"This innovative and readable book is not something to be cherry-picked for quick hints and tips. It is a work to be read and re-read and savoured for its humanity, sagacity, practicality and reflection upon the all-important relationships between teaching and learning and the teacher and the learner." British Journal of Educational Technology"...a delightful and unusual reflective journey...the whole book is driven by a cycle of questions, examples, strategies and generalizations from the examples. In all, it is the clearest example of practise-what-you-preach that I have seen." John Biggs, Honorary Professor of Psychology, University of Hong Kong "This is a unique book, written by a well-known figure in HE who has broad experience and a long track record as an exemplary and caring teacher...The book is unique because it is written in a very personal manner, with a sharing of the author's varied experiences and great enthusiasm for the processes of teaching and communication." Jenny Moon, Bournemouth Media Centre and Independent Consultant "[Cowan's] innovative approach to the authorship of a well researched and practical book is worthy of particular mention...Practitioners that are keen to allow spaces for innovative approaches to professional development in learners will find this text readable and thought provoking." Teaching in Higher EducationOn Becoming an Innovative University Teacher shows readers how to plan and run innovative activities to engage their students in effective reflective learning. The book uses an unusual and accessible method: each chapter begins by posing a question with which university and college teachers can be expected to identify; then answers the question by presenting a series of examples, thereafter the writer frankly airs his own second thoughts on what he has offered.In the second edition of this popular book, Cowan maintains his relaxed and readable style, and the book features revised coverage to make it even more accessible and useful. The examples have been updated throughout and a new chapter looks at innovation and reflection in the context of contemporary higher education.This is key reading for all university teachers, whether new or experienced, who want to revitalise their teaching.

Founded in the forested mountains of ChinaOs remote Jiangxi Province in 1958, the Communist Labor University, along with some 100 branch campuses, introduced uneducated farmers and peasants to basic agricultural science and farming techniques through an innovative work-study program until 1980. Drawing on a wealth of archival materials, John Cleverley here explores the inner workings of this unique Chinese institution and the direct personal involvement in its affairs by the nationOs key communist leaders, including Mao Zedong, Zhou Enlai, Zhu De, and Deng Xiaoping. The community would survive the dictates of political agriculture, famine and pestilence, and the Cultural Revolution, thus mirroring higher education's own cycle of expansion, contraction, and division. Yet the university could not avoid the bitter factional politics and deadly power plays of the 1970s. Open to the charge that it was a utopian experiment, another of Mao's great follies, its undoing was part of the larger canvas of ChinaOs shift from a Maoist vision to DengOs philosophy of pragmatic socialism. This fascinating story illuminates the internal and external politics of an innovative educational enterprise from both an institutional and personal perspective. In the process, the book underscores the larger issues of educational reform and political and social change in China.

What is the university's role in the production of cultural ideals? With increasingly interdisciplinary approaches being employed in scholarship, can we speak of discrete fields of study?

The results of a collaborative research project by the Critical Theory Institute at the University of California, Irvine, this collection explores the role that scholars and universities play in shaping and defining culture, and how teaching and research institutions are changing in response to international movements and social forces. Investigating the way "high" culture (literature, liberal education) and popular culture (fashion, film) are dealt with in the classroom, these essays show that the "culture wars" of the 1980s and '90s are by no means over; they have simply warped into new, less visible struggles for control of educational funding, curricula, academic "standards," and pedagogical authority.

The essays in this volume range widely. Sacvan Bercovitch defends the literary ideal of culture through his examination of Faulkner's "Light in August;" Linda Williams explores visual culture through Hitchcock's "Psycho;" and Leslie Rabine considers the intersections of fashion, race, and gender. J. Hillis Miller details how "cultural studies" might positively change the structure of the university, and Mark Poster challenges historians to develop methods of representing history that are adequate to the complexity of lived experience.

This issue of History of Universities, Volume XXXI / 1, contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

The discovery and imparting of knowledge are the essential undertakings of any university. Such purposes determined John Carroll, SJ's modest and surprisingly ecumenical proposal to establish an academy on the banks of the Potomac for the education of the young in the early republic. What began earnestly in 1789 still continues today: the idea of Georgetown University as a Catholic university situated squarely in the American experience.

Beautifully designed with over 300 illustrations and photographs, "A History of Georgetown University" tells the remarkable story of the administrators, boards, faculty, students, and programs that have made Georgetown a leading institution of higher education. With a keen eye for detail, historian Robert Emmett Curran -- a member of the Georgetown community for over three decades -- explores the broader perspective of Georgetown's sense of identity and its place in American culture.

Volume One traces Georgetown's evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. Volume Three examines Georgetown's remarkable rise to prominence as an internationally recognized research university -- both culturally engaged and cosmopolitan while remaining grounded in its Catholic and Jesuit character.

Each volume features numerous illustrations, photographs, and appendices that include student demographics, enrollments, and lists of board members.

Nadja Bieletzki explores how university presidents lead universities. She provides insights into the upper echelons of higher education management and focuses especially on university presidents in Germany. Special attention is given to the career background of university presidents and the way they conduct reform projects. Based on the results from semi-structured expert interviews and their qualitative analysis, the author shows that university presidents do not use all their formal power although their position has been strengthened by law. This can be explained by the collegial characteristics of universities, which drive and restrict presidential actions Nadja Bieletzki was awarded the Ulrich Teichler Prize for Excellent Dissertations 2016.

The New Lawyer analyzes the profound impact changes in client needs and demands are having on how law is practised. Most legal clients are unwilling or unable to pay for protracted litigation and count on their lawyers to pursue just and expedient resolution. These clients are transforming the role of lawyers, the nature of client service, and the principles of legal practice. In this fully revised edition of the now classic text, Julie Macfarlane outlines how lawyers can meet new expectations by committing to lawyer-client collaboration, conflict resolution advocacy, and revised financial structures so that the legal profession can remain relevant in this rapidly changing environment.

From the University of California, Berkeley, to Middlebury College, institutions of higher learning increasingly find themselves on the front lines of cultural and political battles over free speech. Repeatedly, students, faculty, administrators, and politically polarizing invited guests square off against one another, assuming contrary positions on the limits of thought and expression, respect for differences, the boundaries of toleration, and protection from harm. In Free Speech on Campus, political philosopher Sigal Ben-Porath examines the current state of the arguments, using real-world examples to explore the contexts in which conflicts erupt, as well as to assess the place of identity politics and concern with safety and dignity within them. She offers a useful framework for thinking about free-speech controversies both inside and outside the college classroom, shifting the focus away from disputes about legality and harm and toward democracy and inclusion. Ben-Porath provides readers with strategies to de-escalate tensions and negotiate highly charged debates surrounding trigger warnings, safe spaces, and speech that verges on hate. Everyone with a stake in campus controversies-professors, students, administrators, and informed members of the wider public-will find something valuable in Ben-Porath's illuminating discussion of these crucially important issues.

Although the role of universities in the knowledge society is increasingly significant, there remains a severe lack of systematic quantitative evidence at the micro-level, with virtually all policy discussion based on country level statistics or case studies. This book redresses the balance by examining original data from universities in six European countries - Italy, Norway, Portugal, Spain, Switzerland and the UK. The authors provide micro-based evidence on the evolution of the strategic profile of universities in terms of scientific research, contract research, education and the third mission. The result is a highly innovative book that combines detailed national case studies and comparative institutional analyses with state-of-the-art quantitative techniques. Applying for the first time new generations of nonparametric efficiency measures on a large scale, Universities and Strategic Knowledge Creation will be of great interest to researchers and postgraduate students in higher education, economics of science and technology, and innovation studies. It will also appeal to policymakers and administrators in governments, ministries and universities.

When universities began in the Middle Ages, Pope Gregory IX described them as "wisdom's special workshop." He could not have foreseen how far these institutions would travel and develop. Tracing the eight-hundred-year evolution of the elite research university from its roots in medieval Europe to its remarkable incarnation today, Wisdom's Workshop places this durable institution in sweeping historical perspective. In particular, James Axtell focuses on the ways that the best American universities took on Continental influences, developing into the finest expressions of the modern university and enviable models for kindred institutions worldwide. Despite hand-wringing reports to the contrary, the venerable university continues to renew itself, becoming ever more indispensable to society in the United States and beyond. Born in Europe, the university did not mature in America until the late nineteenth century. Once its heirs proliferated from coast to coast, their national role expanded greatly during World War II and the Cold War. Axtell links the legacies of European universities and Tudor-Stuart Oxbridge to nine colonial and hundreds of pre-Civil War colleges, and delves into how U.S. universities were shaped by Americans who studied in German universities and adapted their discoveries to domestic conditions and goals. The graduate school, the PhD, and the research imperative became and remain the hallmarks of the American university system and higher education institutions around the globe. A rich exploration of the historical lineage of today's research universities, Wisdom's Workshop explains the reasons for their ascendancy in America and their continued international preeminence.

Since its inception, the research university has been the central institution of knowledge in the West. Today its intellectual authority is being challenged on many fronts, above all by radical technological change. Organizing Enlightenment tells the story of how the university emerged in the early nineteenth century at a similarly fraught moment of cultural anxiety about revolutionary technologies and their disruptive effects on established institutions of knowledge. Drawing on the histories of science, the university, and print, as well as media theory and philosophy, Chad Wellmon explains how the research university and the ethic of disciplinarity it created emerged as the final and most lasting technology of the Enlightenment. Organizing Enlightenment reveals higher education's story as one not only of the production of knowledge but also of the formation of a particular type of person: the disciplinary self. In order to survive, the university would have to institutionalize a new order of knowledge, one that was self-organizing, internally coherent, and embodied in the very character of the modern, critical scholar.

Like a leisurely stroll along the oak-shaded paths of campus, this vibrant collection of photographs captures the heart and soul of the community that is the University of North Carolina at Chapel Hill. From move in day to graduation, two hundred images trace a year in the life of Carolina students, faculty, and staff, at work and at play, in the campus environment that has helped make Chapel Hill the ""southern part of heaven."" A foreword by beloved professor and novelist Doris Betts muses on her own experiences of the University as a compelling place at the literal and figurative heart of the state. The photographs are accompanied by captions that reveal the history and lore of notable campus places, the rituals and traditions of University life, and the wisdom and appreciation of those who have passed through the nation's first state university. Academics, arts, politics, clubs, and athletics - these pages are filled with the memory-making moments of life at Carolina, evoking the timeless present recognizable to Tar Heels young and old. This is everyone's Carolina, to treasure and to share.

In the words of author Ellen Schoeck: I Was There is for anyone who loves the University of Alberta. It is a simple book of stories from alumni. They will tell you why they decided to come to university, what everyday was like for them, and where their degrees took them after graduation. You will also hear stories told by a handful of professors who were at the U of A in the early days. These first professors were pioneers in education who came from revered and established universities to take a chance on a university that only had a name - the University of Alberta. They came west to a university that had no students, staff or buildings. All that existed was a piece of paper, an act of the Legislature, passed on May 9, 1906, called the University Act. But it was people - students, faculty and staff - who brought that piece of legislation to life. This is a documentary account of their stories - stories that pluck the University's history down from the bookshelf, and make it live all over again. 1908 and you'll be with her as she fails English, her major, twice, under the scrutiny of the inspiring but unrelenting taskmaster, Dr. Broadus. Then, in 1927, you will be tossed off the roof of Athabasca Hall with Hugh Morrison (BA '30) during freshman initiation. Three decades later, long-time U of A Registrar Brian Silzer (BSc '69, Dip(Ed) '71, MEd '78) will describe what happened after he and his buddies dropped a bowling ball from the roof of their undergraduate residence, St. Stephen's College. Along the way you will meet teachers, actors, a famous pilot, physicists, researchers, military personnel, journalists, politicians, linguists, diplomats, public servants, a spy, engineers, and playwrights. You'll even meet a ghost or two.

The growth of American universities has outstripped private resources and forced them to rely increasingly on public funds, especially federal funds. Carl Kaysen asserts that the basis on which the growing public support has been given in recent years does not correspond to what the universities are actually doing, and he surmises that the nature of our governmental processes is such that a discrepancy of this sort cannot long persist. He examines the justification for public support of science and learning and he considers the intellectual and political limits of these justifications. Are they right? To whom do they appeal, and how powerfully? Originally published in 1969. 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 editions preserve the original texts of these important books while presenting them in durable paperback and hardcover 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.

Dr. Perkins' lectures analyze and prescribe the role of the modem university in relation to its faculty and students, to the growth, transmission, and application of knowledge, and to society at large. This persuasive and seminal work will have far-reaching influence on American education. Originally published in 1966. 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 editions preserve the original texts of these important books while presenting them in durable paperback and hardcover 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.

Contents: Introduction: Psychedelics, page 1. Glossary, page 4. Legal Aspects of Drug Use, page 7. Medical Aspects of Drug Use, page 8. Social Aspects of Drug Use, page 11. The Psychedelic 'Experience', page 16. A Successful Trip, page 16. An Unsuccessful Trip, page 17. Counsel and Information, page 19. Conclusions, page 20. Bibliography: Psychedelics, page 21. Introduction: Amphetamines / Barbiturates, page 25. Legal Aspects, page 25. Medical Aspects, page 26. Amphetamines, page 26. Barbiturates, page 27. Sociological Aspects, page 28. Counsel and Information, page 30. Bibliography: Amphetamines / Barbiturates, page 30. Originally published in 1967. 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 editions preserve the original texts of these important books while presenting them in durable paperback and hardcover 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.

This is a collection of excerpts from the public addresses of Robert F. Goheen during his twelve years as President of Princeton University. The emphasis is on the people whose responsibility it is to promote and defend the principles underlying the modern American university-students, faculty, administrators, trustees, alumni. Several fundamental themes emerge the theme of individual responsibility, and the ever-present need to join rational intelligence with moral commitment, for example. Dr. Goheen sees the university as a continuing institution with long range goals, responding conservatively (in its best sense) to the human needs of the times. He seeks to define its institutional relationships in the context of the university's tasks in educ1tion and research, which must be understood and kept in balance if universities are to serve their functions effectively Originally published in 1969. 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 editions preserve the original texts of these important books while presenting them in durable paperback and hardcover 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.

Many universities around the world are seeing how they can use theories of positive psychology to help students cope well with the ever-increasing stresses of modern-day life and university. This practical, hands-on book will help you understand, experience and put into practice skills and strategies to improve and sustain your wellbeing so that you can thrive throughout your time at university. With enough scientific theory and knowledge for you to understand why it works, our focus is on practical activities that will make a difference in your life. Edited and authored by practising university teachers of the science of wellbeing, this textbook is essential reading for any student, whether you are studying positive psychology or just navigating university life. Each chapter explores a key area of positive psychology and provides activities to enhance your wellbeing and contribute to that of other people. Covering topics from identifying your strengths to mindfulness, and from dealing with adversity to the importance of play, this book will help you move from surviving to thriving at university. Christian van Nieuwerburgh is Professor of Coaching and Positive Psychology at the Centre for Positive Psychology and Health at the Royal College of Surgeons, Ireland, and Global Director of Growth Coaching International. Paige Williams is an Honorary Fellow of the Centre for Positive Psychology and an Associate of Melbourne Business School at the University of Melbourne.

A richly illustrated hook by an experienced historian, tracing in 476 pictures and text the story of Princeton life from the beginning to the present. Originally published in 1947. 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 editions preserve the original texts of these important books while presenting them in durable paperback and hardcover 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.

During the fifteen years of Herman L. Donovan's presidency (1941-56), the University of Kentucky entered a new era of maturity as an educational institution. The period was characterized by many administrative crises, such as those arising from the flood of veteran students following World War II, the rapidly rising costs of maintenance and expansion, and the apathy or active opposition of many Kentuckians to the concept of a free and developing university. Nevertheless, during this same period tremendous advances, both in material assets and in the less tangible qualities of academic life, were made. Realizing that evaluation of his administration must wait for the perspective of future historians, Mr. Donovan has not undertaken a history of the University during his presidency. He has chosen, instead, to give his readers something which only he could give -- an intimate view of the president's personal, day-to-day struggles during this crucial period of the University's history. Mr. Donovan's account of the problems and satisfactions of being a university president is humorous and sincere. His story will be of absorbing interest to college administrators who face similar problems, and to all friends of the University of Kentucky. In addition, President Donovan has included a valuable appendix of statistical material which will be useful to the historian of higher education, and he has compiled a reading list of works of special interest to the college administrator.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. The Browne report advocates, in effect, the privatisation of higher education in England. With the proposed removal of the current cap on student fees and the removal of state funding from most undergraduate degree programmes, universities are set for a period of major reorganisation not seen since the higher education reforms in the 1960s. This book brings together some of the leading figures in Higher Education in the UK to set out what they see as the role of the university in public life. The book argues for a more balanced understanding of the value of universities than that outlined in the Browne Report. It advocates that they should not purely be seen in terms of their contribution to economic growth and the human capital of individuals but also in terms of their contribution to the public. This book responds to the key debates that the Browne review and Government statements have sparked, with essays on the cultural significance of the university, the role of the government in funding research, inequality in higher education, the role of quangos in public life and the place of social science research. It is a timely, important and considered exploration of the role of the universities in the UK and a reminder of what we should value and protect in our higher education system.

Academic Culture introduces students to the demands of university study in a clear and accessible way, and helps them understand what is expected of them. Chapters equip students with the skills to recognise opinions, positions and bias in academic texts from a range of genres, think critically, develop their own 'voice', and refer to others' ideas in an appropriate way. Having established a foundation for successful university study, the final part provides guidance on approaching different forms of academic writing, including essays, reports, reflective assignments and exam papers. Featuring helpful 'word lists', examples, 'think about this' reflective prompts and 'skills practice' activities in each chapter, this bestselling book is an essential resource for all students new to university-level study. New to this Edition: - Contains three new chapters on reflective writing, writing lab reports, and writing in exams - Features additional material on paraphrasing and summarizing - Includes a new section on creating and maintaining an e-portfolio - New 'think about this' feature

Medical school is full of unfamiliar and often frightening experiences for students. In the first year, a student must move away from home, balance personal finances, assimilate large volumes of information, learn practical skills, pass high stakes exams, and face a range of unique experiences. The Oxford Handbook for Medical School provides an essential, practical guide for all students, whether you have just received your offer, you're eager to succeed on the wards, or you're about to start your final exams. This handbook includes quick-access summaries covering the crucial information for your preclinical years and for each clinical specialty. With bullet lists of the key information you need to know, and helpful mnemonics throughout, this is a concise yet thoroughly comprehensive guide. Written by a team of consultants and recent students, now successfully graduated and embarking on their careers, this book will be your closest companion right up to graduation. More than a survival guide, it will help you navigate the bewildering range of opportunities medical school offers, showing you how to make the most of your time, so you are fully prepared for your future career.

Until very recently, American universities were led mainly by their faculties, which viewed intellectual production and pedagogy as the core missions of higher education. Today, as Benjamin Ginsberg warns in this eye-opening, controversial book, "deanlets"-administrators and staffers often without serious academic backgrounds or experience-are setting the educational agenda. The Fall of the Faculty examines the fallout of rampant administrative blight that now plagues the nation's universities. In the past decade, universities have added layers of administrators and staffers to their payrolls every year even while laying off full-time faculty in increasing numbers-ostensibly because of budget cuts. In a further irony, many of the newly minted-and non-academic-administrators are career managers who downplay the importance of teaching and research, as evidenced by their tireless advocacy for a banal "life skills" curriculum. Consequently, students are denied a more enriching educational experience-one defined by intellectual rigor. Ginsberg also reveals how the legitimate grievances of minority groups and liberal activists, which were traditionally championed by faculty members, have, in the hands of administrators, been reduced to chess pieces in a game of power politics. By embracing initiatives such as affirmative action, the administration gained favor with these groups and legitimized a thinly cloaked gambit to bolster their power over the faculty. As troubling as this trend has become, there are ways to reverse it. The Fall of the Faculty outlines how we can revamp the system so that real educators can regain their voice in curriculum policy.