The Red Cross is studied and criticized. The Royal Family is studied and criticized. Churches and hospitals are studied and criticized. Canadian universities are seldom studied and criticized and are worse off for this neglect. This book seeks to repair this damage by casting a critical eye on how Canadian universities work - or fail to work.

Particularly for the disciplines of the humanities and social sciences, for which writing is their lifeblood, the crisis in academic writing has become existential. It is not hard to diagnose the disease, and its causes. This book showcases what we desperately need: radical alternatives, experiments we can try out, ways of writing that don't just tweak the system but plot a different course altogether. This isn't just about finding new genres, for these only change the surface appearance without altering the underlying dynamic. Rather, the editor and contributors focus on finding new ways to join thinking both with writing and the things of which, and with which, we write. Each chapter brims with the kind of liveliness, outspokenness and urgency that their theme demands. Far from tiptoeing around the edifice of academia they are intent on stirring things up, reigniting their scholarship with a fuse of activism, in the hope of setting off an explosion that could send ripples throughout the academy.

Founder of elite college prep agency Mint Tutors and upcoming star of Bravo's tentatively titled "Ivy League Confidential," Ashley Wellington shares hard-hitting essay-writing advice tailored to each student's strengths and potential pitfalls, inspiring students to write as if guided by their own personal college admissions tutor.
The formulaic approach of most college admissions essay guides doesn't apply seamlessly to all students--and worse yet, can teach them to sound ordinary. In this uber-competitive landscape, students are no longer looking for "essay in a day"-level advice. Mint Tutors founder Ashley Wellington's tailored advice empowers real students to craft higher-quality essays that will get them into Ivy-level institutions. By using common academic and extracurricular "types" to show students "how" to think through their essay ideas (why their approach might work, how it might fail, and how to highlight their best traits), this book replicates a brainstorming and editing session with a private tutor who knows how to dish out both encouragement and tough love--and get results.

In recent years the news media have been awash in stories about increasingly close ties between college campuses and multimillion-dollar corporations. Our nation's universities, the story goes, reap enormous windfalls patenting products of scientific research that have been primarily funded by taxpayers. Meanwhile, hoping for new streams of revenue from their innovations, the same universities are allowing their research--and their very principles--to become compromised by quests for profit. But is that really the case? Is money really hopelessly corrupting science?
With "Science for Sale," acclaimed journalist Daniel S. Greenberg reveals that campus capitalism is more complicated--and less profitable--than media reports would suggest. While universities seek out corporate funding, news stories rarely note that those industry dollars are dwarfed by government support and other funds. Also, while many universities have set up technology transfer offices to pursue profits through patents, many of those offices have been financial busts. Meanwhile, science is showing signs of providing its own solutions, as highly publicized misdeeds in pursuit of profits have provoked promising countermeasures within the field.
But just because the threat is overhyped, Greenberg argues, doesn't mean that there's no danger. From research that has shifted overseas so corporations can avoid regulations to conflicts of interest in scientific publishing, the temptations of money will always be a threat, and they can only be countered through the vigilance of scientists, the press, and the public.
Based on extensive, candid interviews with scientists and administrators, "Science for Sale "will beindispensable to anyone who cares about the future of scientific research.

I have traveled far and wide, far beyond the simple parish I envisioned as a young man. My obligation of service has led me into diverse yet interrelated roles: college teacher, theologian, president of a great university, counselor to four popes and six presidents. Excuse the list, but once called to public service, I have held fourteen presidential appointments over the years, dealing with the social issues of our times, including civil rights, peaceful uses of atomic energy, campus unrest, amnesty for Vietnam offenders, Third World development, and immigration reform. But deep beneath it all, wherever I have been, whatever I have done, I have always and everywhere considered myself essentially a priest. -from the Preface

Focusing on research-related assignments, this book helps you navigate the potential pitfalls of academic writing through the experience of students who face the same challenges you do. Packed with hands-on exercises and insightful feedback, this workbook gives you the practice you need to fine tune your academic writing. Using their years of experience coaching students, the authors help you to: Develop and hone arguments Organise and interpret source material Write effective research proposals Follow academic conventions with confidence Complete collaborative writing projects. Perfect for anyone transitioning from undergraduate to postgraduate degrees, Mastering Academic Writing provides the skills, tips, and tricks you need to move beyond the basics of academic writing and meet the new expectations of further study. The Student Success series are essential guides for students of all levels. From how to think critically and write great essays to planning your dream career, the Student Success series helps you study smarter and get the best from your time at university. Visit the SAGE Study Skills hub for tips and resources for study success!

"The Gates Unbarred" traces the evolution of University Extension at Harvard from the Lyceum movement in Boston to its creation by the newly appointed president A. Lawrence Lowell in 1910. For a century University Extension has provided community access to Harvard, including the opportunity for women and men to earn a degree.

In its storied history, University Extension played a pioneering role in American continuing higher education: initiating educational radio courses with Harvard professors in the late 1940s, followed by collegiate television courses for credit in the 1950s, and more recently Harvard College courses available online. In the 1960s a two-year curriculum was prepared for the U.S. nuclear navy ( Polaris University ), and in the early 1970s Extension responded to community needs by reaching out to Cambridge and Roxbury with special applied programs.

This history is not only about special programs but also about remarkable people, from the distinguished members of the Harvard faculty who taught evenings in Harvard Yard to the singular students who earned degrees, ranging from the youngest ALB at age eighteen, to the oldest ALB and ALM recipients, both aged eighty-nine and both records at Harvard University.

This book is an expanded version of the Clark Kerr Lectures of 2012, delivered by Neil Smelser at the University of California at Berkeley in January and February of that year. The initial exposition is of a theory of change - labeled structural accretion - that has characterized the history of American higher education, mainly (but not exclusively) of universities. The essence of the theory is that institutions of higher education progressively add functions, structures, and constituencies as they grow, but seldom shed them, yielding increasingly complex structures. The first two lectures trace the multiple ramifications of this principle into other arenas, including the essence of complexity in the academic setting, the solidification of academic disciplines and departments, changes in faculty roles and the academic community, the growth of political constituencies, academic administration and governance, and academic stratification by prestige. In closing, Smelser analyzes a number of contemporary trends and problems that are superimposed on the already-complex structures of higher education, such as the diminishing public support without alterations of governance and accountability, the increasing pattern of commercialization in higher education, the growth of distance-learning and for-profit institutions, and the spectacular growth of temporary and part-time faculty.

"The Black Revolution on Campus" is the definitive account of an extraordinary but forgotten chapter of the black freedom struggle. In the late 1960s and early 1970s, Black students organized hundreds of protests that sparked a period of crackdown, negotiation, and reform that profoundly transformed college life. At stake was the very mission of higher education. Black students demanded that public universities serve their communities; that private universities rethink the mission of elite education; and that black colleges embrace self-determination and resist the threat of integration. Most crucially, black students demanded a role in the definition of scholarly knowledge. Martha Biondi masterfully combines impressive research with a wealth of interviews from participants to tell the story of how students turned the slogan "black power" into a social movement. Vividly demonstrating the critical linkage between the student movement and changes in university culture, Biondi illustrates how victories in establishing Black Studies ultimately produced important intellectual innovations that have had a lasting impact on academic research and university curricula over the past 40 years. This book makes a major contribution to the current debate on Ethnic Studies, access to higher education, and opportunity for all.

The first of a three-volume set, A History of the University of Wales. It was with a sense of pride and conviction that the founding fathers of the University of Wales created a national institution "in and for Wales" in 1893. This volume celebrates the centenary of the University by recalling the foundation and early days, tracing the development of the university movement in Wales from the very beginning to the granting of the Charter in 1893. It casts a critical eye on an institution which was reputed at its inception to represent "the soul of the nation".

An undergraduate dissertation is your opportunity to engage with geographical research, first-hand. But completing a student project can be a stressful and complex process. Your Human Geography Dissertation breaks the task down into three helpful stages: Designing: Deciding on your approach, your topic and your research question, and ensuring your project is feasible Doing: Situating your research and selecting the best methods for your dissertation project Delivering: Dealing with data and writing up your findings With information and task boxes, soundbites offering student insight and guidance, and links to online materials, this book offers a complete and accessible overview of the key skills needed to prepare, research, and write a successful human geography dissertation.

First-year university is challenging, but counsellor Janet Miller promises that it doesn't need to be overwhelming. Whether you're transitioning straight from high school or have taken a gap year, this guided tour through first year demystifies the process - from registering for classes and making the most of orientation to prepping for exams. With wit and wisdom, Miller shares what she's learned from thousands of students who have walked the campus hallways before you. This book doesn't tell you what you should do. It tells you what you need to know so you can follow in their footsteps, hit your own stride, and thrive.

How the increasing reliance on metrics to evaluate scholarly publications has produced new forms of academic fraud and misconduct. The traditional academic imperative to "publish or perish" is increasingly coupled with the newer necessity of "impact or perish"-the requirement that a publication have "impact," as measured by a variety of metrics, including citations, views, and downloads. Gaming the Metrics examines how the increasing reliance on metrics to evaluate scholarly publications has produced radically new forms of academic fraud and misconduct. The contributors show that the metrics-based "audit culture" has changed the ecology of research, fostering the gaming and manipulation of quantitative indicators, which lead to the invention of such novel forms of misconduct as citation rings and variously rigged peer reviews. The chapters, written by both scholars and those in the trenches of academic publication, provide a map of academic fraud and misconduct today. They consider such topics as the shortcomings of metrics, the gaming of impact factors, the emergence of so-called predatory journals, the "salami slicing" of scientific findings, the rigging of global university rankings, and the creation of new watchdogs and forensic practices.

These invaluable essays offer an insider's perspective on three decades at a major American university during a time of political turmoil. Neil J. Smelser, who spent thirty-six years as a professor of sociology at the University of California, Berkeley, sheds new light on a full range of the issues that dominated virtually all institutions of higher learning during the second half of the twentieth century. Smelser considers student activism - in particular the Free Speech Movement at Berkeley - political surprises, affirmative action, multiculturalism and the culture wars, and much more. As one of the leading sociologists of his generation, Smelser is uniquely qualified to convey and analyze the complexities of administrating a first-rate and very large university as it encounters a highly politicized environment.

Teachers' Professional Development in Global Contexts: Insights from Teacher Education compile international research that explore the various educational perspectives on Teacher Education, analyze teaching and learning contexts, and delve into teachers' knowledge and beliefs to better understand school practices. This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.

Southern Conference on African American Studies Inc. C. Calvin Smith Book Award. Between Washington and Du Bois describes the life and work of James Edward Shepard, the founder and president of the first state-supported black liberal arts college in the South. Arguing that black college presidents of the early twentieth century were not only academic pioneers but also race leaders, Reginald Ellis shows how Shepard played a vital role in the creation of a black professional class during the Jim Crow era.

Knowledge production in academia today is burgeoning and increasingly interdisciplinary in nature. Research within the humanities is no exception: it is distributed across a variety of methodic styles of research and increasingly involves interactions with fields outside the narrow confines of the university. As a result, the notion of liberal arts and humanities within Western universities is undergoing profound transformations. In Mapping Frontier Research in the Humanities, the contributors explore this transformative process. What are the implications, both for the modes of research and for the organisation of the humanities and higher education? The volume explores the intra- and extra-academic engagement of humanities researchers, their styles of research, and exemplifies their interdisciplinary character. The humanities are shaping debates about culture and identity, but how? Has neuroscience changed the humanities? What do they tell us about 'hypes' and economic 'bubbles'? What is their international agenda? Drawing on a number of case studies from the humanities, the perceived divide between classical and 'post-academic' modes of research can be captured by a republican theory of the humanities. Avoiding simple mechanical metrics, the contributors suggest a heuristic appreciation of different types of impact and styles of research. From this perspective, a more composite picture of research on human culture, language and history emerges. It goes beyond "rational agents", and situates humanities research in more complex landscapes of collective identities, networks, and constraints that open for new forms of intellectual leadership in the 21st century.

This hands-on book introduces students to the demands of university study in a clear and accessible way and helps them to understand what is expected of them. It helps students to develop the core skills they need to succeed at university, and gives guidance on the key forms of academic writing, including essays, reports, reflective assignments and exam papers. It shows students how to recognise opinions, positions and bias in academic texts from a range of genres, develop their own 'voice' and refer to others' ideas in an appropriate way. It also features authentic examples of academic texts and engaging activities throughout to aid understanding. Packed with practical guidance and self-study activities, this book will be an essential resource for all students new to university-level study. Accompanying online resources for this title can be found at bloomsburyonlineresources.com/academic-success. These resources are designed to support teaching and learning when using this textbook and are available at no extra cost.

"Make yourself big when you enter a room, when you meet a bear in the woods. Make yourself big. Meet the eyes." Roger Epp's poetic meditations about the best, the hardest, the loneliest times of leading a small university campus through significant change are depicted in a series of elegant yet understated prose pieces, alongside images by his life partner, Rhonda Harder Epp. Taking a candid look at the many challenges such a position brings, Roger Epp humanizes, scrutinizes, and upholds the integrity of academic administrative work. Only Leave a Trace will resonate with those who work in universities, hold leadership roles in them, or care about the connections between higher education, students, and place.

In the closing decades of the nineteenth century, college-age Latter-daySaints began undertaking a remarkable intellectual pilgrimage to the nation'selite universities, including Harvard, Columbia, Michigan, Chicago, andStanford. Thomas W. Simpson chronicles the academic migration of hundredsof LDS students from the 1860s through the late 1930s, when churchauthority J. Reuben Clark Jr., himself a product of the Columbia UniversityLaw School, gave a reactionary speech about young Mormons' search forintellectual cultivation. Clark's leadership helped to set conservative parametersthat in large part came to characterize Mormon intellectual life.At the outset, Mormon women and men were purposefully dispatched tosuch universities to "gather the world's knowledge to Zion." Simpson, drawingon unpublished diaries, among other materials, shows how LDS studentscommonly described American universities as egalitarian spaces that fostereda personally transformative sense of freedom to explore provisionalreconciliations of Mormon and American identities and religious and scientificperspectives. On campus, Simpson argues, Mormon separatism diedand a new, modern Mormonism was born: a Mormonism at home in theUnited States but at odds with itself. Fierce battles among Mormon scholarsand church leaders ensued over scientific thought, progressivism, and thehistoricity of Mormonism's sacred past. The scars and controversy, Simpsonconcludes, linger.

What for decades could only be dreamed of is now almost within reach: the widespread provision of free online education, regardless of a geographic location, financial status, or ability to access conventional institutions of learning. But does open education really offer the openness, democracy and cost-effectiveness its supporters promise? Or will it lead to a two-tier system, where those who can't afford to attend a traditional university will have to make do with online, second-rate alternatives? Open Education engages critically with the creative disruption of the university through free online education. It puts into political context not just the Massive Open Online Courses (MOOCS) but also TED Talks, Wikiversity along with self-organised 'pirate' libraries and 'free universities' associated with the anti-austerity protests and the global Occupy movement. Questioning many of the ideas open education projects take for granted, including Creative Commons, it proposes a radically different model for the university and education in the twenty-first century.

Higher education worldwide is operating in a highly volatile context, a consequence of rapid globalisation, constricting funding and intense technological change. These forces challenge assumptions about work, productivity, and international demand for knowledge, skills and resources, igniting needs for highly competent and educated graduates.To remain viable, universities have to build their capacity to respond promptly, positively and wisely to an interlaced combination of "change forces". One approach is to redesign learning and teaching to enhance subject discipline knowledge and skills. An alternative approach is to develop a learning and teaching framework that builds institutional knowledge and capabilities and connects them to the university's strategic plan. Taking a longitudinal perspective, covering seven years and three separate research projects, this book focuses on the alternative approach.Producing Pedagogy describes the development and subsequent evaluation of a whole-of-institution approach to pedagogy, based on five associated principles: Sustainability, Engagement, Scholarship, Flexibility, and Contextual Learning. This refereed volume collates insights about the development of the pedagogy using as its case study a regional Australian university.

Violence against women on college campuses has remained underreported and often under addressed by both campus security and local law enforcement, as well as campus administrators. The researchers, practitioners, and activists who contribute to this pertinent volume Addressing Violence Against Women on College Campuses examine the extent, nature, dynamic and contexts of violence against women at institutions of higher education. This book is designed to facilitate an ongoing discussion and provide direction on how best to prevent and investigate violence against women, and intervene to assist victims while reducing the impact of these crimes. Chapters detail the necessary changes and implications that are part of Title IX and other federal legislation and initiatives as well as the effect these changes have had for higher education actors, including campus administrators, victim advocates, and student activists. The contributors also explore the importance of campus efforts to estimate the extent of violence against women; educating young men and women on the nature of sexual and dating violence; and shifting efforts to both make offenders accountable for their crimes and prompt all bystanders to act. Addressing Violence Against Women on College Campuses urgently argues to make violence prevention is not separate from but rather an integral part of the student experience. Contributors include: Antonia Abbey, Joanne Belknap, Ava Blustein, Stephanie Bonnes, Alesha Cameron, Sarah L. Cook, Walter S. DeKeseredy. Helen Eigenberg, Kate Fox, Christopher P. Krebs, Jennifer Leili, Christine Lindquist, Sarah McMahon, Caitlyn Meade, Christine Mouton, Matt R. Nobles, Callie Marie Rennison, Meredith M. Smith, Carmen Suarez, and the editors.

If you are applying to Oxford or Cambridge Universities, you may be required to take one of the Oxbridge-specific admission tests. This text provides all the essential information you need to understand the format and structure of the tests along with vital practice in the sort of questions you will face. The book covers, in detail, the Thinking Skills Assessment (TSA) for both institutions, focusing on critical thinking and problem-solving skills. It includes a practice test with answers and explanations and also guidance on the writing task undertaken by applicants to Oxford. This revised and updated edition includes new material across all parts of the book. It provides enhanced information on interviews and personal statements, coverage of the Sixth Term Examination Paper (STEP), and expanded sections on the other tests for English, history, physics, mathematics and computer sciences. Rosalie Hutton BSc, MSc, MCIPD, is an Occupational Psychologist who has specialised in the field of assessment and testing for 25 years. As CEO of her own company, Rosalie has designed and published a range of psychological assessment measures and is the co-author of a number of assessment books on multiple-choice questions. Glenn Hutton BA, MPhil, FCIPD, is a consultant to organisations concerned with recruitment and selection by way of assessment or examination. Previously a Police Superintendent and Head of the National Police Training Examinations and Assessment Unit, he co-authors books on criminal law and assessment.

Now that academics are required to be teachers, managers, media catalyzers, analysts, fundraisers, and social media animals: How do you strike a good balance between what is expected from you and what you want to do?What conferences to attend? How to find the money to go there? Is it worth it to act as a peer reviewer? What publishers are best to target? Is publishing a chapter in an edited book worth the work?This book is intended to help scholars to design and think strategically about their own career. Beginning with How to get published in good journals, it explores a number of questions that most academics encounter at various stages of their careers.