In April 1969, one of America's premier universities was celebrating parents' weekend and the student union was an armed camp, occupied by over eighty defiant members of the campus's Afro-American Society. Marching out Sunday night, the protesters brandished rifles, their maxim: "If we die, you are going to die." Cornell '69 is an electrifying account of that weekend which probes the origins of the drama and describes how it was played out not only at Cornell but on campuses across the nation during the heyday of American liberalism.Donald Alexander Downs tells the story of how Cornell University became the battleground for the clashing forces of racial justice, intellectual freedom, and the rule of law. Eyewitness accounts and retrospective interviews depict the explosive events of the day and bring the key participants into sharp focus: the Afro-American Society, outraged at a cross-burning incident on campus and demanding amnesty for its members implicated in other protests; University President James A. Perkins, long committed to addressing the legacies of racism, seeing his policies backfire and his career collapse; the faculty, indignant at the university's surrender, rejecting the administration's concessions, then reversing itself as the crisis wore on. The weekend's traumatic turn of events is shown by Downs to be a harbinger of the debates raging today over the meaning of the university in American society. He explores the fundamental questions it posed, questions Americans on and off campus are still struggling to answer: What is the relationship between racial justice and intellectual freedom? What are the limits in teaching identity politics? And what is the proper meaning of the university in a democratic polity?"

The First Class Formula: All the secrets you should know to succeed at university

Reviews:

""This book is awesome. I read it all in one night. Going to put it into practice for my exams. Honestly, really really wish I had it in my first year of uni "" Toby Bawden, University Student.

""An inspiring read for all those who aim high and want to achieve - but who also want to get the most fun from University life "" Karen Gooch, University Faculty.

The First Class Formula gives students the insights they need to get ahead at university from day one. The authors know from their own experiences that there are things that aren't taught at university. By learning and applying the secrets in this book you can get a first class degree and have a great time doing it.

Given that you are about to invest thousands of pounds on your university education, the small price you pay for this uncommon guide could just be the best investment you make. This book offers real value to new students beginning their university adventure. This book teaches you:

- The Art of Studying. Studying at university is different to college, it becomes a way of life. Learn the art of studying using the three steps in this chapter.

- How to Write the Perfect Essay. The authors teach you the bricks and mortar strategy, which is the most effective way of gaining tops marks in your essays.

- How to Ace the Exams. Learn a two-phase method for handling any exam. From blind tests to first class cramming, this chapter is packed with new techniques that will help you ace the exams.

- The Lifestyle of a Zen Student. Learn to balance your studying with an intense social life effortlessly. This chapter contains useful insights on everything from student accommodation to partying.

- The Winning Mentality. Discover the mind-set that exists within you to succeed at university both academically and socially.

About the Authors:

Rob, Jake and Dan are recent graduates who live by the philosophy of working hard and playing hard. Each took a different path through university and approached studying in a different way, however what emerged between them was a combined knowledge of the experience, and a formula for getting a first class degree. This realisation, coupled with an incredible friendship stimulated the guys to sit down and write about their university experience.

Each became a Zen student in their own right. Rob got the highest degree mark in his graduating year, Jake had one of his essays published as a guideline for new students and Dan consistently topped the highest exam mark charts. Between them they started a society for magicians, played first team tennis, had a radio show and never missed a party. This is their story.

This book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally.

Before Woodrow Wilson became president of the United States, he spent 25 years at Princeton University, first as an undergraduate, then professor, and finally as president. His experiences at the helm of Princeton-where he enjoyed four productive years followed by four years of wrangling and intense acrimony-reveal much about the kind of man he was and how he earned a reputation as a fearless crusader. This engrossing book focuses on how Wilson's Princeton years influenced the ideas and worldview he later applied in politics. His career in the White House, W. Barksdale Maynard shows, repeated with uncanny precision his Princeton experiences. The book recounts how Wilson's inspired period of building, expansion, and intellectual fervor at Princeton deteriorated into one of the most famous academic disputes in American history. His battle to abolish elitist eating clubs and establish a more egalitarian system culminated in his defeat and dismissal, and the ruthlessness of his tactics alienated even longtime friends. So extreme was his behavior, some historians have wondered whether he suffered a stroke. Maynard sheds new light on this question, on Wilson's temper, and on other aspects of his strengths and shortcomings. The book provides an unprecedented inside view of a hard-fighting president-a man who tried first to remake a university and then to remake the world.

In Spiritual Harvard, Werner de Saeger brings together twelve distinct voices from America's oldest university to explore religious education and the role of Harvard Divinity School. In engaging and often playful conversations, faculty and students paint a portrait of this unique institution and the myriad perspectives that come together within it. Spiritual Harvard is a book for those who want to know more about Harvard Divinity School as well as those interested in the current state of religious studies in a society where religious illiteracy is juxtaposed with religious conflict. Amongst others, this book includes interviews with former Dean of Harvard Divinity School William Graham, Harvey Cox, Diane Moore, Dudley Rose, and Charles Adams.

The enchantment of English is a study of the teaching of English in Australian universities, from its beginnings in the second half of the nineteenth century through to the 1960s and 1970s, a period in which universities proliferated and diversified. Written from the belief that every discipline is enhanced by understanding the arguments made for its existence and the conditions in which it was established, the author aims to help students and colleagues to think critically about the impact of institutional location in forming our habits of mind. Amidst these stories of politics, critical debates, scrambling for appointments in specific areas and disputes about the need to satisfy the demands of students and the public for 'usefulness', this history reveals something intangible but durable: the power of the literary text over the imagination, and the power of the idea of England and its writers as a basis and motive for reading and study - hence, The enchantment of English.

David Bleich sees the human body, its affective life, social life, and political functions as belonging to the study of language. In The Materiality of Language, Bleich addresses the need to end centuries of limiting access to language and its many contexts of use. To recognize language as material and treat it as such, argues Bleich, is to remove restrictions to language access due to historic patterns of academic censorship and unfair gender practices. Language is understood as a key path in the formation of all social and political relations, and becomes available for study by all speakers, who may regulate it, change it, and make it flexible like other material things.

Academical dress has been worn by students and graduates for hundreds of years and even in this modern time shows no obvious sign of becoming obsolete. Each new university, on receiving its charter, adopts its own distinctive robes. This is an updated and expanded third edition of Dr George Shaw's comprehensive guide to the academical dress of British and Irish universities, produced in accordance with the original author's wishes, and published by the Burgon Society.

This book is designed for graduate students and provides helpful insights on what they can expect in the upcoming years and gives suggestions for how to handle various situations. This book is not designed to provide the reader with study skills or content knowledge in their area, however, the goal is to share information with the reader about graduate studies that few people know.

This 2005 volume carries on the plan described in the preface to the Historical Register of the University of Cambridge, Supplement 1911 20. All holders of University Offices, who took up or left their posts, have been included.

Writing high quality grant applications is easier when you know how research funding agencies work and how your proposal is treated in the decision-making process. The Research Funding Toolkit provides this knowledge and teaches you the necessary skills to write high quality grant applications. A complex set of factors determine whether research projects win grants. This handbook helps you understand these factors and then face and overcome your personal barriers to research grant success. The guidance also extends to real-world challenges of grant-writing, such as obtaining the right feedback, dealing effectively with your employer and partner institutions, and making multiple applications efficiently. There are many sources that will tell you what a fundable research grant application looks like. Very few help you learn the skills you need to write one. The Toolkit fills this gap with detailed advice on creating and testing applications that are readable, understandable and convincing.

The creation of the "modern university" dates back to the early 1900s when American professors fashioned for their institutions a mission of social service and defined themselves as truth-seekers whose expertise would bring social benefits. These academics also introduced a new idea to the American public: academic freedom. In 1925, University of North Carolina President Harry Woodburn Chase proclaimed, "What the university believes with all its heart, is that a teacher has a right to state the honest conviction to which he has come through his work, that he has the right of freedom of speech in teaching just as any other citizen has that right under the constitution." The forging of this new identity and the introduction of academic freedom did not come without internal and external struggles, however. Perhaps in no other region was the university-trained intellectual's new identity met with more suspicion and scrutiny than in the South, a region historically resistant to change. A close examination of one of the leading southern universities, the University of North Carolina at Chapel Hill (UNC), during these years reveals the ambitions of this new generation of professors, the reactionary logic of their critics, and the confused attempts of school leaders to use academic freedom to help the school navigate through these transformative decades. Between world wars, UNC emerged as a modern university that championed academic freedom and the expertise of its faculty. This expertise would, in theory, help lift the state and indeed the entire South out of poverty and place it on the road to progress. From the outset, university leaders understood that explaining and defending academic freedom was the key to gaining public support, thereby setting an example for other southern universities. In To Carry the Truth: Academic Freedom at UNC, 1920-1941, Charles J. Holden examines academic freedom through a contextualized intellectual history of the movement's origin at one school. Holden explores how academic freedom worked over time and reveals the fault lines between the goals of academic freedom and what was really possible. To Carry the Truth will be of interest to historians of higher education, of the South, and of the law. This project is being considered for UPK's New Directions in Southern History series. Charles J. Holden is Aldom-Plansoen Distinguished Professor of history at St. Mary's College of Maryland. He is the author of In the Great Maelstrom: Conservatives in Post-Civil War South Carolina (South Carolina) and has contributed to several other publications, including North Carolina Historical Review and Maryland Historical Magazine.

The former president of MIT discusses challenges and policy issues confronting academia, science and technology, and the world at large. In his fourteen years as president of MIT, Charles Vest worked continuously to realize his vision of rebuilding America's trust in science and technology. In a time when the federal government dramatically reduced its funding of academic research programs and industry shifted its R&D resources into the short-term product-development process, Vest called for new partnerships with business and government. He called for universities to meet the intellectual challenges posed by the innovation-driven, globally connected needs of industry even as he reaffirmed basic academic values and the continuing need for longer-term scientific inquiry. In Pursuing the Endless Frontier, Vest addresses these and other issues in a series of essays written during his tenure as president of MIT. He discusses the research university's need to shift to a broader, more international outlook, the value of diversity in the academic community, the greater leadership role for faculty outside the classroom, and the boundless opportunity of new scientific and technological developments even when coupled with financial constraints. In the provocative essay "What We Don't Know," Vest reminds us of what he calls "the most critical point of all," that science is driven by a deep human need to understand nature, to answer the "big questions"-that what we don't know is more important than what we do. In another essay, on the future of MIT, he celebrates MIT's strengths as being extraordinarily well-suited to the needs of an era of unprecedented change in science and technology. In "Disturbing the Educational Universe: Universities in the Digital Age-Dinosaurs or Prometheans," he describes MIT's innovative OpenCourseWare initiative, which builds on the fundamental nature of the Internet as an enabling and liberating technology. Vest, who is stepping down from MIT's presidency in the fall of 2004, writes with clarity and insight about the issues facing academic institutions in the twenty-first century. His essays in Pursuing the Endless Frontier offer inspiration to educators and researchers seeking the way forward.

Add value to the student experience with purposeful residential programs Grounded in current research and practical experience, Student Learning in College Residence Halls: What Works, What Doesn't, and Why shows how to structure the peer environment in residence halls to advance student learning. Focusing on the application of student learning principles, the book examines how neurobiological and psychosocial development influences how students learn in residence halls. The book is filled with examples, useful strategies, practical advice, and best practices for building community and shaping residential environments that produce measureable learning outcomes. Readers will find models for a curriculum-based approach to programming and for developing student staff competencies, as well as an analysis of what types of residential experiences influence student learning. An examination of how to assess student learning in residence halls and of the challenges residence halls face provide readers with insight into how to strategically plan for the future of residence halls as learning centers. The lack of recent literature on student learning in college residence halls belies the changes that have taken place. More traditional-age students are enrolled in college than ever before, and universities are building more residence halls to meet the increased demand for student housing. This book addresses these developments, reviews contemporary research, and provides up-to-date advice for creating residence hall environments that achieve educationally purposeful outcomes. * Discover which educational benefits are associated with living in residence halls * Learn how residential environments influence student behavior * Create residence hall environments that produce measureable learning outcomes * Monitor effectiveness with a process of systematic assessment Residence halls are an integral part of the college experience; with the right programs in place they can become dynamic centers of student learning. Student Learning in College Residence Halls is a comprehensive resource for residence hall professionals and others interested in improving students' learning experience.

Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

The publication of The Marketplace of Ideas has precipitated a lively debate about the future of the American university system: what makes it so hard for colleges to decide which subjects are required? Why are so many academics against the concept of interdisciplinary studies? From his position at the heart of academe, Harvard professor Louis Menand thinks he's found the answer. Despite the vast social changes and technological advancements that have revolutionized the society at large, general principles of scholarly organization, curriculum, and philosophy have remained remarkably static. Sparking a long-overdue debate about the future of American education, The Marketplace of Ideas argues that twenty-first-century professors and students are essentially trying to function in a nineteenth-century system, and that the resulting conflict threatens to overshadow the basic pursuit of knowledge and truth.

"Classroom Cheats Turn to Computers." "Student Essays on Internet Offer Challenge to Teachers." "Faking the Grade." Headlines such as these have been blaring the alarming news of an epidemic of plagiarism and cheating in American colleges: more than 75 percent of students admit to having cheated; 68 percent admit to cutting and pasting material from the Internet without citation. Professors are reminded almost daily that many of today's college students operate under an entirely new set of assumptions about originality and ethics. Practices that even a decade ago would have been regarded almost universally as academically dishonest are now commonplace.

Is this development an indication of dramatic shifts in education and the larger culture? In a book that dismisses hand-wringing in favor of a rich account of how students actually think and act, Susan D. Blum discovers two cultures that exist, often uneasily, side by side in the classroom. Relying extensively on interviews conducted by students with students, My Word presents the voices of today's young adults as they muse about their daily activities, their challenges, and the meanings of their college lives. Outcomes-based secondary education, the steeply rising cost of college tuition, and an economic climate in which higher education is valued for its effect on future earnings above all else.

These factors each have a role to play in explaining why students might pursue good grades by any means necessary. These incentives have arisen in the same era as easily accessible ways to cheat electronically and with almost intolerable pressures that result in many students being diagnosed as clinically depressed during their transition from childhood to adulthood. However, Blum suggests, the real problem of academic dishonesty arises primarily from a lack of communication between two distinct cultures within the university setting. On one hand, professors and administrators regard plagiarism as a serious academic crime, an ethical transgression, even a sin against an ethos of individualism and originality. Students, on the other hand, revel in sharing, in multiplicity, in accomplishment at any cost.

Although this book is unlikely to reassure readers who hope that increasing rates of plagiarism can be reversed with strongly worded warnings on the first day of class, My Word opens a dialogue between professors and their students that may lead to true mutual comprehension and serve as the basis for an alignment between student practices and their professors' expectations.

American higher education is under attack today as never before. A growing right-wing narrative portrays academia as corrupt, irrelevant, costly, and dangerous to both students and the nation. Budget cuts, attacks on liberal arts and humanities disciplines, faculty layoffs and retrenchments, technology displacements, corporatization, and campus closings have accelerated over the past decade. In this timely volume, Ronald Musto draws on historical precedent - Henry VIII's dissolution of British monasteries in the 1530s - for his study of the current threats to American higher education. He shows how a triad of forces - authority, separateness, and innovation - enabled monasteries to succeed, and then suddenly and unexpectedly to fail. Musto applies this analogy to contemporary academia. Despite higher education's vital centrality to American culture and economy, a powerful, anti-liberal narrative is severely damaging its reputation among parents, voters, and politicians. Musto offers a comprehensive account of this narrative from the mid-twentieth century to the present, as well as a new set of arguments to counter criticisms and rebuild the image of higher education.

This is a powerful and inspiring study of the Harvard Square Homeless Shelter: the only student-run shelter in the United States. Every winter night the Harvard Square Homeless Shelter brings together society's most privileged and marginalized groups under one roof: Harvard students and the homeless. What makes the shelter unique is that it is operated entirely by Harvard College students. It is the only student-run homeless shelter in the United States. Shelter demonstrates how the juxtaposition of privilege and poverty inside the Harvard Square Shelter proves transformative for the homeless men and women taking shelter there, the Harvard students volunteering there, and the wider society into which both groups emerge each morning. In so doing, Shelter makes the case for the replication of this student-run model in major cities across the United States. Inspiring and energizing, Shelter offers a unique window into the lives of America's poorest and most privileged citizens as well as a testament to the powerful effects that can result when members of these opposing groups come together.

Citizenship Across the Curriculum advocates the teaching of civic engagement at the college level, in a wide range of disciplines and courses. Using "writing across the curriculum" programs as a model, the contributors propose a similar approach to civic education. In case studies drawn from political science and history as well as mathematics, the natural sciences, rhetoric, and communication studies, the contributors provide models for incorporating civic learning and evaluating pedagogical effectiveness. By encouraging faculty to gather evidence and reflect on their teaching practice and their students learning, this volume contributes to the growing field of the scholarship of teaching and learning."

This succinct and engaging history of the founding of Cornell University traces the institution's origins within the educational climate of mid-nineteenth-century America. Originally delivered as six lectures celebrating the seventy-fifth anniversary of the opening the university, this book was first published by Cornell University Press in 1943.

Beginning with a survey of collegiate education prior to the Civil War, Carl L. Becker details the history of the Morrill Land Grant College Act that made possible the establishment of Cornell (among other universities); deftly portrays the lives of the Ezra Cornell, who supplied the essential idea and funding for the university, and Andrew D. White, who, as legislator, lobbyist, and first university president, made Cornell's dream a reality; and desrcibes the events surrounding the incorporation and opening of the university in 1868.

Also included in this book are fifteen documents pertaining to its founding, as well as Becker's 1940 lecture, "The Cornell Tradition: Freedom and Responsibility."

"Adams has skillfully analyzed hundreds of primary source docu-ments and integrated contemporary political, social and cultural elements in bringing to light the values, customs, and controver-sies which have shaped the Corps' 125-year history."--"Texas"" Aggie"

For over six centuries, the University of Oxford had been an exclusively male bastion of privilege and opportunity. Few dreamed this could change. Yet, in 1879, twenty-one pioneering women quietly entered two recently established residence halls in Oxford in the hope of attending lectures and pursuing a course of study. More women soon followed and, by 1893, there were five women's societies, each with its own principal, staff, and identity. Only eighty years after women first appeared in Oxford, the five residential societies were granted full status as colleges of the University-self-governing entities with all the rights and obligations of the men's colleges-and women students constituted 16 percent of the undergraduate population. Though still a distinct minority, women had gained full access to the rich resources, opportunities, and challenges of the University.

"Her Oxford" looks at the people and the political and social forces that produced this dramatic transformation. Drawing on a vast array of biographies, histories, obituaries, and archives, Batson traces not only the institutional struggles over privileges and disciplinary rules for women, but also the rich texture of everyday life-women's amateur theatricals, debating societies, sports, and college escapades (Dorothy Sayers is the subject of quite a few). She tells the stories of women's active roles in two war efforts and in the suffrage movement.

An unusual feature of the book is the set of 120 biographical profiles of women who attended Oxford between 1879 and 1960. They constitute a Who's Who of women scientists, anthropologists, psychotherapists, educators, novelists, and social reformers in the English-speaking world.

Both a life story and a portrait of public higher education during the twentieth century, Harry Huntt Ransom captures the spirit of a dynamic individual who dedicated his talents to nurturing intellectual life in Texas and beyond. Tracing the details of Ransom's youth in Galveston and Tennessee and his education at Yale, where he earned a doctorate, Alan Gribben provides new insight into the factors that shaped Ransom's future as a renowned administrator and defender of the humanities. Ransom's career at the University of Texas began in 1935, when he was hired as an instructor of English. He rose through the ranks to become chancellor, stepping down in 1971 during a volatile period when debates about the University's central mission raged-particularly over the question of commercializing higher education. The development of Ransom's lasting legacy, the Humanities Research Center bearing his name, is explored in depth as well. Bringing to life a legendary figure, Harry Huntt Ransom is a colorful testament to a singular man of letters who had the audacity to propose "that there be established somewhere in Texas-let's say in the capital city-a center of our cultural compass, a research center to be the Bibliotheque Nationale of the only state that started out as an independent nation."