At the bottom of every controversy embroiling the university today--from debates over hate-speech codes to the reorganization of the academy as a multicultural institution--is the concept of academic freedom. But academic freedom is almost never mentioned in these debates. Now nine leading academics, including Henry Louis Gates, Jr., Edward Said, Richard Rorty, and Joan W. Scott, consider the problems confronting the American University in terms of their effect on the future of academic freedom.
"Louis Menand has assembled "The Future of Academic Freedom" to better define and delineate what should and should not happen within our colleges and universities. . . . The whole extremely learned yet accessible debate exploits the freedoms it extols, tackling sensitive subjects such as ethnicity and ethics head-on."--"Publishers Weekly"
"The essays are not only sharp, elegant and lucid, but extremely well-informed about the history of American battles over academic freedom."--Alan Ryan, "Times Higher Education Supplement"
"[A] superb inquiry into some of the most vexing and significant issues in higher education today."--Zachary Karabell, "Boston Book Review"

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.

Where does the university begin and the "outside" end? How has literature become established as a separate domain within the university? Demonstrating that these questions of division are intricately related, Peggy Kamuf explores the space that the university devotes to the study of literature.
Kamuf begins by analyzing the complex history of literary study within the modern university, critically reading developments from the French Revolution through the nineteenth century and beyond in Europe. She then turns to one of the most troubling works in the American literary canon--Melville's "The Confidence-Man"--to show how academic literary history has avoided confronting the implications of works in which meaning is never solely confined within a past. By engaging a future readership to which it applies for credit, Kamuf argues, literature cannot serve as a stable object of study. It locates, rather, a site of "the university in deconstruction."
Ranging from disciplinary histories of literature to our current culture wars, Kamuf offers a fascinating critique of academic literary study.

What is the purpose of higher education, and how should we pursue it? Debates over these issues raged in the late nineteenth century as reformers introduced a new kind of university--one dedicated to free inquiry and the advancement of knowledge. In the first major study of moral education in American universities, Julie Reuben examines the consequences of these debates for modern intellectual life.
Based on extensive research at eight universities--Harvard, Yale, Columbia, Johns Hopkins, Chicago, Stanford, Michigan, and California at Berkeley--Reuben examines the aims of university reformers in the context of nineteenth-century ideas about truth. She argues that these educators tried to apply new scientific standards to moral education, but that their modernization efforts ultimately failed. By exploring the complex interaction between institutional and intellectual change, Reuben enhances our understanding of the modern university, the secularization of intellectual life, and the association of scientific objectivity with value-neutrality.

This book addresses the urgent need for rigorous and creative examination of how new theoretical principles, sociocultural investments, and pedagogical technologies inform classroom teaching. Written by current and former graduate and faculty instructors of English at the University of Texas at Austin--a department that has been centrally involved in national controversies over literary multiculturalism, the politics of writing instruction, and the development of academic computer technology--this collection constitutes a uniquely situated engagement with the most pressing contemporary questions in English studies.

After historical and theoretical contextualizing by its coeditors, "Situating College English" is organized in to three sections that provide conceptual analyses, practical strategies, and empirical data derived from representative classroom experiences and addressed to a range of pedagogical issues.

When the urbane, learned, and widely-liked David Derham accepted the invitation to establish the second university law school in Australia's state of Victoria, Derham wrote to a friend of the challenge ahead: "I am probably mad to do it but will have some compensating fun no doubt." As the foundation dean, Derham achieved his vision of establishing a new law school with an innovative curriculum, a first-rate staff recruited from around the world, and a state-of-the-art building constructed around Victoria's best law library. Within a short time, Monash University Law School rose to be among the leading law schools in Australia and became the model that successive new law schools openly copied. If David Derham could see his law school today, there are many achievements he would be proud of, some developments that would appall him, and a few that would leave him scratching his head. In this lively and engaging 50th-anniversary history of the law school, the story of how Derham's vision has played out is told without fear or favor. While the law school's many fine achievements are fully recognized, so too are the wrong turns and backward steps. Most importantly, this is a book about the thousands of people, staff, and students who have been part of the history of the law school. There have been many extraordinary characters. No student will forget the inimitable Louis Waller, the intimidating Enid Campbell, or the remarkable Lawrie McCredie and Ron McCallum. Memorable students have been plentiful, including many who have become heavyweights in law, politics, and business. Interestingly, the authors found that the most widely remembered student was the great impersonator, Campbell McComas, aka Granville Williams; far more people recall being at his famous fake lecture than could possibly have been present on that day (Series: Law)

While universities have been concerned about educating their students, traditionally they have tended to neglect the development of their staff. This is now changing, and this book charts the directions that have been taken and the possibilities for the future. Staff development is now recognized as one of the most significant vehicles for change in higher education. It has moved from the periphery to the centre, and is a key feature in all strategic planning. This book suggests why staff development is important now and shows how it contributes to the development both of institutions and of staff as individuals. Angela Brew and the contributors examine the current state of the art of staff development, and place it in the context of other developments in higher education. They explore what constitutes good practice, address new forms of practice, delineate the problems and opportunities, and clearly present the key challenges for staff development in the future.

This book considers the ethical basis of fundamental university policies, with special emphasis on how issues of community and diversity influence education. Students, faculty and administrators must seek to maintain a sense of community as diversity increasingly characterizes university campuses. This raises four central questions which are addressed in this volume: what should the aims of universities be, given their changed demography?; how should university curricula reflect multicultural society; does the new environment require special treatment of campus speech?; and what role should affirmative action play in promoting diversity or community in the academy?

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 book analyzes and critiques media education in the university and offers tools for developing a more critical direction. Media education should not be regarded as a job-track, but as an area of inquiry that integrates theory and practice. Media literacy and especially an awareness of the myths and misconceptions that mass media perpetrate should be part of the general education for all college students. Sholle and Denski present the premises of critical pedagogical theory as a framework for re-orienting media studies programs and the discussion of the role of the media in forming important social self-images.

This work explores the history of the university in Burma, both as an institution founded by the colonizing British, and as a medium for change that was used by Burmese students in their struggles for independence. Aye Kyaw describes student protests, strikes, and boycotts that were part of a nationalist movement calling for the study of Burmese culture, history, and language. As this discourse evolved, it invited radical explorations of such concepts as democracy, justice, and freedom.

This book covers the architectural image of the university as well as the people involved and courses available, with expert authors for each section.

Roland Person's A New Path is a fine comprehensive study of such libraries based . . . on an examination of the perceptions of those involved in their operation, management, and administration. Person does an outstanding job summarizing the history and the literature of undergraduate libraries and of blending all of that material into a skillfully synthesized examination of the undergraduate library in the United States and Canada from 1949 through 1987. Wilson Library Bulletin Because of the work's broad scope, all individuals involved in higher education will find much of value in this new volume. Richard Johnson, SUNY Oneonta This is the first full-length study of university undergraduate libraries to appear since the late 1960s. It is a comprehensive description and evaluation of both the contextual role of present undergraduate libraries and the goals upon which they were founded and continue to operate. Person has provided an exhaustive analysis of the subject by clearly defining undergraduate libraries, identifying the reasons for which they were established, evaluating the assumptions that precipitated their inception, and describing the development of those that failed and those that succeeded.

Das Umwandlungsrecht hat in der Praxis in den letzten Jahren enorme Relevanz erlangt. Das hat dazu gefuhrt, dass diese sehr komplexe Rechtsmaterie in der juristischen Ausbildung stetig an Bedeutung gewonnen hat. An vielen Universitaten und Hochschulen gehoert das Umwandlungsrecht, oftmals in Verbindung mit dem Konzernrecht, seit langerem zum Schwerpunktbereich Wirtschaftsrecht. Das vorliegende Lehrbuch soll dem Leser den Einstieg in das Umwandlungs- und Spruchverfahrensgesetz ermoeglichen. Das Umwandlungsrecht und erganzend das Umwandlungssteuerrecht werden in den jeweiligen Grundzugen dargestellt. Einfuhrend werden die Systematik des Umwandlungsgesetzes, die Grundbegriffe und Verfahrensablaufe erlautert. Sodann werden die verschiedenen Umstrukturierungen - Verschmelzung, Spaltung, Vermoegensubertragung, Formwechsel sowie grenzuberschreitende Umwandlungsvorgange - systematisch dargestellt. Zusatzlich werden die besonderen Rechtsschutzverfahren sowie die steuerrechtlichen Grundlagen erklart. Durch einen standigen Fallbezug, die Darstellung praktischer Beispiele und kleiner Musterfalle sowie die eingefugten Kontrollfragen soll das Buch zugleich der gezielten Prufungsvorbereitung dienen. Die zahlreichen Verweise innerhalb der einzelnen Kapitel sollen zudem das Verstandnis fur das komplexe Zusammenspiel der umwandlungsrechtlichen Vorschriften foerdern. Mit Beitragen von: Christian Altgen, Nikolaus Bunting, Rudiger Haspl, Julia Kraft, Dieter Leuering, Julia Redenius-Hoevermann, Arnulf Reinthaler, Alexander von Rummel

The initial steps which led to the founding of the great educational institutions of the world are known in very few instances. Seldom was any record even made of them, their significance not being recognized when the events occurred. The author of this work, Thomas Wakefield Goodspeed, was intimately connected with the persons and events involved in the founding of the University of Chicago in 1891. His detailed account of that institution's first twenty-five years, originally published in 1916, reveals that the chief participants were aware from the beginning of the magnitude and importance of their enterprise. As Goodspeed shows, once the main roles were cast--in the persons of John D. Rockefeller and William Rainey Harper--the University of Chicago was irrevocably headed for greatness. Without the support of both of these men it would never have become one of the nation's major universities in a mere quarter century. Although Harper died in 1906, his innovative mind and unflagging energy left an indelible mark on the university during the fifteen years of his presidency. The study provides detailed information on the founding of the university, the procurement of funds, the recruitment of faculty, the construction of buildings, student life, and the problems of continuing growth.

In his fascinating new book, based on the Conway Lectures he delivered at Notre Dame in 2016, William Courtenay examines aspects of the religious life of one medieval institution, the University of Paris, in the thirteenth and fourteenth centuries. In place of the traditional account of teaching programs and curriculum, however, the focus here is on religious observances and the important role that prayers for the dead played in the daily life of masters and students. Courtenay examines the university as a consortium of sub-units in which the academic and religious life of its members took place, and in which prayers for the dead were a major element. Throughout the book, Courtenay highlights reverence for the dead, which preserved their memory and was believed to reduce the time in purgatory for deceased colleagues and for founders of and donors to colleges. The book also explores the advantages for poor scholars of belonging to a confraternal institution that provided benefits to all members regardless of social background, the areas in which women contributed to the university community, including the founding of colleges, and the growth of Marian piety, seeking her blessing as patron of scholarship and as protector of scholars. Courtenay looks at attempts to offset the inequality between the status of masters and students, rich and poor, and college founders and fellows, in observances concerned with death as well as rewards and punishments in the afterlife. Rituals for the Dead is the first book-length study of religious life and remembrances for the dead at the medieval University of Paris. Scholars of medieval history will be an eager audience for this title.

Welche Moeglichkeiten gibt es, jenseits von klassischen Fuhrungen Wissen zu vermitteln? Wie motiviere ich erwachsene Lernende zum Mitarbeiten auf einer Exkursion? Welche Kompetenzen kann ich im Gelande schulen? Das vorliegende Buch bietet Ihnen systematische, lehr- und lerntheoretische fundierte Arbeitshilfen fur die Vorbereitung und Durchfuhrung von Exkursionen, zudem Anregungen fur die Exkursionsgestaltung in verschiedenen Arbeitsbereichen. Es zeigt auf, wie didaktische Moeglichkeiten mit institutionellen Gegebenheiten in Einklang gebracht werden koennen. Sie erfahren, wie die unterschiedlichen Optionen, einen Raum zu begehen, die Umwelt zu interpretieren oder kulturelle Praktiken zu erkennen in eine strukturierte, zielorientierte Lehrveranstaltung umgesetzt werden koennen. Das Buch eroeffnet Ihnen eine breite Palette innovativer Zugange zu Exkursionen und liefert dazu konkrete Beispiele fur Lehr- und Lernmaterialien. Praktische Tipps zu Voraussetzungen, Kosten, Vorbereitungs-, Durchfuhrungs- und Nachbereitungsaufwand runden die Beitrage ab und geben Ihnen eine optimale Starthilfe fur die Konzeption, Planung und Durchfuhrung eigener Exkursionen.

Dieses Buch hilft Studierenden der Wirtschafts- und Sozialwissenschaften, Studienarbeiten aller Art erfolgreich zu schreiben, also etwa Hausarbeiten und Seminararbeiten sowie Abschlussarbeiten wie Bachelorarbeiten und Masterarbeiten. Detailliert werden die inhaltlichen und formalen Anforderungen an Studienarbeiten beschrieben und die Grunde fur formale Regularien in Prufungsordnungen und Zitierrichtlinien erlautert. Das Buch bietet einen anschaulichen Leitfaden und gibt konkrete Unterstutzung in einer pragnanten und verstandlichen Darstellung. Die Anforderungen an Studienarbeiten werden auf diese Weise transparent und klar. Durch die im Buch enthaltenen klaren Handlungsanleitungen wird das Anfertigen von Studienarbeiten zu einer interessanten und spannenden Aufgabe.

History of the University of Pennsylvania, 1740-1940 Edward Potts Cheyney The distinguished professor emeritus Edward Potts Cheyney has written a history of his alma mater that commands attention. His account is ...based on the official documents, supported by the researches of colleagues and friends, and illuminated by an affectionate understanding that springs from sixty years of personal knowledge and participation.--The Pennsylvania Magazine of History and Biography This is a history of the University of Pennsylvania from its founding to its bicentennial anniversary. Edward Potts Cheyney, a historian of European history, was born on January 17, 1861 in Wallingford, Pennsylvania. He was first educated at country schools, then at the Penn Charter School in Philadelphia, and eventually at the University of Pennsylvania, where he graduated with a B.A. degree in 1883. After a brief sojourn in Europe, he returned to enter the University's newly founded Wharton School of Finance, from which he received a bachelor's degree in finance in 1884. In 1929 he was appointed Henry Charles Lea Professor of History.In 1934, Cheyney retired from teaching and assumed a position as curator of the Henry Charles Lea Library at the University. Following his retirement, Cheyney was invited by the Trustees of the University of Pennsylvania to write a history of the University in celebration of its bicentennial. Cheyney completed the project, published as the present work, in 1940. Cheney died of a heart attack at the age of 86 in Chester, Pennsylvania. 1940 461 pages 6 1/8 x 9 1/4 ISBN 978-0-8122-4650-6 Cloth $49.95s GBP32.50 ISBN 978-0-8122-9025-7 Ebook $49.95s GBP32.50 World Rights Education, African-American/African Studies

Proposed: The University of the United States was first published in 1936. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.In Proposed: The University of the United States, Edgar Bruce Wesley claims that a reduction in the number of bureaucrats and special advisers to the government, and fewer "blunders of national proportions," would result from the establishment of a national university in Washington.Such a university would be devoted entirely to graduate and research work. Exchange professors and visiting scholars would contribute to its services. Students would pay no tuition fees since the institution, founded and directed by the federal government, would be supported by taxation. It would be empowered to grant the usual graduate degrees and much of its work would be in the training of promising young people for government service and in carrying on "a continuous and inclusive program of social research."The establishment of a national university is not a new idea, as Professor Wesley explains, but one that has been proposed by numerous educators and statesmen, including ten presidents of the United States. This book relates the history of the idea, presents arguments in favor of the establishment of such an institution, outlines a plan for its organization, and presents a specific bill for enactment by Congress.