logo for Harvard University Press
The Gates Unbarred
A History of University Extension at Harvard, 1910 - 2009
Michael Shinagel
Harvard University Press

The Gates Unbarred traces the evolution of University Extension at Harvard from the Lyceum movement in Boston to its creation by the newly appointed president A. Lawrence Lowell in 1910. For a century University Extension has provided community access to Harvard, including the opportunity for women and men to earn a degree.

In its storied history, University Extension played a pioneering role in American continuing higher education: initiating educational radio courses with Harvard professors in the late 1940s, followed by collegiate television courses for credit in the 1950s, and more recently Harvard College courses available online. In the 1960s a two-year curriculum was prepared for the U.S. nuclear navy (“Polaris University”), and in the early 1970s Extension responded to community needs by reaching out to Cambridge and Roxbury with special applied programs.

This history is not only about special programs but also about remarkable people, from the distinguished members of the Harvard faculty who taught evenings in Harvard Yard to the singular students who earned degrees, ranging from the youngest ALB at age eighteen, to the oldest ALB and ALM recipients, both aged eighty-nine—and both records at Harvard University.

[more]

front cover of THE GEE YEARS, 1990-1997
THE GEE YEARS, 1990-1997
HISTORY OF THE OHIO STATE UNIVERSITY
MALCOLM BAROWAY
The Ohio State University Press, 2003
The Gee Years chronicles the tenure of E. Gordon Gee, eleventh president of The Ohio State University, from the closely held search process to his departure.

When Gee lost his beloved wife, Elizabeth, to cancer in 1991 and became a single parent, he not only carried on, he carried the university through some of its most exhilarating but contentious times. By 1996, he was so popular, private polls said he could run for Ohio governor—and win—on either ticket. When he, and his new bride Constance Bumgarner Gee, left instead for Brown University in January 1998, they left behind a stronger Ohio State and a string of stories about power brokers, politicians, and just plain Buckeyes. Populated by such figures as Les Wexner and George Voinovich, Andy Geiger and John Cooper, Bernadine Healy and John Glenn, The Gee Years is “inside baseball,” written by a member of Gee’s inner circle, his communications director. From the board room to the press box, from fundraisers to sit-ins, this is the story of a singular academic leader and more than seven years in the history of the complex university he headed.
[more]

front cover of The Gee Years, 2007–2013
The Gee Years, 2007–2013
Herbert B. Asher
The Ohio State University Press, 2022
The Gee Years, 2007–2013 chronicles E. Gordon Gee’s second tenure as president of The Ohio State University and the fourteenth in the university’s history. With previous posts at Vanderbilt, Brown, Colorado, West Virginia, and a previous term at Ohio State, Gee is the longest continually serving college president in the country. His second tenure with Ohio State boasted overall fundraising at record highs, created a $100 million fund for student scholarships, called for affordability for college education for Ohioans which helped to shift study body demographics, and led the charge for restructuring the state of Ohio’s funding of higher education. Part of Gee’s close circle, Herbert B. Asher writes from firsthand experience to relate the major events, developments, and successes of the university from Gee’s recruitment through the president’s departure. The Gee Years reflects on a leader who left an indelible impression on The Ohio State University.
[more]

front cover of Geeky Pedagogy
Geeky Pedagogy
A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers
Jessamyn Neuhaus
West Virginia University Press, 2019

Geeky Pedagogy is a funny, evidence-based, multidisciplinary, pragmatic, highly readable guide to the process of learning and relearning how to be an effective college teacher. It is the first college teaching guide that encourages faculty to embrace their inner nerd, inviting readers to view themselves and their teaching work in light of contemporary discourse that celebrates increasingly diverse geek culture and explores stereotypes about super-smart introverts.

Geeky Pedagogy avoids the excessive jargon, humorlessness, and endless proscriptions that plague much published advice about teaching. Neuhaus is aware of how embodied identity and employment status shape one’s teaching context, and she eschews formulaic depictions of idealized exemplar teaching, instead inviting readers to join her in an engaging, critically reflective conversation about the vicissitudes of teaching and learning in higher education as a geek, introvert, or nerd. Written for the wonks and eggheads who want to translate their vast scholarly expertise into authentic student learning, Geeky Pedagogy is packed with practical advice and encouragement for increasing readers’ pedagogical knowledge.

[more]

front cover of Getting It Published, Third Edition
Getting It Published, Third Edition
A Guide for Scholars and Anyone Else Serious about Serious Books
William Germano
University of Chicago Press, 2016
For more than a decade, writers have turned to William Germano for his insider’s take on navigating the world of scholarly publishing. A professor, author, and thirty-year veteran of the book industry, Germano knows what editors want and what writers need to know to get their work published.

Today there are more ways to publish than ever, and more challenges to traditional publishing. This ever-evolving landscape brings more confusion for authors trying to understand their options. The third edition of Getting It Published offers the clear, practicable guidance on choosing the best path to publication that has made it a trusted resource, now updated to include discussions of current best practices for submitting a proposal, of the advantages and drawbacks of digital publishing, and tips for authors publishing textbooks and in open-access environments.

Germano argues that it’s not enough for authors to write well—they also need to write with an audience in mind. He provides valuable guidance on developing a compelling book proposal, finding the right publisher, evaluating a contract, negotiating the production process, and, finally, emerging as a published author.
“This endlessly useful and expansive guide is every academic’s pocket Wikipedia: a timely, relevant, and ready resource on scholarly publishing, from the traditional monograph to the digital e-book. I regularly share it, teach it, and consult it myself, whenever I have a question on titling a chapter, securing a permission, or negotiating a contract. Professional advice simply does not get any savvier than this pitch-perfect manual on how to think like a publisher.”—Diana Fuss, Princeton University
[more]

front cover of Getting Published in Academic Journals
Getting Published in Academic Journals
Navigating the Publication Process
Brian Paltridge and Sue Starfield
University of Michigan Press, 2016
The pressure on graduate students and new PhDs to publish their work continues to grow with writing and publishing considered an important measure of career success within the academy. There is, however, more to the process of getting published than those who are new to the process initially realize. The aim of this guide is to clarify the process and offer advice. Getting Published in Academic Journals is written for graduate students and newly graduated PhDs who want to publish their research in peer-reviewed academic journals.
                                                                                                   
Getting Published in Academic Journals draws on the experiences of the authors as editors of peer-reviewed journals, as teachers of writing-for-publication courses and workshops, as researchers of the scholarly publication process, as reviewers of  hundreds of articles, and as published authors.  
 
The book is written to be used in courses and workshops on publishing, as a supplement to the books in the revised and updated English in Today’s Research World (Swales & Feak) series, and as a stand-alone guide for academic writers working independently.
[more]

front cover of The
The "Getting to Yes" Guide for ESL Students and Professionals
Principled Negotiation for Non-Native Speakers of English
Barrie J. Roberts
University of Michigan Press, 2024
Getting to Yes, developed at the Harvard Negotiation Project, has been an international bestseller on win-win “principled” negotiations since 1981. Its four-step method has helped millions of people negotiate successfully with friends, relatives, business partners, customer service agents, opposing counsel, government officials, and other adversaries. Native speakers of English can easily and enjoyably learn the method by simply reading the book. But for non-native speakers of English, the vocabulary, idioms, phrasing, examples, and references can be difficult to understand. These readers may not be able to use Getting to Yes to negotiate in English on an equal footing with more fluent English speakers. 

The Getting to Yes Guide for ESL Students and Professionals prepares non-native speakers of English to join the global community of people who use Getting to Yes to negotiate win-win agreements in English. It provides page-by-page explanations of over 1,000 words, phrases, concepts, and examples that these readers may misunderstand; short stories that use these new words and concepts to help readers apply them to new contexts; delightful cartoons to highlight main ideas; optional ESL activities; and a glossary of the key negotiation idioms and terms used in Getting to Yes. In this guide, author Barrie J. Roberts applies her experience as a public interest attorney, court Alternative Dispute Resolution administrator, ESL instructor, and court interpreter trainer to help readers improve their professional-level English along with their negotiation skills.

Benefits for teachers: 
  • Each Chapter Guide provides a ready-made lesson plan with activities to do before, while, and after reading each chapter of Getting to Yes
  • The book can be used as a recommended self-study reference
  • This book can be used for selected chapters of Getting to Yes or for a complete standalone course on Getting to Yes for non-native speakers of English or Generation 1.5 students
  • Optional activities throughout the book can be assigned for in or out of the classroom. These include activities for reading comprehension, vocabulary building, paraphrasing, critical thinking, discussing, and writing
  • Short stories written to accompany each chapter require students to apply new vocabulary and negotiation concepts to real-world disputes
[more]

front cover of Giving It All Away
Giving It All Away
The Story of William W. Cook and His Michigan Law Quadrangle
Margaret A. Leary
University of Michigan Press, 2011

“Margaret Leary's carefully researched book illuminates a complex man who marked his university in a truly enduring way."
---Francis X. Blouin Jr., Director, Bentley Historical Library, and Professor, School of Information and Department of History, University of Michigan

“Generations of Michigan Law grads have passed on myths about their generous but eccentric benefactor. . . . Now Margaret Leary has given us the real story, and it reads like a gripping whodunit."
---Theodore J. St. Antoine, James E. and Sarah A. Degan Professor Emeritus of Law and Past Dean, University of Michigan Law School

“In an absorbing book, Margaret Leary unstintingly investigates unpublished, archival material to unravel enigmas surrounding William Wilson Cook. She brings to life Cook's brilliant interactions with powerful moguls of the early twentieth century as she traces his lofty, philanthropic mission to elevate the legal profession."
---Ilene H. Forsyth, Arthur F. Thurnau Professor of the History of Art, emerita, University of Michigan

William W. Cook, born in 1858 and a graduate of the University of Michigan and of its law school, made his fortune by investing in the burgeoning telegraph and communications industry, as well as in representing the Mackay Company in their frequent tumultuous battles with Western Union and the U.S. government. Though Cook entered New York society and never returned to Michigan after receiving his law degree, he decided not just to give his alma mater the finest physical facility of any existing law school, but to donate permanent resources that would permit the law school to engage in groundbreaking legal research. However, his generosity proved controversial and eventually very litigious. Margaret A. Leary places Cook's story in the rich social and cultural context of his time and paints a fascinating portrait of a complex figure whose legacy continues to shape the University of Michigan.

Cover photographs: (left) Gregory Fox Photography; (right) Ann B. Cook collection, photo by Russell R. Serbay

[more]

front cover of Glimpses of the Harvard Past
Glimpses of the Harvard Past
Bernard Bailyn, Donald Fleming, Oscar Handlin, and Stephan Thernstrom
Harvard University Press, 1986

This happy combination of literary essay and exceptionally well-written history, providing insights into a past still important in the twentieth century, will quickly take an honored place on the shelves of Harvardiana.

Bernard Bailyn writes on the origins of Harvard and the foundations of Harvard’s persistent character, structure, and style of governance, and contributes another chapter on the unhappy ending to the administration of the beloved President Kirkland, who presided over but could not control a period of profound change. Oscar Handlin describes the shifting relationships and power struggles among faculty, administration, and students over the years (“Making Men of the Boys”) and Harvard’s evolution from an ingrown community of teachers and students into a large, complex institution with worldwide prestige. Donald Fleming has chapters on the presidency of Charles William Eliot (“the greatest man in the history of Harvard”) and the colorful personalities of Harvard (not only “Copey” and Santayana and Charles Eliot Norton, but also “Old Sophy,” who kept a pet chicken in his room in Holworthy). Stephan Thernstrom examines the growing diversity of the student body as to finances, geography, religion, and racial background from the eighteenth century to the 1980s.

The subjects are of continuing interest not only to members of the Harvard community, who will treasure this memento of Harvard’s 350th anniversary, but also to historians of higher education and ordinary readers, who will enjoy the new information, original personalities, and thoughtful perspectives the book offers.

[more]

front cover of Global White Supremacy
Global White Supremacy
Anti-Blackness and the University as Colonizer
Christopher S. Collins
Rutgers University Press, 2023
Knowledge is more expansive than the boundaries of the Western university model and its claim to be the dominant—or only—rigorous house of knowledge. In the former colonies of Europe (e.g., South Africa, Brazil, and Oceania), the curriculum, statues, architectures, and other aspects of the university demonstrate the way in which it is a fixture in empire maintenance. The trajectory of global White supremacy is deeply historical and contemporary—it is a global, transnational, and imperial phenomenon. White supremacy is sustained through the construction of inferiority and anti-Blackness. The context, history, and perspective offered by Collins, Newman, and Jun should serve as an introduction to the disruption of the ways in which university and academic dispositions have and continue to serve as sites of colonial and White supremacist preservation—as well as sites of resistance. 
 
[more]

front cover of Going Public
Going Public
Civic and Community Engagement
Hiram E. Fitzgerald
Michigan State University Press, 2013

The terms “civic engagement” and “community engagement” have various definitions, but they are united by the sense that individuals who are civically engaged not only are concerned about the quality of life in their communities but also take action to improve conditions for the common good. In the United States, to be civically engaged means to actively participate in a civil democratic society. Going Public examines programs related to civic engagement and the ways in which faculty and students participate in communities in order to improve them. Engagement scholarship is a scholarship of action, a scholarship of practice that takes place both in and with the community. Within the framework of this new scholarship, the mission of the academy does not begin and end with intellectual discovery and fact-finding. Rather, the academy joins forces with the community, and together they use their knowledge and resources to address pressing social, civic, economic, and moral problems. Each chapter in this book tells a unique story of community engagement and the scholarship of practice in a diverse range of settings, documenting successes and failures, the unintended consequences, and the questions yet to be answered.

[more]

front cover of The Graduate Advisor Handbook
The Graduate Advisor Handbook
A Student-Centered Approach
Bruce M. Shore
University of Chicago Press, 2014
In the sink-or-swim world of academia, a great graduate advising can be a lifesaver. But with university budgets shrinking and free time evaporating, advisors often need a mentor themselves to learn how to best support their advisees. Bruce M. Shore, an award-winning advisor with more than forty years of advising experience, is just the coach that graduate advisors need. With The Graduate Advisor Handbook: A Student-Centered Approach, Shore demystifies the advisor-student relationship, providing tips and practical advice that will help both students and advisors thrive.

One of the first books to approach advising from the advisor’s point of view, the handbook highlights the importance of a partnership in which both parties need to be invested. Shore emphasizes the interpersonal relationships at the heart of advising and reveals how advisors can draw on their own strengths to create a rewarding rapport.

The Graduate Advisor Handbook moves chronologically through the advising process, from the first knock on the door to the last reference letter. Along the way it covers transparent communication, effective motivation, and cooperative troubleshooting. Its clear-eyed approach also tackles touchy subjects, including what to do when personal boundaries are crossed and how to deliver difficult news. Sample scripts help advisors find the right words for even the toughest situations.

With resources dwindling and student and advising loads increasing, graduate advisors need all the resources they can find to give their students the help they need. The Graduate Advisor Handbook has the cool-headed advice and comprehensive coverage that advisors need to make the advising relationship not just effective but also enjoyable.
[more]

front cover of The Graduate School Mess
The Graduate School Mess
What Caused It and How We Can Fix It
Leonard Cassuto
Harvard University Press, 2015

It is no secret that American graduate education is in disarray. Graduate students take too long to complete their studies and face a dismal academic job market if they succeed. The Graduate School Mess gets to the root of these problems and offers concrete solutions for revitalizing graduate education in the humanities. Leonard Cassuto, professor and graduate education columnist for The Chronicle of Higher Education, argues that universities’ heavy emphasis on research comes at the expense of teaching. But teaching is where reforming graduate school must begin.

Cassuto says that graduate education must recover its mission of public service. Professors should revamp the graduate curriculum and broaden its narrow definition of success to allow students to create more fulfilling lives for themselves both inside and outside the academy. Cassuto frames the current situation foremost as a teaching problem: professors rarely prepare graduate students for the demands of the working worlds they will actually join. He gives practical advice about how faculty can teach and advise graduate students by committing to a student-centered approach.

In chapters that follow the career of the graduate student from admissions to the dissertation and placement, Cassuto considers how each stage of graduate education is shaped by unexamined assumptions and ancient prejudices that need to be critically confronted. Written with verve and infused with history, The Graduate School Mess returns our national conversation about graduate study in the humanities to first principles.

[more]

logo for Harvard University Press
The Graduate Study of Education
Report of the Harvard Committee
Harvard University Graduate School of Education
Harvard University Press
This report was completed by a special committee of the Harvard Faculty of Education appointed to consider how the graduate study of education should be viewed in the context of a strong independent university. Its focus is on Harvard but its concerns will be relevant elsewhere. Asserting that “education is as broad as all of culture,” the committee interprets the school of education “as the university proper, focused upon the field of education.” Specifically the report treats problems of priorities, program integration, improvement of teaching, and organization of research, and offers wide-ranging recommendations. Included are a history of the Graduate School of Education, a summary of the Faculty's initial actions, and new doctoral program directions.
[more]

front cover of Grassroots Engagement and Social Justice through Cooperative Extension
Grassroots Engagement and Social Justice through Cooperative Extension
Nia Imani Fields
Michigan State University Press, 2022
Grassroots Engagement and Social Justice through Cooperative Extension grows out of a commitment to the belief that Cooperative Extension professionals can and should be deeply engaged with the communities they work in to improve life—individually and collectively. Rooted in an understanding of the history and development of Extension, the authors focus on contemporary efforts to address systemic inequities. They offer an alternative to the “expert” model that would have Extension educators provide information detached from the difficult and sometimes contentious issues that shape community work. These essays highlight Extension’s role in and responsibility for culturally relevant community education that is rooted in democratic practices and social justice. The ultimate aim of this book is to offer a vision for the future of Extension as its practitioners continue to reach for cultural competence necessary to address issues of systemic injustice in the communities they serve and of which they are a part.
[more]

front cover of Grateful Nation
Grateful Nation
Student Veterans and the Rise of the Military-Friendly Campus
Ellen Moore
Duke University Press, 2017
In today's volunteer military many recruits enlist for the educational benefits, yet a significant number of veterans struggle in the classroom, and many drop out. The difficulties faced by student veterans have been attributed to various factors: poor academic preparation, PTSD and other postwar ailments, and allegedly antimilitary sentiments on college campuses. In Grateful Nation Ellen Moore challenges these narratives by tracing the experiences of Iraq and Afghanistan war veterans at two California college campuses. Drawing on interviews with dozens of veterans, classroom observations, and assessments of the work of veteran support organizations, Moore finds that veterans' academic struggles result from their military training and combat experience, which complicate their ability to function in civilian schools. While there is little evidence of antimilitary bias on college campuses, Moore demonstrates the ways in which college programs that conflate support for veterans with support for the institutional military lead to suppression of campus debate about the wars, discourage antiwar activism, and encourage a growing militarization.
[more]

front cover of Greening Africana Studies
Greening Africana Studies
Linking Environmental Studies with Transforming Black Experiences
Rubin Patterson
Temple University Press, 2014
Insufficient attention has been given to the environment in Africana studies within the academy. In Greening Africana Studies, Rubin Patterson initiates an important conversation explaining why and how the gap between these two disciplines can and should be bridged. His comprehensive book calls for a green African transnationalism and focuses on the mission and major paradigms that identify the respective curriculum, research interests, and practices.
 
In his original work, Patterson demonstrates the ways in which black communities are harmed by local environmental degradation and global climate change. He shows that many local unwanted land use sites (LULUs), such as brownfields and toxic release inventory facilities, are disproportionately located in close proximity to neighborhoods of color, but also to colleges and universities with Africana studies programs. Arguing that such communities are not aggressively engaging in environmental issues, Greening Africana Studies also provides examples of how Africana studies students as well as members of black communities can prepare for green careers.
[more]

front cover of Guide to College Writing Assessment
Guide to College Writing Assessment
Peggy O'Neill, Cindy Moore, and Brian Huot
Utah State University Press, 2009
While most English professionals feel comfortable with language and literacy theories, assessment theories seem more alien. English professionals often don’t have a clear understanding of the key concepts in educational measurement, such as validity and reliability, nor do they understand the statistical formulas associated with psychometrics. But understanding assessment theory—and applying it—by those who are not psychometricians is critical in developing useful, ethical assessments in college writing programs, and in interpreting and using assessment results.

A Guide to College Writing Assessment is designed as an introduction and source book for WPAs, department chairs, teachers, and administrators. Always cognizant of the critical components of particular teaching contexts, O’Neill, Moore, and Huot have written sophisticated but accessible chapters on the history, theory, application and background of writing assessment, and they offer a dozen appendices of practical samples and models for a range of common assessment needs.

Because there are numerous resources available to assist faculty in assessing the writing of individual students in particular classrooms, A Guide to College Writing Assessment focuses on approaches to the kinds of assessment that typically happen outside of individual classrooms: placement evaluation, exit examination, programmatic assessment, and faculty evaluation. Most of all, the argument of this book is that creating the conditions for meaningful college writing assessment hinges not only on understanding the history and theories informing assessment practice, but also on composition programs availing themselves of the full range of available assessment practices.
[more]


Send via email Share on Facebook Share on Twitter