What role should universities have in revitalizing rust-belt motor cities left to decay by economic and political transformation? In City of Broken Dreams, author Leslie J Bank addresses this question through a detailed case study of East London, a city in South Africa’s Eastern Cape. Here, as in American motor cities like Detroit and Flint, the car’s cultural power and association with the endless possibilities of modernity lie at the heart of the refusal to seek alternative development paths leading away from racially inscribed automotive capitalism. Rooting the university in a history of industrialisation, placemaking and city-building, this book examines contemporary debates about the role that urban universities should have in building economies, creating jobs and reshaping the politics and identities of their communities. In South Africa as in many other nations, institutions of higher education represent potentially powerful cultural and socioeconomic agents, but the 2015 #FeesMustFall student protests against rising tuition costs highlighted the limits of their power. Firmly grounded in the particulars of East London, this thoughtful study illuminates questions common to rust-belt cities and universities around the world.

Composition in the University examines the required introductory course in composition within American colleges and universities. Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing.  Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place.

Composition in the University examines the required introductory course in composition within American colleges and universities. According to Sharon Crowley, the required composition course has never been conceived in the way that other introductory courses have been—as an introduction to the principles and practices of a field of study. Rather it has been constructed throughout much of its history as a site from which larger educational and ideological agendas could be advanced, and such agendas have not always served the interests of students or teachers, even though they are usually touted as programs of study  that students “need.”
 
If there is a master narrative of the history of composition, it is told in the institutional attitude that has governed administration, design, and staffing of the course from its beginnings—the attitude that the universal requirement is in place in order to construct docile academic subjects.

Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing. She examines historical attempts to reconfigure the required course in nonhumanist terms, such as the advent of communications studies during the 1940s. Crowley devotes two essays to this phenomenon, concentrating on the furor caused by the adoption of a communications program at the University of Iowa. 
 
Composition in the University concludes with a pair of essays that argue against maintenance of the universal requirement. In the last of these, Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place.
 
Crowley presents her findings in a series of essays because she feels the history of the required composition course cannot easily be understood as a coherent narrative since understandings of the purpose of the required course have altered rapidly from decade to decade, sometimes in shockingly sudden and erratic fashion.
 
The essays in this book are informed by Crowley’s long career of teaching composition, administering a composition program, and training teachers of the required introductory course. The book also draw on experience she gained while working with committees formed by the Conference on College Composition and Communication toward implementation of the Wyoming Resolution, an attempt to better the working conditions of post-secondary teachers of writing.

The bombing of Pearl Harbor set off a chain of events that included the race to beat German scientists to build the atomic bomb. A tiny hamlet tucked away in the southern Appalachians proved an unlikely linchpin to win the race. The Manhattan Project required the combination of four secret sites—Clinton Laboratories, Y-12, K-25, and S-50—75,000 workers, and the nation’s finest scientists to create the Secret City, Oak Ridge. From the beginning, the effort was aided by the nearby University of Tennessee, which provided expertise to make the weapon possible. Following World War II, it was not clear what role this huge research and development program would play, but pioneering scientists and administrators were determined that one option—dismantling the whole thing—would not happen.

Critical Connections chronicles how Oak Ridge National Laboratory (ORNL), the Y-12 National Security Complex, and their partners became outstanding examples of the military-industrial-educational complex from the Cold War to the present day. At the beginning of the 1950s, Oak Ridge became a flourishing, less-secret city, and the authors show how, decade by decade, ORNL became the source of major breakthroughs in physics, biology, computing, and other fields—and how these achievements required ever-closer connections with UT. By the mid-1990s, after many successful joint initiatives between UT and ORNL, UT was poised to compete to become the manager of ORNL. In 2000, UT-Battelle LLC won the bid from the Department of Energy: UT was charged with providing scientific direction and key personnel; its partner Battelle would oversee ORNL’s operations and chart its technology direction.

The authors highlight the scientific developments these connections have brought, from nanotechnology to nuclear fission, from cryogenic experiments on mice to the world’s fastest supercomputer. The partnerships between a university, a city, and federal facilities helped solve some of the greatest challenges of the twentieth century—and point toward how to deal with those of the twenty-first.