BiblioVault - Books about Education, Higher

Handbook of Engaged Scholarship

Contemporary Landscapes, Future Directions: Volume 1: Institutional Change

Hiram E. Fitzgerald

Michigan State University Press, 2010

In the preface to the Handbook of Engaged Scholarship, Hiram Fitzgerald observes that the Kellogg Commission's challenge to higher education to engage with communities was a significant catalyst for action. At Michigan State University, the response was the development of "engaged scholarship," a distinctive, scholarly approach to campus-community partnerships.
Engaged scholars recognize that community based scholarship is founded on an underpinning of mutual respect and recognition that community knowledge is valid and that sustainability is an integral part of the partnership agenda.
In this two-volume collection, contributors capture the rich diversity of institutions and partnerships that characterize the contemporary landscape and the future of engaged scholarship. Volume One addresses such issues as the application of engaged scholarship across types of colleges and universities and the current state of the movement. Volume Two contains essays on such topics as current typologies, measuring effectiveness and accreditation, community-campus partnership development, national organizational models, and the future landscape.

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Handbook of Engaged Scholarship

Contemporary Landscapes, Future Directions: Volume 2: Community-Campus Partnerships

Hiram E. Fitzgerald

Michigan State University Press, 2010

In the preface to the Handbook of Engaged Scholarship, Hiram Fitzgerald observes that the Kellogg Commission's challenge to higher education to engage with communities was a significant catalyst for action. At Michigan State University, the response was the development of "engaged scholarship," a distinctive, scholarly approach to campus-community partnerships.
Engaged scholars recognize that community based scholarship is founded on an underpinning of mutual respect and recognition that community knowledge is valid and that sustainability is an integral part of the partnership agenda.
In this two-volume collection, contributors capture the rich diversity of institutions and partnerships that characterize the contemporary landscape and the future of engaged scholarship. Volume One addresses such issues as the application of engaged scholarship across types of colleges and universities and the current state of the movement. Volume Two contains essays on such topics as current typologies, measuring effectiveness and accreditation, community-campus partnership development, national organizational models, and the future landscape.

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Happiness and Wisdom

Augustine's Early Theology of Education

Ryan N. S. Topping

Catholic University of America Press, 2012

Happiness and Wisdom contributes to ongoing debates about the nature of Augustine's early development, and argues that Augustine's vision of the soul's ascent through the liberal arts is an attractive and basically coherent view of learning, which, while not wholly novel, surpasses both classical and earlier patristic renderings of the aims of education.

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Heresy in the Heartland

The Controversy at The University of Dayton, 1960-67

Mary Jude Brown

Catholic University of America Press, 2022

Heresy in the Heartland is a narrative case study of the 'Heresy' Affair at the University of Dayton, a series of events predominantly in the philosophy department that occurred when tensions between the Thomists and proponents of new philosophies reached crisis stage in fall 1966. The controversy culminated in a letter written by a lay assistant professor to the Cincinnati archbishop, Karl J. Alter. In the letter, the professor cited a number of instances where “erroneous teachings” were “endorsed” or “openly advocated” by four lay faculty members. Concerned about the pastoral impact on the University of Dayton community, the professor asked the archbishop to conduct an investigation. How the University weathered this controversy, the second of three major controversies to hit Catholic higher education within three years (St. John’s University, University of Dayton and the Curran affair at Catholic University of America), is of interest to faculty and administrators in Catholic higher education who continue to struggle with defining what it means to be a “Catholic” university, with the relationship of Catholic universities to the Church at large and the hierarchy in particular, and with Church teachings that conflict with the culture we live in such as immigration, the environment and sexual ethics. The story is told in chronological order by the participants in the controversy - faculty, administrators, students and clergy - using the words of those involved. Heresy in the Heartland concludes with a synopsis of what happened at the University of Dayton and draws some lessons for the future of Catholic higher education.

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Higher Education and Democracy

Essays on Service-Learning and Civic Engagement

Edited by John Saltmarsh and Edward Zlotkowski

Temple University Press, 2011

Higher Education and Democracy is a collection of essays written over the last ten years on how civic engagement in higher education works to achieve what authors John Saltmarsh and Edward Zlotkowsi consider to be the academic and civic purposes of higher education. These include creating new modes of teaching and learning, fostering participation in American democracy, the development and respect for community and civic institutions, and encouraging the constant renewal all of these dimensions of American life.

Organized chronologically, the twenty-two essays in this volume provide "signposts" along the road in the journey of fulfilling the civic purposes of higher education. For the authors, service-learning is positioned as centrally important to the primary academic systems and structures of higher education, departments, disciplines, curriculum, and programs that are central to the faculty domain. Progressing from the general and the contextual to specific practices embodied in ever larger academic units, the authors conclude with observations on the future of the civic engagement movement.

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Higher Education as a Moral Enterprise

Edward LeRoy Long Jr.

Georgetown University Press, 1992

Long argues that higher education is a moral enterprise and that, as such, it must be guided by a commitments to what is morally right and fundamentally good, not just by what is necessary in intellectual or financial endeavors.

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Higher Education in Texas

Its Beginnings to 1970

Charles R. Matthews

University of North Texas Press, 2018

Higher Ground

Ethics and Leadership in the Modern University

Nannerl O. Keohane

Duke University Press, 2006

Nannerl O. Keohane is one of the most widely respected leaders in higher education. A political theorist who served as President of Wellesley College and Duke University, she has firsthand knowledge of the challenges facing modern universities: rising costs, the temptations of “corporatization,” consumerist students, nomadic faculty members, and a bewildering wave of new technologies. Her views on these issues and on the role and future of higher education are captured in Higher Ground, a collection of speeches and essays that she wrote over a twenty-year period.

Keohane regards colleges and universities as intergenerational partnerships in learning and discovery, whose compelling purposes include not only teaching and research but also service to society. Their mission is to equip students with a moral education, not simply preparation for a career or professional school.

But the modern era has presented universities and their leadership with unprecedented new challenges. Keohane worries about access to education in a world of rising costs and increasing economic inequality, and about threats to academic freedom and expressions of opinion on campus. She considers diversity as a key educational tool in our increasingly pluralistic campuses, ponders the impact of information technologies on the university’s core mission, and explores the challenges facing universities as they become more “global” institutions, serving far-flung constituencies while at the same time contributing to the cities and towns that are their institutional homes.

Reflecting on the role of contemporary university leaders, Keohane asserts that while they have many problems to grapple with, they will find creative ways of dealing with them, just as their predecessors have done.

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Higher Learning

Derek Bok

Harvard University Press, 1986

What is distinctive, Derek Bok asks, about the American system of higher education, and how well does it perform? In particular, just how good is the education our universities offer? Are they doing all they can to educate their students, or do teaching and learning get lost in the pressure for ever more prestigious research and publication? Bok concludes that the competition characteristic of American higher education—competition for the best students, the most advanced scholarship, the most successful scientific research, the best facilities—has helped to produce venturesome, adaptable, and varied universities. But because the process of learning itself is imperfectly understood, it is difficult to achieve sustained progress in the quality of education or even to determine which educational innovations actually enhance learning.

Despite these problems, the last fifteen years have produced many promising developments, such as experimental curricula, computer-assisted learning, much-expanded offerings for nontraditional students, clinical legal education, schools of public policy to prepare students for public service careers, and many more. Such initiatives need a more secure and central place within the regular curriculum. In addition to the traditional focus on program and curriculum, Bok stresses the need to pay greater attention to improving the effectiveness of teaching and learning. He calls for a number of steps, including a sustained program of research directed toward evaluating educational programs and methods of teaching. Only through careful experimentation and evaluation of its own efforts, through many small improvements and occasional inspired advances, can each university move toward the goal of giving its students the best possible preparation for life in an increasingly complex world.

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A History of the University of Wisconsin System

Patricia A. Brady

University of Wisconsin Press, 2020

A tumultuous 1971 merger that combined all of the state’s public colleges and universities into a single entity led to the creation of the University of Wisconsin System. Drawing on decades of previously unpublished sources, Patricia A. Brady details the System’s full history from its origin to the present, illuminating complex networks among and within the campuses and an evolving relationship with the state.

The UW System serves as a powerful case study for how broad, national trends in higher education take shape on the ground. Brady illustrates the ways culture wars have played out on campuses and the pressures that have mounted as universities have shifted to a student-as-consumer approach. This is the essential, unvarnished story of the unique collection of institutions that serve Wisconsin and the world—and a convincing argument for why recognizing and reinvesting in the System is critically important for the economic and civic future of the state and its citizens.

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How the Financial Crisis and Great Recession Affected Higher Education

Edited by Jeffrey R. Brown and Caroline M. Hoxby

University of Chicago Press, 2014

The recent financial crisis had a profound effect on both public and private universities, which faced shrinking endowments, declining charitable contributions, and reductions in government support. Universities responded to these stresses in different ways. This volume presents new evidence on the nature of these responses, and on how the incentives and constraints facing different institutions affected their behavior.

The studies in this volume explore how various practices at institutions of higher education, such as the drawdown of endowment resources, the awarding of financial aid, and spending on research, responded to the financial crisis. The studies examine universities as economic organizations that operate in a complex institutional and financial environment. The authors examine the role of endowments in university finances and the interaction of spending policies, asset allocation strategies, and investment opportunities. They demonstrate that universities’ behavior can be modeled using economic principles.

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How to Make Art at the End of the World

A Manifesto for Research-Creation

Natalie Loveless

Duke University Press, 2019

In recent years, the rise of research-creation—a scholarly activity that considers art practices as research methods in their own right—has emerged from the organic convergences of the arts and interdisciplinary humanities, and it has been fostered by universities wishing to enhance their public profiles. In How to Make Art at the End of the World Natalie Loveless draws on diverse perspectives—from feminist science studies to psychoanalytic theory, as well as her own experience advising undergraduate and graduate students—to argue for research-creation as both a means to produce innovative scholarship and a way to transform pedagogy and research within the contemporary neoliberal university. Championing experimental, artistically driven methods of teaching, researching, and publication, research-creation works to render daily life in the academy more pedagogically, politically, and affectively sustainable, as well as more responsive to issues of social and ecological justice.

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