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Making American Higher Education a Sustainable Enterprise
A New Era of Global Ambition
This timely study charts the intentional and accelerated rise of China’s research universities by analyzing how state policy has transformed key institutions. Specifically, it addresses how state initiatives have influenced faculty life and academic culture at these campuses. Based on empirical studies at four of the nation’s leading universities and including more than seventy semi-structured interviews with professors and key administrators, China's Rising Research Universities sheds light on fundamental changes in faculty life. These changes amount to nothing short of a dramatic transformation of academic culture at the nation’s top universities. National initiatives driven by China’s Ministry of Education seek to develop two overlapping sets of leading universities, through what are known as Project 211 (which affects about 100 universities) and Project 985 (which affects about 40 universities). Project 985 enhancements are particularly important to the country’s efforts to strengthen university science and research. The book also addresses the broader context of higher education reform in China, arguing that recent efforts to elevate the nation’s top universities toward world-class standing represent a shift in higher education policy development and implementation leading to what is described as China’s Global Ambition Period. Offering important insights into the changing higher education policy context in an age increasingly defined by globalization, China's Rising Research Universities will appeal to higher education leaders and policymakers; students, faculty, and scientists who interact with Chinese counterparts; and scholars of international and comparative studies.
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.
Managing and Experiencing Inequality at an Elite College
In 2015, the New York Times reported, "The bright children of janitors and nail salon workers, bus drivers and fast-food cooks may not have grown up with the edifying vacations, museum excursions, daily doses of NPR and prep schools that groom Ivy applicants, but they are coveted candidates for elite campuses." What happens to academically talented but economically challenged "first-gen" students when they arrive on campus? Class markers aren't always visible from a distance, but socioeconomic differences permeate campus life—and the inner experiences of students—in real and sometimes unexpected ways. In Class and Campus Life, Elizabeth M. Lee shows how class differences are enacted and negotiated by students, faculty, and administrators at an elite liberal arts college for women located in the Northeast.
Using material from two years of fieldwork and more than 140 interviews with students, faculty, administrators, and alumnae at the pseudonymous Linden College, Lee adds depth to our understanding of inequality in higher education. An essential part of her analysis is to illuminate the ways in which the students' and the college’s practices interact, rather than evaluating them separately, as seemingly unrelated spheres. She also analyzes underlying moral judgments brought to light through cultural connotations of merit, hard work by individuals, and making it on your own that permeate American higher education. Using students’ own descriptions and understandings of their experiences to illustrate the complexity of these issues, Lee shows how the lived experience of socioeconomic difference is often defined in moral, as well as economic, terms, and that tensions, often unspoken, undermine students’ senses of belonging.
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.
Teaching the Poetria nova across Medieval and Renaissance Europe
With an unusually broad scope encompassing how Europeans taught and learned reading and writing at all levels, Classroom Commentaries: Teaching the Poetria nova across Medieval and Renaissance Europe provides a synoptic picture of medieval and early modern instruction in rhetoric, poetics, and composition theory and practice. As Marjorie Curry Woods convincingly argues, the decision of Geoffrey of Vinsauf (fl. 1200) to write his rhetorical treatise in verse resulted in a unique combination of rhetorical doctrine, poetic examples, and creative exercises that proved malleable enough to inspire teachers for three centuries. Based on decades of research, this book excerpts, translates, and analyzes teachers’ notes and commentaries in the more than two hundred extant manuscripts of the text. We learn the reasons for the popularity of the Poetria nova among medieval and early Renaissance teachers, how prose as well as verse genres were taught, why the Poetria nova was a required text in central European universities, its attractions for early modern scholars and historians, and how we might still learn from it today. Woods’s monumental achievement will allow modern scholars to see the Poetria nova as earlier Europeans did: a witty and perennially popular text central to the experience of almost every student.
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.
"Students and parents alike will benefit from reading David Schoem's well-written, lively, and documented guide." ---Elie Wiesel “This is a wonderful sequel to Schoem’s very successful College Knowledge: 101 Tips. As I read through this new volume, I was constantly struck that the advice offered would help all students who approach the college experience with distinctive cultural backgrounds and commitments. Indeed all prospective college students, and their parents, can benefit from this serious yet delightful, well-written and incisive book of advice. I intend to buy one for each of my grandchildren.” ---Harold Shapiro, former president, Princeton University; former president, University of Michigan For the individual Jewish student who enters college, it is critical that he or she come intellectually, emotionally, and spiritually prepared for the academic and social experience that awaits. College is a qualitatively different experience than high school, and students’ expectations need to be set appropriately. The transition from high school to college is so significant that it can be difficult for most without some preparation. College Knowledge for the Jewish Student: 101 Tips is the perfect guide for students heading off to college with high expectations for learning, academic success, personal growth, and independence. Through lively tips and compelling student stories about life at college, it offers thoughtful, practical information for every Jewish student who wants to make a successful transition. College Knowledge for the Jewish Student includes tips on the academic aspects of college life, like communicating with faculty, learning what is where on campus, where to go for help with coursework, how to manage one’s time for a balanced experience, etc. In addition, it offers advice on dealing with family, finances, health, and safety, as well as the many social and emotional aspects of this important rite of passage.