127 Years of Design: The Michigan Daily reveals the visual history of the University of Michigan's student-run newspaper The Michigan Daily’s front page. It analyzes a front page from every decade since 1890, breaking down the evolution of one of the oldest student newspapers in the country. This publication culminates in a focus on today's newspaper design by Francesca Kielb, the recent Managing Design Editor at The Michigan Daily, who completed a total redesign of the paper in celebration of the 125 year history of the publication and of the Bicentennial of The University of Michigan. The book argues that it is essential for contemporary design to look both forward and backwards--to inform our future with our past. A result of nights spent digging through archives and sifting through newspapers,  this publication addresses how print has evolved with digitization and technological advancement.
 

What is the role of the academic scholar within the discussions of the global challenges that are relevant to society, such as sustainability, health care, gun control, fiscal policy, and international affairs? How do scholars engage in a world in which knowledge is becoming democratized through social media and the proliferation of knowledge sources (both credible and biased) clouds public debate? What are the social, professional and institutional obstacles to such engagement? Should junior faculty do this? Should this vary by discipline, and by school? Should all academics do this? Does this redefine the role of the senior scholar? 

To answer these questions and many more, the University of Michigan hosted a Michigan Meeting that involved over 40 speakers, including 4 University Presidents, and 225 registrants.  This report summarizes that three-day meeting with a focus on four key themes. First, what is engagement and should we do it? Second, what are the ground rules for public and political engagement? Third, what are some models that have worked and what can we learn from them? Fourth and finally, what are the obstacles to engagement and how can they be overcome?

In this narrative collection, ten children and teens use their own words and colorful drawings to share their personal experiences with cancer. This diverse collection of patient stories provides insight into the unique lives of these individuals; some are recently diagnosed and undergoing treatment for cancer while others are in remission or have relapsed. These children and teens are honest and perceptive, their stories told with heartfelt emotion. 
 
This book is a resource for all those interested in learning more about childhood cancer, including health practitioners, family, and friends. These stories also have the potential to help other youth diagnosed with cancer.  
 
All of the proceeds received by the University of Michigan Division of Pediatric Hematology/Oncology for this book will be donated: 50% to the Block Out Cancer campaign for pediatric cancer research at the University of Michigan and 50% to the Child and Family Life Program at the University of Michigan C.S. Mott Children’s Hospital.

As the 21st Century’s third decade approaches, popular music study has achieved greater scope, depth, and prominence in academic departments of music conservatories than ever before. Musicology, music theory, and music education scholars have recognized the significant role and influence of popular music in contemporary society, and also in their own lives, utilizing their personal insights to broaden disciplinary boundaries while more directly addressing the needs for musical understanding in the communities they serve.

This book is a collection of essays originally presented at Ann Arbor Symposium IV, Teaching and Learning Popular Music, at the University of Michigan. Organized into four sections of similar-themed writings, the essays trace numerous discourses, principles, methods, and prospects for popular music education in academia. Additionally, the book contains several features that are useful for modern-day scholars and their institutions. First, it acknowledges the gradual liquidation of traditional disciplinary boundaries, signaling the likely future dominance of interdisciplinary research and collaborations. Second, it values international perspectives of music teaching and learning. Third, the selected topics, methodologies, and predictions provide a working agenda for the future development and success of popular music teaching and learning.
 

It is often difficult for young people facing an illness to verbalize their personal thoughts and feelings.  In the Child and Family Life department, at The University of Michigan C.S. Mott Children’s Hospital, sand tray therapy is used to help this vulnerable population communicate with their healthcare team, families, and loved ones. Sand tray therapy is a window into the thoughts, feelings, and coping styles of youth struggling with life-altering illnesses and hospitalizations. It helps them process their past and present medical experiences, set goals, and teach others about their needs.
 
The sand trays and stories in this book were created by patients and families living with Cancer and Blood Disorders. Their expressions, created in the sand and conveyed through the written word, provide insight into their world. Sand tray therapy provides a sacred space to process experiences using symbols instead of language.
 
This collection of photos and personal stories was compiled so that other patients, their families, and their friends can share the authors’ journeys.
 

Creating Data Literate Students provides high school librarians and educators
with foundational domain knowledge to teach a new subset of information
literacy skills — data and statistical literacy, including: statistics and data comprehension; data as argument; and data visualization.
 
Data — both raw and displayed in visualizations — can clarify or confuse,
confirm or deny, persuade or deter. Students often learn that numbers are
objective, though data in the real world is rarely so. In fact, visualized data —
even from authoritative sources — can sometimes be anything but objective.
 
Librarians and classroom educators need to be as fluent with quantitative
data as they are with text in order to support high schoolers as they engage
with data in formal and informal settings. We asked contributors to this
volume — experts in high school curriculum, information literacy and/or
data literacy — to explore the intersections between data and curriculum
and identify high-impact strategies for demystifying data for educators and
students alike.
 

Knowing how to recognize the role data plays in our lives is critical to navigating today’s complex world. In this volume, you’ll find two kinds of professional development tools to support that growth. Part I contains pre-made professional development via links to webinars from the 2016 and 2017 4T Virtual Conference on Data Literacy, along with discussion questions and activities that can animate conversations around data in your school. Part II explores data “in the wild” with case studies pulled from the headlines, along with provocative discussion questions, professionals and students alike can explore multiple perspectives at play with Big Data, data privacy, personal data management, ethical data use, and citizen science.
 

Dialectic is a fully open access, biannual journal devoted to the critical
examination of issues that affect design education, research,
and inquiry into their effects on the practice of design. Michigan
Publishing, the hub of scholarly publishing at the University of Michigan,
publishes Dialectic on behalf of the AIGA (American Institute of
Graphic Arts) Design Educators Community (DEC).
 

Dialectic is a fully open access, biannual journal devoted to the critical
examination of issues that affect design education, research,
and inquiry into their effects on the practice of design. Michigan
Publishing, the hub of scholarly publishing at the University of Michigan,
publishes Dialectic on behalf of the AIGA (American Institute of
Graphic Arts) Design Educators Community (DEC).
 

The general public is used to thinking of copyright (if it thinks of it at all) as marginal and arcane. But copyright is central to our society’s information policy and affects what we can read, view, hear, use, or learn. In 1998 Congress enacted new laws greatly expanding copyright owners’ control over individuals’ private uses of their works. The efforts to enforce these new rights laws have resulted in highly publicized legal battles between established media, including major record labels and motion picture studios, and new upstart internet companies such as MP3.com and Napster.

Jessica Litman questions whether copyright laws crafted by lawyers and their lobbyists really make sense for the vast majority of us. Should every interaction between ordinary consumers and copyright-protected works be restricted by law? Is it practical to enforce such laws, or expect consumers to obey them? What are the effects of such laws on the exchange of information in a free society? Litman’s critique exposes the 1998 copyright law as an incoherent patchwork. She argues for reforms that reflect the way people actually behave in their daily digital interactions.

The Maize Books edition includes both an afterword written in 2006 exploring the rise of peer-to-peer file sharing and a new Postscript reflecting on the consequences of the Digital Millennium Copyright Act as it nears its twentieth birthday.
 

Discourses in African Musicology: J.H. Kwabena Nketia Festschrift highlights the proceedings of a 2011 conference at the University of Ghana in honor of Professor J.H. Kwabena Nketia on his 90th birthday. Professor Nketia was instrumental in shaping the field of ethnomusicology and providing the foundation for an African Musicology. The conference gave scholars and performers an occasion to explore the multi-faceted subject of African music studies, and provided its many attendees the opportunity to extend the scholarly discourse on African music.

The U-M Council for Disability Concerns, established by then-UM President Harold Shapiro in 1983, has never had an official institutional history.  In this Maize Book, the authors present perspectives on the Council from its inception to date. Rather than merely listing dates and facts, the work focuses on selected representative dynamic individuals who provide vibrant descriptions of different aspects of the Council. The intent of including these personal narratives is to portray the inspirational culture and atmosphere that have imbued and grown the Council throughout its existence. 

The Council has changed and enlarged its membership from its origins as a small, low-key group consisting primarily of faculty and staff engaged in the disability arena, to an organization that encompasses a diverse, cross-campus and local community membership, with an extensive mailing list, as well. The achievements of the Council over the years and the goals that it envisions for the future, we hope, will serve as a template for other institutions.
 

Engaging Modernity is the definitive history of Asante royal regalia and music ensembles. This second edition includes an ethnographical account of the 2014 Asanteman Grand Adae festival that prominently features the complex heritage of the visual and the performing arts in motion. Ampene’s contextual account illuminates the historical narratives the regalia objects render as they move through space and time, as well as the metalanguage embodied in the objects and the symbolic language they convey in Akanland. The book combines text with over three hundred color photographs to construct subtle and nuanced views of the material culture associated with Asante royal court in the twenty-first century. Engaging Modernity is an essential and a vast transdisciplinary resource for the humanities and beyond.

 

Endowments, foundations, pension funds, private equity, venture capital, hedge funds: these terms are now commonplace as the world of institutional investing has become increasingly complex over the past hundred years. But how did it get this way? The Evolution of Investing at the University of Michigan traces the development of institutional investing through the lens of one of the country’s largest endowments, illustrating how tidal changes in the law, new approaches to governance, portfolio theory and continuing academic advances and studies, as well as incredible innovation in the practice of investment management, have all combined to create the highly sophisticated investing landscape of today.

Every day, students at the University of Michigan work hard to develop their skills as writers. Every winter, we have a chance to sample the fruits of this labor as we select winners for the first-year writing prize. The English Department Writing Program and the Sweetland Center for Writing established a first-year writing prize in 2010. With generous support from the Sweetland Center for Writing, Andrew Feinberg and Stacia Smith (both of whom earned English degrees from the University of Michigan), and the Granader Family, we have developed a tradition of honoring students who produce writing of exceptional quality.

In this collection, we share the writing of prize-winning students so that other writers may learn from, and feel inspired by, their examples. The featured essays illustrate how writers formulate compelling questions, engage in dialogue with other thinkers, incorporate persuasive and illuminating evidence, express powerful and poetic insights, and participate in meaningful conversations.

We are equally grateful to the many students who submitted essays for these writing prizes and the many instructors who encouraged and supported them. As writing teachers, we relish the opportunity to learn from the challenging questions, intellectual energy, creativity, and dedication that our students and their teachers bring to our classrooms. We hope that you will gain as much pleasure as we have from reading the writing contained in this volume.

Every day, students at the University of Michigan work hard to develop their skills as writers. Every winter, we have a chance to sample the fruits of this labor as we select winners for the first-year writing prize. The English Department Writing Program and the Sweetland Center for Writing established a first-year writing prize in 2010. With generous support from the Sweetland Center for Writing, Andrew Feinberg and Stacia Smith (both of whom earned English degrees from the University of Michigan), and the Granader Family, we have developed a tradition of honoring students who produce writing of exceptional quality.

In this collection, we share the writing of prize-winning students so that other writers may learn from, and feel inspired by, their examples. The featured essays illustrate how writers formulate compelling questions, engage in dialogue with other thinkers, incorporate persuasive and illuminating evidence, express powerful and poetic insights, and participate in meaningful conversations.

We are equally grateful to the many students who submitted essays for these writing prizes and the many instructors who encouraged and supported them. As writing teachers, we relish the opportunity to learn from the challenging questions, intellectual energy, creativity, and dedication that our students and their teachers bring to our classrooms. We hope that you will gain as much pleasure as we have from reading the writing contained in this volume.

Ask any professional, business person, or employer about one of the most important qualifications for college-educated workers, and the answer will be nearly universal: the ability to write well. The Upper-Level Writing Requirement (ULWR) was established to enable undergraduates in the College of Literature, Science, and the Arts to develop their capacities as writers. Originally designed in 1978 to help students “understand and communicate effectively the central concepts, approaches, and materials of their discipline,” the ULWR supports a slightly different goal in today’s more interdisciplinary context. A significant percentage of students now have more than one major or fulfill the ULWR outside of their majors. Likewise, many faculty members are increasingly concerned with preparing students to write for various professional and public audiences as well as for discipline-based ones. However, whether students fulfill the ULWR within or outside of their majors or write for audiences within or outside of the academy, they are held to the same standards of effective writing.

This collection demonstrates the continuing value of the ULWR. Courses like the ones in which students produced these essays create contexts where students meet the expectations of the ULWR and can push beyond them to an even more impressive level of accomplishment. While the specifics of what counts as evidence and how one makes a convincing argument vary across the essays included here, each one embodies qualities that mark effective writing. The authors deal with a wide variety of topics, but in every case they combine deep understanding of a specific area with excellent prose. They take risks and adhere to conventions; they synthesize complex ideas and provide rich detail; they exert intellectual independence and respect disciplinary conventions, from creative nonfiction in the humanities to empirical research in the sciences.

We have been honoring students for outstanding writing in ULWR courses since 2010, but since 2014, thanks to a generous gift from the Granader Family, the prizes are more substantial. We are grateful to the Granaders for choosing to recognize student writing in this way. This collection is another form of recognition for the award-winning students. By publishing this student writing both online and in hard copy we make it available as a model and as a source of inspiration for others.

Talented and committed as they are, these students represented here did not become award-winners entirely on their own. Each of them benefited from well-designed assignments, careful reading, and suggestions for revision from the instructors who nominated them. The instructors’ introductions for each selection provide a window into student learning as well as into the specific dimensions of each student’s achievements.

Ask any professional, business person, or employer about one of the most important qualifications for college-educated workers, and the answer will be nearly universal: the ability to write well. The Upper-Level Writing Requirement (ULWR) was established to enable undergraduates in the College of Literature, Science, and the Arts to develop their capacities as writers. Originally designed in 1978 to help students "understand and communicate effectively the central concepts, approaches, and materials of their discipline," the ULWR supports a slightly different goal in today's more interdisciplinary context. A significant percentage of students now have more than one major or fulfill the ULWR outside of their majors. Likewise, many faculty members are increasingly concerned with preparing students to write for various professional and public audiences as well as for discipline-based ones. However, whether students fulfill the ULWR within or outside of their majors or write for audiences within or outside of the academy, they are held to the same standards of effective writing.

This collection demonstrates the continuing value of the ULWR. Courses like the ones in which students produced these essays create contexts where students meet the expectations of the ULWR and can push beyond them to an even more impressive level of accomplishment. While the specifics of what counts as evidence and how one makes a convincing argument vary across the essays included here, each one embodies qualities that mark effective writing. The authors deal with a wide variety of topics, but in every case they combine deep understanding of a specific area with excellent prose. They take risks and adhere to conventions; they synthesize complex ideas and provide rich detail; they exert intellectual independence and respect disciplinary conventions, from creative nonfiction in the humanities to empirical research in the sciences.

We have been honoring students for outstanding writing in ULWR courses since 2010, but since 2014, thanks to a generous gift from the Granader Family, the prizes are more substantial. We are grateful to the Granaders for choosing to recognize student writing in this way. This collection is another form of recognition for the award-winning students. By publishing this student writing both online and in hard copy we make it available as a model and as a source of inspiration for others.

Talented and committed as they are, these students represented here did not become award-winners entirely on their own. Each of them benefited from well-designed assignments, careful reading, and suggestions for revision from the instructors who nominated them. The instructors' introductions for each selection provide a window into student learning as well as into the specific dimensions of each student's achievements.

#exstrange: a curatorial intervention on eBay presents the #exstrange exhibition project, which transformed one of the largest marketplaces on the web — eBay — into a site of artistic production. This book documents artworks, reveals the aftermath of auctions and correspondences between artists and bidders, and features essays by lead curators Marialaura Ghidini and Rebekah Modrak, cultural critic Mark Dery, journalist Rob Walker, media and material culture scholar Padma Chirumamilla, guest curator Gaia Tedone, and artist and writer Renee Carmichael.
 
Over 80 contemporary artists and designers created “artworks as auctions” for #exstrange between January 15 and April 15, 2017, each using the elements of the auction listing—descriptive text, images, pricing, and categories—as tools of production.
 
Works include artist Lucy Pawlak’s collaboration with the Beat Officer to sell a series of clay objects as missing evidence from unexplained events in Mexico; IOCOSE’s sale of instant protests in the category “Specialty Services” where buyers chose the protest mantras, and outsourced performers demonstrated; and Susanne Cockrell & Ted Purves’ offering of a stick-gun with the memory of their son’s play in “Entertainment Memorabilia.”
 
Featured artists:
10.000 • Lanfranco Aceti • AILADI • Aysha Al Moayyed • Nasser Alzayani • Mary Ayling • Georgia Banks • Ann Bartges • Yogesh Barve • Kim Beck • Ajit Bhadoriya • Natalie Boterman • Sophia Brueckner • Carmel Buckley • Renee Carmichael • Alessio Chierico • Mia Cinelli • Susanne Cockrell • ConnX • Da Burn Gallery • Julia del Río • Tyler Denmead • César Escudero • Nihaal Faizal • FICTILIS • Eryn Foster • John D. Freyer • Elisa Giardina Papa • Angela Glanzmann • Maximilian Goldfarb • Archana Hande • Abhishek Hazra • Adam Hewins • Megan Hildebrandt • Joey Holder • Masimba Hwati • Regin Igloria • IOCOSE • JODI • Geraldine Juárez • KairUs Art+Research • Katerina Kamprani • Kamilia Kard • Tara Kelton • Matt Kenyon • Stephanie LaFreniere • Eno Laget • Nicolás Lamas • Martin Lang • Taekyeom Lee • LEXX Exhibitor Space • Lloyd Corporation • Silvio Lorusso • Breda Lynch • Garrett Lynch • Eva and Franco Mattes • Kembrew McLeod • Kathleen Meaney • Maria Miranda • Crisia Miroiu • Joana Moll • Martín Nadal • Norie Neumark • Xi Jie Ng • Maeve O'Neill • Chiara Passa • Lucy Pawlak • Sreshta Rit Premnath • Niko Princen • Ted Purves • Renuka Rajiv • Luis Romero • Armando Rosales • Robert Sakrowski • Alessandro Sambini • Sarah Ancelle Schönfeld • Anke Schüttler • Guido Segni • Chinar Shah • Jenine Sharabi • Yastika Prakash Shetty • Anupam Singh • Gagan Singh • Ishan Srivstava • Isabella Streffen • Surabhi Vaya • Wang Yue • Wu Jiaru • Yashaswini • Laura Yuile • Carlo Zanni • Huaqian Zhang
 
Guest curators:
Latifa Al Khalifa • Bani Brusadin • Peter Dykhuis • Fred Feinberg & Lu Zhang • Harrell Fletcher • Tamara Ibarra • João Laia • Nora O Murchú • Domenico Quaranta • Gaia Tedone • TSAO Yidi
 

Copyright is meant to do something—several things—to accomplish socially desirable ends. One of those ends is to create a space for a free exchange of ideas that allows us to build upon a universe of expression that came before. 
How can I tell if something is in the public domain? This is the central question addressed daily by the Copyright Review Management System (CRMS) project. It is a special question and one essential to the social bargain that society has struck with authors and rights holders.
 
It is also a deceptively simple question. There should be a straightforward answer, especially for books. It should be easy to know when something is—or is not—subject to copyright. And yet, in an age of absolute fluidity of media and medium, even plain old books can be highly complex embodiments of copyright. We need to make it easier to ascertain whether a work is in the public domain. If the rights of copyright holders are to be respected and valued as part of the social bargain, the public domain as a matter of copyright law should be ascertainable and enjoyed
.
Given this complexity, consider the determination of the copyright status of a given creative work as a design problem. How do we move the copyright status of works in the collections of our libraries, museums, and archives from confusion and uncertainty to clarity and opportunity? Working over a span of nearly eight years, the University of Michigan Library received three grants from the Institute of Museum and Library Services (IMLS) to generously fund CRMS, a cooperative effort by partner research libraries to identify books in the public domain in HathiTrust. The Toolkit is a resource that aims to allow others to understand and replicate the work done by CRMS.
 
 

The University of Michigan Department of Industrial and Operations Engineering has been ranked as the first, second, or third best department (of about 100) in Industrial Engineering since such rankings became available in the 1980s. The primary goal of this book is to explain how and why the subjects that now comprise an industrial engineering academic program were developed at Michigan, and how the faculty achieved such preeminence in the field. The story includes the evolution of labor planning methods in the early part of the 20th century, analytical methods developed during the Second World War for improving the operation of complex systems, and the importance of the modern digital computer to solving a variety of IE problems. It finishes with an examination of the growth of the department in the 1980s through 2000s, with instructional and research programs beginning to emphasize Healthcare Systems Engineering and Robotics and Autonomous Vehicles.


 

On November 4, 1966, the Arno River in Florence, Italy, flooded its banks, breaching the basements and first floors of museums, libraries, and private residences and burying centuries of books, manuscripts, and works of art in muck and muddy water. Flood in Florence, 1966documents a symposium held to mark the 50th anniversary of a natural disaster that served as an impetus for the modern library and museum conservation professions. The proceedings feature illustrated, first-person remembrances of the flood; papers on book conservation, the conservation of works of art, disaster preparedness and response, and the continuing needs for education and training; and a keynote that points toward a future where original artifacts and digital technologies intersect. Providing new insights on a touchstone event by three generations of preservation and conservation professionals, the proceedings deepen our understanding of major advances in conservation practice and shed light on some of the most important lessons from those advances for future generations and the digital age.

This book provides the very first in-depth analysis of the founding decades of a major Hillel chapter in the United States. Hillel at the University of Michigan was founded in 1926 as the fourth such chapter in the United States following its establishment at three other public universities in the Midwest: Illinois (1923); Wisconsin (1924); Ohio State (1925).
 
The study analyzes Hillel's challenges as a big-tent, catch-all institution trying to represent all Jewish students on campus regardless of their religious orientation, cultural preferences, and ideological predilections. It looks at Hillel's interactions with the then powerful Jewish fraternities and sororities that provided the main locus of Jewish life on campus at the time, as well as its relations with the University's leadership and many of its cultural and political constituencies. Most of these activities occurred at a time when anti-Semitism was rife in the United States, particularly in the larger Detroit area, home to Henry Ford and Father Charles Edward Coughlin.

In dealing with environmental issues we are repeatedly confronted by the paradox that the biggest obstacle to a more humane world for people is -- people. Again and again designers, planners, citizen groups, policy makers, and managers set out to solve "real" problems and end up mired in "people" problems. This book attempts to apply the skills and insights of the behavioral sciences to this dilemma. The approach is untraditional, not only in its theoretical framework, but also in its focus. The emphasis is not on the environment itself, but on how people know and experience it, for we believe that the first priority is not specific answers to specific problems, but a greater understanding of the creature we are dealing with, a larger view of what people are like.
 

In iatrogenesis: Essays on Becoming a Physician, medical students share coming-of-age stories that illustrate the rigorous, rewarding, and sometimes unforgiving journey into medicine.
 
In Greek, iatro- means doctor, and -genesis means origin: Iatrogenesis thus describes any effect, good or bad, brought forth by a physician’s actions. This essay compendium looks beyond a physician’s impact on patients, instead turning inward to examine the impact of medical training on student doctors. These essays written by University of Michigan medical students span from the donning of the White Coat to graduation. Along the way, each writer weaves a story, the threads of which unite in a tapestry highlighting the universality of this coming-of-age journey. These essays breathe life into each stage of medical apprenticeship, displaying the full spectrum of human emotion as medical students find ways to reinvent themselves as the physicians of tomorrow.
 

Too often, innovative individuals and teams come up with new-business ideas only to hit the proverbial wall, become discouraged, and fail to follow through. How can you get more traction with your ideas and see them through to fruition? As with so many things in life, half the battle is knowing what questions to ask. In this book, serial entrepreneur and business professor Jim Price illustrates a simple, yet powerful framework known as the Launch Lens. Price’s method leads innovators through a structured process to clearly define and communicate their concept, distinguish the good ideas from the not-so-good, and lay the cornerstones of the startup planning process.

The Launch Lens is comprised of twenty critical questions or Focal Points, organized according the classic new-business planning categories: problem, solution, market, business model, marketing and sales, finance, capital, and team. The book leads readers through explanations of how to address each question, illustrated by useful examples, tips, and red flags. Already in active use by thousands of innovators – ranging from aspiring entrepreneurs to early-stage startup teams and venture investors, from incubators and accelerators to intrapreneurs within established corporations and non-profits – The Launch Lens can help you bring your new-business concepts into clear focus.

This book traces the inspirational leadership of Reed O. Dingman, DDS, MD, and William C. Grabb, MD, and details the origins and growth of plastic and reconstructive surgery and the training of residents in Ann Arbor, Michigan, and the University of Michigan. It covers the years before and during the period of explosive innovations that have led the specialty to provide hope, correction, and rehabilitation to vast numbers of people suffering from a wide range of congenital abnormalities and acquired deformities. The authors, because of their long, personal association with plastic surgery in Ann Arbor, have brought to life the extensive accomplishments of the two leaders in terms of surgical techniques, surgical education, and important applied research while also documenting the many important contributions from the younger faculty and the trainees to the training program during those forty years. Many from that time frame have contributed their own memories, which has greatly enriched the documentation of an amazing history of an era past but not forgotten.

 Life Writing in the Long Run gathers twenty-one essays by Sidonie Smith and Julia Watson written in collaboration or solo and published over the last quarter-century. It includes the introductions to their five edited collections; essays focused on such autobiographical genres as autoethnography, Bildungsroman, diary, digital life writing, genealogy, graphic memoir, human rights witnessing, manifesto; and essays engaging the key concepts of authenticity, performativity, postcoloniality, relationality, and visuality.
 
Available in print, eBook, and open access versions, this collection captures decades of exciting developments in the field, making it indispensable reading for courses on modes and media of self-presentation in cultural, gender, and literary studies and feminist theory.

For nearly half a century, Alan M. Wald’s pathbreaking research has demonstrated that attention to the complex lived experiences of writers on the Left provides a new context for viewing major achievements as well as instructive minor ones in United States fiction, poetry, drama, and criticism. The essays in this volume in honor of Alan M. Wald investigate aspects of intellectual, literary, and cultural movements and figures associated with left-wing politics beginning in the early twentieth century and continuing into our own time. Intimately linked with social struggle, the thinkers and actors analyzed in these diverse essays can be collectively understood to form the intertwined lineages of the Literary Left.

Equal parts urban culture and poetic travelogue, Looping Detroit is a collection of observations each taking place in and around one station stop of Detroit’s People Mover.
Built in 1987, the People Mover was and is largely regarded as a public transit boondoggle— costly, circumscribed, and, in light of these, a particularly egregious investment within a city lacking sufficient public transportation. At a time when Detroit’s downtown development is booming, with tremendous investment in a downtown that was ignored for decades, the very real possibility exists that this new interest will parallel the same investment patterns that brought the over invested People Mover to a fragment of the city.
Looping Detroit invites artists and writers to ride the small loop as an explorer, mining the environs around each station as a poetic ramble, a psycho geographic wander, a cultural inquiry that simultaneously ponders the poetics of circulating above the city streets while probing the greater narrative of Detroit’s public transit conundrum.

Contributors include award winning Detroit novelists Lolita Hernandez and Michael Zardoorian, poets Gloria House and Walter Lacy, music producer Cornelius Harris, Chace MicWrite Morris, front man of the Detroit hip-hop trio Coldmen Young, and radio producer Zak Rosen.

Born during the Great Migration, pursuing an education during World War II, and beginning a career during the Civil Rights movement, Dr. James L. Curtis has surmounted many racial hurdles to rise to the top of academic medicine. Memoirs of a Black Psychiatrist tells Dr. Curtis’s story of working toward his life goal of improving the quality of life and full citizenship of his people, with the help of mentors both black and white. He shows that in only a few decades of his life was it possible for his parents—later, for him and other family members, the whole black community, and eventually the world—to step up a little higher, or be forced back again to the back of the bus.
 
In his two previous books, Dr. Curtis illustrated the leadership role he played in changing how medicine is practiced for the better. His first book, Blacks, Medical Schools and Society (University of Michigan Press, 1971), was written when he was an associate dean of the Cornell University Medical College. As dean in the beginning years of Affirmative Action in Medicine, Dr. Curtis took action in this movement by desegregating medical school admissions not only at Cornell, but also in all US medical schools. After his retirement, his second book, Affirmative Action in Medicine: Improving Health Care for All (University of Michigan Press, 2003), was published: a twenty-five-year progress report on the social benefit of these programs in the American practice of medicine.
 
Dr. Curtis retired in 2000 as Clinical Professor of Psychiatry of Columbia University College of Physicians and Surgeons, having been a faculty member for eighteen years. During his tenure at Columbia he was also Director of Psychiatry at Harlem Hospital Center, serving one of the most economically deprived neighborhoods of New York City. Since 2003, he has lived in his hometown of Albion, Michigan, one of the formerly vibrant and prosperous cities devastated by the collapse of the automobile industry. With a small group of others, he is developing new social service programs to benefit Albion.

Launched in 1994, the Michigan Journal of Community Service Learning (MJCSL) is an international, peer-reviewed, multi-disciplinary academic journal for college and university faculty and administrators, with an editorial board and cadre of peer reviewers representing faculty from many higher education disciplines and professional fields. It is a publication of the University of Michigan’s Ginsberg Center.
 
Each issue consists of articles at the cutting edge of research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged, public scholarship in higher education that extend the knowledge base and support and strengthen researchers’ and practitioners’ work. We also publish review essays of newly-released books pertinent to service-learning and community engagement.
 

Launched in 1994, the Michigan Journal of Community Service Learning (MJCSL) is an international, peer-reviewed, multi-disciplinary academic journal for college and university faculty and administrators, with an editorial board and cadre of peer reviewers representing faculty from many higher education disciplines and professional fields. It is a publication of the University of Michigan’s Ginsberg Center.
 
Each issue consists of articles at the cutting edge of research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged, public scholarship in higher education that extend the knowledge base and support and strengthen researchers’ and practitioners’ work. We also publish review essays of newly-released books pertinent to service-learning and community engagement.
 

Launched in 1994, the Michigan Journal of Community Service Learning (MJCSL) is an international, peer-reviewed, multi-disciplinary academic journal for college and university faculty and administrators, with an editorial board and cadre of peer reviewers representing faculty from many higher education disciplines and professional fields. It is a publication of the University of Michigan’s Ginsberg Center.

Each issue consists of articles at the cutting edge of research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged, public scholarship in higher education that extend the knowledge base and support and strengthen researchers’ and practitioners’ work. We also publish review essays of newly-released books pertinent to service-learning and community engagement. 

The Civil Rights Act of 1964 was an extraordinary achievement of law, politics, and human rights. On October 11, 2013, a diverse group of civil rights scholars met at the University of Michigan Law School in Ann Arbor to assess the interpretation, development, and administration of civil rights law in the five decades since President Johnson signed the Act. This volume comprises edited versions of the papers that these scholars presented, enriched by lively discussions at and after the conference, and it contributes to the continuing debates regarding the civil rights project in the United States and the world.

This book tells how the Department of Family Medicine was established at the University of Michigan in 1978 and how it has evolved since then. The forty years of stories paint a detailed picture of the department leaders, faculty, staff, and learners who coped with setbacks, challenges, and accomplishments in establishing this specialty at a nationally renowned medical school.

This book provides comprehensive and definitive coverage of current
understanding of the causes, diagnosis and treatment of the inflammatory
disease pancreatitis. Pancreatitis occurs in both acute and chronic forms
along with the more recently identified autoimmune pancreatitis.
Mechanisms of the disease are studied in animal models with the goal of
developing rational therapy.

The book has been overseen and published by the American Pancreatic
Association with John A. Williams as Editor-in-Chief. It includes 65
chapters written and edited by a worldwide group of authorities;
completed chapters are also presented in open access on the Pancreapedia
(www.pancreapedia.org). Individual chapters are relatively brief, dividing
coverage into smaller units while maintaining depth. The book contains
full-color and summary diagrams for enhanced readability, and a subject
index enhances findability of information on specific topics.

Pancreatitis is divided into four sections:
• Experimental Pancreatitis – Section Editors: Stephen J. Pandol
and Ashok K. Saluja
• Acute Pancreatitis – Section Editors: Markus M. Lerch
and Marc G. Besselink
• Chronic Pancreatitis – Section Editors: Pramod K. Garg
and Julia Mayerle
• Autoimmune Pancreatitis – Section Editors: Suresh T. Chari
and Phil A. Hart

The book is aimed at pancreas researchers and clinical practitioners, but
the clear and readable text will also appeal to students and individuals
interested in the exocrine pancreas and its diseases.

Focused on the physical and biological barriers and opportunities for drug delivery, this book, published in cooperation with the University of Michigan College of Pharmacy, is a peer-reviewed introductory physical pharmacy and biopharmaceutics text that comprehensively addresses the major issues in the field of Pharmacy Practice. It is a must for students wishing to understand the background and mechanics of dosage form technology.

Television audiences and its industry alike have been confused by the emergence of new ways to watch television. On one hand, the programs seem every bit like the television we’ve long known, while the way we can watch, what we can watch, and the business models supporting them differ significantly.

Portals: A Treatise on Internet-Distributed Television pushes understandings of the business of television to keep pace with the considerable technological change of the last decade. It explains why shows such as Orange is the New Black or Transparent are indeed television despite coming to screens over internet connection and in exchange for a monthly fee. It explores how internet-distributed television is able to do new things – particularly, allow different people to watch different shows chosen from a library of possibilities. This technological ability allows new audience behaviors and new norms in making television.
Portals are the “channels” of internet-distributed television, and Portals identifies how the task of curating a library of shows differs from channels’ task of building a schedule. It explores the business model—subscriber funding—that supports many portals, and identifies the key differences from advertiser or direct purchase. Portals considers what we know about the future of television, even though we remain early in a process of transformative change.

The Possibility of Practical Reason explores the foundational questions of moral psychology: How can any of our behavior qualify as acting for a reason? How can any considerations qualify as reasons for us to act? David Velleman argues that both possibilities depend on there being a constitutive aim of action?something that makes for success in action as such. These twelve essays?five of which were not included in the previous edition, two of them previously unpublished?discuss topics such as freedom of the will, shared intention, the relation between value and practical reasoning, the foundations of decision theory, and the motivational role of the imagination.

This landmark work chronicles the growth and development of nursing research and scholarship, and the outstanding contributions made to the discipline and the profession of nursing in the United States and beyond by the School of Nursing, University of Michigan.

The work covers selectively the development of nursing science over a period of some 30 years which was undertaken by nursing faculty and the School’s PhD Alumni. The account of the strategic development of a program of research across bio-behavioral phenomena, health promotion/risk reduction, women’s health and nursing and health care systems is instructive.  Substantive contributions have been made across the selected areas; of note also is the impact of translational science on health outcomes of individuals and communities. The accounts of the purposeful development of health informatics in nursing and leadership as scholarship are also highly developed. The book is a valuable contribution to the literature on how nursing research at Michigan is helping transform the lives of patients, families and communities.

In Social Class Voices, forty-five University of Michigan undergraduate students and recent alumni explore the significance of social class in early 21st century America. They openly and honestly show how social class has shaped their lives, their changing identities, and conditions in their home communities. These writers – born to the working poor, working, middle, upper-middle, and upper classes – examine the effects of social class on their families, their kindergarten through high school experiences, as well as their undergraduate years at the University of Michigan in Ann Arbor. Using “sociological creative non-fiction” essays, they invite readers to engage, interpret, and imagine the power of social class in a society where economic differences are often overlooked. In exploring their pasts and personal experiences, they write powerful accounts of American college student life. We hear about the insecurities and challenges of growing up in poverty, increasing tensions of being born to the working and middle classes, and comforting certainties of upper-middle and upper class lives. In their stories we see connections between the personal and the social – a key sociological insight.
These writers explore social class heritages at a time when more and more Americans are recognizing economic inequality as a core structural problem facing millions, independent of individual effort and talent. They shed light on what is too often denied both on and off college campuses: social class. By their very nature these types of explorations are political.
In America, where economic differences frequently go unnoticed when discussing inequality, openly writing about one’s personal class experiences can be controversial. These University of Michigan students and alumni have the courage to make public how social class structures American life.
 
 

Under the auspices of ArtsEngine at the University of Michigan, the Mellon Research Project examines the increasingly prevalent integration of arts practice and study at research universities. ArtsEngine National’s initial mission to “transform the research university through the infusion of arts practice” in response to growing recognition of the value of arts integration practices across the landscape of higher education led to a $500,000 grant from The Andrew W. Mellon Foundation. This grant supported an initial investigation of present practices in arts integration at researchuniversities, encompassing a national network of faculty and administrators who embrace innovative methods in teaching, research, and co-curricular programming linking the arts to other disciplinary domains.
This study presents “best practices in the integration of arts practice in U.S. research universities . . . , fulfill[ing] the need for a document that articulates models, obstacles, implementation strategies, costs, and impact on students and faculty as well as on research, practice, and teaching in other knowledge areas” (ArtsEngine). Rather than providing a detailed set of instructions, this document maps the landscape of arts integration at 30 partner institutions in the Alliance for the Arts in Research Universities (a2ru) and at 16 other institutions. It highlights aspirational models and presents an overall guide to current practices linking the arts to other learning areas.

The friendship between the University of Michigan and China spans more than a century and a half. Through years of peace and years of war; through political turmoil and the shifting winds of public opinion; since the first years of U-M’s Ann Arbor campus and the last years of China’s Qing Dynasty, the University and China have been partners.

This book tells the story of twenty remarkable individuals, the country they transformed, and the University that helped them do it. There are many “firsts” in this book—first Chinese students at U-M, first female college president of China—and there are many “fathers” of disciplines: Wu Dayou, father of physics in China; Zheng Zuoxin, father of Chinese ornithology; Zeng Chengkui, father of marine botany.

While much has been written about these leaders and scholars in both English and Chinese, nowhere else is their collective story told or their shared bond with the University of Michigan celebrated.
 
The University of Michigan in China celebrates this nearly 200-year-old legacy.

The University of Michigan School of Dentistry was established in 1875. Its first 100 years were years of evolution in dental education. The decades that followed have been nothing short of transformational. The U-M School of Dentistry has always set a high bar, not afraid to challenge the status quo and not content with the way things have always been done. Always asking, “how can we do this better.” The narrative starts in 1962 with a proposal for a new dental building and concludes, more than 55 years later, with a proposal for a major building renovation. What lies between is a story of vision and possibility for dental education that is unparalleled anywhere.
 
This book celebrates all that the professional community known as the U-M School of Dentistry has accomplished. Through good times and times of change, it has always been about the people—the drivers, the visionaries, and the innovators—who persisted regardless of the usual obstacles and inertia that often stand in the path of progress in higher education. They elevated the school to a world-class prominence that most definitely exemplifies the university’s history as home to the “leaders and best.”