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2nd Edition
John R. Thelin
Essential Documents in the History of American Higher Education, designed to be used alongside John R. Thelin's A History of American Higher Education or on its own, presents a rich collection of primary sources that chart the social, intellectual, political, and cultural history of American colleges and universities from the seventeenth century to the present. This updated edition of Essential Documents focuses on the issues that have shaped American higher education in the past decade, from congressional investigations into endowments and court cases about paying student-athletes to accounts of campus protests over racial discrimination and adjuncts struggling in the "gig economy."
2nd Edition
John R. Thelin
Essential Documents in the History of American Higher Education, designed to be used alongside John R. Thelin's A History of American Higher Education or on its own, presents a rich collection of primary sources that chart the social, intellectual, political, and cultural history of American colleges and universities from the seventeenth century to the present. This updated edition of Essential Documents focuses on the issues that have shaped American higher education in the past decade, from congressional investigations into endowments and court cases about paying student-athletes to accounts of campus protests over racial discrimination and adjuncts struggling in the "gig economy."
John R. Thelin
In Going to College in the Sixties, Thelin reinterprets the campus world shaped during one of the most dramatic decades in American history. Reconstructing all phases of the college experience, Thelin explores how students competed for admission, paid for college in an era before Pell Grants, dealt with crowded classes and dormitories, voiced concerns about the curriculum, grappled with new tensions in big-time college sports, and overcame discrimination.
John R. Thelin
In Going to College in the Sixties, Thelin reinterprets the campus world shaped during one of the most dramatic decades in American history. Reconstructing all phases of the college experience, Thelin explores how students competed for admission, paid for college in an era before Pell Grants, dealt with crowded classes and dormitories, voiced concerns about the curriculum, grappled with new tensions in big-time college sports, and overcame discrimination.
John R. Thelin
In Going to College in the Sixties, Thelin reinterprets the campus world shaped during one of the most dramatic decades in American history. Reconstructing all phases of the college experience, Thelin explores how students competed for admission, paid for college in an era before Pell Grants, dealt with crowded classes and dormitories, voiced concerns about the curriculum, grappled with new tensions in big-time college sports, and overcame discrimination.
Gina Ann Garcia
In Becoming Hispanic-Serving Institutions, Gina Ann Garcia explores how institutions are serving Latinx students, both through traditional and innovative approaches. Drawing on empirical data collected over two years at three HSIs, Garcia adopts a counternarrative approach to highlight the ways that HSIs are reframing what it means to serve Latinx college students. She questions the extent to which they have been successful in doing this while exploring how those institutions grapple with the tensions that emerge from confronting traditional standards and measures of success for postsecondary institutions.
Gina Ann Garcia
In Becoming Hispanic-Serving Institutions, Gina Ann Garcia explores how institutions are serving Latinx students, both through traditional and innovative approaches. Drawing on empirical data collected over two years at three HSIs, Garcia adopts a counternarrative approach to highlight the ways that HSIs are reframing what it means to serve Latinx college students. She questions the extent to which they have been successful in doing this while exploring how those institutions grapple with the tensions that emerge from confronting traditional standards and measures of success for postsecondary institutions.
3rd Edition
Daryl G. Smith
Building sustainable diversity in higher education isn't just the right thing to do—it is an imperative for institutional excellence and for a pluralistic society that works. Daryl G. Smith has devoted her career to studying and fostering diversity in higher education. In Diversity's Promise for Higher Education, Smith brings together research from a wide variety of fields to propose a set of clear and realistic practices that will help colleges and universities locate diversity as a strategic imperative and pursue diversity efforts that are inclusive of the varied—and growing—issues apparent on campuses without losing focus on the critical unfinished business of the past.
3rd Edition
Daryl G. Smith
Building sustainable diversity in higher education isn't just the right thing to do—it is an imperative for institutional excellence and for a pluralistic society that works. Daryl G. Smith has devoted her career to studying and fostering diversity in higher education. In Diversity's Promise for Higher Education, Smith brings together research from a wide variety of fields to propose a set of clear and realistic practices that will help colleges and universities locate diversity as a strategic imperative and pursue diversity efforts that are inclusive of the varied—and growing—issues apparent on campuses without losing focus on the critical unfinished business of the past.
Clifton Conrad and Lara Dusek
Rather than bemoan the diminishing legacy of liberal education, this new edition of Cultivating Inquiry-Driven Learners argues that the time has come to advance a pioneering purpose of college that guides the undergraduate experience from program requirements to teaching and learning. This purpose is anchored in the premise that the world in which we live is one in which change—environmental, cultural, economic, political—is a constant driving force. The authors envision a college-educated person in the twenty-first century as an "inquiry-driven learner": a person equipped with the capabilities to explore and cultivate ideas that will prepare them to successfully navigate constant change, capitalize on career opportunities, enrich their personal life, and contribute to the public good.
Clifton Conrad and Lara Dusek
Rather than bemoan the diminishing legacy of liberal education, this new edition of Cultivating Inquiry-Driven Learners argues that the time has come to advance a pioneering purpose of college that guides the undergraduate experience from program requirements to teaching and learning. This purpose is anchored in the premise that the world in which we live is one in which change—environmental, cultural, economic, political—is a constant driving force. The authors envision a college-educated person in the twenty-first century as an "inquiry-driven learner": a person equipped with the capabilities to explore and cultivate ideas that will prepare them to successfully navigate constant change, capitalize on career opportunities, enrich their personal life, and contribute to the public good.
John Warner
There seems to be widespread agreement that—when it comes to the writing skills of college students—we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong.
John Warner
There seems to be widespread agreement that—when it comes to the writing skills of college students—we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong.
John Warner
There seems to be widespread agreement that—when it comes to the writing skills of college students—we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong.
3rd Edition
John R. Thelin
Covering issues of social class, race, gender, and ethnicity in each era and chapter, this new edition showcases a fresh concluding chapter that focuses on both the opportunities and problems American higher education has faced since 2010. Anyone studying the history of this institution in America must read Thelin's classic text, which has distinguished itself as the most wide-ranging and engaging account of the origins and evolution of America's institutions of higher learning.
3rd Edition
John R. Thelin
Covering issues of social class, race, gender, and ethnicity in each era and chapter, this new edition showcases a fresh concluding chapter that focuses on both the opportunities and problems American higher education has faced since 2010. Anyone studying the history of this institution in America must read Thelin's classic text, which has distinguished itself as the most wide-ranging and engaging account of the origins and evolution of America's institutions of higher learning.
edited by Michael N. Bastedo, Philip G. Altbach, and Patricia J. Gumport
This edition seeks to capture several crucial dynamics in the nexus of higher education and society. Placing higher education within its social and political contexts, the contributors discuss finance, federal and state governance, faculty, students, curriculum, and academic leadership. They also grapple with growing concerns about the future of the academy and reflect more deeply on the racial, ethnic, and socioeconomic diversity within higher education.
edited by Michael N. Bastedo, Philip G. Altbach, and Patricia J. Gumport
This edition seeks to capture several crucial dynamics in the nexus of higher education and society. Placing higher education within its social and political contexts, the contributors discuss finance, federal and state governance, faculty, students, curriculum, and academic leadership. They also grapple with growing concerns about the future of the academy and reflect more deeply on the racial, ethnic, and socioeconomic diversity within higher education.
edited by Michael N. Bastedo, Philip G. Altbach, and Patricia J. Gumport
This edition seeks to capture several crucial dynamics in the nexus of higher education and society. Placing higher education within its social and political contexts, the contributors discuss finance, federal and state governance, faculty, students, curriculum, and academic leadership. They also grapple with growing concerns about the future of the academy and reflect more deeply on the racial, ethnic, and socioeconomic diversity within higher education.
James W. Fraser
Looking at the difficult question of how private issues of faith can be reconciled with the very public nature of schooling, Fraser’s classic book paints a complex picture of how a multicultural society struggles to take the deep commitments of people of faith into account. He addresses the development of the long-simmering evolution-creationism debate and explores the tensions surrounding a discussion of religion and the accommodation of an increasingly religiously diverse American student body.
James W. Fraser
Looking at the difficult question of how private issues of faith can be reconciled with the very public nature of schooling, Fraser’s classic book paints a complex picture of how a multicultural society struggles to take the deep commitments of people of faith into account. He addresses the development of the long-simmering evolution-creationism debate and explores the tensions surrounding a discussion of religion and the accommodation of an increasingly religiously diverse American student body.
Philip G. Altbach
In Global Perspectives on Higher Education, Altbach considers the numerous implications of globalization, including the worldwide use of the English language, university cross-border initiatives, the role of research universities in developing countries, the impact of the West on Asian universities, and the expansion of private higher education. Provocative and wide-ranging, Global Perspectives on Higher Education considers how the international exchange of ideas, students, and scholars has fundamentally altered higher education.
Philip G. Altbach
In Global Perspectives on Higher Education, Altbach considers the numerous implications of globalization, including the worldwide use of the English language, university cross-border initiatives, the role of research universities in developing countries, the impact of the West on Asian universities, and the expansion of private higher education. Provocative and wide-ranging, Global Perspectives on Higher Education considers how the international exchange of ideas, students, and scholars has fundamentally altered higher education.
