The Tanner Lectures on Human Values, founded July 1, 1978, at Clare Hall, Cambridge University, was established by the American scholar, industrialist, and philanthropist Obert Clark Tanner. Lectureships are awarded to outstanding scholars or leaders in broadly defined fields of human values and transcend ethnic, national, religious, or ideological distinctions. Volume 33 features lectures given during the academic year 2012-2013 at Stanford University; the University of Michigan; the University of Oxford; the University of California, Berkeley; Harvard University; the University of Utah; and the U.S. Ambassador’s Palace, Paris, France.
 
William G. Bowen, “Costs and Productivity in Higher Education” and “Prospects for an Online Fix: Can We Harness Technology in the Service of Our Aspirations?”
 
Craig Calhoun, “The Problematic Public: Revisiting Dewey, Arendt, and Habermas”
 
Michael Ignatieff, “Representation and Responsibility: Ethics and Public Office”
 
F. M. Kamm, “Who Turned the Trolley?” and “How Was the Trolley Turned?”
 
Claude Lanzmann, “Resurrection”
 
Robert Post, “Representative Democracy: The Constitutional Theory of Campaign Finance Reform” and “Campaign Finance Reform and the First Amendment”
 
Michael J. Sandal, “The Moral Economy of Speculation: Gambling, Finance, and the Common Good”

Each fall, thousands of eager freshmen descend on college and university campuses expecting the best education imaginable: inspiring classes taught by top-ranked professors, academic advisors who will guide them to a prestigious job or graduate school, and an environment where learning flourishes outside the classroom as much as it does in lecture halls. Unfortunately, most of these freshmen soon learn that academic life is not what they imagined. Classes are taught by overworked graduate students and adjuncts rather than seasoned faculty members, undergrads receive minimal attention from advisors or administrators, and potentially valuable campus resources remain outside their grasp.

Andrew Roberts’ Thinking Student’s Guide to College helps students take charge of their university experience by providing a blueprint they can follow to achieve their educational goals—whether at public or private schools, large research universities or small liberal arts colleges. An inside look penned by a professor at Northwestern University, this book offers concrete tips on choosing a college, selecting classes, deciding on a major, interacting with faculty, and applying to graduate school. Here, Roberts exposes the secrets of the ivory tower to reveal what motivates professors, where to find loopholes in university bureaucracy, and most importantly, how to get a personalized education. Based on interviews with faculty and cutting-edge educational research, The Thinking Student’s Guide to College is a necessary handbook for students striving to excel academically, creatively, and personally during their undergraduate years.

In June 1972, President Richard Nixon put pen to paper and signed the Educational Amendments of 1972 into law. The nearly 150-page document makes no mention of “gender,” “athletics,” “girls,” or “women.” The closest reference to “sport” is transportation. In fact, the bill did not appear to contain anything earth shattering. But tucked into its final pages, a heading appears, “Title IX—Prohibition of Sex Discrimination.” These 37 words would change the world for girls and women across the United States. On its face, Title IX legally guaranteed equal opportunity in education. In time, Title IX would serve as the tipping point for the modern era of women’s sport. Slowly but surely, women’s athletics at the high school and collegiate levels grew to prominence, and Tennessee fast emerged as a national leader.
 
In Title IX, Pat Summitt, and Tennessee’s Trailblazers, Mary Ellen Pethel introduces readers to past and present pioneers—each instrumental to the success of women’s athletics across the state and nation. Through vibrant profiles, Pethel celebrates the lives and careers of household names like Pat Summitt and Candace Parker, as well as equally important forerunners such as Ann Furrow and Teresa Phillips. Through their lived experiences, these fifty individuals laid the foundation for athletic excellence in Tennessee, which in turn shaped the national landscape for women’s sports. The book also provides readers with a fuller understanding of Title IX, as well as a concise history of women’s athletics in the pre- and post-Title IX eras.

With interviewees ranging from age 20 to 93, Pethel artfully combines storytelling with scholarship. Guided by the voices of the athletes, coaches, and administrators, Pethel vividly documents achievement and adversity, wins and losses, and advice for the next generation. This book represents the first statewide compilation of its kind—offering readers a behind-the- scenes perspective of Tennessee women who dedicated their lives to the advancement of sport and gender equality. Readers will delight in Title IX, Pat Summitt, and Tennessee’s Trailblazers: 50 Years, 50 Stories.
 

"To Serve a Larger Purpose" calls for the reclamation of the original democratic purposes of civic engagement and examines the requisite transformation of higher education required to achieve it. The contributors to this timely and relevant volume effectively highlight the current practice of civic engagement and point to the institutional change needed to realize its democratic ideals.

Using multiple perspectives, "To Serve a Larger Purpose" explores the democratic processes and purposes that reorient civic engagement to what the editors call "democratic engagement." The norms of democratic engagement are determined by values such as inclusiveness, collaboration, participation, task sharing, and reciprocity in public problem solving and an equality of respect for the knowledge and experience that everyone contributes to education, knowledge generation, and community building. This book shrewdly rethinks the culture of higher education.

The university system, both in America and abroad, has always claimed a universal significance for its research and educational models. At the same time, many universities, particularly in Europe, have also claimed another role—as custodians of national culture. Transnational Intellectual Networks explores this apparent contradiction and its resulting intellectual tensions with illuminating essays that span the nineteenth- and early-twentieth-century nationalization movements in Europe through the postwar era.