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 Raimund E. Goerler, acclaimed archivist and historian, has written the definitive guidebook to the history of The Ohio State University, one of the world's largest universities and a prominent land-grant institution. Using a topical strategy—ranging widely through critical events in OSU's history, vignettes of prominent alumni, and stories of well known campus buildings, historic sites, presidents, student life, traditions, and athletics—The Ohio State University: An Illustrated History is the first one-volume history of the University to appear in more than fifty years.

Contributors. Stanley Fish, Phyllis Franklin, Henry Louis Gates Jr., Henry A. Giroux, Darryl J. Gless, Gerald Graff, Barbara Herrnstein Smith, George A. Kennedy, Bruce Kuklick, Richard A. Lanham, Elizabeth Kamarck Minnich, Alexander Nehamas, Mary Louise Pratt, Richard Rorty, Eve Kosofsky Sedgwick

Evaluating higher education institutions—particularly the rise of the “global university”—and their rapidly changing role in the global era, Gigi Roggero finds the system in crisis. In his groundbreaking book, The Production of Living Knowledge, Roggero examines the university system as a key site of conflict and transformation within “cognitive capitalism”—a regime in which knowledge has become increasingly central to the production process at large. Based on extensive fieldwork carried out through the activist method of conricerca, or “co-research,” wherein researchers are also subjects, Roggero’s book situates the crisis of the university and the changing composition of its labor force against the backdrop of the global economic crisis.

Combining a discussion of radical experiments in education, new student movements, and autonomist Marxian (or post-operaista) social theory, Roggero produces a distinctly transnational and methodologically innovative critique of the global university from the perspective of what he calls “living knowledge.”

In light of new student struggles in the United States and across the world, this first English-language edition is particularly timely.

In the 1960s and 1970s, minority and women students at colleges and universities across the United States organized protest movements to end racial and gender inequality on campus. African American, Chicano, Asia American, American Indian, women, and queer activists demanded the creation of departments that reflected their histories and experiences, resulting in the formation of interdisciplinary studies programs that hoped to transform both the university and the wider society beyond the campus.

In The Reorder of Things, however, Roderick A. Ferguson traces and assesses the ways in which the rise of interdisciplines—departments of race, gender, and ethnicity; fields such as queer studies—were not simply a challenge to contemporary power as manifest in academia, the state, and global capitalism but were, rather, constitutive of it. Ferguson delineates precisely how minority culture and difference as affirmed by legacies of the student movements were appropriated and institutionalized by established networks of power.

Critically examining liberationist social movements and the cultural products that have been informed by them, including works by Adrian Piper, Toni Cade Bambara, Jhumpa Lahiri, and Zadie Smith, The Reorder of Things argues for the need to recognize the vulnerabilities of cultural studies to co-option by state power and to develop modes of debate and analysis that may be in the institution but are, unequivocally, not of it.

A growing number of universities are dedicating resources to support their surrounding communities, but much potential for advancement remains. A university’s mission as an “anchor institution,” as defined by the authors, is to consciously and strategically apply the institution’s long-term, place-based economic power, in combination with its human and intellectual resources, to better the welfare of the community in which it resides. Drawing on ten diverse universities as case studies, this eye-opening book explores practices and strategies that can be employed to improve conditions in low-income communities and emphasizes the critical roles of university leaders, philanthropy, and policy in this process. To date the most comprehensive account of the range of roles played by universities as anchors in their communities, The Road Half Traveled provides a forward-thinking perspective on new horizons in university and community partnership.

An anecdotal history published on the occasion of the one hundredth anniversary of Ohio University’s renowned E. W. Scripps School of Journalism.

After its founding in 1924, what is now the E. W. Scripps School of Journalism at Ohio University quickly became one of the premier programs in the country. For decades, it has produced leaders who have reached the highest levels of journalism and communication in their careers, and their success is a direct product not only of the education they get in Athens but of the community the school fosters.

In this book, nearly one hundred alumni, faculty, friends, and students offer their stories of life at and after Scripps. The result is a multilayered, inspiring portrait of the school and how it shapes those who pass through its doors. At the same time, The Scripps School gives a nuanced history of journalism education at Ohio University. From covering assassinations and presidential elections to major moments in sports, alumni have documented the unprecedented and the historic, and here they show just how Scripps prepared them to be there.

The Scripps School, edited by former director Ralph Izard, is a love letter to the people and the institution. At a time when journalism is more important than ever, this book humanizes and contextualizes the profession in ways that will resonate in the Scripps community and beyond.

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.

Even after the 2008 financial crisis, neoliberalism has been able to advance its program of privatization and deregulation. The Uberfication of the University analyzes the emergence of the sharing economy—an economy that has little to do with sharing access to good and services and everything to do with selling this access—and the companies behind it: LinkedIn, Uber, and Airbnb. In this society, we all are encouraged to become microentrepreneurs of the self, acting as if we are our own precarious freelance enterprises at a time when we are being steadily deprived of employment rights, public services, and welfare support. The book considers the contemporary university, itself subject to such entrepreneurial practices, as one polemical site for the affirmative disruption of this model.

Forerunners is a thought-in-process series of breakthrough digital works. Written between fresh ideas and finished books, Forerunners draws on scholarly work initiated in notable blogs, social media, conference plenaries, journal articles, and the synergy of academic exchange. This is gray literature publishing: where intense thinking, change, and speculation take place in scholarship.

Service learning has become an institutionalized practice in higher education. Students are sent out to disadvantaged communities to paint, tutor, feed, and help organize communities. But while the students gain from their experiences, the contributors to The Unheard Voices ask, "Does the community?"

This volume explores the impact of service learning on a community, and considers the unequal relationship between the community and the academy. Using eye-opening interviews with community-organization staff members, The Unheard Voices challenges assumptions about the effectiveness of service learning. Chapters offer strong critiques of service learning practices from the lack of adequate training and supervision, to problems of communication and issues of diversity. The book's conclusion offers ways to improve service learning so that future endeavors can be better at meeting the needs of the communities and the students who work in them.

Widely regarded as one of the most active and publicly engaged university presidents in modern academia, Duderstadt—who led the University of Michigan from 1988 to 1996—presided over a period of enormous change, not only for his institution, but for universities across the country. His presidency was a time of growth and conflict: of sweeping new affirmative-action and equal-opportunity programs, significant financial expansion, and reenergized student activism on issues from apartheid to codes of student conduct.

Under James Duderstadt’s stewardship, Michigan reaffirmed its reputation as a trailblazer among universities. Part memoir, part history, part commentary, The View from the Helm extracts general lessons from his experiences at the forefront of change in higher education, offering current and future administrators a primer on academic leadership and venturing bold ideas on how higher education should be steered into the twenty-first century.

Reduced state funding to public institutions. The removal of tenure from state statutes. Attempts to silence faculty. Michael Bernard-Donals takes on these issues and other crises in higher education in The Vulnerability of Public Higher Education, exploring how values once used to justify higher education—the democratization of knowledge, the fostering of expertise, the creation of well-informed citizens, and critical engagement with issues—have been called into question.

Bernard-Donals argues that public higher education, especially the work of faculty, has become vulnerable—socially, politically, professionally—and this book takes seriously the idea of vulnerability, suggesting that university faculty see it not as an encumbrance to their work but as an opportunity to form relations of solidarity with one another through mutual recognition and shared, albeit different forms of, precarity. Through a series of case studies on faculty rights and responsibilities, the efficacy of diversity initiatives, and tenure and academic freedom, Bernard-Donals employs a rhetorical perspective to show how vulnerability can reshape faculty work and provide ways to shift the relations of materiality and power while opening up new forms of deliberation, engagement, and knowledge production.

The fall of 1964 was an exciting time at the University of Iowa. Its fourteenth president, Howard Bowen, had just arrived, and on a sunny October afternoon he made his first speech to the faculty. This occasion was note worthy enough—former president Virgil Hancher had held the job for twenty-four years—to attract the attention of a professor of speech pathology who had previously confined his considerable energies to teaching and research. Bowen's vision of what the university could become was so intriguing, so compelling, that this professor wrote and offered to help him achieve his objectives in any way possible. This quixotic offer changed Duane Spriestersbach's life and becomes the starting point for his story of his years as a University of Iowa administrator.

Drawing upon his personal files, the university archives, and interviews with many faculty members and administrators, Spriestersbach has created both an institutional and a personal history of the university. Judged by any standard, these years were tumultuous ones for higher education. Economic pressures from the state legislature, issues surrounding grants from such agencies as the National Institutes of Health and the National Science Foundation, the civil rights movement, student and faculty protests during the Vietnam era, massive changes in the physical and administrative shape of the campus, and the computerization of all parts of campus life had far-reaching consequences. Spriestersbach was at the center of these events at the University of Iowa; his perspective is unique, refreshing, and educational.

Spriestersbach's account of the Vietnam years and of the evolution of computers at Iowa will be particularly interesting to readers. He reported to four presidents, served as acting president, managed hundreds of meetings both dramatic and mundane, and reacted to many administrative restructurings. In this story of his life at the University of Iowa, he reveals the truth behind these words from his 1964 letter to President Bowen: “I think I am an idealist, a person with imagination, and a guy in a hurry. I believe investigation will show that I am a person with competitive administrative and executive abilities.”