Robert Knox is now remembered chiefly as the Edinburgh doctor who dissected corpses supplied by Burke and Hare. His contemporaries knew him as the most celebrated anatomist in Britain, the author of a controversial book on race, and a radical natural philosopher with revolutionary ideas, who taught a generation of medical students that species and races were produced by the operation of biological laws, independent of design or providence. Though he did not achieve the theoretical breakthrough he hoped for, his writings offered a challenging alternative to Darwinism that anticipated later theories of rapid evolution. This academic biography is the first to examine the influence of Knox's radical upbringing, Parisian training and ethnological studies in the Cape Colony on the development of his 'higher' anatomy, which traced the multifarious forms of the animal kingdom to an ideal body plan supposedly common to all. New evidence is presented that the subsequent decline in his career, often attributed to the murder for dissection scandal, was a consequence of his opposition to the 1832 Anatomy Act and his refusal to comply with state regulation of anatomy schools. His uncompromising position is shown to have inspired the portrayal of anatomy in fiction -- where Knox appears more often than any other British doctor -- as a savage and ungovernable science. The book will appeal to all those interested in the far-reaching influence of Knox's anatomy on nineteenth-century medicine, evolutionary theory, aesthetics, physical anthropology, and the representation of anatomical science in popular culture.

Teaching Faculty How to Use Technology covers the critical developments in the use of technology for college teaching in North America and worldwide. Despite the huge investments in campus network infrastructures, the most daunting challenge in implementing technology in college teaching is the training of faculty in the use of these new technologies. Key challenges for this critical task are discussed, including such issues as funding, technical and pedagogical training/support, organizational structures, reward systems, workload issues, multi-institutional collaboration, collective bargaining, and intellectual property.

"A required read for every university administrator grappling with the complexities of technology and education. Bates has combined an impressive depth of experience and practice to produce an authoritative and well-reasoned approach."--Bruce Pennycook, vice-principal, Information Systems and Technology, McGill University

"Digital technologies are revolutionizing the practices of teaching and learning at colleges and universities all around the world. This book will be helpful for all those who are planning and managing such organizational and technological change on their campuses."--Timothy W. Luke, executive director, Institute for Distance and Distributed Learning, Virginia Tech

Implementing new technology at a college or university requires more than simply buying new computers and establishing a Web site. The successful use of technology for teaching and learning also demands major changes in teaching and organizational culture. In Managing Technological Change, Tony Bates -- a world-renowned expert on the use of technology in university teaching -- reveals how to create the new, technologically competitive academic organization. He draws from recent research and best practice case studies--as well as on his thirty years of experience in using technology for teaching--to provide practical strategies for managing change to ensure the successful use of technology. Readers will learn how to win faculty support for teaching with technology and get advice on appropriate decision-making and reporting structures. Other topics covered include reward systems, estimating costs of teaching by technology, and copyright issues. Bates also details the essential procedures for funding new technology-based systems, managing the technology, and monitoring its ongoing educational effectiveness in anticipation of future changes. Throughout the book, he maintains a focus on the human factors that must be addressed, identifying the risks and penalties of technologically based teaching and showing how to manage those hazards.

"Universities continue to struggle in their efforts to fully integrate information and communications technology within their activities. Based on examination of current practices in technology integration at 25 universities worldwide, this book argues for a radical approach to the management of technology in higher education. It offers recommendations for improving governance, strategic planning, integration of administrative and teaching services, management of digital resources, and training of technology managers and administrators. The book is written for anyone wanting to ensure technology is integrated as effectively and efficiently as possible."--