In 1794, two years before Tennessee became a state, the legislature of the Southwest Territory chartered Blount College in Knoxville as one of the first three colleges established west of the Appalachian Mountains. In 1807, the school changed its name to East Tennessee College. The school relocated to a 40-acre tract, known today as the Hill, in 1828 and was renamed East Tennessee University in 1840. The Civil War literally shut down the university. Students and faculty were recruited to serve on battlefields, and troops used campus facilities as hospitals and barracks. In 1869, East Tennessee University became the states land-grant institution under the auspices of the 1862 Morrill Act. In 1879, the state legislature changed the name of the institution to the University of Tennessee. By the early 20th century, the university admitted women, hosted teacher institutes, and constructed new buildings. Since that time, the University of Tennessee has established campuses and programs across the state. Today, in addition to a rich sports tradition, the University of Tennessee provides Tennesseans with unparalleled opportunities.

Problem-based learning (PBL) is a pedagogical approach that has the capacity to create vibrant and active learning environments in higher education. However, both experienced PBL practitioners and those new to PBL often find themselves looking for guidance on how to engage and energise a PBL curriculum. New Approaches to Problem-based Learning: Revitalising your Practice in Higher Education provides that guidance from a range of different, complementary perspectives. Leading practitioners in the field as well as new voices in PBL teaching and learning have collaborated to produce this text. Each chapter provides practical and experienced accounts of issues and ideas for PBL, as well as a strong theoretical and evidence base. Whether you are an experienced PBL practitioner, or new to the processes and principles of PBL, this book will help you to find ways of revitalising and enriching your practice and of enhancing the learning experience in a range of higher education contexts.

An accessible, practical and up-to-date book on digital learning and teaching, relevant for all those involved in teaching and assessment in higher and further education (HE and FE), whatever your academic or vocational specialism. It is essential reading for HE or FE practitioners, or those undertaking level 3, 4 and 5 qualifications in Education and Training, Postgraduate Certificates in Education (PGCEs), Certificates in Education (CertEds) and Postgraduate Certificates in Academic Practice (PGCAPs), as well as those in learning technologist roles. The impact of the Covid-19 pandemic has highlighted the importance of understanding and developing your digital capabilities as a basic competence in order to embrace current digital technologies and pedagogies to improve student outcomes. This book provides you with the practical knowledge and skills required to source and apply technology enhanced learning, teaching and assessment (TELTA) and adapt traditional learning and teaching materials and approaches for an online environment. It is designed around each aspect of the teaching and training cycle - identifying needs, planning and designing, delivering and facilitating, assessing and evaluating - and also includes: * how to build a positive and effective relationship with digital technology; * guidance on topics such as selecting appropriate digital technologies and creating digital and online activities, resources and assessments; * an emphasis on digital well-being and accessibility issues, and digital leadership; * ways of keeping up to date and continuing professional development.

This book presents the doctoral dissertation process as not just a way of getting a qualification or even a method of learning how to do research better, but as a substantial and significant piece of research in its own right. The book will inspire current and prospective PhD scholars to take up ambitious and large-scale study projects, dedicating this most important time to a worthy piece of research. This edited collection provides real and outstanding examples of multiple research design methodologies which will allow doctoral researchers to develop a wide set of research skills, leading to the development of a high-quality academic thesis from which peer reviewed research papers and books can emerge. Each main chapter presents the summary of a doctoral thesis, followed by focused aspects from the projects where the contributors highlight the development of a research design, the process involved in executing the design, and present selected findings with their implications. Each chapter concludes with the researchers' experiences of learning through this journey and the implications of the process for the development of the discipline and their own career. Ideal reading for doctoral students and supervisors, this book is a source of encouragement and motivation for new researchers seeking to challenge general perceptions in the social sciences that PhD or other doctoral research projects must be small-scale rather trivial studies, but can instead produce robust findings that have real-world implications.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

In the nearly two centuries since the first building's completion in Thomas Jefferson's academical village, programs and facilities at the University of Virginia have been continually expanded and updated. This second edition of Susan Tyler Hitchcock's "The University of Virginia: A Pictorial History," first published in 1999 and updated in 2003, traces Mr. Jefferson's favorite project through an appropriately rich pageant of images and text. The book's main chapters, arranged chronologically, follow the rise of the university from its founding to the accomplishments of John T. Casteen III's presidency and the appointment of Teresa A. Sullivan as the university's eighth, and first female, president.

In this second edition, Casteen's legacy is considered, including AccessUVa, the university's groundbreaking full-need financial aid program; initiatives to position the University of Virginia as a global leader; and major expansion of the physical facilities, including the Arts Precinct, the South Lawn Project, John Paul Jones Arena, the Harrison Institute and Small Special Collections Library, and groundbreaking for the Emily Couric Clinical Cancer Center. The final chapter includes an essay on the historic preservation of the Academical Village and looks forward with new president Teresa A. Sullivan as Mr. Jefferson's university sits poised on the eve of its bicentennial celebration. Highlights include interviews with John T. Casteen III and Teresa A. Sullivan.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

From an Ivy League dean and a college admissions expert, a guide to help parents support their children as they navigate their way to college The College Conversation is a comprehensive resource for mapping the path through the college application process that provides practical advice and reassurance to keep both anxious parents and confused children sane and grounded. Rather than adding to the existing canon of "How to Get In" college guides or rankings, Eric Furda and Jacques Steinberg provide a step-by-step approach to having the tough conversations on this topic with less stress and more success. The book is organized around key discussions and themes that trace the chronological arc of admissions and financial aid--beginning before the assembly of a list of potential colleges and continuing through the receipt of decisions--with a final section that includes advice on the first year of college. The topics include preliminary conversations about the search, and specifically how parents can think about their children's interests and what kind of college would best suit them; choosing a college (based on its curriculum, culture, and community); writing the most effective essays; assessing acceptances, including considerations of finances and aid; and making the transition from high school to college life. The College Conversation will provide parents, students, and counselors with the credible, level-headed information often missing in this process, as well as a much-needed dash of perspective borne of experience.

This book identifies the - now moribund - Modernist spirit of the 20th century, with its 'make it new' attitude in the arts, and its tendency towards abstraction and the scientific process, as the impetus behind the academic structures of universities and museums, together with the development of discrete scholarly disciplines such as literary theory, sociology, and art history based on quasi-scientific principles. Arguing that the Modernist project is approaching exhaustion and that the insights that it has left to yield are approaching triviality, it explores the Modernist links between the arts and academic pursuits of the West - and their relationship with street protests - in the long twentieth century, considering what might follow this Modernist Era. An examination of the broad cultural and intellectual - and now political - trends of our age, and their decline, The End of the Modernist Era in Arts and Academia will appeal to scholars and students of social theory, philosophy, literary studies and cultural studies.

Washington and Lee University, 1930- 2000 tells the history of one of the nation's oldest colleges as it evolved to face changes in higher education and in American society. In the early part of the twentieth century, Washington and Lee was a small, all-male institution known for its conservative inclinations, coats and ties, social life dominated by fraternities, and venerable honor system run exclusively by students. In the seven decades after 1930, the university confronted economic depression and world war, and faced the challenges and opportunities posed by subsidized athletics, integration, changing student customs and attitudes, new emphases in higher education, and the controversial move to coeducation. Each of the presidents who led the university during this era encouraged Washington and Lee to adapt to new demands while retaining its core traditions and identity. The alma mater of three United States Supreme Court justices, over a hundred members of congress and state governors, and winners of the Pulitzer, Nobel, Tony, and Emmy awards, Washington and Lee University receives a full and complex depiction in this authoritative history.

The debate over the central issue confronted in "The Closing of the American Mind"--the role of the university and the liberal arts in the United States--has become increasingly urgent and contentious. The goal of this collection of essays is to see what we can learn about the dilemmas confronting American culture through consideration of both "The Closing of the American Mind" and the debate it aroused.

If you thought a book about thesis writing would make for wearisome reading, think again! In seven entertaining and enlightening chapters, Mikael Sundstrom sheds light on the trials and tribulations of academic writing, offering guidance on how to become a doyen of academic disaster - and, more importantly, how to avoid that fate. Prepare to consider your academic writing in a whole new way. Guiding readers through the many stages of thesis writing, this dynamic book provides a comprehensive and rigorous methodology that encompasses the crucial aspects of the dreaded dissertation. It follows the writing process, from drafting the research question and composing the first line, to constructing an impressive argument and finishing a thesis with finesse. Featuring concrete tips on academic penmanship and regular 'How Not to Fail' boxes, Sundstrom identifies the potential pitfalls that lead to dissertation disaster - and expertly lays out a path to success. This useful guide will be crucial reading for postgraduate students preparing to write theses and dissertations, as well as undergraduate students undertaking longer academic papers for the first time. It will also be a convenient reference guide for course leaders in need of a bank of ideas to assist their students.

A revolution has been taking place in the ranks of higher education. University and college presidents-once almost invariably the products of ""traditional"" scholarly, tenure-track career paths, up through the provost's office-are rapidly becoming a group with diverse skills and backgrounds. The same is true for many deans and administrative leaders. In Higher Calling: The Rise of Nontraditional Leaders in Academia, Scott C. Beardsley, dean of the University of Virginia's prestigious Darden School of Business, offers a new vision of leadership for today's higher education. Grounded in the author's own inspirational story of leaving McKinsey & Company in pursuit of a new source of meaning in his professional life, Higher Calling employs research gathered from search firm executives who now play king or queen maker in presidential and dean searches. It also takes into account information from U.S. liberal arts colleges-considered by many to be the bellwethers of change-to explore what set of strengths an institution of higher education needs in a leader in the twenty-first century. Beardsley explores the widely varying definitions and associated numbers of traditional and nontraditional leaders and asks, Why are U.S. colleges and universities hiring nontraditional candidates to lead them into the future? How are the skills required to lead higher education institutions changing? Or has the search process changed, resulting in a more diverse set of candidates? Providing not only an analysis of nontraditional leaders in higher education but also strategies for developing skills and selecting leaders, Beardsley offers a wealth of information for the modern university in the face of change.

Originally published in 1969 and now available in this new edition, General Lee's College offers the early history of the institution that became Washington and Lee University. Emerging from obscure eighteenth- century origins on the Virginia frontier as Liberty Hall Academy, it struggled for survival against what at times appeared to be overwhelming odds. Receiving a sizeable gift from Virginia native George Washington in 1796, the school soon after assumed the name Washington College and established itself in the mold of the classical colleges of the Old South, as faculty and administrators promoted a provincial outlook and strict adherence to Presbyterian teachings. Secession and civil war had a dramatic impact on the college, as military service called away students, most of whom enlisted with the Confederate army. The Union victory in 1865 prompted college trustees to lay out a new vision for the institution, and they elected Confederate general Robert E. Lee, another native son of Virginia, to lead the college as president through the uncertainty of the postwar years. After Lee's death in 1870, the school's fortunes ebbed and flowed against the backdrop of Reconstruction. Yet the institution- renamed Washington and Lee University- rebounded in the decades after World War I. With an expanded curriculum, a larger faculty, and a more diverse student body, the school began to blaze a path of success that stretches well into the twenty-first century.

Oral History and Qualitative Methodologies: Educational Research for Social Justice examines oral history methodological processes involved in the doing of oral history as well as the theoretical, historical, and knowledge implications of using oral history for social justice projects. Oral history in qualitative research is an umbrella term that integrates history, life history, and testimony accounts. Oral history draws from various social science disciplines, including educational studies, history, indigenous studies, sociology, anthropology, ethnic studies, women's studies, and youth studies. The book argues for the further development of a pedagogical culture related to oral history for educational research as part of the effort to diversify the range of human experiences educators, community members, and policy makers incorporate into knowledge-making and knowledge-using processes. Early career researchers, novice researchers, as well as experienced researchers are invited to join social science educational researchers in developing their own oral history projects using all of the tools, dispositions, and epistemologies affiliated with qualitative inquiry. The book will be of use in courses on qualitative research methods, history, anthropology, women's studies, and education disciplines as well as by community organizations who want to use oral history to preserve the history of communities and advance social justice projects.

An eye-opening analysis of collegiate activism and its effects on the divisions in contemporary American politics. The past six years have been marked by a contentious political atmosphere that has touched every arena of public life, including higher education. Though most college campuses are considered ideologically progressive, how can it be that the right has been so successful in mobilizing young people even in these environments? As Amy J. Binder and Jeffrey L. Kidder show in this surprising analysis of the relationship between political activism on college campuses and the broader US political landscape, while liberal students often outnumber conservatives on college campuses, liberal campus organizing remains removed from national institutions that effectively engage students after graduation. And though they are usually in the minority, conservative student groups have strong ties to national right-leaning organizations, which provide funds and expertise, as well as job opportunities and avenues for involvement after graduation. Though the left is more prominent on campus, the right has built a much more effective system for mobilizing ongoing engagement. What's more, the conservative college ecosystem has worked to increase the number of political provocations on campus and lower the public's trust in higher education. In analyzing collegiate activism from the left, right, and center, The Channels of Student Activism shows exactly how politically engaged college students are channeled into two distinct forms of mobilization and why that has profound consequences for the future of American politics.

Weill Cornell Medicine is a story of continuity and transformation. Throughout its colorful history, Cornell's medical school has been a leader in education, patient care, and research-from its founding as Cornell University Medical College in 1898, to its renaming as Weill Cornell Medical College in 1998, and now in its current incarnation as Weill Cornell Medicine.In this insightful and nuanced book, dean emeritus Antonio M. Gotto Jr., MD, and Jennifer Moon situate the history of Cornell's medical school in the context of the development of modern medicine and health care. The book examines the triumphs, struggles, and controversies the medical college has undergone. It recounts events surrounding the medical school's beginnings as one of the first to accept female students, its pioneering efforts to provide health care to patients in the emerging middle class, wartime and the creation of overseas military hospitals, medical research ranging from the effects of alcohol during Prohibition to classified partnerships with the Central Intelligence Agency, and the impact of the Depression, 1960s counterculture, and the Vietnam War on the institution. The authors describe how the medical school built itself back up after nearing the brink of financial ruin in the late 1970s, with philanthropic support and a renewal of its longstanding commitments to biomedical innovation and discovery.Central to this story is the closely intertwined, and at times tumultuous, relationship between Weill Cornell and its hospital affiliate, now known as New York-Presbyterian. Today the medical school's reach extends from its home base in Manhattan to a branch campus in Qatar and to partnerships with institutions in Houston, Tanzania, and Haiti. As Weill Cornell Medicine relates, the medical college has never been better poised to improve health around the globe than it is now.