Originally published in 1941, this volume lists the Fellows of Trinity College, Cambridge, up until 1940. Fellows who entered the College before 1561 are divided between those named in the Charter of Foundation and some fifty others known to be Fellows but not named in the Charter. Fellows who entered the College from 1561 onwards are listed in chronological order, as found in the books of Admissions of Masters Fellows Scholars and Officers. The text also contains a historical introduction and notes on particular Fellows. This book will be of value to anyone with an interest in the history of Trinity College.

Originally published during the early part of the twentieth century, the Cambridge Manuals of Science and Literature were designed to provide concise introductions to a broad range of topics. They were written by experts for the general reader and combined a comprehensive approach to knowledge with an emphasis on accessibility. Life in the Medieval University by Robert S. Rait was first published in 1912. The book presents an account of the various aspects of life in medieval universities, incorporating information on administrative structures, discipline, conflicts with local people and academic instruction.

Henry Gunning (1768 1854) was a Bedell at the University of Cambridge for over sixty years, and in this capacity attended on the Vice-Chancellor at official ceremonies and published the results of votes held in the Senate House. This two-volume work, written shortly before his death, and published posthumously in 1854, was controversial. News of its publication caused consternation about what he might say, and senior members of the University are noticeably absent from the subscription list. Gunning had been active in town politics as well as university affairs, and, though he includes amusing and perhaps embarrassing anecdotes about Cambridge figures, he is not malicious. He makes it clear that Cambridge was at a low point academically when he arrived as a student, but he lived to see the beginnings of reform in the Victorian period. Volume 1 deals with his life from 1784 to 1794, when he became a Bedell.

Henry Gunning (1768 1854) was a Bedell at the University of Cambridge for over sixty years, and in this capacity attended on the Vice-Chancellor at official ceremonies and published the results of votes held in the Senate House. This two-volume work, written shortly before his death, and published posthumously in 1854, was controversial. News of its publication caused consternation about what he might say, and senior members of the University are noticeably absent from the subscription list. Gunning had been active in town as well as university affairs, and, though he includes amusing and perhaps embarrassing anecdotes about Cambridge figures, he is not malicious. He makes it clear that Cambridge was at a low point academically when he arrived as a student, but he lived to see the beginnings of reform in the Victorian period. Volume 2, covering the period from 1795 to 1830, includes the events and friendships of his later life.

At a time when college completion is a major issue, and there is particular concern about the retention of underserved student populations, peer mentoring programs offer one solution to promoting student success. This is a comprehensive resource for creating, refining and sustaining effective student peer mentoring programs. While providing a blueprint for successfully designing programs for a wide range of audiences - from freshmen to doctoral students - it also offers specific guidance on developing programs targeting three large groups of under-served students: first-generation students, international students and student veterans. This guidebook is divided into two main sections. The opening section begins by reviewing the issue of degree non-completion, as well as college adjustment challenges that all students and those in each of the targeted groups face. Subsequent chapters in section one explore models of traditional and non-traditional student transition, persistence and belonging, address what peer mentoring can realistically achieve, and present a rubric for categorizing college student peer-mentoring programs. The final chapter in section one provides a detailed framework for assessing students' adjustment issues to determine which ones peer mentoring programs can appropriately address. Section two of the guidebook shifts from the theoretical to the practical by covering the nuts and bolts of developing a college student peer-mentoring program. The initial chapter in section two covers a range of design issues including establishing a program timeline, developing a budget, securing funding, getting commitments from stakeholders, hiring staff, recruiting mentors and, mentees and developing policies and procedures. Subsequent chapters analyze the strengths and limitations of different program delivery options, from paired and group face-to-face mentoring to their e-mentoring equivalents; offer guidance on the creation of program content and resources for mentors and mentees, and provide mentor training exercises and curricular guidelines. Section two concludes by outlining processes for evaluating programs, including setting goals, collecting appropriate data, and methods of analysis; and by offering advice on sustaining and institutionalizing programs. Each chapter opens with a case study illustrating its principal points. This book is primarily intended as a resource for student affairs professionals and program coordinators who are developing new peer-mentoring programs or considering refining existing ones. It may also serve as a text in courses designed to train future peer mentors and leaders.

Bullying Amongst University Students is a pioneering collection of knowledge and evidence exploring the under-researched phenomenon of bullying in universities. Abusive behaviour amongst young people is a serious and pervasive problem that is exacerbated by the rapid advances in electronic communication, and in this book the authors highlight the problem and proceed to facilitate new practices and policies to address it. This book brings together an international team of authors from a range of disciplines, encompassing education, psychology, criminology, law and counselling, who have carried out research in the area of university bullying. Addressing critical dialogues and debates, the authors explore peer on peer violence, intimidation and social exclusion before considering its effects on students and making recommendations for action and further research. Key topics include: Cyberbullying and cyber aggression Rape culture across the university Homophobic and transphobic bullying The impact of bullying on mental health The role of bully and victim across the lifespan Policies and procedures to address bullying International in authorship and scope, this book will be an invaluable resource for students and researchers in fields such as education, psychology, sociology, health studies and criminology. It is also essential reading for university policy-makers and union representatives responsible for the emotional and physical well-being of students.

Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Not once, not twice, but three separate times-in the Progressive Era, the 1960s and '70s, and NCLB-reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. Each of these movements started with high hopes and ambitious promises, but each gradually discovered that schooling is not easy to "order" from afar: policymakers are too far from schools to know what they need; teachers are resistant to top-down mandates; and the practice of good teaching is too complex for simple external standardization. The larger problem, Mehta argues, is that reformers have it backwards: they are trying to do on the back-end, through external accountability, what they should have done on the front-end: build a strong, skilled and expert profession. Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. The Allure of Order boldly challenges conventional wisdom with a sweeping, empirically rich account of the last century of education reform, and offers a new path forward for the century to come.

Universities find themselves in dynamic change. They are confronted with growing expectations from their stakeholders, increasing international competition, and new technological challenges. Featuring insights and in-depth case studies from leading researchers and university decision makers from around the world, this book argues that institutions of higher education, in order to be successful, have to actively reflect on circumstances, visions, and strategies to master the future. Drawing from their experiences across a diverse array of institutions in Europe, Asia, and the Americas, the authors explore the pressures on today's universities and the opportunities for excelling in the contest for resources. They discuss operational issues, such as strategic management, IT governance, leadership development, and entrepreneurial culture, and broader concerns, such as the roles and responsibilities of universities in promoting technology transfer and economic and social development. The result is a resource that not only reveals and analyzes universities from an organizational perspective, but presents best practice models and concrete inspiration for management and policymaking.

Heralding a push for higher education to adopt a more global perspective, the term "globalizing knowledge" is today a popular catchphrase among academics and their circles. The complications and consequences of this desire for greater worldliness, however, are rarely considered critically. In this groundbreaking cultural-political sociology of knowledge and change, Michael D. Kennedy rearticulates questions, approaches, and case studies to clarify intellectuals' and institutions' responsibilities in a world defined by transformation and crisis.
"Globalizing Knowledge" introduces the stakes of globalizing knowledge before examining how intellectuals and their institutions and networks shape and are shaped by globalization and world-historical events from 2001 through the uprisings of 2011-13. But Kennedy is not only concerned with elaborating how wisdom is maintained and transmitted, he also asks how we can recognize both interconnectedness and inequalities, and possibilities for more knowledgeable change within and beyond academic circles. Subsequent chapters are devoted to issues of public engagement, the importance of recognizing difference and the local's implication in the global, and the specific ways in which knowledge, images, and symbols are shared globally. Kennedy considers numerous case studies, from historical happenings in Poland, Kosova, Ukraine, and Afghanistan, to today's energy crisis, Pussy Riot, the Occupy Movement, and beyond, to illuminate how knowledge functions and might be used to affect good in the world.

Heralding a push for higher education to adopt a more global perspective, the term "globalizing knowledge" is today a popular catchphrase among academics and their circles. The complications and consequences of this desire for greater worldliness, however, are rarely considered critically. In this groundbreaking cultural-political sociology of knowledge and change, Michael D. Kennedy rearticulates questions, approaches, and case studies to clarify intellectuals' and institutions' responsibilities in a world defined by transformation and crisis.
"Globalizing Knowledge" introduces the stakes of globalizing knowledge before examining how intellectuals and their institutions and networks shape and are shaped by globalization and world-historical events from 2001 through the uprisings of 2011-13. But Kennedy is not only concerned with elaborating how wisdom is maintained and transmitted, he also asks how we can recognize both interconnectedness and inequalities, and possibilities for more knowledgeable change within and beyond academic circles. Subsequent chapters are devoted to issues of public engagement, the importance of recognizing difference and the local's implication in the global, and the specific ways in which knowledge, images, and symbols are shared globally. Kennedy considers numerous case studies, from historical happenings in Poland, Kosova, Ukraine, and Afghanistan, to today's energy crisis, Pussy Riot, the Occupy Movement, and beyond, to illuminate how knowledge functions and might be used to affect good in the world.

Benjamin Rush, William Paterson, David Ramsay, Oliver Ellsworth, Jonathan Edwards, Jr.--these are only a few of the remarkable men who attended the College of New Jersey (later Princeton University) in its first twenty-one classes. Alumni included five members of the Constitutional Convention of 1787, twenty two participants in the Continental Congress, four Senators, seven Congressmen, and two Justices of the Supreme Court. This volume describes the lives of the 338 men who graduated from the College between 1748 and 1768. Their biographies are arranged by year of graduation, and an introduction provides the early history of the College and its role in colonial culture. In sharp contrast to the graduates of other colleges at the time, Princeton's early students were either born or found their later careers in every one of the thirteen states as well as in Tennessee, Kentucky, the West Indies, and Ireland. After graduation most became clergymen, lawyers, doctors, businessmen, and soldiers. While some served as national leaders, others rose to prominence in state and local government, becoming governors, state legislators, and participants in the drafting of state constitutions. This record of their lives is a mine of information about America during the Colonial, Revolutionary, and Early National periods. Originally published in 1977. 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 editions preserve the original texts of these important books while presenting them in durable paperback and hardcover 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.

This book innovatively explores how universities might be engines of reform and be directed towards social change. Using rich case studies drawn from South African research, the book comprehensively provides a myriad of new perspectives on what constitutes a set of appropriate public-good professional capabilities that will translate successfully into contributions to human development. It challenges universities to produce professionals who have the knowledge, skills and values to improve the lives of people living in poverty in urban and rural settings. It covers issues such as: Conceptualising Public-Good Professionalism Global Issues and Professional Education South African Debates about Higher Education Institutional conditions and professional education arrangements Social Constraints on educating ethically aware public professionals By drawing on an approach that focuses on differing public-good professional capabilities in five professions, this book produces a crucial new framework for the preparation of professionals relevant to the global study of higher education policy. It expands higher education's contribution to global social justice beyond a concern with human capital, administering a challenge to higher education internationally to address human development in the 21st century. This book will be of great interest to all scholars of higher education involved in higher education studies, comparative education, and development studies. It will also prove valuable to policy makers, higher education leaders and lecturers and graduate professionals in diverse organizations.

This is the first systematic exploration of the nature and extent of sympathy for Nazi Germany at American universities during the 1930s. Universities were highly influential in shaping public opinion and many of the nation s most prominent university administrators refused to take a principled stand against the Hitler regime. Universities welcomed Nazi officials to campus and participated enthusiastically in student exchange programs with Nazified universities in Germany. American educators helped Nazi Germany improve its image in the West as it intensified its persecution of the Jews and strengthened its armed forces. The study contrasts the significant American grass-roots protest against Nazism that emerged as soon as Hitler assumed power with campus quiescence, and administrators frequently harsh treatment of those students and professors who challenged their determination to maintain friendly relations with Nazi Germany.

Charles Astor Bristed (1820-1874) was an American scholar and author, and the first American writer to defend American English spelling. Having graduated from Trinity College in 1845 he published this account of his experiences at the university in 1852 to provide accurate, first-hand information for Americans about study in an English university, with the intention of starting a debate over the inclusion of aspects of English higher education in the American system. Volume 1 contains his recollections of his time in Cambridge as an undergraduate, with detailed descriptions of daily life, examinations, lectures and activities outside academia. Written for those with no experience of the university, this volume provides a valuable insight into the daily life of a student at Cambridge in the middle of the nineteenth century while also providing explanations for the aspects of the institution which to the outsider might seem strange.

Charles Astor Bristed (1820-1874) was an American scholar and author, and the first American writer to defend American English spelling. Having graduated from Trinity College in 1845 he published this two-volume account of his experiences at the university in 1852 to provide accurate, first-hand information for Americans about study in an English university, with the intention of starting a debate over the inclusion of aspects of English higher education in the American system. Volume 2 contains an analysis of study at Cambridge and compares this with study at American universities, including a description of the supposed shortcomings and advantages of American higher education and its contrasts with the English system. This volume provides valuable insights into the differences between English and American higher education in the nineteenth century. Examination papers for mathematics and classics from the 1840s are included in an appendix.

Sir Henry Fraser Howard (1874 1943) held various positions in the Indian Civil Service from 1897 to his retirement and election in 1923 to a Fellowship of St John's College, where became the Senior Bursar. First published in 1935, this work describes the financial history of the college from its foundation in 1511 until 1926, making full use of the account books, ledgers and other papers lodged in the college archives. Containing detailed analysis of the college's financial transactions, this book provides valuable information on the many and varied changes in financial practice which occurred during the period 1511 1926 and also shows the practical effect of changes and reforms in the University Statutes upon the administration of the college.

St John's College, Cambridge, founded in 1511 by Lady Margaret Beaufort, is one of the largest colleges in the University, and is home to one of Cambridge's famous landmarks, the Bridge of Sighs. The author, R. F. Scott, was Master of the College from 1908 until his death in 1933. This history, first published in 1907, covers the period from its foundation, on the ancient site of the hospital of St John the Evangelist, to the start of the twentieth century. Each chapter is dedicated to a different century, and the book finishes with an account of the contemporary social life of the college. Copiously illustrated throughout and with a comprehensive index, this book will appeal to anyone interested in Cambridge University and specifically to those fascinated by college life and history.

Published during the golden decade before the Great War left an indelible mark on fellows and undergraduates alike, New College, Oxford (1906) is a sensitive and affectionate history of an ancient institution in a modern world. Himself a fellow of the college, A. O. Prickard conveys the image of an educational family whose purpose rose 'above the needs of the life of its members' in order to make a valuable contribution to both society and scholarship. Keen to promote the college's ongoing relevance in the new century, Prickard does not allow his fascination with its history to degenerate into nostalgia. As the author himself explains, Oxford is 'a place of visions and dreams, which float about, but do not encumber the earnest life of the present'. Such contentions combine with Edmund New's informal sketches to create an informative, picturesque and often surprising account.

The oldest of all Oxford and Cambridge colleges, Merton College enjoys a distinguished past that reflects many of the most significant moments in British history, including the Black Death and the Civil War. These and other crucial events are explored with wit and insight in White's chronicle of the college, first published in 1906. A biblical scholar, White was made a fellow and lecturer in theology at Merton in 1895, where he stayed until his promotion to Dean of Christ Church in 1905. Even after his departure, he remained intrigued by the history and customs of his old college and was eager to share his knowledge outside the academic community. Worldly as well as scholarly, White always intended his volume to be accessible to a wide audience, describing it in his preface as a 'popular handbook' rather than a scholarly tome; a function it continues to fulfil today.

Hastings Rashdall (1858 1924) first published The Universities of Europe in the Middle Ages in 1895. It has remained one of the best-known studies of the great medieval universities for over a century. Volume 1 contains detailed studies of the universities of Salerno, Bologna and Paris with in-depth analysis of their origins and constitutions, institutional development and specialised curriculum. It also includes sections on what a medieval university was; the learning and curriculum of the Dark Ages; the twelfth-century Renaissance; the respective places of Plato and Aristotle in the medieval curriculum; the development of Scholasticism; and the figures of Peter Abelard, Peter the Lombard, and John of Salisbury. Rashdall's study was one of the first comparative works on the subject. Its scope and breadth has ensured its place as a key work of intellectual history, and an indispensable tool for the study of the educational organisation of the Middle Ages.

Hastings Rashdall (1858 1924) first published The Universities of Europe in the Middle Ages in 1895. It has remained one of the best-known studies of the great medieval universities for over a century. Volume 2 Part 1 covers the Italian universities from the thirteenth to the fifteenth centuries; the universities of Spain and Portugal from the thirteenth to the sixteenth centuries; the universities of France with detail on the universities of Montpellier, Orleans, Angers, Toulouse and Avignon; the universities of Germany, Bohemia and the Low Countries; the universities of Hungary; and the universities of Scotland. The origins and constitutions, institutional development, and curriculum of each university is analysed. Rashdall's study was one of the first comparative works on the subject. Its scope and breadth has ensured its place as a key work of intellectual history, and an indispensable tool for the study of the educational organisation of the Middle Ages.

Hastings Rashdall (1858 1924) first published The Universities of Europe in the Middle Ages in 1895. It has remained one of the best-known studies of the great medieval universities for over a century. Volume 2 Part 2 is a study of the medieval universities of England with special focus on the universities of Oxford and Cambridge. Rashdall provides an in-depth analysis of their origins and constitutions, institutional development, curriculum and college systems. There are additional sections on English student life; student numbers and intake; universities' relationships with local towns; relationships with local ecclesiastical structures; and a chapter on the importance of the university of Oxford in medieval thought. Rashdall's study was one of the first comparative works on the subject. Its scope and breadth has ensured its place as a key work of intellectual history, and an indispensable tool for the study of the educational organisation of the Middle Ages.

Trinity College was founded in 1546 by Henry VIII, who merged two older institutions, Michaelhouse and the King's Hall. The beauty of Trinity's courts attracts visitors from around the world, but the College is also a thriving, modern community. This history, published in 1906, covers the period from the foundation until the early Victorian era, and will appeal to those interested in the history of both the college and the University. It is divided into chronological chapters, each illustrated by the series editor, Edmund H. New. As Rouse Ball states, '... Trinity College Cambridge is the largest collegiate foundation at either of the ancient universities, and, few, if any visitors to Cambridge leave without walking through its courts. This booklet is written in the belief that there are many such visitors who would like to know rather more about the College than can be learnt from a stroll round its buildings.'

First published in 1907 as part of the celebrated 'College Monographs' series, Magdalen College, Oxford leads readers through the tumultuous and distinguished history of one of Oxford University's most famous institutions. Elected President of Magdalen at the early age of 32, for the rest of his life Thomas Herbert Warren nurtured a passionate enthusiasm for the college, its architecture and traditions. His delight in presiding over such a venerable foundation is evident in his celebratory account of its various 'worthy' alumni including Wolsey, Gibbon and Addison. However, his pride and loyalty did not prevent Warren from committing to paper a number of less prestigious but equally intriguing moments in the college's rich history. From the 'good cheer and bad speeches' experienced in Hall, to the 'delinquencies and debts' of undergraduates, and evidence of dons practising the black arts, Warren's volume still offers readers more than the average college history.

John Martin Frederick Wright offers a lively account of Cambridge University in Alma Mater; Or, Seven Years at the University of Cambridge. Published anonymously in 1827, Wright's two-volume work captures the triumphs and tribulations of undergraduate life at Cambridge, based upon his own years as an aspiring mathematician at Trinity College. This first volume covers Wright's first two years, weaving vivid sketches from lectures, chapel, and the Wren Library together with copies of actual examinations in classics, mathematics, and metaphysics. Wright dedicated his career as a writer and private tutor to helping students succeed at university, and Alma Mater is designed to offer parents and aspiring students insight into the preparations, intellectual as well as financial, necessary for achievement. A spirited defence of Cambridge traditions in the face of broader educational reforms, Alma Mater also brings to life a period of intense intellectual activity in British mathematics.