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Curricular Problems in Science at the College Level was first published in 1930. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
A History of the University of New Mexico School of Medicine, Its People, and Its Mission, 1964-2014
Published in honor of the fiftieth anniversary of the founding of the University of New Mexico School of Medicine, this book provides more than an institutional history. Rich with anecdotes and personality, Dora Calott Wang’s account is a must-read for anyone curious about health care in New Mexico.
Celebrated for its innovations in medical curricula, UNM’s medical school began as an audacious experiment by pioneering educators who were determined to create a great medical school in a state beset by endemic poverty and daunting geographic barriers. Wang traces the enactment of the school’s mission to provide medical education for New Mexicans and to help alleviate the severe shortage of medical care throughout the state. The Daily Practice of Compassion offers a primer for policy makers in medical education and health-care delivery throughout the country.
Eleven Habits of Highly Successful College Students
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
Encompassing new technologies, research methods, and opportunities for collaborative scholarship and open-source peer review, as well as innovative ways of sharing knowledge and teaching, the digital humanities promises to transform the liberal arts—and perhaps the university itself. Indeed, at a time when many academic institutions are facing austerity budgets, digital humanities programs have been able to hire new faculty, establish new centers and initiatives, and attract multimillion-dollar grants.
Clearly the digital humanities has reached a significant moment in its brief history. But what sort of moment is it? Debates in the Digital Humanities brings together leading figures in the field to explore its theories, methods, and practices and to clarify its multiple possibilities and tensions. From defining what a digital humanist is and determining whether the field has (or needs) theoretical grounding, to discussions of coding as scholarship and trends in data-driven research, this cutting-edge volume delineates the current state of the digital humanities and envisions potential futures and challenges. At the same time, several essays aim pointed critiques at the field for its lack of attention to race, gender, class, and sexuality; the inadequate level of diversity among its practitioners; its absence of political commitment; and its preference for research over teaching.
Together, the essays in Debates in the Digital Humanities—which will be published both as a printed book and later as an ongoing, open-access website—suggest that the digital humanities is uniquely positioned to contribute to the revival of the humanities and academic life.
Contributors: Bryan Alexander, National Institute for Technology in Liberal Education; Rafael Alvarado, U of Virginia; Jamie “Skye” Bianco, U of Pittsburgh; Ian Bogost, Georgia Institute of Technology; Stephen Brier, CUNY Graduate Center; Daniel J. Cohen, George Mason U; Cathy N. Davidson, Duke U; Rebecca Frost Davis, National Institute for Technology in Liberal Education; Johanna Drucker, U of California, Los Angeles; Amy E. Earhart, Texas A&M U; Charlie Edwards; Kathleen Fitzpatrick, Pomona College; Julia Flanders, Brown U; Neil Fraistat, U of Maryland; Paul Fyfe, Florida State U; Michael Gavin, Rice U; David Greetham, CUNY Graduate Center; Jim Groom, U of Mary Washington; Gary Hall, Coventry U, UK; Mills Kelly, George Mason U; Matthew Kirschenbaum, U of Maryland; Alan Liu, U of California, Santa Barbara; Elizabeth Losh, U of California, San Diego; Lev Manovich, U of California, San Diego; Willard McCarty, King’s College London; Tara McPherson, U of Southern California; Bethany Nowviskie, U of Virginia; Trevor Owens, Library of Congress; William Pannapacker, Hope College; Dave Parry, U of Texas at Dallas; Stephen Ramsay, U of Nebraska, Lincoln; Alexander Reid, SUNY at Buffalo; Geoffrey Rockwell, Canadian Institute for Research Computing in the Arts; Mark L. Sample, George Mason U; Tom Scheinfeldt, George Mason U; Kathleen Marie Smith; Lisa Spiro, National Institute for Technology in Liberal Education; Patrik Svensson, Umeå U; Luke Waltzer, Baruch College; Matthew Wilkens, U of Notre Dame; George H. Williams, U of South Carolina Upstate; Michael Witmore, Folger Shakespeare Library.
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.
traditions and stories of civic engagement
How are we to understand the nature and value of higher education's public purposes, mission, and work in a democratic society? How do-and how should-academic professionals contribute to and participate in civic life in their practices as scholars, scientists, and educators?
Democracy and Higher Education addresses these questions by combining an examination of several normative traditions of civic engagement in American higher education with the presentation and interpretation of a dozen oral history profiles of contemporary practitioners. In his analysis of these profiles, Scott Peters reveals and interprets a democratic-minded civic professionalism that includes and interweaves expert, social critic, responsive service, and proactive leadership roles.
Democracy and Higher Education contributes to a new line of research on the critically important task of strengthening and defending higher education's positive roles in and for a democratic society.
Public Work, Citizenship, and the Future of Colleges and Universities
Today Americans feel powerless in the face of problems on every front. Such feelings are acute in higher education, where educators are experiencing an avalanche of changes: cost cutting, new technologies, and demands that higher education be narrowly geared to the needs of today's workplace. College graduates face mounting debt and uncertain job prospects, and worry about a coarsening of the mass culture and the erosion of authentic human relationships. Higher education is increasingly seen, and often portrays itself, as a ticket to individual success--a private good, not a public one.
Democracy's Education grows from the American Commonwealth Partnership, a year-long project to revitalize the democratic narrative of higher education that began with an invitation to Harry Boyte from the White House to put together a coalition aimed at strengthening higher education as a public good. The project was launched at the beginning of 2012 to mark the 150th anniversary of the Morrill Act, which created land grant colleges.
Beginning with an essay by Harry C. Boyte, "Reinventing Citizenship as Public Work," which challenges educators and their partners to claim their power to shape the story of higher education and the civic careers of students, the collection brings world-famous scholars, senior government officials, and university presidents together with faculty, students, staff, community organizers, and intellectuals from across the United States and South Africa and Japan. Contributors describe many constructive responses to change already taking place in different kinds of institutions, and present cutting-edge ideas like "civic science," "civic studies," "citizen professionalism," and "citizen alumni." Authors detail practical approaches to making change, from new faculty and student roles to changes in curriculum and student life and strategies for everyday citizen empowerment. Overall, the work develops a democratic story of education urgently needed to address today's challenges, from climate change to growing inequality.
America’s research universities consistently dominate global rankings but may be entrenched in a model that no longer accomplishes their purposes. With their multiple roles of discovery, teaching, and public service, these institutions represent the gold standard in American higher education, but their evolution since the nineteenth century has been only incremental. The need for a new and complementary model that offers accessibility to an academic platform underpinned by knowledge production is critical to our well-being and economic competitiveness. Michael Crow, president of Arizona State University and an outspoken advocate for reinventing the public research university, conceived the New American University model when he moved from Columbia University to Arizona State in 2002. Following a comprehensive reconceptualization spanning more than a decade, ASU has emerged as an international academic and research powerhouse that serves as the foundational prototype for the new model. Crow has led the transformation of ASU into an egalitarian institution committed to academic excellence, inclusiveness to a broad demographic, and maximum societal impact. In Designing the New American University, Crow and coauthor William B. Dabars—a historian whose research focus is the American research university—examine the emergence of this set of institutions and the imperative for the new model, the tenets of which may be adapted by colleges and universities, both public and private. Through institutional innovation, say Crow and Dabars, universities are apt to realize unique and differentiated identities, which maximize their potential to generate the ideas, products, and processes that impact quality of life, standard of living, and national economic competitiveness. Designing the New American University will ignite a national discussion about the future evolution of the American research university.
The Postmodern Writing Program Administrator
The argument of this collection is that the cultural and intellectual legacies of postmodernism impinge, significantly and daily, on the practice of the Writing Program Administrator. WPAs work in spaces where they must assume responsibility for a multifaceted program, a diverse curriculum, instructors with varying pedagogies and technological expertise—and where they must position their program in relation to a university with its own conflicted mission, and a state with its unpredictable views of accountability and assessment.
The collection further argues that postmodernism offers a useful lens through which to understand the work of WPAs and to examine the discordant cultural and institutional issues that shape their work. Each chapter tackles a problem local to its author’s writing program or experience as a WPA, and each responds to existing discord in creative ways that move toward rebuilding and redirection.
It is a given that accepting the role of WPA will land you squarely in the bind between modernism and postmodernism: while composition studies as a field arguably still reflects a modernist ethos, the WPA must grapple daily with postmodern habits of thought and ways of being. The effort to live in this role may or may not mean that a WPA will adopt a postmodern stance; it does mean, however, that being a WPA requires dealing with the postmodern.