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How Literature Will Save the Planet
The activist tradition in American literature has long testified to the power of words to change people and the power of people to change the world, yet in recent years many professional humanists have chosen to distract themselves with a postmodern fundamentalism of indeterminacy and instability rather than engage with social and political issues. Throughout her bold and provocative call to action, Elizabeth Ammons argues that the responsibility now facing humanists is urgent: inside and outside academic settings, they need to revive the liberal arts as a progressive cultural force that offers workable ideas and inspiration in the real-world struggle to achieve social and environmental justice.
Brave New Words challenges present and future literary scholars and teachers to look beyond mere literary critique toward the concrete issue of social change and how to achieve it. Calling for a profound realignment of thought and spirit in the service of positive social change, Ammons argues for the continued importance of multiculturalism in the twenty-first century despite attacks on the concept from both right and left. Concentrating on activist U.S. writers—from ecocritics to feminists to those dedicated to exposing race and class biases, from Jim Wallis and Cornel West to Winona LaDuke and Paula Moya and many others—she calls for all humanists to link their work to the progressive literature of the last half century, to insist on activism in the service of positive change as part of their mission, and to teach the power of hope and action to their students.
As Ammons clearly demonstrates, much of American literature was written to expose injustice and motivate readers to work for social transformation. She challenges today’s academic humanists to address the issues of hope and purpose by creating a practical activist pedagogy that gives students the knowledge to connect their theoretical learning to the outside world. By relying on the transformative power of literature and replacing nihilism and powerlessness with conviction and faith, the liberal arts can offer practical, useful inspiration to everyone seeking to create a better world.
West Point since 1902
The United States Military Academy at West Point is one of America’s oldest and most revered institutions. Founded in 1802, its first and only mission is to prepare young men—and, since 1976, young women—to be leaders of character for service as commissioned officers in the United States Army. West Point’s success in accomplishing that mission has secured its reputation as the foremost leadership-development institution in the world. An Academy promotional poster says it this way: “At West Point, much of the history we teach was made by people we taught.” Carved from Granite is the story of how West Point goes about producing military leaders of character. An opening chapter on the Academy’s nineteenth-century history provides context for the topic of each subsequent chapter. As scholar and Academy graduate Lance Betros shows, West Point’s early history is interesting and colorful, but its history since then is far more relevant to the issues—and problems—that face the Academy today. Drawing from oral histories, archival sources, and his own experiences as a cadet and, later, a faculty member, Betros describes and assesses how well West Point has accomplished its mission. And, while West Point is an impressive institution in many ways, Betros does not hesitate to expose problems and challenge long-held assumptions. In a concluding chapter that is both subjective and interpretive, the author offers his prescriptions for improving the institution, focusing particularly on the areas of governance, admissions, and intercollegiate athletics. Photographs, tables, charts, and other graphics aid the clarity of the discussion and lend visual and historical interest. Carved from Granite: West Point since 1902 is the most authoritative history of the modern United States Military Academy written to date. There will be lively debate over some of the observations made in this book, but if they are followed, the author asserts that the Academy will emerge stronger and better able to accomplish its vital mission in the new century and beyond.
Women's Colleges Since the 1960s
Challenged by Coeducation details the responses of women's colleges to the most recent wave of Women's colleges originated in the mid-nineteenth century as a response to women's exclusion from higher education. Women's academic successes and their persistent struggles to enter men's colleges resulted in coeducation rapidly becoming the norm, however. Still, many prestigious institutions remained single-sex, notably most of the Ivy League and all of the Seven Sisters colleges.
In the mid-twentieth century colleges' concerns about finances and enrollments, as well as ideological pressures to integrate formerly separate social groups, led men's colleges, and some women's colleges, to become coeducational. The admission of women to practically all men's colleges created a serious challenge for women's colleges. Most people no longer believed women's colleges were necessary since women had virtually unlimited access to higher education. Even though research spawned by the women's movement indicated the benefits to women of a "room of their own," few young women remained interested in applying to women's colleges.
Challenged by Coeducation details the responses of women's colleges to this latest wave of coeducation. Case studies written expressly for this volume include many types of women's colleges-Catholic and secular; Seven Sisters and less prestigious; private and state; liberal arts and more applied; northern, southern, and western; urban and rural; independent and coordinated with a coeducational institution. They demonstrate the principal ways women's colleges have adapted to the new coeducational era: some have been taken over or closed, but most have changed by admitting men and thereby becoming coeducational, or by offering new programs to different populations. Some women's colleges, mostly those that are in cities, connected to other colleges, and prestigious with a high endowment, still enjoy success.
Despite their dramatic drop in numbers, from 250 to fewer than 60 today, women's colleges are still important, editors Miller-Bernal and Poulson argue. With their commitment to enhancing women's lives, women's colleges and formerly women's colleges can serve as models of egalitarian coeducation.
Why Students Do It and What Educators Can Do about It
Today’s students are tomorrow’s leaders, and the college years are a critical period for their ethical development. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating. The authors investigate trends over time, including internet-based cheating. They consider personal and situational reasons and the culture of groups where dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities). Faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, chapters in student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences. Based on the authors’ multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and the cultural efforts that are effective in restoring it.
Gamblers, Point Shavers, and Game Fixers in College Football and Basketball
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._x000B__x000B_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 established schools such as Yale, Princeton, and Harvard; Notre Dame's All-American halfback and skilled gambler George Gipp; and the 1962 allegations of insider information between Alabama coach Paul "Bear" Bryant and former Georgia coach James Wallace "Wally" Butts; and many other recent incidents. Notable events in basketball include the 1951 scandal involving City College of New York and six other schools throughout the East Coast and the Midwest; the 1961 point-shaving incident that put a permanent end to the Dixie Classic tournament; the 1994-95 Northwestern scandal in which players bet against their own team; and other recent examples of compromised gameplay and gambling. _x000B_
Making American Higher Education a Sustainable Enterprise
Citizenship Across the Curriculum advocates the teaching of civic engagement at the college level, in a wide range of disciplines and courses. Using "writing across the curriculum" programs as a model, the contributors propose a similar approach to civic education. In case studies drawn from political science and history as well as mathematics, the natural sciences, rhetoric, and communication studies, the contributors provide models for incorporating civic learning and evaluating pedagogical effectiveness. By encouraging faculty to gather evidence and reflect on their teaching practice and their students' learning, this volume contributes to the growing field of the scholarship of teaching and learning.
Smart Work, Managed Choice, and the Transformation of Higher Education
A current truism holds that the undergraduate degree today is equivalent to the high-school diploma of yesterday. But undergraduates at a research university would probably not recognize themselves in the historical mirror of high-school vocational education. Students in a vast range of institutions are encouraged to look up the educational social scale, whereas earlier vocational education was designed to cool outexpectations of social advancement by training a working class prepared for massive industrialization.In Class Degrees, Evan Watkins argues that reforms in vocational education in the 1980s and 1990s can explain a great deal about the changing directions of class formation in the United States, as well as how postsecondary educational institutions are changing. Responding to a demand for flexibility in job skills and reflecting a consequent aspiration to choice and perpetual job mobility, those reforms aimed to eliminate the separate academic status of vocational education. They transformed it from a cooling outto a heating upof class expectations. The result has been a culture of hyperindividualism. The hyperindividual lives in a world permeated with against-all-odds plots, from beat the oddsof long supermarket checkout lines by using self-checkout and buying FasTrak transponders to beat the odds of traffic jams, to the endless superheroes on film and TV who daily save various sorts of planets and things against all odds.Of course, a few people can beat the odds only if most other people do not. As choice begins to replace the selling of individual labor at the core of contemporary class formation, the result is a sort of waste labor left behind by the competitive process. Provocatively, Watkins argues that, in the twenty-first century, academic work in the humanities is assuming the management function of reclaiming this waste labor as a motor force for the future.
Politics and Ideology in American Universities
Contrary to popular belief, the problem with U.S. higher education is not too much politics but too little. Far from being bastions of liberal bias, American universities have largely withdrawn from the world of politics. So conclude Bruce L. R. Smith, Jeremy Mayer, and Lee Fritschler in this illuminating book. C losed Minds? d draws on data from interviews, focus groups, and a new national survey by the authors, as well as their decades of experience in higher education to paint the most comprehensive picture to date of campus political attitudes. It finds that while liberals outnumber conservatives within faculty ranks, even most conservatives believe that ideology has little impact on hiring and promotion. Today's students are somewhat more conservative than their professors, but few complain of political bias in the classroom. Similarly, a Pennsylvania legislative inquiry, which the authors explore as a case study of conservative activism in higher education, found that political bias was "rare" in the state's public colleges and universities. Yet this ideological peace on campus has been purchased at a high price. American universities are rarely hospitable to lively discussions of issues of public importance. They largely shun serious political debate, all but ignore what used to be called civics, and take little interest in educating students to be effective citizens. Smith, Mayer, and Fritschler contrast the current climate of disengagement with the original civic mission of American colleges and universities. In concluding, they suggest how universities can reclaim and strengthen their place in the nation's political and civic life.
A History of the Council of Ontario Universities, 1962-2000
Chronicles the rise and decline of Ontario universities from the halcyon 1960s to the Common Sense Revolution through the history of its planning association, the Council of Ontario Universities.
Collective Autonomy: A History of the Council of Ontario Universities, 1962-2000 is the first full-length account of an organization that has played a major role in the development of the university system in Ontario. Edward J. Monahan served as the council’s chief executive officer for over fifteen years. This is his insider’s account, enhanced by archival material, of the key role the universities played in planning the high academic quality of the Ontario provincial university system.
Collective Autonomy traces the evolution of Ontario universities over a period of forty years, from the halcyon days of the 1960s, during which massive injections of public funds transformed these institutions from ivory towers to public utilities, through the 1970s and ’80s when universities were downgraded as a government spending priority and problems began to develop. It concludes by looking at the problems created by the “Common Sense Revolution” and the resulting severe cutbacks in government grants to universities. It chronicles the efforts of the universities to preserve their autonomy while expanding their service to the common good, and their efforts to maintain the delicate balance between university autonomy and public accountability.