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At the end of the eighteenth century, just eighteen colleges existed in the United States, with an average enrollment of fewer than seventy. One hundred years later, over 450 American colleges and universities boasted enrollments up more than one hundredfold. The role of educational institutions in the life of the nation had been utterly transformed.

As the bridge between the two eras, the nineteenth-century college has been among the most controversial subjects in the history of American higher education. While earlier historians portrayed the "old-time" college as an impediment to modernization, later scholars affirmed the broad role of the colleges in the education of the American people.

The American College in the Nineteenth Century combines the best recent scholarship with an interpretive introduction to provide a fresh view of the development of American colleges. The contributors consider these institutions within four new contexts: first, the dramatic transformation in the college students' experience from oppressive discipline to relative freedom; second, the regional variations among the developing American colleges (for example, a South dominated by state colleges, a Midwest by denominational schools); third, the revolution in the century's third quarter as colleges became multipurpose institutions; and fourth, universities that became dominant by the end of the century, incorporating rather than displacing the colleges.

Innovative in its examination of the nature and function of these uniquely American institutions, The American College in the Nineteenth Century is a vital addition to the scholarship of the period.

Contributors: David B. Potts, Leon Jackson, Julie Ann Bubolz, Michael Sugrue, James Findlay, Margaret A. Nash, Peter Dobkin Hall, James Turner, Paul Bernard, and Willard J. Pugh.

Since the American University of Beirut opened its doors in 1866, the campus has stood at the intersection of a rapidly changing American educational project for the Middle East and an ongoing student quest for Arab national identity and empowerment. Betty S. Anderson provides a unique and comprehensive analysis of how the school shifted from a missionary institution providing a curriculum in Arabic to one offering an English-language American liberal education extolling freedom of speech and analytical discovery.

Anderson discusses how generations of students demanded that they be considered legitimate voices of authority over their own education; increasingly, these students sought to introduce into their classrooms the real-life political issues raging in the Arab world. The Darwin Affair of 1882, the introduction of coeducation in the 1920s, the Arab nationalist protests of the late 1940s and early 1950s, and the even larger protests of the 1970s all challenged the Americans and Arabs to fashion an educational program relevant to a student body constantly bombarded with political and social change. Anderson reveals that the two groups chose to develop a program that combined American goals for liberal education with an Arab student demand that the educational experience remain relevant to their lives outside the school's walls. As a result, in eras of both cooperation and conflict, the American leaders and the students at the school have made this American institution of the Arab world and of Beirut.

Traces the little-known story of the bitter contest for the fate of the University of Alabama after the Civil War.

In The Battle for the University of Alabama, William Warren Rogers Jr. gives a fascinating account of the fierce struggle over the nature of the University of Alabama after the Civil War. Union forces reduced the campus to ruins as the war ended, and the university did not reopen until 1869. In the interregnum, powerful forces shifted the trajectory of the school. Alabama Republicans authored an egalitarian state constitution that delivered oversight of the university to the Republican Party. That set the stage for turmoil and confrontation. This book tells the story of that conflict.

In the next few years, Democrats charged Republicans with turning the university into a “radical” institution. They alleged that a handful of unqualified individuals had gained faculty positions because of their political allegiance, which resulted in the university’s academic desecration. Professors were bitterly denounced in the state newspaper press and quite personally in Tuscaloosa. Administration of the university became part of the fratricidal political debate in the state. Political violence and questions concerning race, specifically the possible integration of the university, illuminated the controversies of the Reconstruction years. Many of these questions resonate even today.

This authoritative account sets events at the University of Alabama against the backdrop of what occurred at other state universities in the Reconstruction South. The University of North Carolina experienced controversy similar to Alabama’s. At the University of Georgia, however, calm prevailed. This story of the incendiary events at Alabama’s flagship university charts new ground and provides a revelatory look into the extraordinary partisanship that characterized the South after the Civil War.

In 1982, a century after the laying of the cornerstone of its first building, the University of Texas was ranked by the New York Times among the best in the nation. No one had more to do with that extraordinary achievement than Harry Huntt Ransom. From 1935 to his death in 1976, he served the University in positions ranging from instructor in English to chancellor of The University of Texas System. In the fifties, sixties, and seventies, he held a succession of administrative posts requiring him to face a myriad of perplexing problems. Among the critical issues calling for analysis and decision in those years were the post-Sputnik pressure for greater emphasis on science and technology, the student revolts during the 1960s, and the defection of growing numbers of university faculty to industry and government.

Harry Huntt Ransom did not merely respond to the problems of the times. He had his own large ambitions for the University of Texas, in particular the improvement of student programs, the development of a vigorous faculty, and—the achievement for which he is best remembered—the building of a world-renowned library.

He was concerned with the role of the university in society, what the university should do and do well, and what it should not do. Always he viewed these matters in broad perspective, and his approach to them was far-sighted and deeply philosophical.

As dean, vice-president, president, and chancellor, Ransom wrote and spoke often on these and other important subjects. Aside from the books that he wrote and edited, he left a prodigious amount of material, some of which had been published in various journals and some of which had been delivered as lectures and addresses and never made available in printed form.

For the last twenty-five years of Ransom's life his wife, Hazel, was his closest companion and confidant. At the urging of Harry's friends, colleagues, and admirers, she undertook the task of sifting through her late husband's papers in an effort to organize and preserve some of the important contributions he had made to the thought and planning that were so instrumental in shaping the University of Texas and higher education in general. In these essays we see the force of reasoning and grace of style for which Ransom was so widely admired. It was he who reminded us that books last longer than buildings. This is a book of lasting importance that Harry Ransom himself might have given us had he lived longer.

At the heart of digital scholarship are universal questions, lessons, and principles relating both to the mission of higher education and the shared values that make an academic library culture. But while global in aspirations, digital scholarship starts with local culture drawn from the community. Editors Chin Roemer and Kern invite you into their institutional workspace, the University of Washington, gathering voices from a range of positions that speak to the facets of digital scholarship. This mosaic of perspectives reveals the challenges, questions, and personalities that sit at the nexus of academic libraries and digital scholarship culture. Reflecting on UW’s approach, you’ll gain insights for your own institution on topics such as

• ways to create awareness of digital services through training;
• supporting students as creators of content;
• blending existing analog collections with ongoing digital initiatives using a media lab;
• creating a campus-wide, discipline agnostic, data repository service;
• how a popular digital storytelling workshop spawned digital scholarship across campus;
• digital scholarship consultations, viewed from an instructional technologist’s approach;
• the place of digital scholarship in the fabric of a revitalized urban community;
• four strategies for teaching research skills within an online-only bachelor’s degree program; and
• assessment findings from focus groups, surveys, digital pedagogy projects, and Omeka case studies.

By thoroughly exploring a single institution, this unique volume elucidates the many ways in which digital scholarship can express the values, priorities, opportunities, and challenges of the community’s intellectual and technical environment.

Begun while the author taught at the Ethiopian National University, this study examines the development of the institutions of higher education and the roles they played in transforming traditional Ethiopian society. 
     Wagaw sets out to prove that, although other modernizing institutions of learning may contribute significantly to social and economic change, institutions of higher education and their students already have effected profound revolution and proven indispensable to the established order. 
      His study argues that Ethiopian institutions of higher education were germane to the emerging society. They led Ethiopia down an often unpeaceful path from its oppressively traditional past toward progress and enlightenment.

The first English-language translation of the 1968 activist play about inequality and access to education

In The Inheritor, surrealist imagery and experimental forms convey the radically different experience of two students, the Inheritor and the Non-Inheritor, as they prepare for a high-stakes exam. Revealing a world of privilege where “there is no such thing as luck,” the play features a beheaded knight, a talking record player, and a boisterous chorus of professors depicted as a flock of squawking birds.

Based on sociologists Pierre Bourdieu and Jean-Claude Passeron’s The Inheritors: French Students and Their Relations to Culture, the play was collectively created by Théâtre de l’Aquarium, a company then composed entirely of students. It proved a powerful success when it premiered in May 1968 amid student and worker protests in Paris, and it continues to speak forcefully to education inequity on campuses across anglophone countries today.

This edited collection, the first in the Practices & Possibilities series to be published in its Voices from the Field section, offers a rich set of narratives by writing instructors who are serving or have worked in contingent positions. Intended for anyone considering a career in the humanities, The Invisible Professor seeks to reach individuals in three phases of their careers: those thinking of entering the profession, those knee-deep in it and looking for ways to improve conditions, and those who have vacated academic positions for more humane alternative tracks.

As academia comes to a crossroads, with a disheartening shift towards a more disposable business model, multiple solutions are desperately needed. Faculty members in contingent positions are the new faculty majority on college campuses, and they are most likely the first professors students will meet. They deserve respect and a livable wage.

A landmark work of critical theory about the Western university from the Southern Cone

Renowned Chilean philosopher Willy Thayer’s La crisis no moderna de la universidad moderna, first published in 1996 and in an updated edition in 2019, is a landmark work of critical theory from the Southern Cone. Presented in English for the first time, The Non-Modern Crisis of the Modern University rewrites the idea of the Western university while also diagnosing the ills of postdictatorship Chile through a philosophically informed dismantling of its neoliberal institutionalization of higher education. Bret Leraul’s translation advances the vital work of globalizing critical university studies by disseminating theory from the Global South. If the university helped to construct Chile’s neoliberal society, Thayer’s polemical deconstruction of both will help readers reconstruct the cultural politics of the era to better understand the global hegemony of neoliberalism today.