Notes and Commentary for Chapter 6Appendix B: Extended Notes and Commentary for Chapter 7Appendix C: Extended Notes and Commentary for Chapter 9Appendix D: Extended Notes and Commentary for Chapter 18AcknowledgmentsNotesIndex

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Book SynopsisA history celebrating one hundred years of groundbreaking work in dental medicine.Trade ReviewAn exploration of the important history of Columbia University and its effect on the nation and the world. A remarkable book about a critical achievement in the history of human health. -- Leon Assael, dean, School of Dentistry, University of Minnesota This book should be required reading for dental school deans, administrators, faculty, and even students who have to decide where to apply and where to go to dental school. Allan J. Formicola has the comprehensive overview of this subject matter, detailed insights in the life of this institution, and a solid understanding of the complexity of academic life in dental schools like no one else. -- Marita Inglehart, University of Michigan School of Dentistry Formicola has done an outstanding job with this well-written, factual, and interesting history of the past hundred years at the Columbia University College of Dental Medicine. It is a significant contribution to the history of dental education and an appropriate historical tribute to the school. -- Howard Bailit, University of Connecticut School of Dental MedicineTable of ContentsForeword Preface Acknowledgments Introduction 1. 1916-1941: A Dental School on University Lines 2. 1941-1978: Living Up to Standards: The Difficult Years 3. 1978-2001: The Leap to the Future: Reaching Out 4. 2001-2013: The New Millennium: The School of Dental and Oral Surgery Becomes the College of Dental Medicine 5. 2013-2016 and Beyond: Plans for the Next 100 Years 6. Students and Alumni Appendix 1: The Founding Document Appendix 2: The Predecessor Institutions from 1852 Through 1923 Appendix 3: Letter from Victor S. Koussow to Arthur T. Rowe Appendix 4: Funded Search Studies in the 2014-2015 Year Appendix 5: Members of the College of Dental Medicine Board of Advisors Appendix 6: Presidents of the Alumni Organization Appendix 7: Columbia University Alumni Distinguished Service Medal Awardees Appendix 8: College of Dental Medicine Distinguished Alumni Awardees Appendix 9: A Snapshot of Distinguished Graduates of the College of Dental Medicine Appendix 10: The Deans of the Dental School and Directors of the Dental Hygiene Program Appendix 11: Milestones in the History of the College of Dental Medicine: 1916-2016 Notes Bibliography Index

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Book SynopsisFor seven days in April 1968, students occupied five buildings on the Columbia University campus. A Time to Stir captures the reflections of those who participated in and witnessed the Columbia rebellion with more than sixty essays that shed light on the politics, passions, and ideals of the 1960s and the complicated legacy of the uprising.Trade ReviewThis kaleidoscopic book does justice, at last, to the vortex of energies, passions, and illusions that boiled up in the cauldron of Columbia 1968. In A Time to Stir, the indefatigable Paul Cronin has assembled a fascinating range of chronicles and revelations that greatly illuminate one of the central confrontations of the sixties. -- Todd Gitlin, author of The Sixties: Years of Hope, Days of RageIn this richly contextualized collection of essays written by participants involved in the student protests at Columbia University in the spring of 1968, historian Paul Cronin treats the topic as comprehensively as possible. A Time to Stir showcases a broad range of perspectives, draws out numerous themes, and reminds us why the Columbia rebellion remains relevant today. A Time to Stir also makes for dramatic, exciting, and provocative reading. This is can't-put-it-down history. -- John McMillian, Georgia State UniversityA Time to Stir creates an extraordinary, fair-minded portrait of Columbia '68 and the effect it had on many of its participants. The myth is still out there of elite '60s-era student protesters leaving behind their radical youths soon after graduation. Columbia '68ers did not as a whole simply put their radical student days behind them but instead used their experiences and changed viewpoints to build new progressive lives that affected American society. -- David Farber, University of KansasBy collecting and arranging the testimonies of the historical actors who participated in perhaps the most well-known American student rebellion in the post-WWII era, A Time to Stir has issued a favor to future researchers. The breadth of perspectives in the book will pay deep dividends for those seeking to understand youth, power, and institutional change. -- Stefan Bradley, Loyola Marymount UniversityMore than 60 participants and witnesses to the uprising provide impassioned, first-person accounts leavened by hindsight, but rekindled by stirring contemporary events. -- Sam Roberts * The New York Times *The definitive book on the Columbia student uprising. -- Clara Bingham * Vanity Fair *A Time to Stir enables us to receive a comprehensive understanding of those seven days of chaos on the university’s campus, as it serves as a platform for the views of individuals from different and opposing sides. . . . This meticulously edited work serves as a powerful tool to look back to this exemplary moment of student activism and willingness to fight the status quo for what is right. * Public Books *A Time to Stir: Columbia ’68 is an excellent source book and will no doubt be of great value to future historians of the Sixties. -- Jonah Raskin * CounterPunch *A mesmerizing historical composite in which a core narrative is retold through multiple refractions. . . . The shared hope is that new generations, as if called by history, will find their own time and way to be brave and make a difference. -- Jeremy Varon * The American Historical Review *A Time to Stir: Columbia ’68 is a stunning achievement of historical perspective, grappling with an incendiary moment defined only by passion and pandemonium. The final result is the opposite of an organized consensus; the voices are older, wiser, but their stories still surge in an unbroken thread with their beliefs from half a century ago. * The Bowery Boys *A remarkable collection. -- Frank A. Guridy * The Columbia Daily Spectator *The wealth of detail, along with several amusing and poignant personal reflections, make it worth a read. * The Sixties: A Journal of History, Politics and Culture *Exhilarating to some and deeply troubling to others, the student protests paralyzed the university, grabbed the world’s attention, and inspired other uprisings. Fifty years after the events, A Time to Stir captures the reflections of those who participated in and witnessed the Columbia rebellion. * The New York History Blog *Table of ContentsForeword, by Paul BermanIntroductionChronology of Events1. Children of the New Age, by Nancy Biberman2. Inside Alienation, Outside Agitator, by J. Plunky Branch3. Race and the Specter of Strategic Blindness, by Raymond M. Brown4. Liberation News Service and the Columbia Student Revolt, by George Cavalletto5. A Working Class Veteran’s Perspective, by Mark Donnelly6. Constructions of Power, by Thomas Ehrenberg7. You Gave Us Hope, by Carolyn Rusti Eisenberg8. A People’s Prehistory of Columbia, 1968, by Bob Feldman9. “Possibilistes” vs. “Maximalistes”: How It Went Down in Fayerweather, by Larry Garner10. Attempting to “Hold the Center” at Columbia, 1968, by Michael Garrett11. The Man Who Shook My Hand, by Stuart Gedal12. In the Spirit of Reconciliation, by Bennett Gershman13. How I Become a National News Source: Columbia’s Office of Public Information, by Ira Goldberg14. The Jolt of Radicalization, by Ken Greenberg15. Daddy’s Girl, by Lois-Elaine Griffith16. The Columbia Stir-Fry, by Peter Haidu17. The Great Morningside Rising, by Robert W. Hanning18. From Columbia 1968 to Fort Leavenworth, by Susan Eva Heuman19. The Essence of Spirit Is Freedom, by Neal H. Hurwitz20. The Smartest Kids I’d Ever Met: Memories of a Columbia Rebel, by Tom Hurwitz21. Who Be the Dominator?, by Michael Johnson22. The Moral Obligation to Act, by Susan Kahn23. Columbia in the Community, by Thomas M .H. Kappner24. Mutiny in the Air, by Ted Kaptchuk25. Liberated Fayerweather: Agony and Ecstasy While Awaiting the NYPD, by Frank Kehl26. The Special Case of the Fayerweather Occupation, by William Keylor27. A Time for Revolt, by Michael Klare28. Getting Back to “Life as Normal”, by Jay Kriegel29. The Power of Power Structure Research, by Michael Locker30. Days of Whine and Ruses, by Phillip Lopate31. A Time to Stir . . . Up Trouble, by Frederick K. Lowell32. The Primary Shades of Opposition to the Columbia Occupation, by Vaud E. Massarsky33. No More Antiwar! The Rise of the Therapeutic Left, by Michael Neumann34. Already Dead: Inside Low Library Commune, by Hilton Obenzinger35. A Night to Remember, by Fred Pack36. Silence Is Compliance, by Dan Pellegrom37. On the Air: A View from WKCR, by Jon Perelstein38. Columbia and the Draft, by David F. Phillips39. Impressions of a Rookie Cop, by John Poka40. The Sound of Breaking Glass, by Henry Reichman41. Hats and Bats, by Mike Reynolds42. Stopping the Machine, by Eve Rosahn43. Life on the Ledge, by Michael Rosenthal44. How I Learned I Was a Menshevik, by Joshua Rubenstein45. What It Takes to Build a Movement, by Mark Rudd46. Self-Determination and Self-Respect: Hamilton Hall, Fifty Years Later, by William W. Sales Jr.47. Long Ago and Not at All Far Away, by Bill Sharfman48. Columbia 1968: My Course Correction, by Marvin Sin49. Uniters, by Gene Slater50. A Sense of Rightness, by Susan Slyomovics51. Avery Hall to Urban Deadline, by Tyler Smith52. Forming Community, Forging Commitment: A Hamilton Hall Story, by Karla Spurlock-Evans53. From College Walk to the Stonewall Inn, by Peter Stamberg54. Five Red Flags, by Eleanor Stein55. Never Again?, by Michael Steinlauf56. Covering—and Covering Up—Spring ’68, by Michael Stern57. Hundreds of Pairs of Wings, by Johnny Sundstrom58. Political Education and the Birth of Students for a Restructured University, by John Thoms59. It’s Better to Build Up: Post-’68 Governance at Columbia, by Harold S. Wechsler60. A Foot Soldier’s Story of the Sit-Ins, by Meredith Sue Willis61. From Community Service to Political Action: The Evolution of the Citizenship Council, by Joel D. ZiffAfterword by Juan GonzalezIndex

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Book SynopsisThe Casa Italiana has represented Italian culture on Columbia University’s campus since 1927. Celebrating the Casa’s ninetieth anniversary, From Da Ponte to the Casa Italiana documents and recounts the history of the individuals, both Italian and American, who contributed to the formation of Columbia University’s rich tradition of Italian studies.Trade ReviewWritten with admirable clarity, Barbara Faedda’s beautifully told story reveals the hopes, tensions, politics, and personalities behind the creation of Columbia’s Casa Italiana, one of New York’s most vital—and sometimes controversial—cultural and educational institutions. -- David Freedberg, Pierre Matisse Professor of the History of Art and director of the Italian Academy for Advanced Studies in America, Columbia UniversitySince its inauguration in 1927, the Casa Italiana at Columbia University has represented the vibrant intellectual, academic, political, and cultural connection between Italy and the United States of America. This important work [is]...a significant initiative that sheds new light on Italy's historical and contemporary role on the international cultural scene. -- from the foreword by Armando Varricchio, Ambassador of Italy to the United StatesBarbara Faedda magisterially illuminates Italy's vibrant and complex cultural presence in New York, using primary sources to trace the story of Italian studies at Columbia University from Da Ponte to the inauguration of the Casa Italiana through World War II. She thereby illuminates Columbia's early commitment to transcultural dialogue, a hallmark of both the university and the city to which it belongs. -- Teodolinda Barolini, Lorenzo Da Ponte Professor of Italian, Columbia UniversityThrough the history of Italian studies at Columbia University, Faedda clearly displays the key role played by the Casa Italiana in consolidating the long-time relationship between Italy and the United States from the beginning of the twentieth century to World War II. Faedda’s history is crucial in grasping the cultural and political peculiarities of this relationship. -- Paolo Carta, University of TrentoTable of ContentsForeword, by John H. Coatsworth, Provost of Columbia University in the City of New YorkForeword, by Armando Varricchio, Ambassador of Italy to the United StatesForeword, by Bill de Blasio, Mayor of New York CityIntroduction1. The Dawn of Italian Studies at Columbia University: Lorenzo Da Ponte (1825–1838) 2. After Da Ponte: Eleuterio Felix Foresti and His Successors (1838–1911)3. The Casa Italiana: The Realization of an Ambitious Dream (1920s)4. Prezzolini, Controversial Casa Director, and World War II (1930s and 1940s)Appendix A: From Lorenzo da Ponte to Charles V. Paterno: Libri Italiani at Columbia University, by Meredith LevinAppendix B: Anatomy of the Casa Italiana’s Façade, by Francesco BenelliAppendix C: The Casa Italiana Educational Bureau: A Research “Fact-Finding Institution” Studying the Italian-American Community, by Javier GrossuttiAcknowledgmentsNotesColor Plates

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Book SynopsisMedia U presents a provocative rethinking of the development of American higher education centered on the insight that universities are media institutions. Mark Garrett Cooper and John Marx argue that the fundamental goal of the American research university has been to cultivate audiences and convince them of its value.Trade ReviewTackling everything from football to general education to the credit hour, Media U helps us understand our turbulent university landscape. With a deep sense of history and careful marshaling of data, Cooper and Marx show us that higher ed is not just a maker of knowledge but also a platform for information—a medium itself. -- Paula M. Krebs, Executive Director, Modern Language AssociationThis book shows that many of the strangest yet most important features of universities come from their status as media operations that try endlessly to increase and manage their audiences. By putting the pieces of our Humpty-Dumpty campuses back together again, the authors offer original insights and even reasons to hope for new directions in higher ed. -- Christopher Newfield, University of California, Santa BarbaraThis book powerfully demonstrates that universities have been media institutions all along, well before the mobile phone and the MOOC. Cooper and Marx challenge us to consider what is at stake when universities approach the educated class as an “audience” and what mindsets and strategies they deploy in the process. Provocative and timely, Media U is bound to stir up discussion and debate. -- Lisa Parks, Massachusetts Institute of TechnologyThis is a key and compelling study that, more than just in media studies, intervenes in insightful ways in debates about the very nature, purpose, mission, and reach—both real and possible—of the American university. -- Dana Polan, New York UniversityThe authors consider how the university has created, co-opted, and managed its audiences as well as how its audiences have in turn shaped aspects of the university and its labor force....insightful and well researched. * Library Journal *It is an imaginative work that will give fellow scholars and motivated laypeople plenty to think about. It deserves a big audience. I hope it gets one. -- Christopher P. Loss * Academe *Media U delivers a thoughtful and historically grounded account of the commercialization and digitalization of American higher education...[setting] itself apart from the slew of works that inveigh against the rise of the “corporate university”...present[ing] a message that virtually all historians will applaud: current critiques of the American university would profit from a deeper and less polemical understanding of earlier relationships between these institutions and their audiences. -- Scott Gelber, Wheaton College * American Historical Review *Table of ContentsAcknowledgmentsIntroduction1. Campus Life2. Public Relations3. Communications Complex4. Not Two Cultures5. Television, or New Media6. Cooptation7. Student Immaterial Labor8. By the Numbers9. Bad English: The Culture Wars Reconsidered10. The Long Twentieth CenturyEpilogueNotesIndex

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Book SynopsisMedia U presents a provocative rethinking of the development of American higher education centered on the insight that universities are media institutions. Mark Garrett Cooper and John Marx argue that the fundamental goal of the American research university has been to cultivate audiences and convince them of its value.Trade ReviewTackling everything from football to general education to the credit hour, Media U helps us understand our turbulent university landscape. With a deep sense of history and careful marshaling of data, Cooper and Marx show us that higher ed is not just a maker of knowledge but also a platform for information—a medium itself. -- Paula M. Krebs, Executive Director, Modern Language AssociationThis book shows that many of the strangest yet most important features of universities come from their status as media operations that try endlessly to increase and manage their audiences. By putting the pieces of our Humpty-Dumpty campuses back together again, the authors offer original insights and even reasons to hope for new directions in higher ed. -- Christopher Newfield, University of California, Santa BarbaraThis book powerfully demonstrates that universities have been media institutions all along, well before the mobile phone and the MOOC. Cooper and Marx challenge us to consider what is at stake when universities approach the educated class as an “audience” and what mindsets and strategies they deploy in the process. Provocative and timely, Media U is bound to stir up discussion and debate. -- Lisa Parks, Massachusetts Institute of TechnologyThis is a key and compelling study that, more than just in media studies, intervenes in insightful ways in debates about the very nature, purpose, mission, and reach—both real and possible—of the American university. -- Dana Polan, New York UniversityThe authors consider how the university has created, co-opted, and managed its audiences as well as how its audiences have in turn shaped aspects of the university and its labor force....insightful and well researched. * Library Journal *It is an imaginative work that will give fellow scholars and motivated laypeople plenty to think about. It deserves a big audience. I hope it gets one. -- Christopher P. Loss * Academe *Media U delivers a thoughtful and historically grounded account of the commercialization and digitalization of American higher education...[setting] itself apart from the slew of works that inveigh against the rise of the “corporate university”...present[ing] a message that virtually all historians will applaud: current critiques of the American university would profit from a deeper and less polemical understanding of earlier relationships between these institutions and their audiences. -- Scott Gelber, Wheaton College * American Historical Review *Table of ContentsAcknowledgmentsIntroduction1. Campus Life2. Public Relations3. Communications Complex4. Not Two Cultures5. Television, or New Media6. Cooptation7. Student Immaterial Labor8. By the Numbers9. Bad English: The Culture Wars Reconsidered10. The Long Twentieth CenturyEpilogueNotesIndex

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Book SynopsisThis book presents a series of essays by the renowned historian Joan Wallach Scott that explore the history and theory of academic freedom and the value of critical inquiry today. Scott gives a nuanced reflection on the tensions within one of academia’s cherished concepts.Trade ReviewKnowledge, Power, and Academic Freedom is brilliant and written with admirable clarity and style. This book could not be more timely or important. -- Michael Bérubé, author of author of What’s Liberal About the Liberal Arts?: Classroom Politics and “Bias” in Higher EducationFor decades, Joan Scott has been a passionate and thoughtful advocate for academic freedom. In these penetrating essays, she explores the often subtle tensions between free inquiry and disciplinary authority, critique and orthodoxy, disruption and civility, as well as the distinctions and interplay between academic freedom and freedom of speech, which underpin academic freedom as an ethical practice essential to the academy's future. -- Hank Reichman, chair of the American Association of University Professors Committee on Academic Freedom and TenureJoan Scott’s incisive account of the numerous assaults on academic freedom is a timely intervention in the so-called free speech debates. Scott reminds us that the search for truth requires freedom on the part of experts to challenge prior knowledge and established theories. The forces arrayed against academic freedom, she reminds us, would love to do away with public education altogether,which in any functioning democracy is simply unacceptable. -- Carolyn M. Rouse, coauthor of Televised Redemption: Black Religious Media and Racial EmpowermentFor anyone who cares about the survival of academic freedom in the twenty-first century, this is required reading. Scott deftly outlines the tensions, ambiguities, and paradoxes of academic freedom and proves that it is the oxygen of any healthy democracy. Readers will come away convinced that the crises of our own historical moment call for its reinvention and revitalization. -- Adam Sitze, author of The Impossible Machine: A Genealogy of South Africa’s Truth and Reconciliation CommissionAn erudite, concise polemic that explores fundamental ideas of 'academic freedom,' and describes how academic researchhas both shaped and been buffeted by the changing regard of broader society for enduring and fact-based knowledge. * Australasian Journal of American Studies *Scott is inspired by and hopes to remind us of John Dewey’s democratic rationale for academic freedom. Democracy needs its dissenters, its critical thinkers, its gadflies. * Academe *[A] characteristically sophisticated defense of academic freedom. * Canadian Association of University Teachers *An astute and critical analysis of the erosion of higher education in the public imagination. * New York Journal of Books *Table of ContentsIntroduction: On the Future of Academic Freedom1. Academic Freedom as an Ethical Practice2. Knowledge, Power, and Academic Freedom3. Civility, Affect, and Academic Freedom4. Academic Freedom and the State5. On Free Speech and Academic FreedomEpilogue: In the Age of Trump, a Chilling Atmosphere—an Interview with Joan Wallach Scott by Bill MoyersNotesIndex

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Book SynopsisA Community of Scholars is a seventy-fifth anniversary celebration of the founding of the Columbia University Seminars. It brings together essays by seminar chairs and other leading participants that exemplify the diversity and vibrancy of these proceedings.Trade ReviewFor seventy-five years The University Seminars at Columbia have had a powerful, if too often unacknowledged impact on the intellectual life of the city and the nation. Bringing together members from full professors to graduate students and people without an academic affiliation, Seminar meetings have established democratic spaces for the exchange of ideas. Long before interdisciplinarity became a byword in the academy, The Seminars practiced it, uniting individuals from numerous areas of expertise to discuss subjects ranging from the Renaissance to the city, from social-science methods to population biology, from dance to human rights. In short essays relating the history of over a dozen Columbia Seminars, this gem of a book reminds us, at a fraught time for the life of the mind, of the intellectual values so central to social progress and human understanding. -- Eric Foner, DeWitt Clinton Professor Emeritus of History, Columbia UniversityFounded in 1945 by humanities faculty as the world reeled from a war that defeated fascism, the Columbia University Seminars span all areas of knowledge, from social welfare to death to human rights to the study of Brazil, Italy, Japan, and other countries. Today, as illiberal politics spreads, and societies become more polarized, the model of intellectual community and open dialogue they represent is more necessary than ever. -- Ruth Ben-Ghiat, Professor of History and Italian Studies, New York UniversityThe Columbia University Seminars have played a vital role in the intellectual flourishing of hundreds of scholars, with the senior members providing inspiration and guidance for their younger colleagues and the younger ones benefitting from the wisdom of their elders. This was certainly true for me, from “The Political Economy of War and Peace” in the 1970s to the “Full Employment” seminar today. As this volume amply documents, the Seminars are one of the finest experiments ever undertaken at Columbia. -- Frank Roosevelt, Professor of Economics Emeritus, Sarah Lawrence CollegeTable of ContentsForeword: The University Seminars at Seventy-Five: An Ongoing Experiment in Continuity with Novelty by Robert E. PollackIntroduction: Engaged Learning by Alice NewtonA Note to the Reader by Thomas Vinciguerra1: Thinking Aloud: The Seminar on the Renaissance (#407) by Cynthia M. Pyle and Alan Stewart2: Critiquing the Enlightenment: The Seminar on Eighteenth-Century European Culture (#417) by Elizabeth Powers3: Out of Chaos, Order: The Seminar on Content and Methods of the Social Sciences (#411) by Tony Carnes4: Mirror Images and Parallel Progression: The Seminar on Cinema and Interdisciplinary Interpretation (#539) by William G. Luhr and Cynthia Lucia5: Keeping Alive the Dream: The Seminar on Full Employment, Social Welfare, and Equity (#613) by Gertrude Schaffner Goldberg and Sheila D. Collins, with Helen Lachs Ginsburg6: Exploring a Diverse Tropical Colossus: The Seminar on Brazil (#557) by Sidney M. Greenfield7: “Where Do You Live?”: The Seminar on the City (#459A) by Lisa Keller and Robert Beauregard8: Fruit Flies and Tomcod: The Seminar in Population Biology (#521) by Kathleen A. Nolan9: Living Long and Prospering: The Seminar on Aging and Health: Policy, Practice, and Research (#695) by Victoria H. Raveis10: Speaking About the Unspeakable: The Seminar on Death (#507) by Christina Staudt, Joseph W. Dauben and John M. Kiernan11: Thinking and Talking About Talking and Thinking: The Seminar on Language and Cognition (#681) by Robert E. Remez12: Embracing Our Common Humanity: The Seminar on Human Rights (#561) by George Andreopoulos13: Understanding Conflict: The Seminar on the Problem of Peace (#403) by Catherine TinkerAppendix 1: Frank Tannenbaum: A Biographical Essay by Joseph Maier and Richard W. WeatherheadAppendix 2: Jane Belo: First Lady of the University Seminars by Georgina MarreroAcknowledgmentsAuthor BiographiesList of the Columbia University Seminars, 1945–2019Index

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Book SynopsisThis book provides a framework for putting climate change at the forefront of educational agendas and pedagogical tools for teaching climate science across local and global settings.Trade ReviewClimate Change Education is more than an emergency call. It is a direct challenge – an all-hands-on-deck strategy – for scientists, policymakers, educators, and the broader community to mobilize forces in response to the climate crisis. Our survival depends on our capacity to work together to center ecological literacy and justice across the curriculum, while transforming cultures and institutions toward more sustainable futures. -- Iveta Silova, Professor and Associate Dean of Global Engagement, Mary Lou Fulton Teachers College at Arizona State UniversityDrawing from the latest in climate change education and education for sustainable development, this primer provides educators with the essential foundations in instructional design and pedagogical approaches for action-oriented, justice-centered teaching and learning for climate action. Curriculum developers and researchers will also benefit from the case studies of climate change education in action. Cassie Xu and Radhika Iyengar bridge theory with practice, bringing to life a diversity of what climate change education can look like across learning environments around the world. -- Christina Kwauk, research director, Unbounded AssociatesTo understand climate change, it is important to understand what shapes it in natural, social, and economic spheres. Climate Change Education's systems thinking approach speaks professionally to teaching and learning about climate change in all its interconnected complexity. -- Lucia Rodriguez, director, Global MDP SecretariatXu and Iyengar place education for sustainable development and climate education in a clear yet broad context, providing a highly adaptable framing and applications for different learning spaces. An important read for policy makers, educators, and researchers alike. -- Matthew A. Witenstein, Dayton UniversityXu and Iyengar's holistic systems thinking approach to teaching will lead to fruitful discussions of the historical context of climate change and its multifaceted nature. -- Latasha Wright, chief scientific officer, BioBusTh[is] book offer[s] valuable guidance to educators at all levels, from universities to primary schools...on teaching climate change. * Yale Climate Connections *Table of ContentsForeword, by Alex HallidayAcknowledgmentsIntroductionPart I. Why Climate Education Needs Systems Thinking1. Defining Systems Thinking and Climate ChangePart II. Climate Change Education and Future Workforces2. Systems Thinking Skills and Outcomes3. Strategies in Instructional DesignPart III. Examples and Case Studies of Climate Change Education in Practice4. Climate Change in Formal Learning Environments5. Community-Based (Informal) Education6. Teaching Climate Change in Nonformal SettingsPart IV. The Future of Climate Education7. Diversity, Equity, Inclusion, and Access as a Tool for Addressing Social and Environmental Justice8. Role of the Columbia Climate School in Climate EducationConclusion NotesIndex

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Book SynopsisThe years 1894-1904 mark the tenure of Andrew S Draper as president of the University of Illinois. Draper, a superintendent of schools, presided over many crucial improvements in the university's physical plant, curricula, and other areas. This volume examines the Draper years from the perspectives of faculty, students, and administrators.Trade Review"Meticulously researched and extremely well written... Any serious student with an interest in either American popular culture of the history of higher education in the United States will be fascinated. Anyone who cares about the University of Illinois will appreciate this volume and the massive amounts of information that it contains. No serious library should be without a copy." M. Paul Holsinger, Journal of the Illinois State Historical Society "A gem, tracing the evolution of the UI in its years of critical development... [An] eminently readable book." Tom Kacich, The News-Gazette "This book and its companion volumes are important contributions to the scholarly history of American higher education because they are comprehensive, thorough, and offer information about an institution that is generally recognized as one of the more important public universities in the United States." William Edward Eaton, Journal of Illinois History

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Book SynopsisTrade Review"Changing the Playbook is a timely, thoughtful, persuasive book, a welcome addition to the scholarship on big-time intercollegiate athletics. It will help many readers understand some of the key turning points in the history of college sports since 1950, moments that have greatly contributed to making this unique cultural institution and practice bigger than ever, for better and (mostly) worse."--Daniel A. Nathan, President, North American Society for Sport History"Anyone seriously interested in the future of college sports should first look backward. In a book as timely, lively, and compelling as the most vivid sports headlines, one of this country's most distinguished historians brilliantly demonstrates that the current disputes over amateurism, academic standards, and gender equity in sports have a long and contentious history, and that any resolution to the current controversies surrounding concussions and unionization of athletes must draw upon the lessons of the past."--Steven Mintz, author of Huck's Raft: A History of American Childhood"Historian Howard P. Chudacoff is both a good sport and a great scholar in his fresh analysis of the transformation of college sports in our modern era. Changing the Playbook leads the reader through a logical, lively succession of chapter topics which demonstrate again and again that intercollegiate athletics are integral to the vital aspects of American culture--race relations, commercialism, media coverage, and the politics of power and money. This is a timely new interpretation that concludes with significant questions about the character and future of college sports."--John R. Thelin, author of Games Colleges Play: Scandal and Reform in Intercollegiate Athletics"Chudacoff's Changing the Playbook, the latest release in the 'Sport and Society' series, reviews 'the dramatic story of modern college sports' and how college sports became what it now is. He focuses on business and media, making it clear that college athletics has been grappling with entertainment, academics, and money for a very long time." --Choice"Chudacoff should be congratulated for his incisive account of the complicated and changing world of the imperfectly co-ordinated sporting cartel which is the NCAA. Changing the Playbook: How Power, Profit, and Politics Transformed College Sports should be a first port of call for all those interested in the commercial and business operation of college sports in America."--International Journal of the History of Sport

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Book SynopsisTrade Review"A distinguished Penn State sport historian gives us an intriguing account of his institution's athletics history and daunting journey through a period of national humiliation in well-chosen, research-guided language that holds the reader's interest start to finish."--Joe Crowley, former president, NCAA"With exhaustive primary source exploration and riveting exposition, superimposed on an examination of Penn State as a fulcrum, Ron Smith examines the 'real controllers' of college sport—university presidents, boards of regents, and alumni—each of which over time have tended to separate college athletics from an institution’s intended academic purpose, and, as well, cast institutions into scandals of immense proportion, of which the Joe Paterno/Jerry Sandusky case thrust Penn State’s Happy Valley utopia into an abyss of staggering anguish and disbelief."--Bob Barney, author of Selling the Five Rings: The IOC and the Rise of Olympic Commercialism"Smith thoroughly documents decades of events that led to the Sandusky abuse of children. Smith's detailed history of sports administration at Penn State illustrates how the abuse evolved and was ignored in a cloud of conflicting priorities. The reader wonders what kept the individuals in power from not responding sooner and appropriately."--John Swisher, Professor Emeritus, Pennsylvania State University"Wounded Lions is a good book, a solidly researched account, written by an experienced, first-rank historian."--Sport History Review"Smith's understanding of the scandal at Penn State within the larger context of athletic history at the university not only demonstrates that the environment that creates a scandal takes many years to develop, but also that understanding contemporary issues require a look back at history. . . . Overall, Wounded Lions presents strong evidence that the Sandusky Scandal cannot be limited merely to the coach's transgressions. Smith makes a compelling case for his argument and bolsters it with archival materials and his personal experience at Penn State."--Sport in American History"Using Penn State archives and other research materials, Smith traces how football, and specifically Paterno, gained unquestioned influence on the campus. The author provides admirable research, complete with illuminating anecdotes.--Kirkus Reviews"As Smith evaluates the scandal and its origins from a multitude of institutional angles, the narrative reflects a deep research into the internal workings of a prominent athletic program, a valuable resource."--Library Journal"For those well acquainted with Intercollegiate Athletics or for the casual fan this meticulous history will be a revelation. . . . What Ron Smith has done is produce a detailed indictment of an isolated administrative and athletic culture that left the institution and its representatives unable 'to do the right thing,' when faced with a crisis."--Huffington Post "Based on extensive archival research and insider knowledge, this book convincingly demonstrates that PSU actually had a lengthy history of leadership missteps, which the entire Happy Valley community overlooked to protect the university's pristine image. Recommended." --Choice

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Book SynopsisTrade Review"A deeply helpful guide born of careful observation, research, and--especially--firsthand experiences. Every page sparkles with insights and helpful guidance while at the same time presenting what turns into a captivating story. I could easily identify one hundred faculty colleagues desperate to have this book in hand."--Jason Baird Jackson, Director, Mathers Museum of World Cultures at Indiana University Bloomington"Rarely, if ever, have we seen such a clear-eyed ethnography of the political economy of the Western academic workplace. This book should be required reading for anyone who professes to care not just about interdisciplinarity, but about the short- and long-term future of curiosity-driven knowledge as well. Buy a copy for yourself, and then buy one for every administrator in sight. We can and should all recognize ourselves in here and, having done so, we should ask--regardless of discipline--what can be done to challenge the variety of neoliberal practices with which we are complicit in our own research?"--Antoinette Burton, Director, Illinois Program for Research in the Humanities "Sustaining Interdisciplinary Collaboration is a timely book, perhaps even a necessary book, in the now years-long moment of the most recent rise of interdisciplinarity in academia."--Journal of Folklore Research"Eminently comprehensible and enjoyable to read."--Western Folklore"Sustaining Interdisciplinary Collaboration is a timely book, perhaps even a necessary book, in the now years-long moment of the most recent rise of interdisciplinarity in academia."--Journal of Folklore Research "In this engaging work . . . The authors provide a multifaceted view of the complexities of this type of research project." --Journal of American Folklore

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Book SynopsisTrade Review“Anyone interested in college football, the history of intercollegiate athletics, and the attempts at governance, will find this book an important addition to their library and their knowledge.”--Sport Literature"Winton U. Solberg's Creating the Big Ten is a superb work on a significant topic in American social and institutional history." --The Journal of American History"A great resource for scholars and fans wanting an in-depth look at how the conference came together, and almost came apart, and the many different paths it might have taken along the way." --Journal of Sport History"Solberg has written a very useful and timely history. The commercialism of modern big-time intercollegiate sports was clearly a long time coming, as the author of Creating the Big Ten ruefully makes clear." --Middle West Review

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Book SynopsisTrade Review"Ultimately, Transforming Women's Education asks provocative questions about the social construction of women in nineteenth century. It is a well-balanced institutional history that should have broad appeal across multiple historical subfields." --Journal of Historical Research in Music Education

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Book SynopsisTrade Review"Metz's volume is a deeply researched account that compels us to appreciate how free speech, racial issues, draft resistance, and antiwar activism were fought over on the U of I's flagship campus in Central Illinois." --H-Net Reviews"Metz has crafted a compelling and intriguing story and has succeeded in writing the activism of students at Urbana-Champaign into the history of the 1960s. " --Social History"Thoughtful, provocative, and powerful, filled with both painful memories and humorous anecdotes, Metz's book about the upheaval of one college campus during the radical sixties is a real work of history."--Roger Simon​"Michael V. Metz gives an insightful, well-documented analysis of events that shaped each year of the 1960s at the University of Illinois Champaign-Urbana campus." --Illinois Times"Michael Metz has contributed a valuable addition to our understanding of the student movement in the Midwest with his study of the University of Illinois during the 1960s. Solidly researched and gracefully presented, this will undoubtedly earn a much deserved place on reading lists and reference material for years to come."--Mary Ann Wynkoop, author of Dissent in the Heartland: The Sixties at Indiana University"Michael Metz, a student-activist during the turbulent free speech and anti-war movements at the University of Illinois during the 1960s, has written a compelling and well-researched account of that era, based on interviews with many other activists and additional extensive research in contemporary news accounts and archival material."—Robert Justin Goldstein, author of Political Repression in Modern America: From 1870 to 1976

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Book SynopsisTrade Review“What began as a single, land-grant campus has grown to three best-in-class universities. Enrollment has surged from a handful of students when our doors first opened to more than 94,000 today. Academic and research programs have steadily evolved to meet ever-changing student needs and help lead our state and nation through fast-changing times. I hope you enjoy this look at the expanding footprint of Illinois’ flagship university system--additions rooted in our commitment to driving progress and prosperity for the people of Illinois.”--Timothy L. Killeen, President of the University of Illinois System, from the forewordTable of ContentsForeword Timothy J. Killeen Part I. Teaching and Research 1. Altgeld and Illini Halls 2. Campus Instructional Facility 3. Sidney Lu Mechanical Engineering Building 4. Surveying Building—Irwin Center for Doctoral Study in Business 5. Talbot Laboratory—Educational Upgrade and Expansion 6. Civil and Environmental Engineering Building—Hydrosystems Laboratory 7. Natural History Building 8. Engineering Innovation Building 9. Everitt Lab Reno 10. The Department of Electrical and Computer Engineering Part II. Campus Life 11. UIS Student Union 12. UIC Academic and Residential Complex 13. Library Commons 14. Chez Veterans Center 15. Bruce D. Nesbitt African American Cultural Cent (BNAACC) 16. Townsend and Wardall Halls 17. Illinois Street Residence Dining Facility 18. Wassaja Hall 19. Bousfield Hall Part III. Healthcare 20. UI Hospital Welcome Atrium 21. UI Health Specialty Care Building 22. New Research Facilities, Medical Services Building Part IV. Supporting Innovation 23. Siebel Center for Design 24. Computer, Design, Research and Learning Center 25. Feed Technology Center 26. University Hall Restoration Part V. Athletics 27. State Farm Center 28. Curtis Granderson Stadium 29. Ubben Basketball Complex Expansion 30. Henry Dale and Betty Smith Football Performance Center 31. Demirjian Park (Soccer and Track & Field) 32. Susan and Clint Atkins Baseball Training Center and Rex and Alice A. Martin Softball Training Center Part VI. Upcoming Projects 33. Discovery Partners Institute 34. Drug Discovery and Cancer Research Pavilion 35. UIS Capitol Innovation Center 36. UIC Innovation Center Expansion Credits Index

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Book SynopsisTrade Review"A delicious chowder of quips and ironies. One may have heard individual lines at faculty cocktail parties, but listening to all the disparate voices of the university together, one realizes how much we sound like a thousand Franz Kafkas trying to sing a madrigal."--Chronicle of Higher Education"An enjoyable description (and vivisection!) of the various people in Academe. Essential for anyone who extracts his livelihood from the forests primeval of Academe and who periodically suffers fits on the meaning of it all."--ChoiceTable of ContentsPreface to the Second Edition vii Preface to the First Edition ix 1 A Primer of Academic Politics 1 2 Stereotypics 31 3 Tribes: Les Purs et les Appliques 63 4 Rites de Passage: Coming of age in Academe 77 5 The Rhythm of the Year: Solar Rituals 97 6 Styles and the Decay of Style 109 7 Bureaucriticism: What's Wrong and Why It Isn't Likely to Be Fixed 121 8 Confessio Amantis 139 A Triptych of Appendixes 145 1) A Political Primer for the Chair of English: Form and Content 147 b) How Departments Commit Suicide 161 c) Definition and/as Survival 179

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Book SynopsisA collection of searching conversations - ranging from dialogues to tongue-in-cheek diatribes - on the issues that face literary and cultural critics. It bares professional concerns, relationships, ambitions, and insecurities about working in academe. It provides insider information for students contemplating an academic career.Trade Review"This volume comprises neither clearly conservative voices nor extreme radical manifestoes (and hence no angry voices). Hall posits the 'dissensus' rather than the consensus model for debates on curriculum and literary theory... Useful for graduate students trying to make sense of the conversations and conflicts gripping literary academics." -- Choice ADVANCE PRAISE "Every Ph.D. student in English -- and every teacher of Ph.D. students in English -- should read this book. Professions will help students think hard about what's at stake in graduate school and help them decide whether they want to try joining the professoriate. The conversations and intellectual fun in this timely book provoke us to join in with conversations of our own." -- Robert Dale Parker, author of The Unbeliever: The Poetry of Elizabeth Bishop

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Book SynopsisOriginal interpretations of Brown v. Board of Education's impact, fifty years laterTrade Review"Provides wonderful insights . . . and should inspire others to continue the struggle to achieve educational equality in the United States."--The Journal of African American History"Reveals that Brown v. Board of Education of Topeka was a major victory in the struggle for social justice and justifiably deserving of much celebration."--H-Net Reviews"A valuable book that serves as both a fitting tribute and a careful examination of the Brown v. Board of Education decision after a half century. The touching and moving recollections help us understand the human impact the Brown case had on the 'ordinary' folks."--William C. Hine, coauthor of The African-American OdysseyTable of ContentsAcknowledgments Introduction Orville Vernon Burton and David O'Brien SECTION 1: BROWN: ITS HISTORY AND LEGACY 1. Darlene Clark Hine The Briggs v. Elliott Legacy: Black Culture, Consciousness, and Community before Brown, 1930-1954 2. George Lipsitz Getting Around Brown: The Social Warrant of the New Racism 3. Margaret L. Andersen From Brown to Grutter: The Diverse Beneficiaries of Brown v. Board of Education 4. Laughlin McDonald Beyond School Desegregation: The Impact of Brown 5. Jason Chambers "A Mind Is a Terrible Thing to Waste": The Advertising Council, the United Negro College Fund, and Educational Access for African Americans 6. Joe R. Feagin and Bernice McNair Barnett Success and Failure: How Systemic Racism Trumped the Brown v. Board of Education Decision 7. Lani Guinier From Racial Liberalism to Racial Literacy: Brown v. Board of Education and the Interest-Divergence DilemmaSECTION 2: BROWN AND LIVED EXPERIENCE 8. Joseph A. De Laine Jr.Briggs: South Carolina's Bold Step That Led to Brown 9. Ophelia De Laine Gona About Integration: In Memory of the Reverend J. A. De Laine 10. John Hope Franklin My Life and Times with Thurgood Marshall 11. Constance Curry The Intolerable Burden 12. James C. Onderdonk The Freedom Riders: Two Personal Perspectives 13. Ed Blankenheim Looking Back at the Freedom Riders 14. Kal Alston The Middle Generation after BrownSECTION 3: THE ARTS AND BROWN 15. Sekou Sundiata Why Colored Faces in High Places Just Won't Do 16. John Jennings The Chance Project 17. Ralph Lemon What Was Always There 18. Carrie Mae Weems and David O'Brien Art and Integration: An Interview with Carrie Mae Weems 19. David O'Brien Social Studies: Eight Artists Address BrownSECTION 4: ILLINOIS AND BROWN 20. Kathryn H. Anthony and Nicholas Watkins A Legacy of Firsts: African Americans in Architecture at the University of Illinois at Urbana-Champaign 21. Nathaniel C. Banks Reflections on the Brown Commemoration from a Champaign Native 22. Joy Ann Williamson Lott Reform in the Black Power Era 23. Richard Herman Lest We Forget 24. James W. Loewen Enforcing Brown in Sundown TownsSECTION 5: PUBLIC INTELLECTUALS AND BROWN AND ITS LEGACY 25. Julian Bond Civil Rights: Now and Then 26. Freeman A Hrabowski III Reflections on America's Academic Achievement Gap: A Fifty-Year Persepctive 27. Christopher Benson Just Because of the Color of His Skin: The 1955 Lynching of Emmett Till 28. Juan Williams and Christopher Teal Thurgood Marshall's Vision Epilogue Mary L. DudziakBrown's Global Impact Notes on Contributors Index

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Book SynopsisA highly personal narrative on the evolution of the fieldTrade ReviewA Choice Outstanding Academic Title, 2012.— ChoiceTable of ContentsCoverTitle PageCopyrightContentsForeword: ANTHONY SEEGERIntroduction: Histories, Narratives, SourcesI: Central Issues in a Grand History1. The Seminal Eighties: Historical Musicology and Ethnomusicology2. Look at It Another Way: Alternative Views of the History3. Speaking of World Music: Then and Now4. A Tradition of Self-Critique: For Beverly Diamond5. Revisiting Comparison, Comparative Study, and Comparative MusicologyII: In the Academy6. Ethno among the Ologies7. On the Concept of Evolution in the History of Ethnomusicology8. The Music of AnthropologyIII. Celebrating Our Principal Organizations9. The IFMC/ICTM and the Development of Ethnomusicology in the United States10. Arrows and Circles: Fifty Years of the ICTM and the Study of Traditional Music11. We're on teh Map: Reflections on the Society for Ethnomusicology in 1955 and 2005IV: A Collage of Commentary12. Recalling Some Neglected Classics in Musical Geography: For Tullia Magrini13. Minorities in Ethnomusicology: A Meditation on Experience in Three Cultures14. Riding the Warhorses: On the Ethnomusicology of Canons15. A Stranger Here?: Free Associations around Kurt Weil16. Music—What's That? Commenting on a Book by Carl Dahlhaus and Hans Heinrich EggebrechtReferencesIndex

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Book SynopsisA rigorous investigation of reform in college sportsTrade Review"In this provocative book ... [Smith] details the efforts to purify intercollegiate sports since the first teams faced off in the 1850s. He makes a solid case for why reforms are needed."--Diverse: Issues in Higher Education"Smith's extensively researched and well-documented text shows that throughout the history of college athletics there have been only a handful of true champions of reform and they have universally lost to the pressures of professionalization."--EH.NET"Sweeping in its coverage of big-time college athletic reform and rich detail. . . . A significant contribution to the place and meaning of college sports in the modern United States."--American Historical Review"Illuminating and thought provoking. Music and Cultural Rights will challenge musicians, music scholars, and music educators to reexamine their preconceived notions of culture, music's purpose within culture, and the social responsibilities that come when using this music."--Music Educators Journal"Ronald A Smith meticulously documents the history of reform attempts of intercollegiate athletics, an enterprise so full of contradiction, hypocrisy, and downright chicanery that it has long begged for major change. . . . His definitive study depresses any reader hopeful for the systemic reform of college sports."--The Journal of American History"A lively, fluid account of college sports controversies and reform efforts spanning more than 150 years. . . . Well written and thoroughly researched."--Journal of Higher Education"A major contribution to the history of college sports. This astounding book does not leave a stone unturned, and it represents a lifetime of researching and writing on the subject from a top expert in the field."--John Sayle Watterson, author of The Games Presidents Play: Sports and the Presidency"Ronald A. Smith pulls no punches in this thoughtful and thorough history of intercollegiate athletic reform. He deals directly with the role presidents play in reforming athletics, he calls hypocrisy by the right name when he finds it (all too often), and he recognizes the limits to what can be done to improve intercollegiate athletics in this country. Smith's candor and honesty are refreshing and impressive."--William G. Bowen, coauthor of Reclaiming the Game: College Sports and Educational Values

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Book Synopsis Delving into the history of gambling and corruption in intercollegiate sports, Cheating the Spread recounts all of the major gambling scandals in college football and basketball. Digging through court records, newspapers, government documents, and university archives and conducting private interviews, Albert J. Figone finds that game rigging has been pervasive and nationwide throughout most of the sports'' history. The insidious practice has spread to implicate not only bookies and unscrupulous gamblers but also college administrators, athletic organizers, coaches, fellow students, and the athletes themselves. Naming the players, coaches, gamblers, and go-betweens involved, Figone discusses numerous college basketball and football games reported to have been fixed and describes the various methods used to gain unfair advantage, inside information, or undue profit. His survey of college football includes early years of gambling on games between eTrade Review"Cheating the Spread is an important study that usefully synthesizes existing literature on college sports gambling and the major scandals and provides a wealth of new information gleaned from heretofore untapped sources. The exhaustive research in Cheating the Spread has a comprehensive sweep that is stunning."--Richard O. Davies, author of Sports in American Life: A History "A compelling, informative look into the dark side of collegiate athletics."--Booklist"An informative account illustrating the nature of incentives in big-time college athletics. It should be required reading for any serious student of college athletics."--The International Journal of the History of Sport

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Book Synopsis'In Changing the Playbook, Howard P. Chudacoff delves into the background and what-ifs surrounding seven defining moments that redefined college sports. These changes involved fundamental issues--race and gender, profit and power--that reflected societal tensions and, in many cases, remain pertinent today: the failed 1950 effort to pass a Sanity Code regulating payments to football players; the thorny racial integration of university sports programs; the boom in television money; the 1984 Supreme Court decision that settled who could control skyrocketing media revenues; Title IX''s transformation of women''s athletics; the cheating, eligibility, and recruitment scandals that tarnished college sports in the 1980s and 1990s; the ongoing controversy over paying student athletes a share of the enormous moneys harvested by schools and athletic departments. A thought-provoking journey into the whos and whys of collegeTrade Review"Changing the Playbook is a timely, thoughtful, persuasive book, a welcome addition to the scholarship on big-time intercollegiate athletics. It will help many readers understand some of the key turning points in the history of college sports since 1950, moments that have greatly contributed to making this unique cultural institution and practice bigger than ever, for better and (mostly) worse."--Daniel A. Nathan, President, North American Society for Sport History"Anyone seriously interested in the future of college sports should first look backward. In a book as timely, lively, and compelling as the most vivid sports headlines, one of this country's most distinguished historians brilliantly demonstrates that the current disputes over amateurism, academic standards, and gender equity in sports have a long and contentious history, and that any resolution to the current controversies surrounding concussions and unionization of athletes must draw upon the lessons of the past."--Steven Mintz, author of Huck's Raft: A History of American Childhood"Historian Howard P. Chudacoff is both a good sport and a great scholar in his fresh analysis of the transformation of college sports in our modern era. Changing the Playbook leads the reader through a logical, lively succession of chapter topics which demonstrate again and again that intercollegiate athletics are integral to the vital aspects of American culture--race relations, commercialism, media coverage, and the politics of power and money. This is a timely new interpretation that concludes with significant questions about the character and future of college sports."--John R. Thelin, author of Games Colleges Play: Scandal and Reform in Intercollegiate Athletics"Chudacoff's Changing the Playbook, the latest release in the 'Sport and Society' series, reviews 'the dramatic story of modern college sports' and how college sports became what it now is. He focuses on business and media, making it clear that college athletics has been grappling with entertainment, academics, and money for a very long time." --Choice"Chudacoff should be congratulated for his incisive account of the complicated and changing world of the imperfectly co-ordinated sporting cartel which is the NCAA. Changing the Playbook: How Power, Profit, and Politics Transformed College Sports should be a first port of call for all those interested in the commercial and business operation of college sports in America."--International Journal of the History of Sport

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Book SynopsisAt once a slogan and a vision for future scholarship, interdisciplinarity promises to break through barriers to address today''s complex challenges. Yet even high-stakes projects often falter, undone by poor communication, strong feelings, bureaucratic frameworks, and contradictory incentives. This new book shows newcomers and veteran researchers how to craft associations that will lead to rich mutual learning under inevitably tricky conditions. Strikingly candid and always grounded, the authors draw a wealth of profound, practical lessons from an in-depth case study of a multiyear funded project on cultural property. Examining the social dynamics of collaboration, they show readers how to anticipate sources of conflict, nurture trust, and jump-start thinking across disciplines. Researchers and institutions alike will learn to plan for each phase of a project life cycle, capturing insights and shepherding involvement along the way.Trade Review"A deeply helpful guide born of careful observation, research, and--especially--firsthand experiences. Every page sparkles with insights and helpful guidance while at the same time presenting what turns into a captivating story. I could easily identify one hundred faculty colleagues desperate to have this book in hand."--Jason Baird Jackson, Director, Mathers Museum of World Cultures at Indiana University Bloomington"Rarely, if ever, have we seen such a clear-eyed ethnography of the political economy of the Western academic workplace. This book should be required reading for anyone who professes to care not just about interdisciplinarity, but about the short- and long-term future of curiosity-driven knowledge as well. Buy a copy for yourself, and then buy one for every administrator in sight. We can and should all recognize ourselves in here and, having done so, we should ask--regardless of discipline--what can be done to challenge the variety of neoliberal practices with which we are complicit in our own research?"--Antoinette Burton, Director, Illinois Program for Research in the Humanities "Sustaining Interdisciplinary Collaboration is a timely book, perhaps even a necessary book, in the now years-long moment of the most recent rise of interdisciplinarity in academia."--Journal of Folklore Research"Eminently comprehensible and enjoyable to read."--Western Folklore"Sustaining Interdisciplinary Collaboration is a timely book, perhaps even a necessary book, in the now years-long moment of the most recent rise of interdisciplinarity in academia."--Journal of Folklore Research "In this engaging work . . . The authors provide a multifaceted view of the complexities of this type of research project." --Journal of American Folklore

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Book SynopsisIn Following the Elephant, Bruno Nettl edits articles drawn from fifty years of the pioneering journal Ethnomusicology. The roster of acclaimed scholars hail from across generations, using other works in the collection as launching points for dialogues on the history and accomplishments of the field. Nettl divides the collection into three sections. In the first, authors survey ethnomusicology from perspectives that include thoughts on defining and conceptualizing the field and its concepts. The second section offers milestones in the literature that critique major works. The authors look at what separates ethnomusicology from other forms of music research and discuss foundational issues. The final section presents scholars considering ethnomusicology--including recent trends--from the perspective of specific, but abiding, strands of thought. Contributors: Charlotte J. Frisbie, Mieczylaw Kolinski, Gerhard Kubik, George List, Alan P. Merriam, Bruno Nettl, David Pruett, Adelaida Reyes, T

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Book SynopsisTrade Review“Anyone interested in college football, the history of intercollegiate athletics, and the attempts at governance, will find this book an important addition to their library and their knowledge.”--Sport Literature"Winton U. Solberg's Creating the Big Ten is a superb work on a significant topic in American social and institutional history." --The Journal of American History"A great resource for scholars and fans wanting an in-depth look at how the conference came together, and almost came apart, and the many different paths it might have taken along the way." --Journal of Sport History"Solberg has written a very useful and timely history. The commercialism of modern big-time intercollegiate sports was clearly a long time coming, as the author of Creating the Big Ten ruefully makes clear." --Middle West Review

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Book SynopsisFemale seminaries in nineteenth-century America offered middle-class women the rare privilege of training in music and the liberal arts. A music background in particular provided the foundation for a teaching career, one of the few paths open to women. Jewel A. Smith opens the doors of four female seminaries, revealing a milieu where rigorous training focused on music as an artistic pursuit rather than a social skill. Drawing on previously untapped archives, Smith charts women''s musical experiences and training as well as the curricula and instruction available to them, the repertoire they mastered, and the philosophies undergirding their education. She also examines the complex tensions between the ideals of a young democracy and a deeply gendered system of education and professional advancement. An in-depth study of female seminaries as major institutions of learning, Transforming Women''s Education illuminates how musical training added to women''s lives and how their artisticTrade Review"Ultimately, Transforming Women's Education asks provocative questions about the social construction of women in nineteenth century. It is a well-balanced institutional history that should have broad appeal across multiple historical subfields." --Journal of Historical Research in Music Education

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Book SynopsisProvides a state-of-the-field review of recent SoTL scholarshipTrade Review"[Represents] the continuation of an important conversation about the nature of scholarship, a renewed and increasingly sophisticated understanding of teaching, and a shift of focus from teaching to learning that has been occurring in the academy for at least a decade... [S]hows the extent to which a common language and methodologies have emerged as SoTL has matured." -Margaret Miller, University of VirginiaTable of ContentsForeword Mary HuberIntroduction to SoTL in and across the Disciplines Kathleen McKinney Part I. SoTL In the Disciplines1. Difference, Privilege, and Power in the Scholarship of Teaching and Learning: The Value of Humanities SoTL Nancy L. Chick 2. Contributions from Psychology: Heuristics for Interdisciplinary Advancement of SoTL Regan A. R. Gurung and Beth M. Schwartz3. SoTL and Interdisciplinary Encounters in the Study of Students' Understanding of Mathematical Proof Curtis Bennett and Jacqueline Dewar4. Plowing through Bottlenecks in Political Science: Experts and Novices at Work Jeffrey L. Bernstein 5. The History Learning Project "Decodes" a Discipline: The Union of Teaching and Epistemology Leah Shopkow, Arlene Diaz, Joan Middenorf, and David Pace6. Assessing Strategies for Teaching Key Sociological Understandings Caroline Hodges Persell and Antonio E. MateiroPart II. SoTL Across the Disciplines7. Square One: What is Research? Gary Poole8. Fallacies of SoTL: Rethinking How We Conduct Our Research Liz Grauerholz and Eric Main9. Exploring Student Learning in Unfamiliar Territory: A Humanist and a Scientist Compare Notes David A. Reichard and Kathy Takayama10. Talking Across the Disciplines: Building Communicative Competence in a Multidisciplinary Graduate-Student Seminar on Inquiry in Teaching and Learning Jennifer Meta Robinson, Melissa Gresalfi, Tyler Booth Christensen, April K. Sievert, Katherine Dowell Kearns, and Miriam E. Zolan11. Getting at the Big Picture through SoTL Lauren Scharff12. Growing Our Own Understanding of Teaching and Learning: Planting the Seeds and Reaping the Harvest Cheryl Albers 13. Navigating Interdisciplinary Rip Tides on the Way to the Scholarship of Integrative Learning Carmen Werder ContributorsIndex

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Book SynopsisInnovative strategies for teaching about AfricaTrade Review[T]here are many good teaching ideas to be found in Teaching Africa.55.2 July 2014 * Journal of African History *Table of ContentsIntroduction Brandon D. LundyPart I. Situating Africa: Concurrent-Divergent Rubrics of Meaning1. Introducing "Africa" Jennifer E. Coffman2. Africa: Which Way Forward?: An Interdisciplinary Approach Todd Cleveland3. Why We Need African History Kathleen Smythe4. Answering the "So What" Question: Making African History Relevant in the Provincial College Classroom Gary Marquardt5. From African History to African Histories: Teaching Interdisciplinary Method, Philosophy, and Ethics through the African History Survey Trevor R. Getz6. Treating the Exotic and the Familiar in the African History Classroom Ryan Ronnenberg7. Postcolonial Perspectives on Teaching African Politics in Wales and Ireland Carl Death8. Pan-Africanism: The Ties that Bind Ghana and the United States Harry Nii Koney Odamtten9. The Importance of the Regional Concept: The Case for an Undergraduate Regional Geography Course of Sub-Saharan Africa Matthew Waller10. Teach Me About Africa: Facilitating and Training Educators Toward a Socially Just Curriculum Durene I. Wheeler and Jeanine NtihiragezaPart II. African Arts: Interpreting the African "Text"11. Inversion Rituals: The African Novel in the Global North Catherine Kroll12. Teaching Africa through a Comparative Pedagogy: South Africa and the United StatesRenée Schatteman13. Stereotypes, Myths, and Realities Regarding African Music in the African and American Academy Jean Ngoya Kidula14. What Paltry Learning in Dumb Books!: Teaching the Power of Oral Narrative Caleb Corkery15. Teaching about Africa: Violence and Conflict Management Linda M. Johnston and Oumar Chérif Diop16. Contextualizing the Teaching of Africa in the 21st Century: A Student-centered Pedagogical Approach to Demystify Africa as The Heart of Darkness Lucie Viakinnou-BrinsonPart III. Application of Approaches: Experiencing African Particulars17. Shaping U.S.-Based Activism Towards Africa: The Role of a Mix of Critical PedagogiesAmy C. Finnegan18. The Model AU as Pedagogical Method of Teaching American Students about AfricaBabacar M'Baye19. The Kalamazoo/Fourah Bay College Partnership: A Context for Understanding Study Abroad with Africa Daniel J. Paracka, Jr.20. Teaching Culture, Health, and Political Economy in the Field: Ground-level Perspectives on Africa in the 21st Century James Ellison21. Beyond the Biologic Basis of Disease: Collaborative Study of the Social and Economic Causation of Disease in Africa Amy C. Finnegan, Julian Jane Atim, and Michael Westerhaus22. Educating the Educators: Ethiopian IT PhD Program Solomon Negash and Julian M. BassConclusion: Knowledge Circulation and Diasporic Interfacing Toyin FalolaReferencesContributorsIndex

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Book SynopsisClassroom study of the Holocaust evokes strong emotions in teachers and students. This book assesses challenges and approaches to teaching about the Holocaust through history and literature.Trade ReviewIt is indeed a pleasure to recommend this book to professors who want to learn how to initiate and design a Holocaust course at the community college level. * The Jewish Voice *Howard Tinberg and Ronald Weisberger have given us a wonderful book that documents their journey in teaching the Shoah through merging the perspectives of literature and history. . . I recommend this book to all colleagues who wish to have a close look at how collaborative teaching can be a successful, albeit challenging enterprise.June 2014 * Asian Journal Scholarship Teaching and Learning *Tinberg and Weisberger's pedagogical journey is a refreshing account of ways to model methods and habits, to encourage students to transfer those methods and habits to new domains and situations, to create opportunities for integrative learning, to foster both the affective and critical response, and to teach and write with colleagues outside one's discipline and area of expertise. Their humble approach is inspiring, their research exemplary. * Impact *This is a book that I will unhesitatingly recommend to all teachers interested in pushing disciplinary boundaries and enhancing students' learning perspective through integrating multiple viewpoints. This is a journey worth taking. 2.2 2014 * Teaching and Learning Inquiry *Table of ContentsIntroduction1. Contexts2. Discipline3. What We Knew and When We Knew It 4. Bystanders and Agents5. Witnesses6. Trauma7. Reclaiming FaithAppendix A: Course SyllabusAppendix B: Reading Journal TemplateAppendix C: Critical Research ProjectAppendix D: Midterm and Final Exams

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Book SynopsisClassroom study of the Holocaust evokes strong emotions in teachers and students. This book assesses challenges and approaches to teaching about the Holocaust through history and literature.Trade ReviewIt is indeed a pleasure to recommend this book to professors who want to learn how to initiate and design a Holocaust course at the community college level. * The Jewish Voice *Howard Tinberg and Ronald Weisberger have given us a wonderful book that documents their journey in teaching the Shoah through merging the perspectives of literature and history. . . I recommend this book to all colleagues who wish to have a close look at how collaborative teaching can be a successful, albeit challenging enterprise.June 2014 * Asian Journal Scholarship Teaching and Learning *Tinberg and Weisberger's pedagogical journey is a refreshing account of ways to model methods and habits, to encourage students to transfer those methods and habits to new domains and situations, to create opportunities for integrative learning, to foster both the affective and critical response, and to teach and write with colleagues outside one's discipline and area of expertise. Their humble approach is inspiring, their research exemplary. * Impact *This is a book that I will unhesitatingly recommend to all teachers interested in pushing disciplinary boundaries and enhancing students' learning perspective through integrating multiple viewpoints. This is a journey worth taking. 2.2 2014 * Teaching and Learning Inquiry *Table of ContentsIntroduction1. Contexts2. Discipline3. What We Knew and When We Knew It 4. Bystanders and Agents5. Witnesses6. Trauma7. Reclaiming FaithAppendix A: Course SyllabusAppendix B: Reading Journal TemplateAppendix C: Critical Research ProjectAppendix D: Midterm and Final Exams

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Book SynopsisTrade ReviewWhat ground-breaking work. If only those holding the faculty development purse-strings would read it, digest the implications for student growth and retention, and then resource well-designed FD initiatives to improve student learning. -- Tim DohertyThis book is highly recommended and has implications for any library who provides faculty development in the form of workshops or consultation services. It also provides a useful context to engage campus discussions about information literacy. The authors end their study with a useful discussion of strategies that can make professional development more effective. * Journal of Academic Libraries *Table of ContentsForeword: Pathways from Faculty Learning to Student Learning and Beyond, by Mary Taylor Huber1. Connecting Faculty Learning to Student Learning2. Sites of Faculty Learning3. Seeking the Evidence4. Faculty Learning Applied5. Spreading the Benefits6. Reaching Students7. Faculty Development MattersAfterword, by Richard HaswellAppendix 1: Critical and Integrative Thinking Forms, Washington State University, 2009Appendix 2: Methodologies in the StudyAppendix 3: History of the Critical Thinking RubricAppendix 4: Rating FormsReferencesAcknowledgmentsNotes

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Book SynopsisTrade Review"Offers an extensive examination of 'critical reading' in terms of what it is, how it is understood both by students and faculty from a range of disciplinary angles, how it is taught, and how it could be taught when informed by research. What is most valuable is the fact that the authors' conclusions are anchored in and derived from actual student reading activity... An important contribution to scholarship." -Patricia Donahue, Lafayette CollegeTable of ContentsForeword by Pat HutchingsPrefaceIntroduction1. Different Courses, Common Concern2. Can Students Read? Comprehension, Analysis, Interpretation, and Evaluation3. Critical Reading for Academic Purposes4. Critical Reading for Social Engagement5. So Now What?Appendix One: Rubrics and WorksheetsAppendix Two: Taxonomy of AbsenceAppendix Three: Coda on Collaboration

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Book SynopsisFaculty often worry that students can't or won't read critically, a foundational skill for success in academic and professional endeavors. Critical reading refers both to reading for academic purposes and reading for social engagement. This volume is based on collaborative, multidisciplinary research into how students read in first-year courses in subjects ranging from scientific literacy through composition. The authors discovered the good (students can read), the bad (students are not reading for social engagement), and the ugly (class assignments may be setting students up for failure) and they offer strategies that can better engage students and provide more meaningful reading experiences.Trade Review"Offers an extensive examination of 'critical reading' in terms of what it is, how it is understood both by students and faculty from a range of disciplinary angles, how it is taught, and how it could be taught when informed by research. What is most valuable is the fact that the authors' conclusions are anchored in and derived from actual student reading activity... An important contribution to scholarship." -Patricia Donahue, Lafayette CollegeTable of ContentsForeword by Pat HutchingsPrefaceIntroduction1. Different Courses, Common Concern2. Can Students Read? Comprehension, Analysis, Interpretation, and Evaluation3. Critical Reading for Academic Purposes4. Critical Reading for Social Engagement5. So Now What?Appendix One: Rubrics and WorksheetsAppendix Two: Taxonomy of AbsenceAppendix Three: Coda on Collaboration

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Book SynopsisaTable of ContentsPresident's MessageA Message from the ProvostTo the ReaderPrefaceAcknowledgmentsChapter One. Introduction Highlights from the Era, 1890-1946Chapter Two. The Creation and Growth of HPER Highlights from the Era, 1946-1971Chapter Three. Years of Flourishing Highlights from the Era, 1971-1996Chapter Four. Years of Fulfillment and Transition Highlights from the Era, 1996-2013Chapter Five. On the Shoulders of LegendsEpilogue. Advancing the Legacy Appendices Appendix A. Full-Time Faculty in Rank at Start of 2012-2013 Academic Year Appendix B. Retired and Emeritus Faculty of the School Appendix C. Distinguished School and Alumni AwardsIndex

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Book SynopsisTrade Review"Case studies, clear examples, well outlined strategies, and insightful writing makeDecoding the Disciplines an understandable and accessible entry into an essential topic that will be usable for many teachers. This book should be required reading for beginning college instructors." -Anthony Ciccone, coauthor of The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and ImpactTable of ContentsPrefaceIntroduction: An Overview of Decoding the Disciplines1. Find the Bottleneck2. Step 2: Decoding the Disciplinary Unconscious 3. Modeling Operations4. Practice and Feedback5. Motivation and Emotional Bottlenecks6. Assessment7. Sharing8. The Future of DecodingEpilogue NotesList of ReferencesIndex

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Book SynopsisTeaching and learning in a college setting has never been more challenging. How can instructors reach out to their students and fully engage them in the conversation? Applicable to multiple disciplines, the Decoding the Disciplines Paradigm offers a radically new model for helping students respond to the challenges of college and provides a framework for understanding why students find academic life so arduous. Teachers can help their pupils overcome obstacles by identifying bottlenecks to learning and systematically exploring the steps needed to overcome these obstacles. Often, experts find it difficult to define the mental operations necessary to master their discipline because they have become so automatic that they are invisible. However, once these mental operations have been made explicit, the teacher can model them for students, create opportunities for practice and feedback, manage additional emotional obstacles, assess results, and share what has been learned with others.Trade Review"Case studies, clear examples, well outlined strategies, and insightful writing makeDecoding the Disciplines an understandable and accessible entry into an essential topic that will be usable for many teachers. This book should be required reading for beginning college instructors." -Anthony Ciccone, coauthor of The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and ImpactTable of ContentsPrefaceIntroduction: An Overview of Decoding the Disciplines1. Find the Bottleneck2. Step 2: Decoding the Disciplinary Unconscious 3. Modeling Operations4. Practice and Feedback5. Motivation and Emotional Bottlenecks6. Assessment7. Sharing8. The Future of DecodingEpilogue NotesList of ReferencesIndex

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Book SynopsisTrade Review"This is an exciting work that contributes a great deal to the clear goal of SOTL--the moral imperative to use evidence to improve student learning and support the development of informed citizens of the world." -Carol Hostetter, Indiana UniversityTable of ContentsIntroduction: Unlocking SoTL's potential for Transformative Education / Delores D. Liston and Regina Rahimi I. Examining Ethics Towards Social Justice 1. Ethics and Social Justice: A Review of Theoretical Frameworks and Approaches and Pedagogical Considerations / Tiffany Chenneville 2.Teaching the Ethics of Caring: Using Nursing History to Integrate Race Consciousness into Professional Values / Melissa Garno and Carole Bennett II. Focusing on Marginalized Groups in SoTL 3. The Scholarship of Teaching and Learning and the Status of Women / Maxine Atkinson and Scott T. Grether 4. Teachers of Minorities as Change Agents: A Global Model / MaryJo Benton Lee and Diane Kayongo-Male III. Community Service, Activism, and Civic Consciousness 5. Learning as We Go: Risk-Taking and Relationship-Building Through Service-Learning in Belize / Mary R. Moeller, Lonell Moeller, and Susan Filler6. Champions for Health in the Community: Critical Service-Learning, Transformative Education and Community Empowerment / Karen S. Meaney, Jo An M. Zimmermann, Gloria Martinez-Ramos, Yongmei Lu, and Jackie McDonald 7. Teacher Candidates' Dispositions for Civic Engagement and Social Responsibility: Discernment and Action / Patricia Calderwood, Stephanie Burrell Storms, Thomas Grund, Nicole Battaglia, and Emma Sheeran 8. Transforming Student Ideas about Community Using Asset-Based Community Development Techniques / Lisa Garoutte 9. Transforming Awareness into Activism: Teaching Systems and Social Justice in an Interdisciplinary Water Course / Cathy Willermet, Anja Mueller, and David AlmIV. Classroom Practices of Reflection and Counter Narratives 10. Swinging with a Double-Edged Sword: Using Counterstories to Fight for Social Justice in the Classroom / Scott D. Farver and Alyssa H. Dunn 11. When Walking the Walk Changes the Talk: Using Critical Reflection to Inform Practices of Social Justice Research and Social Justice Education / Sabrina Ross and Alma Stevenson 12. Consciousness Raising for 21st Century Faculty: Using Lessons from Diversity Flashpoints / Alejandro Leguizamo and Jennifer Campbell 13. "The Way I View the World Has Changed": Student and Teacher Reflections on Transformative Social Justice Education / Annemarie Vaccaro, Athina Chartelain, Sarah Croft, Brooke D'Aloisio, Tiffany Hoyt, and Brian Stevens 14. Using Attitude Measures and Student Narratives about Diversity to Enhance Multicultural Teaching Effectiveness / Robert Lake and Kent Rittschof 15. Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences / Erin E. Peters-Burton and Giuseppina Kysar Mattietti V. Applied Classroom Practices and Social Justice 16. Reimagining the Student Evaluation: Using Democratic Frameworks in College Teaching and Learning / Phillis L. George 17. Minding the Brain: Three Dimensions of Cognition in Social Justice Curriculum / Daniel J. Glisczinski 18. Using Applied Learning to Engage with Social Justice: Lessons Learned from an Online Graduate Course in Social Justice / James M. DeVitaConclusionSOTL: Next Steps Toward Social Justice / Delores D. Liston and Regina RahimiIndex

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Book SynopsisTrade Review"This is an exciting work that contributes a great deal to the clear goal of SOTL--the moral imperative to use evidence to improve student learning and support the development of informed citizens of the world." -Carol Hostetter, Indiana UniversityTable of ContentsIntroduction: Unlocking SoTL's potential for Transformative Education / Delores D. Liston and Regina Rahimi I. Examining Ethics Towards Social Justice 1. Ethics and Social Justice: A Review of Theoretical Frameworks and Approaches and Pedagogical Considerations / Tiffany Chenneville 2.Teaching the Ethics of Caring: Using Nursing History to Integrate Race Consciousness into Professional Values / Melissa Garno and Carole Bennett II. Focusing on Marginalized Groups in SoTL 3. The Scholarship of Teaching and Learning and the Status of Women / Maxine Atkinson and Scott T. Grether 4. Teachers of Minorities as Change Agents: A Global Model / MaryJo Benton Lee and Diane Kayongo-Male III. Community Service, Activism, and Civic Consciousness 5. Learning as We Go: Risk-Taking and Relationship-Building Through Service-Learning in Belize / Mary R. Moeller, Lonell Moeller, and Susan Filler6. Champions for Health in the Community: Critical Service-Learning, Transformative Education and Community Empowerment / Karen S. Meaney, Jo An M. Zimmermann, Gloria Martinez-Ramos, Yongmei Lu, and Jackie McDonald 7. Teacher Candidates' Dispositions for Civic Engagement and Social Responsibility: Discernment and Action / Patricia Calderwood, Stephanie Burrell Storms, Thomas Grund, Nicole Battaglia, and Emma Sheeran 8. Transforming Student Ideas about Community Using Asset-Based Community Development Techniques / Lisa Garoutte 9. Transforming Awareness into Activism: Teaching Systems and Social Justice in an Interdisciplinary Water Course / Cathy Willermet, Anja Mueller, and David AlmIV. Classroom Practices of Reflection and Counter Narratives 10. Swinging with a Double-Edged Sword: Using Counterstories to Fight for Social Justice in the Classroom / Scott D. Farver and Alyssa H. Dunn 11. When Walking the Walk Changes the Talk: Using Critical Reflection to Inform Practices of Social Justice Research and Social Justice Education / Sabrina Ross and Alma Stevenson 12. Consciousness Raising for 21st Century Faculty: Using Lessons from Diversity Flashpoints / Alejandro Leguizamo and Jennifer Campbell 13. "The Way I View the World Has Changed": Student and Teacher Reflections on Transformative Social Justice Education / Annemarie Vaccaro, Athina Chartelain, Sarah Croft, Brooke D'Aloisio, Tiffany Hoyt, and Brian Stevens 14. Using Attitude Measures and Student Narratives about Diversity to Enhance Multicultural Teaching Effectiveness / Robert Lake and Kent Rittschof 15. Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences / Erin E. Peters-Burton and Giuseppina Kysar Mattietti V. Applied Classroom Practices and Social Justice 16. Reimagining the Student Evaluation: Using Democratic Frameworks in College Teaching and Learning / Phillis L. George 17. Minding the Brain: Three Dimensions of Cognition in Social Justice Curriculum / Daniel J. Glisczinski 18. Using Applied Learning to Engage with Social Justice: Lessons Learned from an Online Graduate Course in Social Justice / James M. DeVitaConclusionSOTL: Next Steps Toward Social Justice / Delores D. Liston and Regina RahimiIndex

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Book SynopsisTrade Review"At a time when accelerated learning drives so much what occurs in the classroom,... the author proposes to slow things down and to have students and teachers alike see the power and meaning in silent and slow reflection." -Howard Tinberg, author of Writing With Consequence: What Writing Does in the Disciplines "The book is beautifully and graciously written--a style that helps convey the book's invitation to readers: pay attention to each other's strengths and build on them in order to help fulfill the full range of educational outcomes long given voice in college and university mission statements and strategic plans." -Mary Taylor Huber, co-author of The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and ImpactTable of ContentsAcknowledgmentsIntroduction1. A Historical Review2. Contemplative Practices in Higher Education3. Challenges and Replies to Contemplative Methods4. Contemplative Research5. The Contemplative Mind: A Vision of Higher Education for the 21st CenturyCodaReferencesIndex

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Book SynopsisTrade Review"At a time when accelerated learning drives so much what occurs in the classroom,... the author proposes to slow things down and to have students and teachers alike see the power and meaning in silent and slow reflection." -Howard Tinberg, author of Writing With Consequence: What Writing Does in the Disciplines "The book is beautifully and graciously written--a style that helps convey the book's invitation to readers: pay attention to each other's strengths and build on them in order to help fulfill the full range of educational outcomes long given voice in college and university mission statements and strategic plans." -Mary Taylor Huber, co-author of The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and ImpactTable of ContentsAcknowledgmentsIntroduction1. A Historical Review2. Contemplative Practices in Higher Education3. Challenges and Replies to Contemplative Methods4. Contemplative Research5. The Contemplative Mind: A Vision of Higher Education for the 21st CenturyCodaReferencesIndex

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Book SynopsisTrade Review"Curt Simic and Sandra Bate have done an extraordinary job of capturing the very essence of transformational philanthropy. The thorough yet sensitive interviews capture a range of subtleties regarding philanthropic motivations. While every story is unique, taken collectively, the reader will see inspiring common themes emerge — the desire to make a difference in the lives of others, humility and kindness, and a deep commitment to the role that philanthropy can play in improving lives, communities and society overall. The Spirit ofGenerosity will touch a special place in the hearts of all readers, and is a must read for any advancement professional as it reminds us of how fortunate we are to spend our days in the company of others who seek to make the world a better place, for all."—Daniel C. Smith, Ph.D., President and CEO, Indiana University Foundation"The difference between 'good' and 'great' among public universities is private philanthropy. Indiana University is a poster campus for that reality. The powerful stories of philanthropic leaders at Indiana University in this compelling volume are clear markers for how and why that has happened."—Thomas Ehrlich, President Emeritus, Indiana UniversityTable of ContentsPreface: Advancing the Common GoodAcknowledgmentsPart 1: A Commitment to OpportunityIntroductionJesse H. Cox: Of Knowledge, Hard Work, and Self-ConfidenceLucienne and Lawrence Glaubinger: A Commitment to PeopleEd Kelley: The Gift of a NameMary Margaret Webb: Helping Others Do What They LovePart 2: A Commitment to Distinction IntroductionSidney and Lois Eskenazi: Lessons in PhilanthrophyDavid Henry Jacobs: Stand and SingElinor Ostrom: A Persistent CommitmentPart 3: A Commitment to International ExperienceIntroductionEdward L. Hutton: A Catalyst for Global ExperiencePart 4: A Commitment to Medical ResearchIntroductionPatricia R. Miller: "Yet to Come"Part 5: A Commitment to the Centrality of InformationIntroductionThomas M. Lofton: Philanthropy's Faithful Steward in the Hoosier StatePart 6: A Commitment to Places for LearningIntroductionGayle Karch Cook: The Good Business of Historic PreservationV. William Hunt: A Hoosier LegacyCindy Simon Skjodt: A Family Love Affair with Indiana UniversityAfterword: The Legacy of Lessons Learned

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Book SynopsisTable of ContentsForeword: The IDS, Held Up to Light / Amy Wimmer Schwarb, BAJ 1998Introduction'Allegiance to No Faction': A History of the IDS / Ray E. Boomhower, BA 1982, MA 1995In the World, on Campus, at the Newsroom / Jamie Zega, BAJ 20181. 1867–1914Reflection: In the Beginning / Marjorie Smith Blewett, BA 1948From the Archives: Infant IDS Lives Again as Dr. Bryan Reminisces / from the IDS, October 10, 1954Profile: Florence Myrick Ahl / from the 2011 IU School of Journalism Centennial Distinguished Alumni Award program From the Archives: The Course in Journalism / from the 1908 Arbutus2. 1915–1938Reflection: Returning from War to a Time of Growth / J. Dwight Peterson, BA 1919, LLD 1966 Behind the Story: An Innovative—and Dusty—Tradition / Rachel Kipp, BAJ 2002From the Archives: It's in the Air / from the IDS, September 5, 1922Behind the Story: The Keepers of IDS Traditions / Rachel Kipp, BAJ 2002Behind the Story: Tight Times, Newspaper Extras and a Brush with Ernie Pyle / Robert C. Pebworth, BA 1932From the Archives: 'He Died for the Republic' / from the IDS, October 5, 19223. 1939–1954Reflection: The 'Lucky Coincidence' That Led to a Historic Extra / Winston Fournier, BA 1946Profile: John E. Stempel / adapted from the IDS, January 22, 1982From the Archives: 'The Hurt Has Become Too Great' / adapted from the IDS, April 28, 1945Reflection: An 'Endless' Wait—and Then a Two-Day Nap / Mary Monroe, BA 1946Behind the Story: Chronicling 'On-Track Feats and Off-Track Warts' / John Schwarb, BAJ 1996Reflection: Linotype Memories / Marjorie Smith Blewett, BA 1948From the Archives: 'The Shack' Still Lives . . . in Our Hearts / from the IDS, May 29, 19544. 1955–1969Reflection: Racing Deadline / Myrna Oliver, BA 1964Behind the Story: The Breaking News That Shaped a Generation / Joel Whitaker, BS 1964, MA 1971Reflection: When the Editor is Edited / Craig Klugman, BA 1967Reflection: From Bloomington to Abbey Road / Alan Sutton, BA 1970From the Archives: Kennedy Asks That Indianapolis Crowd Pray For King Family / from the IDS, April 5, 1968Behind the Story: The Indiana Daily Student: Evaluation and Suggestions / adapted from the Board of Aeons Report5. 1970–1981Profile: Jack Backer / adapted from the IDS, December 6, 1982Reflection: Finding a Place behind the Camera / Melissa Farlow, BA 1974Reflection: Covering Knight's Hoosiers / Mark Montieth, BAJ 1977From the Archives: 'Breaking Away' Superficial, Trivial / from the IDS, April 23, 1979Reflection: The Tribe of Ernie Pyle Hall / Thomas French, BAJ 1980From the Archives: Why the Daily Student Is Discontinuing Free Papers / from the IDS, March 12, 1981Behind the Story: Training Ground for Pulitzer Winners / Charles Scudder, BAJ 20146. 1982–1996From the Archives: Carmichael Lived through His Music / from the IDS, January 5, 1982Behind the Story: CompuScum, VDTs and That Garish Gold / Paul Heaton, BA 1984Reflection: Prepared in More Ways Than One / Eric Deggans, BA 1990Profile: Pat Siddons / adapted from the IDS, September 1, 2004Behind the Story: The Night I Used a Nick's Menu as a Straightedge / Kathryn Flynn, BA 1987Behind the Story: City Editor and . . . Fashion Aficionado? / Kevin Corcoran, BA 1988From the Archives: IDS Editors Still Ponder at Ernie's Desk / from the IDS, October 8, 1953Behind the Story: The Semester I Gave the Campus Sex Advice / Joe Vince, BAJ 1997Reflection: All I Really Need to Know, I Learned in Backshop / Jeff Vrabel, BAJ 1997Profile: John Jackson / adapted from the IDS, March 18, 1996From the Archives: IDS Online Edition Now Available on Internet / from the IDS, October 22, 19967. 1997–2008Reflection: Writing for the Campus—and for Grandma Millie / Rachel Kipp, BAJ 2002From the Archives: Our Own Jolly St. Nick / from the IDS, March 20, 2000Reflection: 'Our World Was Changing before Our Eyes' / Gina Czark, BAJ 2002Reflection: The Drive to Be First—and the Torture of Being Wrong / Aaron Sharockman, BAJ 2003Reflection: On Diversity at the IDS and in Daily Life / George Lyle IV, BAJ 2005Profile: David L. Adams / from the IDS, June 4, 2007Behind the Story: Ending the Semester with a Splash8. 2009–PresentReflection: Goodnight, Brian / Biz Carson, BAJ 2012Profile: Ron Johnson / Michael Auslen, BAJ 2014Reflection: Moving Out, Moving On / Charles Scudder, BAJ 2014From the Archives: The IDS Will No Longer Print Five Days a Week, and That Is Ok / from idsnews.com March 27, 2017Reflection: Changes and Challenges / Jim RodenbushAfterword / Ruth Witmer, BA 1987Final Word / Herman B Wells, BS 1924, MA 1927Appendix: IDS Editors-in-Chief, 1867–2018Contributors

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