In 1795 the University of North Carolina at Chapel Hill became the first state university in the United States to open its doors to students. As the celebrated institution prepares to observe its bi-centennial, William Snider provides a rich chronicle of its history. Snider describes the signal events of the university's first two hundred years: the chartering and siting of a charming campus and village; the trying years of the Civil War and Reconstruction, during which the University closed its doors; the period of remarkable renewal in the late nineteenth and early twentieth centuries; the achievement of national and international stature in the 1920s and 1930s; the challenging 1960s; and the period of expansion and innovation in the late 1970s and 1980s. Throughout, Snider provides fine portraits of individuals prominent in the life of the university, from William R. Davie and Joseph Caldwell to Harry Woodburn Chase, Frank Porter Graham, and William C. Friday. His book evokes for all who have been part of the Chapel Hill community memories of their own associations with the campus and a sense of the greater history of the institution of which they were a part.

These two volumes articulate new values and missions for African universities, and define effective strategies to meet the challenges. Written by some of Africa’s leading educators, Volume I examines the implications of the neo-liberal reforms and the new information technologies on African higher education, while Volume II interrogates the changing social dynamics of knowledge production, university organisation, and public service and engagement. As the twenty first century unfolds, African universities are undergoing change and confronting challenges which are unprecedented. The effects of globalisation, and political and economic pressures of liberalisation and privatisation, both internal and external, are reconfiguring all aspects of university life: teaching, research, and their public service functions; such that the need to redefine the roles of the African universities, and to defend their importance have become paramount. At the same time, the universities must themselves balance demands of autonomy and accountability, expansion and excellence, diversification and differentiation, and internationalisation and indigenisation. In a climate in which scholarship and production are increasingly dependent on ICTs, and are becoming globalised, the universities must address the challenges of knowledge production and dissemination. The need to indigenise global scholarship, to their own requirements, meanwhile is ever- pressing.

Public concern over sharp increases in undergraduate tuition has led many to question why colleges and universities cannot behave more like businesses and cut their costs to hold tuition down. Ronald G. Ehrenberg and his coauthors assert that understanding how academic institutions are governed provides part of the answer. Factors that influence the governance of academic institutions include how states regulate higher education and govern their public institutions; the size and method of selection of boards of trustees; the roles of trustees, administrators, and faculty in shared governance at campuses; how universities are organized for fiscal and academic purposes; the presence or absence of collective bargaining for faculty, staff, and graduate student assistants; pressure from government regulations, donors, insurance carriers, athletic conferences, and accreditation agencies; and competition from for-profit providers. "Governing Academia, which covers all these aspects of governance, is enlightening and accessible for anyone interested in higher education. The authors are leading academic administrators and scholars from a wide range of fields including economics, education, law, political science, and public policy.

There's an old saying about law school: The first year, they scare you to death the second year, they work you to death the third year, they bore you to death. Helping to alleviate this famed fright, sweat, and boredom, The JD Jungle Law School Survival Guide expertly shows current and prospective students how to navigate all three years of law-school torture. Comprehensive, practical, and witty, it includes advice from students in the trenches, successful graduates, sage professors, and working professionals, including:How to identify and get accepted at the law school of your choicePlaces to look for and get financial aidEffective note-taking, study, and exam-day strategiesTips for managing law-school stressHow to pass the bar exam the first timeHow to land a law internship-and then the job of your dreamsFounded by parent company Jungle Interactive Media in 2000, JD Jungle is one of the hottest new magazines on the market. With a circulation of 80,000 subscribers, it can be found on newsstands everywhere. Visit www.JdJungle.com.

MARK W. ROCHE PRESENTS A CLEAR, precise, and positive view of the challenge and promise of a Catholic university. Roche makes visible the ideal of a Catholic university and illuminates in original ways the diverse, but interconnected, dimensions of Catholic identity. Roche's vision of the distinct intellectual mission of a Catholic university will appeal to Catholics as well as to persons who are not Catholic but who may recognize through this essay the unexpected allure of a religiously based university.

In recent years, colleges and universities have experienced tremendous growth in the applications of electronic information and the technologies that support the effective manipulation, transmission, storage, and use of that information. Because the growth has been so rapid, campus leaders are often challenged to effectively manage this increasingly critical function. Organizing and Managing Information Resources on Your Campus provides an overview of current thinking about the most important issues involved in managing information technology and services on campus. This vital resource offers information on how to plan, organize, fund, assess, and govern these strategic assets. It also compares and contrasts approaches appropriate for large versus small institutions, research versus teaching missions, and private verses public models. And the book provides a synthesis of practical advice interwoven with general background discussion.

Despite the recent expansion of higher education in Uganda, there is still much cause for concern. Enrolment levels lag behind those of much of the rest of the continent; enrolment in technical universities in only one percent; there is no government science and technology policy for highe education despite an identified social need; the new universities are broadly imitating the old colonial models; and there has been little curriculum reform. This study addresses the state of tertiary eeducation in Uganda and proposes reforms in the following areas: university management; how to manage the current two-tier system of public and private universities; institutional capacity; financing and coping with decreasing resources; curricula design which is appropriate to African development needs; how to correct the imbalance of arts/humanities and science students and shortages of academic staff; access to tertiary education; quality of education; and institutional and academic autonomy. The author is Professor of History and Vice-Rector of the Islamic University of Uganda at Mbali. He has published widely on a range of subjects including secondary and tertiary education, Islam in Uganda and social violence.

In celebration of the University of South Carolina's bicentennial, this remarkable volume reveals the personal stories of Carolina students over the past two hundred years. Told in their own words, these writings -- from antebellum manuscripts to e-mails -- capture the color and spirit of the times, revealing attitudes and opinions, issues and passions. From those first young boys chopping wood to warm their rooms, to today's young men and women surrounded by the latest technology, the voices of Carolina's students testify to the transforming power of the college experience.

To gather this collection of texts from 1801 to the present, the editors searched family papers, collections of letters, university archives, autobiographies and histories, journals and diaries, student newspapers and literary magazines, and oral histories.

In this volume students share their own versions of the University of South Carolina story -- explaining their activities, voicing their opinions, cheering their teams, and sometimes writing home from far away. Some of their concerns have changed; twenty-first century students worry more about parking tickets and phone bills than the price of fuel or the threat of smallpox. Throughout the years, however, each generation weaves tales of living conditions and classroom practices with in the context of larger historical events. In their letters and diaries, poems and memoirs, editorials and e-mails, students illustrate a colorful picture of campus history and evoke the important events of their time. Their words provide intimate illustrations of life on and around the campus as they reveal the rich history of the University of South Carolina.

The story behind one of the most serious encroachments on academic freedom enected by any state legislature; North Carolina's 1963 speaker ban law declared the state's public college and university campuses off-limits to ""known members of the Communist Party"" or to anyone who cited the Fifth Amendment in refusing to answer questions posed by any state or federal body. Oddly enough, the law was passed in a state where there had been no known communist activity since the 1950s. Just which ""communists"" was it attempting to curb? William J. Billingsley bares the truth behind the false image of the speaker ban's ostensible concern: the law marked a last-ditch effort by conservative rural politicians to quell the demands of the civil rights movement. Communists on Campus exposes the activities and machinations of prominent political and educational figures in an account that epitomizes the social and political upheaval of 1960s America.

Higher Education in the Caribbean assesses the role the University of the West Indies has played since its inception in providing tertiary education to the peoples of the Caribbean and evaluates the future of the institution as it enters the twenty-first century. The work is a significant contribution to the literature in this important area of Caribbean scholarship.

The collection was written to mark the fiftieth anniversary of the University of the West Indies in 1998. Contributors address such complex issues as tertiary education in the light of the rapid advances in technology that characterized the last decades of the twentieth century, demands from the political directorate for more relevant course offerings, and the challenges of managing processes of institutional change.

This volume presents fifty years of the University of Ibadan, Nigeria's oldest and pre-eminent university, from its inception as a college of the University of London. The contributors are various existing and retired faculty professors, heads of the university's libraries, publishing house and printing press; from the university's administration, and former students. The essays are diverse and specific in their handling of the university's history; but all broadly document the common experience of the university's decline, and the enormous gulf between the present state of the university and the kind of institution its creators and ambassadors believe it should be. They reflect upon the earlier role of the university as an institutional of international renown and influential in shaping Nigeria's history; and the present state of depleted academic departments and inadequate libraries; and they describe how the university is suffering from the Africa-wide brain-drain and a chronic lack of funding. The esssays further demonstrate how the historical development of the university has largely rested upon the mostly detrimental and at times disastrous attitude and actions of the Nigerian State; and that the history of the university is inseparable from the history of the country; the university having become the intellectual equivalent of a marginalised Third World economy. The overall picture is not wholly one of gloom however. The contributors also propose directions the university may pursue to reverse the decline; and this publication itself represents a spirited rear-guard action.

"Survive and thrive in graduate school. Designed to unravel some of the mystery around graduate school programs in science and engineering, this one-stop resource reinforces strategies for succeeding. Qualitative interviews offer first-hand stories and tips from women who have found success in academia, industry, and the public sector. Each chapter covers a different aspect of graduate school, from identifying funding sources, to writing the dissertation, to looking for a job. THE WOMAN'S GUIDE TO NAVIGATING THE PH.D. IN ENGINEERING & SCIENCE also focuses on the emotional and social difficulties women may experience, and offers practical suggestions and advice for surviving and thriving in graduate school.
Featured topics include:
* funding, requirements and standards, qualifiers
* making the advising process work
* writing the dissertation and defending
* searching for a job
* learning by critique
* balancing competing needs
THE WOMAN'S GUIDE TO NAVIGATING THE PH.D. IN ENGINEERING & SCIENCE's goal is to help women overcome the stereotypes and hidden barriers they may encounter in graduate school - so that they may emerge ready for careers in the academic, corporate or public sector.
About the Authors
Dr. Barbara B. Lazarus is the associate provost for academic affairs and an adjunct professor of educational anthropology at Carnegie Mellon University. Recent publications include "Journeys of Women in Science and Engineering: No Universal Constants" (Temple University Press, 1997) and "The Equity Equation: Fostering the Advancement of Women in the Sciences, Mathematics and Engineering" (Jossey-Bass, 1996). Dr. Lazarus serves as a member of the Committee on Women's Studies in Asia, on the Advisory Committee of MentorNet, and as a board member of the Women in Engineering Programs and Advocates Network.
Lisa M. Ritter is a communications consultant at Carnegie Mellon University and the editor of the quarterly graduate newsletter on campus. She has also worked as a public relations director and coordinator of professional development seminars for graduate students.
Dr. Susan A. Ambrose is associate provost for educational development, director of the Eberly Center for Teaching Excellence, and a principal lecturer in the Department of History at Carnegie Mellon University. Her research interests include applying cognitive principles to education and understanding how class origin, sex, race and ethnicity, social conceptions of women, and other variables collectively influence women's life decisions and careers in engineering and science. Recent publications include "Journeys of Women in Science and Engineering: No Universal Constants" (Temple University Press, 1997) and "The New Professor's Handbook" (Anker Press, 1994). Dr. Ambrose was recently honored with an American Council on Education fellowship for the 1999-2000 academic year."

What drives certain collaborative projects to success, while others with similar goals fail? Learn the key elements of successful collaborations that can serve as guideposts when beginning the collaborative process. This book describes a range of models, including advantages and disadvantages of each, that are available to those contemplating school-university collaboration. The perspectives of educators from the United States, Canada, and Australia are included. Essays will guide university administrators, education students, principals, superintendents, and classroom teachers new to the collaborative planning role.

Focusing on the evolution of Northern Illinois University since 1965, the author highlights the process by which the university has accomplished its goals. He also introduces the key men and women who have helped make the university what it is today.

In fall 1997 the Center for Japanese Studies at The University of Michigan celebrated its fiftieth anniversary. The November symposium featured more than fifty speakers, moderators, and musicians who celebrated the occasion and offered reminiscences on the Center's multifaceted scholarly and professional missions, discussions of the accomplishments of its al-umni/ae, and perspectives on wartime and postwar Japan-U.S. relations. As the first American interdisciplinary institute devoted to education and research on Japan, The University of Michigan Center for Japanese Studies has a path-making legacy. This volume, which includes the public presentations from the November 1997 symposium, reflects that legacy and the university's long and continuing involvement in Asia, which dates back to the 1870s.

The conscience of today's college students is guided by the personal moral values that underlie its concept of justice. College professors frequently avoid discussions of moral values, fearful of either the deconstructionist's criticism or the alleged wall of separation between church and state. Regardless of their reasons, they tend to argue that today's students have no interest in discussing abstract concepts of morality. The Daveys argue that given the right case studies of moral dilemmas, today's college students will enthusiastically share and discuss their own moral values, learn to critically examine pressing social issues, and grow to new levels of understanding.

More than two dozen scenarios involving moral questions concerning race, poverty, crime, drugs, sex, religion, educational funding, and constitutional rights are presented. These issues are faced by a generation raised during the information revolution. College students live in a world of such rapid change that nothing is certain about their future. It may well be that there has never been a time when college students were more eager to discuss fundamental questions about right and wrong, to examine their own moral values. This timely work is of value in any course touching upon moral values, including courses in sociology, education, political science and law, child development, criminal justice, and philosophy.

This is a personal story of the educational process at one of the world's great technological universities. Pepper White entered MIT in 1981 and received his master's degree in mechanical engineering in 1984. His account of his experiences, written in diary form, offers insight into graduate school life in general--including the loneliness and even desperation that can result from the intense pressure to succeed--and the purposes of engineering education in particular. The first professor White met at MIT told him that it did not really matter what he learned there, but that MIT would teach him how to think. This, then, is the story of how one student learned how to think. There have of course been changes at MIT since 1984, but its essence is still the same. White has added a new preface and concluding chapter to this edition to bring the story of his continuing education up to date.

Higher education institutions are now operating in a rapidly changing environment, as economic, societal and technological developments such as cost containment and lifelong learning force them to adopt flexible structures that can adapt quickly to market demands. Adaptive University Structures examines the level of adaptability in universities in Europe and the United States, drawing out the lessons learnt for policy makers and managers to develop such structures, and help their institutions survive and embrace change. The author draws on three studies of universities which are identified as comparatively adaptive and innovative- New York University, University of Michigan, and the University of California at Berkeley- and in contrast three European institutions which are trying to improve their adaptive capacity- Universita Bocconi, Universitat St. Gallen and Wirtschafts universitat Wien.

The book presents an overview of difference disciplines within the universities and their views on adaptation. It examines the importance of an institution's environment and its dynamics for adaptive capacity, and concludes that an ideal academic organization is open to change, with collegial governance structures that provide faculty support for adaptation. The author highlights in particular the role of institutional leaders in encouraging adaptation and a professional management and entrepreneurial spirit. The book concludes with an overview of different adaptation theories, and proposes a new theory to help university management to understand their institutional adaptive capacity better and develop strategies for the future.

Since the late 1960s, both internationally and locally, we have witnessed the growth of subject areas outside the traditional liberal arts curriculum and disciplinary structure of the university curriculum: Black Studies (or Indigenous Studies), Feminist or Women's Studies, Critical Legal Studies, Film & Media Studies, Gay Studies, and Cultural Studies are some of the most popular. The principles underlying a global neo-liberalism and managerialism were responsible for restructuring universities during the 1980s. Some thought that such developments imperiled the humanities, while others believed that the context of globalization and the development of new communications technologies offered new hope for both interdisciplinary work and the emergence of a critical approach.

The book asks the following broad questions: What are the underlying historical, epistemological, and political reasons for the emergence of cultural studies? What do these developments imply for the traditional liberal arts curriculum and the traditional discipline-based university? To what extent does the emergence of cultural studies displace or dislocate traditional disciplines? What forms of resistance has cultural studies encountered, and why? To what extent does the emergence of cultural studies reflect a changing mission of the university and changing relations between the university and the wider society? What is the future of cultural studies?

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?"

With the crisp pacing of a suspense novelist, veteran reporter Bill Paul follows five high-school honor students and the dean of admission at Princeton through each step of the college admissions process. As the narrative unfolds, we watch the students' successes and blunders as they ponder where to apply, write and rewrite their essays, endure alumni interviews, agonize over early decision, and anxiously await the April delivery of the hoped-for thick envelope that means acceptance, or the dreaded thin envelope that contains a curt rejection. What emerges is the clearest picture ever of this complex, frustrating, and highly imperfect process, and how it truly works.

Eloquent, provocative, and timely, these essays provide a thoughtful, undoctrinaire defense of the centrality of the humanities to higher education--and society--at the millennium.--Cora Kaplan, University of Southampton The crisis in the humanities and higher education intensifies daily. The partisan din drowns out the voices of those thinkers who have resisted the seductions of strong ideology. Against the tendencies of the extreme attacks on higher education from the right and the counterattacks from the left, many academics would prefer to get beyond critical fashions and easy slogans. In this collection, leading scholars demonstrate how the current furor threatens the critical analysis of culture, so vital to a healthy society. They explore the historical sources of the crisis, the relations between politics and research, the responsibilities and possibilities of the academic intellectual, the structure of the institution of the university, the functions and achievements of the humanities, and the development of interdisciplinarity as a catalyst for change. This volume is a necessary resource for understanding the current crisis and for transforming the academy as we approach the twenty-first century. The contributors are Jonathan Arac, Lauren Berlant, Peter Brooks, Roman de la Campa, Myra Jehlen, Stanley Katz, Richard Kramer, Dominick LaCapra, George Levine, Ellen Messer-Davidow, Helene Moglen, Bill Readings, and Bruce Robbins. E. Ann Kaplan is the director of The Humanities Institute at the State University of New York at Stony Brook

The CIA and its World War II predecessor, the Office of Strategic Services (OSS), were for many years largely populated by members of Ivy League colleges, particularly Yale. In this highly acclaimed book, Robin Winks explores the underlying bonds between the university and the intelligence communities, introducing a fascinating cast of characters that include safe-crackers and experts in Azerbaijani as well as such social luminaries as Paul Mellon, David Bruce, John P. Marquand, Jr., and William Vanderbilt. This edition of the book includes a new preface by Winks. Reviews of the first edition: "One of the best studies of intelligence in recent years."-Edward Jay Epstein, Los Angeles Times Book Review "The most original book yet written on the interpenetration of counter-intelligence and campus."-Andrew Sinclair, Sunday Times (London) "Winks writes a lively compound of analysis and anecdote to illuminate the bonds between academe and the intelligence community. His book is a towering achievement."-Robert W. Smith, Chicago Sun-Times "Among the more important contributions to the history of Anglo-American espionage to appear this or any other year. . . . Moves with an unfolding pace that any thriller writer might envy."-Tom Dowling, San Francisco Examiner "A brilliant book."-Sallie Pisani, Journal of American History

This volume brings together a selection of articles published over the fifty year life of the Universities/Higher Education Quarterly which provides a critical overview of the development of university and non--university higher education over the post--War period and of the policy debates which occurred at various points.