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_

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.

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 Far from being bastions of liberal bias, American universities have largely withdrawn from the world of politics.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.

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.

Selling science has become a common practice in contemporary universities. This commodification of academia pervades many aspects of higher education, including research, teaching, and administration. As such, it raises significant philosophical, political, and moral challenges. This volume offers the first book-length analysis of this disturbing trend from a philosophical perspective and presents views by scholars of philosophy of science, social and political philosophy, and research ethics. The epistemic and moral responsibilities of universities, whether for-profit or nonprofit, are examined from several philosophical standpoints. The contributors discuss the pertinent epistemological and methodological questions, the sociopolitical issues of the organization of science, the tensions between commodified practices and the ideal of “science for the public good,” and the role of governmental regulation and personal ethical behavior. In order to counter coercive and corruptive influences of academic commodification, the contributors consider alternatives to commodified research and offer practical recommendations for establishing appropriate research standards, methodologies and institutional arrangements, and a corresponding normative ethos.

Conservative and liberal commentators alike have long argued that social bias exists in American higher education. Yet those arguments have largely lacked much supporting evidence. In this first systematic attempt to substantiate social bias in higher education, George Yancey embarks on a quantitative and qualitative analysis of the social biases and attitudes of faculties in American universities—surveying professors in disciplines from political science to experimental biology and then examining the blogs of 42 sociology professors. In so doing, Yancey finds that politically—and, even more so, religiously—conservative academics are at a distinct disadvantage in our institutions of learning, threatening the free exchange of ideas to which our institutions aspire and leaving many scientific inquiries unexplored.

This book provides a definitive account of Jacques Derrida's involvement in debates about the university. Derrida was a founding member of the Research Group on the Teaching of Philosophy (GREPH), an activist group that mobilized opposition to the Giscard government's proposals to rationalizethe French educational system in 1975. He also helped to convene the Estates General of Philosophy, a vast gathering in 1979 of educators from across France. Furthermore, he was closely associated with the founding of the International College of Philosophy in Paris, and his connection with the International Parliament of Writers during the 1990s also illustrates his continuing interest in the possibility of launching an array of literary and philosophical projects while experimenting with new kinds of institutions in which they might take their specific shape and direction. Derrida argues that the place of philosophy in the university should be explored as both a historical question and a philosophical problem in its own right. He argues that philosophy simultaneously belongs and does not belong to the university. In its founding role, it must come from outsidethe institution in which, nevertheless, it comes to define itself. The author asks whether this irresolvable tension between belongingand not belongingmight not also form the basis of Derrida's political thinking and activism where wider issues of contemporary significance are concerned. Key questions today concerning citizenship, rights, the nation-state and Europe, asylum, immigration, terror, and the returnof religion all involve assumptions and ideas about belonging; and they entail constitutional, legal, institutional and material constraints that take shape precisely on the basis of such ideas. This project will therefore open up a key question: Can deconstruction's insight into the paradoxical institutional standing of philosophy form the basis of a meaningful political response by theoryto a number of contemporary international issues?

With a solid GPA, numerous extracurricular achievements, and an acceptance letter from an excellent college, it seems that all of your hard work in school has paid off. Now what? What can you expect from college life, and how can you get the most out of it? This book answers these questions to help you excel in college. Deans at America’s top institutions tell you what you need to know to have a rich and rewarding college experience. Armed with an insider’s perspective, you will develop habits critical for college success, including: • Focusing on learning, not on grades • Building an adult relationship with your parents • Working the system by understanding the system • Learning from diversity at home and abroad • Coping with failure • Planning boldly for life after college Dean’s List offers a thoughtful, common-sense approach to higher education that allows every student to achieve. Many books will tell you how to get an “A” in class, but this book encourages you to do more—to explore college life, embrace new challenges, and become independent. Includes expert advice from deans at top U.S. colleges: Barnard College • Brown University • Bryn Mawr College • Columbia University • Cornell University • Dartmouth College • Duke University • Georgetown University • Harvard University • The Johns Hopkins University • Mount Holyoke College • Northwestern University • Oberlin College • Pomona College • Princeton University • Rice University • Smith College • Stanford University • University of Pennsylvania • University of Rochester • Wellesley College • Yale University

Community colleges enroll almost half of all undergraduates in the United States. These two-year colleges manifest the American commitment to accessible and affordable higher education. With about 1,200 institutions nationwide, community colleges have made significant progress over the past decade in opening access and have become the critical entry point to higher education for many Americans who traditionally have been left out of educational and economic opportunity. Yet economic, political, and social developments have increased the challenges community colleges face in pursuing an “equity agenda.” Some of these include falling state budgets combined with growing enrollments, a greater emphasis on outcome-based accountability, competition from for-profit institutions, and growing immigrant student populations. These trials come at a time when community colleges confront crucial economic and workforce development pressures that may impact their mission. How can community colleges continue to maintain their open-door policies, support underprepared students, and struggle to help enrolled students complete degrees and certificates that prepare them for success in the workplace? Building on case studies of colleges in six states—New York, Texas, Florida, California, Washington, and Illinois—this volume offers a fresh examination of the issues currently facing American community colleges. Drawing on their fieldwork supplemented by national data, the authors analyze how these challenges impact the community college mission of educational opportunity—especially for low-income students, students of color, and other underserved groups—and how colleges are responding to a drastically different environment. They then propose a set of strategies to strengthen the role of community colleges in providing both access and opportunities for achievement for all students.