Most informed observers would agree that an inordinate proportion of the most exciting, innovative, and ground-breaking work in the field of historical scholarship since the First World War has taken place in the French university system. In this book Keylor describes the establishment of history as an academic discipline in France between 1870 and 1914 and the formation of the "scientific" school of historical writing in the French university system.

In a lucid study the author explains the complex process by which the new discipline of history was organized, furnished with a set of professional goals, and provided with the theoretical and institutional means of achieving them. Keylor discusses the multifarious problems that confronted the university historians as they sought to transform their craft from an avocation of amateurs into a scholarly discipline pursued by trained specialists employed by the university system: the growing tensions between the universitaires and the literary historians outside the academy; the conflict between the "scientific" claims of the French historical school and its commitment to employ history for patriotic and political ends; and the interdisciplinary rivalries between academic history and the fledgling discipline of sociology.

The first behind-the-scenes history of the organization behind the Academy Awards.
 
For all the near-fanatic attention brought each year to the Academy Awards, the organization that dispenses those awards—the Academy of Motion Picture Arts and Sciences—has yet to be understood. To date, no one has ever produced a thorough account of the Academy’s birth and its awkward adolescence, and the few reports on those periods from outside have always had a glancing, cursory quality. Yet the story of the Academy’s creation and development is a critical piece of Hollywood’s history.

Now that story is finally being told. Bruce Davis, executive director of the Academy for over twenty years, was given unprecedented access to its archives, and the result is a revealing and compelling story of the men and women, famous and infamous, who shaped one of the best-known organizations in the world. Davis writes about the Academy with as intimate a view of its workings, its awards, and its world-famous membership. Thorough and long overdue, The Academy and the Award fills a crucial gap in Hollywood history.

The terms “capitalism” and “socialism” continue to haunt our political and economic imaginations, but we rarely consider their interconnected early history. Even the eighteenth century had its “socialists,” but unlike those of the nineteenth, they paradoxically sought to make the world safe for “capitalists.” The word “socialists” was first used in Northern Italy as a term of contempt for the political economists and legal reformers Pietro Verri and Cesare Beccaria, author of the epochal On Crimes and Punishments. Yet the views and concerns of these first socialists, developed inside a pugnacious intellectual coterie dubbed the Academy of Fisticuffs, differ dramatically from those of the socialists that followed.

Sophus Reinert turns to Milan in the late 1700s to recover the Academy’s ideas and the policies they informed. At the core of their preoccupations lay the often lethal tension among states, markets, and human welfare in an era when the three were becoming increasingly intertwined. What distinguished these thinkers was their articulation of a secular basis for social organization, rooted in commerce, and their insistence that political economy trumped theology as the underpinning for peace and prosperity within and among nations.

Reinert argues that the Italian Enlightenment, no less than the Scottish, was central to the emergence of political economy and the project of creating market societies. By reconstructing ideas in their historical contexts, he addresses motivations and contingencies at the very foundations of modernity.

How have university scholars across a variety of disciplines navigated the co-creative and collaborative relationships involving community partners? How has the addition of digital components changed the way information can be communicated to the intended audience? Through digital projects, traditional academic silos have given way to community-based partnerships which open research, storytelling, and curation to wide array of contributors from civic engagement professionals, librarians, archivists, technology personnel, local citizens, and academics. The collaborative process may push your comfort zone and make you grapple with your roll of storytelling but as the authors of the last chapter say, “You can’t make ketchup without smashing a few tomatoes.”

Digital projects can empower communities through collaboration and create new primary sources, collapse barriers, and spark new dialogue. Digital Community Engagement “lifts the hood” and presents nine examples of digital collaborations from constructing a public response to police violence, to creating digital stories of homelessness, to young activists united around local people in the Deep South to build a grassroots movement for social change.

Wingo, Heppler and Schadewald bring together cutting-edge campus-community partnerships with a focus on digital projects. The case studies, authored by academics and their community partners, explore models for digital community engagement that leverage new media through reciprocal partnerships. The contributions to this volume stand at the crossroads of digital humanities, public history, and community

Judges and legal scholars talk past one another, if they have any conversation at all. Academics couch their criticisms of judicial decisions in theoretical terms, which leads many judges—at the risk of intellectual stagnation—to dismiss most academic discourse as opaque and divorced from reality. In Divergent Paths, Richard Posner turns his attention to this widening gap within the legal profession, reflecting on its causes and consequences and asking what can be done to close or at least narrow it.

The shortcomings of academic legal analysis are real, but they cannot disguise the fact that the modern judiciary has several serious deficiencies that academic research and teaching could help to solve or alleviate. In U.S. federal courts, which is the focus of Posner’s analysis of the judicial path, judges confront ever more difficult cases, many involving complex and arcane scientific and technological distinctions, yet continue to be wedded to legal traditions sometimes centuries old. Posner asks how legal education can be made less theory-driven and more compatible with the present and future demands of judging and lawyering.

Law schools, he points out, have great potential to promote much-needed improvements in the judiciary, but doing so will require significant changes in curriculum, hiring policy, and methods of educating future judges. If law schools start to focus more on practical problems facing the American legal system rather than on debating its theoretical failures, the gulf separating the academy and the judiciary will narrow.

Grounded in case-study research, this book explores the writing and learning transitions of military veterans at the college level. Providing meaningful research into the ways adult learners bring their knowledge to the classroom, From Military to Academy offers new ways of thinking about pedagogy beyond the “traditional” college experience.
 
From Military to Academy is a detailed picture of how student-veterans may experience the shift to the college experience and academic writing. Grounding his research in the experiences of student-veterans at a community college, Blaauw-Hara integrates adult learning theory, threshold concepts, genre analysis, and student-veteran scholarship to help readers understand the challenges student-veterans experience and the strengths they bring as they enter the academic writing environment. Each chapter takes a different theoretical approach to frame student-veterans’ experiences, and Blaauw-Hara ends each chapter with specific, actionable pedagogical suggestions.
 
Composition studies scholars especially have demonstrated an ongoing interest in and commitment to understanding the experiences of student-veterans from military service to postsecondary education. From Military to Academy helps college writing faculty and writing program administrators understand and support the growing numbers of student-veterans who are making the transition to higher education.
 

On May 21, 2010, Daniel J. Cohen and Tom Scheinfeldt posted the following provocative questions online:

“Can an algorithm edit a journal? Can a library exist without books? Can students build and manage their own learning management platforms? Can a conference be held without a program? Can Twitter replace a scholarly society?”

As recently as the mid-2000s, questions like these would have been unthinkable. But today serious scholars are asking whether the institutions of the academy as they have existed for decades, even centuries, aren’t becoming obsolete. Every aspect of scholarly infrastructure is being questioned, and even more importantly, being hacked. Sympathetic scholars of traditionally disparate disciplines are canceling their association memberships and building their own networks on Facebook and Twitter. Journals are being compiled automatically from self-published blog posts. Newly minted PhDs are forgoing the tenure track for alternative academic careers that blur the lines between research, teaching, and service. Graduate students are looking beyond the categories of the traditional CV and building expansive professional identities and popular followings through social media. Educational technologists are “punking” established technology vendors by rolling out their own open source infrastructure.

Here, in Hacking the Academy, Daniel J. Cohen and Tom Scheinfeldt have gathered a sampling of the answers to their initial questions from scores of engaged academics who care deeply about higher education. These are the responses from a wide array of scholars, presenting their thoughts and approaches with a vibrant intensity, as they explore and contribute to ongoing efforts to rebuild scholarly infrastructure for a new millennium.

The discovery and imparting of knowledge are the essential undertakings of any university. Such purposes determined John Carroll, SJ's modest and surprisingly ecumenical proposal to establish an academy on the banks of the Potomac for the education of the young in the early republic. What began earnestly in 1789 still continues today: the idea of Georgetown University as a Catholic university situated squarely in the American experience.

Beautifully designed with over 300 illustrations and photographs, A History of Georgetown University tells the remarkable story of the administrators, boards, faculty, students, and programs that have made Georgetown a leading institution of higher education. With a keen eye for detail, historian Robert Emmett Curran—a member of the Georgetown community for over three decades—explores the broader perspective of Georgetown's sense of identity and its place in American culture.

Volume One traces Georgetown’s evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. Volume Three examines Georgetown’s remarkable rise to prominence as an internationally recognized research university—both culturally engaged and cosmopolitan while remaining grounded in its Catholic and Jesuit character.

Each volume features numerous illustrations, photographs, and appendices that include student demographics, enrollments, and lists of board members.

2022 On the Brinck Book Award, University of New Mexico School of Architecture + Planning
Special Mention, First Book Prize, International Planning History Society

Landed Internationals examines the international culture of postwar urban planning through the case of the Middle East Technical University (METU) in Ankara, Turkey. Today the center of Turkey's tech, energy, and defense elites, METU was founded in the 1950s through an effort jointly sponsored by the UN, the University of Pennsylvania, and various governmental agencies of the United States and Turkey. Drawing on the language of the UN and its Technical Assistance Board, Erdim uses the phrase "technical assistance machinery" to encompass the sprawling set of relationships activated by this endeavor.

Erdim studies a series of legitimacy battles among bureaucrats, academics, and other professionals in multiple theaters across the political geography of the Cold War. These different factions shared a common goal: the production of nationhood—albeit nationhood understood and defined in multiple, competing ways. He also examines the role of the American architecture firm Skidmore, Owings, and Merrill; the New York housing policy guru Charles Abrams; the UN and the University of Pennsylvania; and the Turkish architects Altuğ and Behruz Çinici. In the end, METU itself looked like a model postwar nation within the world order, and Erdim concludes by discussing how it became an important force in transnational housing, planning, and preservation in its own right.

Universities are custodians of some of the most significant designed landscapes in the world.

The planning of the academic campus has historically underscored the relationship between an institution’s faculty and its students. The campus creates spaces for sharing traditions and reinforces the aspirations of a community of learning that stewards knowledge, provokes reflection, and shapes citizenship. Landscape and the Academy complements the growing body of literature in architectural history, cultural geography, and education by examining the role of landscape in creating academic communities.

The volume looks beyond the central campus, to the gardens, arboreta, farms, forests, biotic reserves, and far-flung environmental research stations managed by universities. In these landscapes, the university’s project of fostering research and exploration is made explicit; these spaces reflect the broader research and scholarly mission of the university, its striving for understanding and enlightenment. The essays examine how and why universities have come to be responsible for so many different kinds of landscapes, as well as the role these landscapes play in academic life, pedagogy, and cultural politics today.

Was the Royal Academy of San Carlos, founded in 1785 by the King of Spain, beneficial or detrimental to the development of a valid, living art in Mexico? The answer lies in the archives of the school, but nobody thought about constructing an aesthetic history from them until Jean Charlot accidentally discovered their extent and interest while searching for other material.

In this straightforward, documented account he presents not merely opinions and criticism but evidence, including curricula and contemporary drawings by students and teachers.

Since Pre-Conquest art there have been, it is usually assumed, two periods in Mexican art: the Colonial and the Modern. Between these peaks lies the dark Academy-dominated hiatus called Neo-Classicism, an episode that this treatise makes the first attempt to under-stand. The academic canons imported from Europe during this period were undeniably wrong for the indigenous people, and especially wrong at a time when a revolutionary Mexico was struggling for its own identity. But instead of throwing out this strange episode as foreign and imitative, it now becomes possible to see it as a period of acculturation through which the Mexican spirit emerged.

Aside from its interest as aesthetic history, this book makes an important contribution to the social history of Mexico. Some provocative ideas emerge: the interrelations between cultural and political attitudes, the historical impact of events and personalities on ideology. In the seesaw of political and financial fortunes, the worst moments of confusion were often the most pregnant artistically, with mexicanidad rising inevitably when official guidance weakened. As social history this account constitutes an interesting parallel to similar cultural experiences in the United States and in other countries of the Americas.

Charlot presents this material without special pleading, but not without appraisal. He writes: “… in the periods when the Academy was most strictly run along academic lines, it helped the young, by contrast, to realize the meaning of freedom. When the school was manned by men blind to the Mexican tradition, and sensitive only to European values, their stubborn stand became a most healthy invitation to artistic revolution.”