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  • Contributors

Thomas Bender is the University Professor of the Humanities and a professor of history at New York University, where he served as dean for the humanities and chair of the History Department. He trained as an intellectual historian and has brought that training to the study of cities and metropolitan culture, intellectuals and the professions, and higher education. His major books include Toward an Urban Vision, New York Intellect, Intellect and Public Life, American Higher Education Transformed, 1940-2005 (co-author), and The Education of Historians for the Twenty-First Century. Recently, he has explored ways of connecting American and global history.

Nancy Cantor, chancellor and president of Syracuse University, is known for her work on reforming higher education to reemphasize its public mission. She lectures and writes extensively on intertwined issues including rewarding public scholarship, sustainability, liberal education and the creative campus, the status of women in the academy, and racial justice and diversity.

Peter Englot, associate vice president for public affairs at Syracuse University, a linguist by training, has twenty-five years of experience in higher education administration, studies the history and philosophy of higher education, and writes on the evolving purposes of the university, especially with regard to community engagement and public communications.

Richard Fliegel is the associate dean for undergraduate programs at Dornsife College of Letters, Arts and Sciences, University of Southern California, where he is responsible for university-wide academic programs including the General Education Program, freshman seminars, and interdisciplinary studies. He has designed many interdisciplinary curricula in thirty years of administrative experience, while teaching and writing fiction. [End Page v]

Tanya Furman is the assistant vice president and associate dean for undergraduate education and a professor of geosciences at The Pennsylvania State University. Her administrative roles include providing vision and leadership for the university's undergraduate curricula; and she leads the Earth and Space Science Partnership, an interdisciplinary group focused on improving the status, teaching, and learning of Earth science by working with teachers and students from the middle grades through college.

John Holland is the director of the Writing Program at Dornsife College of Letters, Arts and Sciences, University of Southern California, where he oversees faculty teaching writing courses in the upper and lower divisions.

Thomas Hothem is the associate director of the Writing Program at the University of California, Merced, where he co-coordinates the first-year General Education Program and has taught since the university's inception. He has published articles on a range of pedagogical initiatives as they pertain to college composition, literary studies, and general education.

Ryan Mclawhon is the assistant director of institutional assessment at Texas A&M University. He oversees the assessment of general education and collaborates with faculty and staff to gather meaningful information on student achievement for both accountability and curricular improvement. His other area of expertise is in distance education course design, teaching, and assessment. McLawhon was recently named a Teagle assessment scholar.

Nel Noddings is the Lee Jacks Professor of Education Emerita, Stanford University. She is a past president of the National Academy of Education, Philosophy of Education Society, and John Dewey Society. In addition to nineteen books, she is the author of more than two hundred articles and chapters on various topics ranging from the ethics of care to mathematical problem solving. Her latest book (2012) is Peace Education: How We Come to Love and Hate War.

Loraine H. Phillips, as assessment director at Texas A&M University, works closely with faculty and staff to support and enhance outcome-based assessment efforts on campus. Phillips uses her expertise to assist with the development of assessment plans, the identification of assessment methods, and the use of evidence for continuous improvement. In addition, she serves as committee chair for the Annual Texas A&M Assessment Conference, which serves as a platform for current and progressive assessment practices. [End Page vi]

Judith A. Ramaley is president emerita and the Distinguished Professor of Public Service at Portland State University in the Mark O. Hatfield School of Government and president emerita of Winona State University. Ramaley holds an appointment as a senior scholar with the Association of American Colleges and Universities. She is also a member...