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A History of the United Negro College Fund
Etched into America's consciousness is the United Negro College Fund's phrase "A mind is a terrible thing to waste." This book tells the multifaceted story of the organization's efforts on behalf of black colleges against the backdrop of the cold war and the civil rights movement. Founded during the post–World War II period as a successor to white philanthropic efforts, the UNCF nevertheless retained vestiges of outside control. In its early years, the organization was restrained in its critique of segregation and reluctant to lodge a challenge against institutional and cultural racism. Through cogent analysis of written and oral histories, archival documents, and the group's outreach and advertising campaigns, historian Marybeth Gasman examines the UNCF’s struggle to create an identity apart from white benefactors and to evolve into a vehicle for black empowerment. The first history of the UNCF, Envisioning Black Colleges draws attention to the significance of black colleges in higher education and the role they played in Americans’ struggle for equality.
Overcoming the Two-Tier System
Vice President Joseph Biden has blamed tuition increases on the high salaries of college professors, seemingly unaware of the fact that there are now over one million faculty who earn poverty-level wages teaching off the tenure track. The Chronicle of Higher Education ran a story entitled "From Graduate School to Welfare: The PhD Now Comes with Food Stamps." Today three-fourths of all faculty are characterized as "contingent instructional staff," a nearly tenfold increase from 1975.
Equality for Contingent Faculty brings together eleven activists from the United States and Canada to describe the problem, share case histories, and offer concrete solutions. The book begins with three accounts of successful organizing efforts within the two-track system. The second part describes how the two-track system divides the faculty into haves and have-nots and leaves the majority without the benefit of academic freedom or the support of their institutions. The third part offers roadmaps for overcoming the deficiencies of the two-track system and providing equality for all professors, regardless of status or rank.
In one of his commencement talks as President of Princeton University, William G. Bowen called upon the assembled graduates to find ways, in their lives, to blend "the powers of the mind and the promptings of the heart."
This collection of his presidential writings--drawn from annual reports, opening exercises addresses, commencement remarks, and other speeches and essays--reflects a blend of analysis and advocacy that speaks both to public policy issues affecting all of American higher education and to the deeper meanings and values of Princeton.
The writings selected for inclusion here represent roughly half of the total archive annotated in Appendix B. They range from brief extracts to complete documents, and they are organized under such topics as the university in society; purposes of education/liberal education; graduate education, scholarship, and research; faculty; diversity, opportunity, and financial aid; the economics of the private research university; and a final chapter titled simply "Reflections."
Throughout his fifteen-year tenure, President Bowen remained a teacher in the introductory economics course at Princeton, and his principal identification was always as a member of the faculty. His writings, as he saw them, were an extension of his teaching: an opportunity to communicate important ideas in ways that would sharpen his own understanding at the same time that they provoked others to think hard about the questions being raised. As such, his writings were a source of insight and illumination for many "students," of various descriptions, who listened, and read, and learned from what he had to say.
Originally published in 1988.
The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
The dream of public higher education in America is to provide opportunity for many and to offer transformative help to American communities and the economy. Expanding Opportunity in Higher Education explores the massive challenges facing California and the nation in realizing this goal during a time of enormous demographic change. The immediate focus on California is particularly appropriate given the size of the state—it educates one out of every nine students in the country—and its checkered political record with respect to civil rights and educational inequities. The book includes essays not only by academics looking at the state’s educational system as a whole, but also by those within the policy system who are trying to keep it going in difficult times. The contributors show that the destiny of California, and the nation, rests on the courage of policymakers, both within the universities and within the government, to move aggressively to reclaim the hope of millions of students who can make enormous contributions to this society if only given the chance.
Toward an Identity Politics of One-to-One Mentoring
Assessing the Connections
Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students’ learning is affected by faculty members’ efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.
Faith and the Historian collects essays from eight experienced historians discussing the impact of being touched? by Catholicism on their vision of history. That first graduate seminar, these essays suggest, did not mark the inception of ones historical sensibilities; rather, the process had deeper, and earlier, roots. The authorsÂ--ranging from cradle to the grave? Catholics to those who havent practiced for forty years, and everywhere in between--explicitly investigate the interplay between their personal lives and beliefs and the sources of their professional work. A variety of heartfelt, illuminating, and sometimes humorous experiences emerge from these stories of intelligent people coming to terms with their Catholic backgrounds as they mature and enter the academy. Contributors include: Philip Gleason, David Emmons, Maureen Fitzgerald, Joseph A. McCartin, Mario T. GarcÃa, Nick Salvatore, James R. Barrett, and Anne M. Butler.
Black Higher Education in Kentucky, 1904-1954
Kentucky was the last state in the South to introduce racially segregated schools and one of the first to break down racial barriers in higher education. The passage of the infamous Day Law in 1904 forced Berea College to exclude 174 students because of their race. Throughout the 1930s and 1940s black faculty remained unable to attend in-state graduate and professional schools. Like black Americans everywhere who fought overseas during World War II, Kentucky's blacks were increasingly dissatisfied with their second-class educational opportunities. In 1948, they financed litigation to end segregation, and the following year Lyman Johnson sued the University of Kentucky for admission to its doctoral program in history. Civil racism indirectly defined the mission of black higher education through scarce fiscal appropriations from state government. It also promoted a dated 19th-century emphasis on agricultrual and vocational education for African Americans. John Hardin reveals how the history of segregated higher education was shaped by the state's inherent, though sometimes subtle, racism.
An Insider'S Guide For New Composition Teachers
"First time up?"—an insider’s friendly question from 1960s counter-culture—perfectly captures the spirit of this book. A short, supportive, practical guide for the first-time college composition instructor, the book is upbeat, wise but friendly, casual but knowledgeable (like the voice that may have introduced you to certain other firsts). With an experiential focus rather than a theoretical one, First Time Up will be a strong addition to the newcomer’s professional library, and a great candidate for the TA practicum reading list.
Dethier, author of The Composition Instructor’s Survival Guide and From Dylan to Donne, directly addresses the common headaches, nightmares, and epiphanies of composition teaching—especially the ones that face the new teacher. And since legions of new college composition teachers are either graduate instructors (TAs) or adjuncts without a formal background in composition studies, he assumes these folks as his primary audience.
Dethier’s voice is casual, but it conveys concern, humor, experience, and reassurance to the first-timer. He addresses all major areas that graduate instructors or new adjuncts in a writing program are sure to face, from career anxiety to thoughts on grading and keeping good classroom records. Dethier’s own eclecticism is well-represented here, but he reviews with considerable deftness the value of contemporary scholarship to first-time writing instructors—many of whom will be impatient with high theory. Throughout the work, he affirms a humane, confident approach to teaching, along with a true affection for college students and for teachers just learning to deal with them.
In this captivating yet troubling book, Ian Shapiro offers a searing indictment of many influential practices in the social sciences and humanities today. Perhaps best known for his critique of rational choice theory, Shapiro expands his purview here. In discipline after discipline, he argues, scholars have fallen prey to inward-looking myopia that results from--and perpetuates--a flight from reality.
In the method-driven academic culture we inhabit, argues Shapiro, researchers too often make display and refinement of their techniques the principal scholarly activity. The result is that they lose sight of the objects of their study. Pet theories and methodological blinders lead unwelcome facts to be ignored, sometimes not even perceived. The targets of Shapiro's critique include the law and economics movement, overzealous formal and statistical modeling, various reductive theories of human behavior, misguided conceptual analysis in political theory, and the Cambridge school of intellectual history.
As an alternative to all of these, Shapiro makes a compelling case for problem-driven social research, rooted in a realist philosophy of science and an antireductionist view of social explanation. In the lucid--if biting--prose for which Shapiro is renowned, he explains why this requires greater critical attention to how problems are specified than is usually undertaken. He illustrates what is at stake for the study of power, democracy, law, and ideology, as well as in normative debates over rights, justice, freedom, virtue, and community. Shapiro answers many critics of his views along the way, securing his position as one of the distinctive social and political theorists of our time.