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Going Coed Cover

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Going Coed

Women’s Experiences in Formerly Men’s Colleges and Universities, 1950-2000

Edited by Leslie Miller-Bernal and Susan L. Poulson

More than a quarter-century ago, the last great wave of coeducation in the United States resulted in the admission of women to almost all of the remaining men’s colleges and universities. In thirteen original essays, Going Coed investigates the reasons behind this important phenomenon, describes how institutions have dealt with the changes, and captures the experiences of women who attended these schools. Informed by a wealth of fresh research, the book is rich in both historical and sociological insights. It begins with two overview chapters—one on the general history of American coeducation, the other on the differing approaches of Catholic and historically black colleges to admitting women students—and then offers case studies that consider the ways in which the problems and promise of coeducation have played out in a wide range of institutions. One essay, for example, examines how two bastions of the Ivy League, Yale and Princeton, influenced the paths taken by less prestigious men’s colleges. Among the topics addressed in other chapters are how the presence of women affected schools with strong masculine traditions, such as Virginia and Dartmouth; how prior cooperation with a women’s college eased Hamilton College’s transition to coeducation; and how institutions outside the liberal-arts tradition, from West Point to for-profit vocational schools, have incorporated women students. In exploring specific cases, the essays illuminate such key issues as the impact of the women’s movement and the development of women’s studies as an academic discipline, the pressures exerted on institutions by economic necessities and legal challenges, and the strategies women have utilized in adapting to formerly all-male environments. In their conclusion, the editors synthesize some common trends among the case studies and assess what remains to be done to achieve gender equity in higher education.

Going Public Cover

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Going Public

Civic and Community Engagement

The terms “civic engagement” and “community engagement” have various definitions, but they are united by the sense that individuals who are civically engaged not only are concerned about the quality of life in their communities but also take action to improve conditions for the common good. In the United States, to be civically engaged means to actively participate in a civil democratic society. Going Public examines programs related to civic engagement and the ways in which faculty and students participate in communities in order to improve them. Engagement scholarship is a scholarship of action, a scholarship of practice that takes place both in and with the community. Within the framework of this new scholarship, the mission of the academy does not begin and end with intellectual discovery and fact-finding. Rather, the academy joins forces with the community, and together they use their knowledge and resources to address pressing social, civic, economic, and moral problems. Each chapter in this book tells a unique story of community engagement and the scholarship of practice in a diverse range of settings, documenting successes and failures, the unintended consequences, and the questions yet to be answered.

Gravyland Cover

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Gravyland

Writing Beyond the Curriclum in the City of Brotherly Love

Stephen Parks

In Gravyland, Parks chronicles the history of an urban university writing program and its attempt to develop politically progressive literacy partnerships with the surrounding community while having to work within and against a traditional educational and cultural landscape. He details the experience of the New City Writing program at Temple University from its beginning as a small institute with one program at a local public school to a multi-faceted organization, raising millions of dollars, and establishing partnerships across the diverse neighborhoods of Philadelphia. In doing so, the author describes classrooms where the community takes a seat and becomes part of the conversation—a conversation which is recorded and shared through a selection of writing produced. While Parks celebrates classroom success in generating knowledge through dialog with the larger community, he also highlights many of the obstacles the organizers of the New City Writing program faced. The author shows that writing alliances between universities and communities are possible but they must take into account the institutional, economic, and political pressures that accompany such partnerships. Blending the theoretical and practical lessons learned, Parks details New City Writing’s effort to offer a new model of education, one in which the voice of the professor must share space with the voices of the community, and one in which students come to understand that the right to sit in a classroom is not just the result of war, but of peaceful civil disobedience, of community struggles to gain self-recognition, and of collective efforts to seek social justice.

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The Great Brain Race

How Global Universities Are Reshaping the World

Ben Wildavsky

In The Great Brain Race, former U.S. News & World Report education editor Ben Wildavsky presents the first popular account of how international competition for the brightest minds is transforming the world of higher education--and why this revolution should be welcomed, not feared. Every year, nearly three million international students study outside of their home countries, a 40 percent increase since 1999. Newly created or expanded universities in China, India, and Saudi Arabia are competing with the likes of Harvard and Oxford for faculty, students, and research preeminence. Satellite campuses of Western universities are springing up from Abu Dhabi and Singapore to South Africa. Wildavsky shows that as international universities strive to become world-class, the new global education marketplace is providing more opportunities to more people than ever before.

Drawing on extensive reporting in China, India, the United States, Europe, and the Middle East, Wildavsky chronicles the unprecedented international mobility of students and faculty, the rapid spread of branch campuses, the growth of for-profit universities, and the remarkable international expansion of college rankings. Some university and government officials see the rise of worldwide academic competition as a threat, going so far as to limit student mobility or thwart cross-border university expansion. But Wildavsky argues that this scholarly marketplace is creating a new global meritocracy, one in which the spread of knowledge benefits everyone--both educationally and economically. In a new preface, Wildavsky discusses some of the notable developments in global higher education since the book was first published.

Hacking the Academy Cover

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Hacking the Academy

New Approaches to Scholarship and Teaching

Dan Cohen and Tom Scheinfeldt, Editors

Handbook of Engaged Scholarship, Vol. 1 Cover

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Handbook of Engaged Scholarship, Vol. 1

Institutional Change

Hiram Fitzgerald

In the preface to the Handbook of Engaged Scholarship, Hiram Fitzgerald observes that the Kellogg Commission's challenge to higher education to engage with communities was a significant catalyst for action. At Michigan State University, the response was the development of "engaged scholarship," a distinctive, scholarly approach to campus-community partnerships.
     Engaged scholars recognize that community based scholarship is founded on an underpinning of mutual respect and recognition that community knowledge is valid and that sustainability is an integral part of the partnership agenda.
     In this two-volume collection, contributors capture the rich diversity of institutions and partnerships that characterize the contemporary landscape and the future of engaged scholarship. Volume One addresses such issues as the application of engaged scholarship across types of colleges and universities and the current state of the movement. Volume Two contains essays on such topics as current typologies, measuring effectiveness and accreditation, community-campus partnership development, national organizational models, and the future landscape.

Handbook of Engaged Scholarship, Vol. 2 Cover

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Handbook of Engaged Scholarship, Vol. 2

Community-Campus Partnerships

Hiram Fitzgerald

In the preface to the Handbook of Engaged Scholarship, Hiram Fitzgerald observes that the Kellogg Commission's challenge to higher education to engage with communities was a significant catalyst for action. At Michigan State University, the response was the development of "engaged scholarship," a distinctive, scholarly approach to campus-community partnerships.
     Engaged scholars recognize that community based scholarship is founded on an underpinning of mutual respect and recognition that community knowledge is valid and that sustainability is an integral part of the partnership agenda.
     In this two-volume collection, contributors capture the rich diversity of institutions and partnerships that characterize the contemporary landscape and the future of engaged scholarship. Volume One addresses such issues as the application of engaged scholarship across types of colleges and universities and the current state of the movement. Volume Two contains essays on such topics as current typologies, measuring effectiveness and accreditation, community-campus partnership development, national organizational models, and the future landscape.

A Higher Education Cover

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A Higher Education

Baylor and the Vocation of a Christian University

Elizabeth Davis

A Higher Education collects the work of renowned scholars on the importance and mission of Christian higher education. Placing Baylor University at the center of these discussions, this compendium celebrates the inauguration of Judge Kenneth W. Starr over the first year of his presidency at Baylor University and underscores the necessity of Christian higher education in a global context. With an introduction by Baylor University Executive Vice President and Provost Elizabeth Davis, A Higher Education shows how the model set forth at Baylor University can influence institutions of higher learning here and abroad. 

Higher Education and Democracy: Essays on Service-Learning and Civic Engagement Cover

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Higher Education and Democracy: Essays on Service-Learning and Civic Engagement

Higher Education and Democracy is a collection of essays written over the last ten years on how civic engagement in higher education works to achieve what authors John Saltmarsh and Edward Zlotkowsi consider to be the academic and civic purposes of higher education. These include creating new modes of teaching and learning, fostering participation in American democracy, the development and respect for community and civic institutions, and encouraging the constant renewal all of these dimensions of American life.

Organized chronologically, the twenty-two essays in this volume provide "signposts" along the road in the journey of fulfilling the civic purposes of higher education. For the authors, service-learning is positioned as centrally important to the primary academic systems and structures of higher education, departments, disciplines, curriculum, and programs that are central to the faculty domain. Progressing from the general and the contextual to specific practices embodied in ever larger academic units, the authors conclude with observations on the future of the civic engagement movement.

Higher Education and the American Dream Cover

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Higher Education and the American Dream

Success and Its Discontents

By Marvin Lazerson

A readable, cogent explanation of how the U.S. can have the best system of higher education in the world, but also a system that seems to be coming apart at the seams.

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