This collection of essays commissioned by the SPTL (Society of Public Teachers of Law) brings together the views of leading experts in legal education in a debate about the aims and achievements of legal education on the 20th century, and the challenges which legal education faces on the verge of the 21st century. The themes of this collection are important ones for the future of legal education and the legal professions and they are not by any means confined to the interests of English lawyers. The challenges faced by English law are found in many other countries around the world including Australia, the USA, and parts of the European Union. These essays will therefore be of interest to a world-wide audience of legal educators. The questions raised by some of the contributors are also of wider significance in the debate about the role of universities. Law, like medicine, is frequently regarded as a subject worthy of university education merely because graduates are needed to provide the profession with its new recruits. But English law schools have always maintained a distinctively scholarly mission reflecting a wider liberal commitment to education. As the 20th century draws to a close universities face unprecedented pressures and in the teaching of law the battle lines are now drawn between those who favour, on the one hand, a rigorous intellectual approach to the teaching of law and those, on the other hand, who would see law schools reduced to being feeder institutions for the legal profession. It is the importance of the essays in this volume that they eschew either a simple analysis of the problems facing legal education or the solutions, many of them equally simplistic, which abound in the current climate of discussion. By tackling the issues in a historical, comparative and empirical fashion these essays contribute greatly to a better understanding of the ideals which deserve to be praised in any system of legal education.

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.

British higher education is internationally perceived as being in crisis. In this book A. H. Halsey examines how the present-day situation developed. Beginning with the 1963 Robbins Report, he argues that, despite the subsequent expansion of higher education, this initiative represented a failed thrust towards mass higher education. He shows how the rise of liberal economic policies was irrelevant to the long-term decline of academic power and demonstrates how power has ebbed away from academics towards government, and towards students and industry as consumers of education and research. Professor Halsey's arguments are buttressed by extensive surveys, carried out in 1964, 1976, and 1989, which chart the development of academic opinion in universities and polytechnics. The survey reveals low morale, disappointment, and resentment; but these feelings are still combined with a persistent belief in the British idea of university. Professor Halsey's discussion and analysis provide vital information about the current state of Britain's higher education system and offer an important contribution to the fierce debate about educational and training policies which is currently one of the central topics of British political debate.

Amazon no. 1 author and comedian Richard O. Smith is once again sticking his fork of curiosity into the live toaster of opportunity. Yes, that is quite dangerous. But he fears no extended metaphor. Then one man scrapes the burnt bits of disappointment off the dry toast of life. Once described as "a jam-packed jamboree of jollity" by TV's Dr Lucy Worsley, Smith's latest comic essays build upon the success of his previous book Oxford Examined: Town & Clown ("An outstanding comic writer" - Countdown's Susie Dent). Oxford hums with history and humour. So inevitably many of these hilarious - but unflinchingly truthful - short stories occur around his home city. They look at Oxford topics as diverse as participating in a clinical trial, the dangers of cycling and bizarre University rituals. Yet The Best Ladled Pans of Rice and Penne is also written for a national (and international... let's dream big) audience. Consequently the stories look at themes that bind us all: the universality of dealing with a loved one's illness, the death of a parent, meeting celebrities, rumbling illicit lovers, encountering daily humiliation, dealing with success and its constant pushy companion failure, and queuing to meet a more successful bestselling author who turns out to be a, er, dog. Okay, so it's mainly about encountering humiliation.

Charles Henry Cooper charted over half a millennium of life at Cambridge in the five volumes of the Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. This fourth volume, published in 1852, runs from the Glorious Revolution of 1688 to 1849.

Harvard Law School is the oldest and, arguably, the most influential law school in the nation. U.S. presidents, Supreme Court justices, and foreign heads of state, along with senators, congressional representatives, social critics, civil rights activists, university presidents, state and federal judges, military generals, novelists, spies, Olympians, film and TV producers, CEOs, and one First Lady have graduated from the school since its founding in 1817. During its first century, Harvard Law School pioneered revolutionary educational ideas, including professional legal education within a university, Socratic questioning and case analysis, and the admission and training of students based on academic merit. But the school struggled to navigate its way through the many political, social, economic, and legal crises of the century, and it earned both scars and plaudits as a result. On the Battlefield of Merit offers a candid, critical, definitive account of a unique legal institution during its first century of influence. Daniel R. Coquillette and Bruce A. Kimball examine the school's ties with institutional slavery, its buffeting between Federalists and Republicans, its deep involvement in the Civil War, its reluctance to admit minorities and women, its anti-Catholicism, and its financial missteps at the turn of the twentieth century. On the Battlefield of Merit brings the story of Harvard Law School up to 1909-a time when hard-earned accomplishment led to self-satisfaction and vulnerabilities that would ultimately challenge its position as the leading law school in the nation. A second volume will continue this history through the twentieth century.

Terrified at the thought of giving presentations? Give Great Presentations gives you the tips and tools you need to feel confident and ace your presentations. Master your brief and prepare great presentations Hone your body language and use your nerves to your advantage Make the most of it and learn from each presentation. Super Quick Skills provide the essential building blocks you need to succeed at university - fast. Packed with practical, positive advice on core academic and life skills, you'll discover focused tips and strategies to use straight away. Whether it's writing great essays, understanding referencing or managing your wellbeing, find out how to build good habits and progress your skills throughout your studies. Learn core skills quickly Apply right away and see results Succeed in your studies and life. Super Quick Skills give you the foundations you need to confidently navigate the ups and downs of university life.

Are you thinking of applying to university or are you about to start? Studying at University offers thoughtful advice and guidance to sixth formers or those taking a 'year-out' who want to know more about what to expect from university life, and how they can make the best of it. The author addresses the most common of your concerns about this major life-changing experience, such as:
*deciding on the university that is best for you
*what your tutors and lecturers will be expecting of you when you get there
*how and why universities are so different from your school, sixth form or FE college
*what the point of universities is anyway
*how to get the most out of lectures, seminars and tutorials
*preparing the essays and assignments that your tutors will most want to see
*adapting the way you study to make it more effective in a university environment
*what to do before starting a university course to make the transition as smooth as possible
Written by a university tutor with vast experience of speaking to sixth formers about this understandably nerve-wracking process, this is a realistic yet inspirational assessment of what being a student really means in practice. It will be an essential companion to anyone who wants their move into higher education to be as stress-free as possible.

George Weisz offers a comprehensive analysis of the French university system during the latter half of the nineteenth and early twentieth centuries. Examining the major reforms of higher education undertaken during the Third Republic, he argues that the original thrust for reform came from within the educational system, especially from an academic profession seeking to raise its occupational status.

Originally published in 1986.

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 paperback editions preserve the original texts of these important books while presenting them in durable paperback 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.

Contemporary Catholic higher education finds itself at a crucial crossroad. The issues are many and complex. How is the Catholic character of the university to be preserved and fostered while avoiding secularization on the one hand and insular sectarianism on the other? Must a majority of the faculty in a college or department be Catholic? How is Catholic to be defined in terms of culture, belief, or practice? What is the level of commitment to intellectual inquiry and the possibility of dissent that must be present on a Catholic campus? These are some of the issues that prompted Fr. Theodore M. Hesburgh, C.S.C., to write a position paper and invite 29 distinguished members of the faculty and administration at the University of Notre Dame to address as they strive to envision and create a great Catholic university. The contributors explore these issues from a wide variety of religious and academic perspectives, and although their backgrounds and fields of study differ widely, they agree on a number of points. First, a great Catholic university must begin by being a great university that is also Catholic. Second, the catholicity, or universality, of a Catholic university fosters the centrality of philosophy and particularly theology as legitimate intellectual concerns, especially as they challenge the disintegration and turmoil of our modern predicament. Finally, how a Catholic university is seen as a community of service is also examined in both its intellectual and practical applications. Throughout, these essays describe a university community where reason and faith intersect and reinforce each other as they grapple with all the problems that face the transmission and growth ofknowledge and the multiplication of new and complex moral problems.

This volume, the third in a series of biographical sketches of students at the College of New Jersey (now Princeton University), is an account of the College and its alumni during the troubled years of the Revolution.

Originally published in 1981.

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 paperback editions preserve the original texts of these important books while presenting them in durable paperback 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.

Rutgers University's Douglass Residential College is the only college for women that is nested within a major research university in the United States. Although the number of women's colleges has plummeted from a high of 268 in 1960 to 38 in 2016, Douglass is flourishing as it approaches its centennial in 2018. To explore its rich history, Kayo Denda, Mary Hawkesworth, Fernanda H. Perrone examine the strategic transformation of Douglass over the past century in relation to continuing debates about women's higher education. The Douglass Century celebrates the college's longevity and diversity as distinctive accomplishments, and analyzes the contributions of Douglass administrators, alumnae, and students to its survival, while also investigating multiple challenges that threatened its existence. This book demonstrates how changing historical circumstances altered the possibilities for women and the content of higher education, comparing the Jazz Age, American the Great Depression, the Second World War, the post-war Civil Rights era, and the resurgence of feminism in the 1970s and 1980s. Concluding in the present day, the authors highlight the college's ongoing commitment to Mabel Smith Douglass' founding vision, "to bring about an intellectual quickening, a cultural broadening in connection with specific training so that women may go out into the world fitted...for leadership...in the economic, political, and intellectual life of this nation." In addition to providing a comprehensive history of the college, the book brings its subjects to life with eighty full-color images from the Special Collections and University Archives, Rutgers University Libraries.

This, the first in the series, is also the first volume on the medieval University as a whole to be published in over a century. It provides a synthesis of the intellectual, social, political and religious life of the early University, and gives serious attention to the development of classroom studies and how they changed with the coming of the Renaissance and the Reformation. Following the first stirrings of the University in the thirteenth century, the evolution of the University is traced from the original Corporation of masters and Scholars through the early development of the colleges. The second half of the book focuses on the century from the 1440s to 1540s, which saw the flowering of the University under Tudor patronage. In the decades preceding the Reformation many colleges were founded, the teaching structures reorganised and the curriculum made more humanistic. The place of Cambridge at the forefront of northern European universities was eventually assured when Henry VIII founded Trinity College in 1546, in the face of changes and difficulties experienced during the course of the Reformation.

What criteria are used to assess the scholarly merit of a thesis?. What is the level of conceptualization that is expected in doctoral theses?. How can you prepare to defend your thesis? . What is the most effective route to achieving your doctorate?. . The starting point to achieving your doctorate is to appreciate how your thesis will be examined. The criteria that examiners use, the questions they ask in vivas and their reports provide templates against which theses are judged. So, why not start from this endpoint as you plan, undertake, write and defend your research?

. . This book focuses specifically on how you, as a doctoral candidate, can raise your level of thinking about your chosen topic. Doing so will improve the quality of your research and ultimately contribute to knowledge. It also explores the nature of conceptualization which is sought by examiners in theses. As a candidate, the book provides those essential characteristics of "doctorateness" that examiners expect to find in your thesis.

. . The book will also appeal to supervisors, examiners and those who conduct workshops for doctoral candidates and supervisors.

. . This practical book includes extracts from theses, examiner reports and cameo accounts from doctoral examiners, supervisors and candidates. It also contains numerous visual models that explain relationships and processes for you to apply and use in your doctoral journey.

. . Based upon contemporary practice, "Stepping Stones to Achieving your Doctorate" is an essential tool for doctoral candidates, supervisors and examiners.

University education continues to be revolutionized by the use of Web-based teaching and learning systems. Following on from "The Digital University: Reinventing the Academy", this book provides a fully up-to-date and practical guide to using and implementing this important technology. Looking specifically at asynchronous collaboration, it covers:- policies- management of collaboration- distance learning- support for authoring- course design- educational metadata schemaand will be an essential buy for managers, lecturers, administrators, department heads and researchers.It includes a foreword by Ben Shneiderman, Director of the HCI Laboratory at the University of Maryland, USA.

On the occasion of the 250th anniversary of Princeton University, leading educators and commentators participated in a symposium jointly sponsored by Princeton and The Andrew W. Mellon Foundation. Universities and Their Leadership is a collection of original essays from presenters at the Princeton Conference on Higher Education. Individually, these essays discuss aspects of contemporary higher education in the U.S. Taken together, they offer a useful perspective on issues that face American universities as they enter the twenty-first century. The opening essay, "The University and Its Critics" by Frank Rhodes, confronts criticisms of the American university, examines how universities have changed over recent decades, and suggests a plan of action to restore public confidence and strengthen bonds of community within universities. "On the Accountability of Higher Education in the United States," by Martin Trow, deals with the critical issue of responsibility. Harold Shapiro's essay, "University Presidents--Then and Now," blends personal insights with a historical account of changes over time in the roles of university presidents. In commenting on Shapiro's paper, Hanna Gray draws on her experiences as a university president and her training as a historian to demonstrate that university presidents have always operated under constraints. Henry Rosovsky and Inge-Lise Ameer collaborate in the essay "A Neglected Topic: Professional Conduct of College and University Teachers," to which Amy Gutmann responds in an essay entitled "How Can Universities Teach Professional Ethics?" Oliver Fulton contributes a cross-cultural perspective in "Unity or Fragmentation, Convergence or Diversity: The Academic Profession in Comparative Perspective in the Era of Mass Higher Education." Daniel J. Kevles's essay, "A Time for Audacity: What the Past Has to Teach the Present about Science and the Federal Government," considers the historical partnership between the scientific community and the government. In reaction, Frank Press in "New Policies for New Times" comments on the shifting actions of major political parties in supporting research, and Maxine Singer, in her essay "On the Future of America's Scientific Enterprise," surveys opportunities and problems that have been created by recent scientific advances.

In the half century since World War II, American academic culture has changed profoundly. Until now, those changes have not been charted, nor have their implications for current discussions of the academy been appraised. In this book, however, eminent academic figures who have helped to produce many of the changes of the last fifty years explore how four disciplines in the social sciences and humanities--political science, economics, philosophy, and literary studies--have been transformed.

Edited by the distinguished historians Thomas Bender and Carl Schorske, the book places academic developments in their intellectual and socio-political contexts. Scholarly innovators of different generations offer insiders' views of the course of change in their own fields, revealing the internal dynamics of disciplinary change. Historians examine the external context for these changes--including the Cold War, Vietnam, feminism, civil rights, and multiculturalism. They also compare the very different paths the disciplines have followed within the academy and the consequent alterations in their relations to the larger public.

Initiated by the American Academy of Arts and Sciences, the study was first published in "Daedalus" in its 1997 winter issue. The contributors are M. H. Abrams, William Barber, Thomas Bender, Catherine Gallagher, Charles Lindblom, Robert Solow, David Kreps, Hilary Putnam, Jose David Saldivar, Alexander Nehamas, Rogers Smith, Carl Schorske, Ira Katznelson, and David Hollinger."

The Ivy League is a place where basketball is neither a pastime nor a profession. Instead, it is a true passion among players, coaches, and committed sports enthusiasts who share in its every success and setback. Outside the Limelight is the first book to look inside Ivy League basketball and at the boundless enthusiasm that defines it. With painstaking reportage, Kathy Orton vividly captures the internal fervor of the personalities who champion their gameuall the triumphs and disappointments of an Ivy hoop season. Scholarships for student athletes? None, and this is the only Division I conference that does not offer them. The TV spotlight? It barely shines, despite the passion, talent, and commitment of the players. Megadollar contracts from the NBA? Rarely does a player receive an offer. These age-old institutions are better known for turning out presidents, not point guards, and CEOs and captains of industry, not centers on the court. Orton weaves together the stories of coaches and players as they move from fall practice through an entire season and ahead to the NCAA tournament. From Harvard to Penn, Princeton to Cornell and beyond, playersuperhaps more accustomed to pomp and circumstanceuface leaky gyms, endure long bus rides, rigorous courseloads, and unbearable exam schedules. Why? Just to prove they can hang with the big boys despite juggling multiple non-athletic responsibilities? Maybe. But more importantly, for the sincere love of the game. Outside the Limelight provides frontcourt vision for college basketball fans everywhere to achieve an appreciation of this captivating conference and for diehard enthusiasts to gain greater insight into what brings Ivy League basketball to center circle.

Female seminaries in nineteenth-century America offered middle-class women the rare privilege of training in music and the liberal arts. A music background in particular provided the foundation for a teaching career, one of the few paths open to women. Jewel A. Smith opens the doors of four female seminaries, revealing a milieu where rigorous training focused on music as an artistic pursuit rather than a social skill. Drawing on previously untapped archives, Smith charts women's musical experiences and training as well as the curricula and instruction available to them, the repertoire they mastered, and the philosophies undergirding their education. She also examines the complex tensions between the ideals of a young democracy and a deeply gendered system of education and professional advancement. An in-depth study of female seminaries as major institutions of learning, Transforming Women's Education illuminates how musical training added to women's lives and how their artistic acumen contributed to American society.

Figuring out the many new terms confronting international students at German-language universities can be difficult. Even if the degree program is in English, most administrative work has to be done in German, and the bureaucratic university jargon is a language in and of itself. This guide aims to help international students and researchers understand the structures and organisation of German universities by providing in-depth descriptions of terms and their origins, allowing for easier integration into the host university and its culture.

Based on the findings of a five year longitudinal study into the experiences of students with Autism Spectrum Disorder (ASD), this book provides tertiary educators and support staff with practical support for addressing the challenges associated with ASD as they manifest in college and university environments. It explores issues such as: * Interpreting assignment tasks * Unwritten expectations and codes of conduct * Rigidity of thinking * Project planning * Self-monitoring * Multi-tasking and central coherence The authors suggest practical strategies for better accommodating students with ASD in the inclusive classroom. Chapters include case studies of individual students, which provide real world examples of possible issues and successful interventions, making this an essential resource for all those involved in supporting students with ASD in tertiary education settings.

Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools-a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of GBP9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.

This issue of History of Universities, Volume XXXI / 2, 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.

Since its publication almost 150 years ago, The Idea of a University has had an extraordinary influence on the shaping and goals of higher education. The issues that John Henry Newman raised-the place of religion and moral values in the university setting, the competing claims of liberal and professional education, the character of the academic community, the cultural role of literature, the relation of religion and science-have provoked discussion from Newman's time to our own. This edition of The Idea of a University includes the full text of "University Teaching" and four selections from "University Subjects," together with five essays by leading scholars that explore the background and the present day relevance of Newman's themes. In the essays Martha Garland discusses the character and organization of the early nineteenth-century English universities upon which Newman based much of his vision; Frank M. Turner traces the impact of Newman's influence during the vast expansion of higher education since World War II; George Marsden investigates how the decreasing emphasis on religion has affected higher education; Sara Castro Klaren examines the implications of Newman's views on education and literature for current debates between proponents of a curriculum based on western civilization and one based on multiculturalism; and George Landow considers what the advent of electronic communication will mean to university teaching, research, and community. To aid accessibility, the edition also includes an analytical table of contents, a chronology and biographical sketch of Newman's life, questions for discussion, expanded notes, and a glossary of names, all of which will help make this the standard teaching text for Newman's work.

Academic freedom allows members of institutions of higher learning to engage in intellectual pursuits without fear of censorship or retaliation, and lies at the heart of the mission of the university. Recent years have seen growing concerns about threats to academic freedom, many brought about from the changing norms of (and demands on) the university. A wide range of new issues - including content warnings, safe spaces, social media controversies, microaggressions, and no platforming - have given rise to loud cries, in both scholarly and popular contexts, that academic freedom is under serious attack. This volume fills both of these gaps in the current literature by bringing together leading philosophers from a wide range of areas of expertise to weigh in on both traditional issues and timely challenges that involve academic freedom. Divided into four main sections, it covers the rationale of academic freedom, its parameters, the new challenges to academic freedom (ranging from content warnings to political correctness), and the conflicts between academic freedom and the enforcement of laws and regulations governing the university.