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Book
xvi, 267 p. : ill. ; 23 cm.
Case studies from the University of New Hampshire represent all of the dimensions of sustainability in campus life and show how to advance them. University communities have the potential to serve as models in the development and application of sustainability principles and practices, not only by what they teach and study but also by how they operate facilities and engage with off-campus partners. With the oldest endowed campus-wide sustainability program in the country, established in 1997, the University of New Hampshire has become a leader in advancing integrated approaches to developing a campus culture of sustainability. The UNH experience in pursuing a sustainable learning community provides a unique window into the process of developing this new and integrated approach to teaching, learning, research, engagement, and operations that will be valuable to other institutions as they develop efforts to enhance the quality of campus life while reducing their environmental footprints. This book presents all of the dimensions of sustainability in campus life and offers the story of how one university has combined frugality and creativity to make significant progress in integrating sustainability across all aspects of the university's mission. The organization of the book along four functional domains (curriculum, operations, research, and engagement - CORE) allows faculty, staff, students, and managers to focus on sections of particular relevance to their roles in the university setting as they relate to biodiversity and ecosystems, climate and energy, culture, and food systems. These core chapters develop standards of best practices and present interesting case studies to humanize the larger effort.
(source: Nielsen Book Data)9781584657712 20160603
Education Library (Cubberley)
Book
1 online resource (237 pages in various pagings) : PDF, color maps.
Book
1 CD-ROM : col. ; 4 3/4 in.
Green Library
Book
xiii, 377 p. ; 26 cm.
  • The enduring university: The values of education.
  • The university and diversity: Diversity and learning at Harvard
  • Free expression in a diverse society
  • Sustaining an inclusive vision
  • Persevering
  • University debate and freedom of speech
  • Access and affordability
  • Some essential institutional values.
  • The arts and humanities: The challenging nature of the humanities
  • A perpetual visual motion machine
  • Melodic transgressions (John Harbison)
  • Testing the limits (Ellsworth Kelly)
  • Firmly grounded ideas
  • A continuing conversation.
  • Science and technology: New technologies and their promise for higher education
  • The fruits of science and serendipity
  • Our pursuit of science and health
  • This astonishing technological phenomenon.
  • The professions, community, and public service: The changing professions
  • A mind as it reasons (Kathleen Sullivan)
  • Leading medical education
  • Landscape architecture at Harvard
  • Servant of the public good (Alan Greenspan)
  • Celebrating courage and commitment
  • A sympathetic imagination (Justice Margaret Marshall)
  • Casting and recasting
  • Contributing to the life of our community.
  • Thinking internationally: Engaging global realities
  • Indigenously American but simultaneously global
  • Exchanging differences
  • A democrat who has learned from a king (Nelson Mandela)
  • Pitching into commitments (David Rockefeller)
  • Transforming situations (Yitzhak Rabin)
  • A major turning point in international studies.
  • The worlds of Harvard: Pointing our thoughts
  • Integrating knowledge
  • A spirit not to be quenched (Thomas Dudley Cabot)
  • Deeds, not creeds (John Loeb)
  • A lifetime of service and care (Joseph Pulitzer, Jr.)
  • Her own poetics (Judith Nisse Shklar)
  • Our lean Galbraithian hero (John Kenneth Galbraith)
  • Thou art a wonder gome (Reverend Peter Gomes)
  • This singular place
  • A class by itself.
  • An education: Reaching out
  • The act of reading
  • Designed to be a genuine community
  • A labyrinthine collegiate climb
  • Keeping our memory accurate
  • Intensity and form (Sydney Freedberg)
  • Something luminous (Harry Levin)
  • Consequential minds and presences
  • Passion as task
  • Self-education.
As president of Harvard University, Neil Rudenstine has enjoyed a unique perspective on the state of higher learning, while exerting a significant influence on its recent and future course. Published to commemorate his decade-long tenure, this selection of Rudenstine's talks and writings illuminates many of the ideas and issues that animate higher education today. In a collection of more than 50 speeches and writings, Rudenstine explores topics both timely and timeless, from the educational importance of diversity to the enduring value of the humanities; from the teaching potential of new technologies to the profound benefits of basic research; from developments in the professions and public service to the singular power of education to transform lives.
(source: Nielsen Book Data)9780674007253 20160527
SAL3 (off-campus storage)
Book
xiii, 197 pages ; 23 cm
  • Words for students
  • The nature of education
  • Equality and education
  • Celebrating with ceremony
  • Our worthy cause
  • Joining discovery to technology
  • Building bridges, bridging differences
  • A first lady speaks
  • Of nature and the arts
  • In tribute
  • Our past, our future.
The modern university is a beacon for students, a home for scholars, a hub of culture in the community, an engine of discovery, an economic force--a place of many purposes, all facing change or reinvention. This selection of speeches from University of Florida president Bernie Machen, with executive speechwriter Aaron Hoover, offers insights on public higher education and its challenges from the helm of one of the largest land-grant universities in the country. The Purposes of the University sheds light on many of the recent upheavals within academia. Machen has defended against legislative pressures and criticism of the liberal arts and sciences, cemented the university's bonds with donors as public funding crumbled, worked to maintain student diversity post-affirmative action, sought to define innovation as a central mission, led a major turn toward sustainability, and forged new educational models online and on campus. The speeches in this volume also highlight milestones and key moments at UF, from the expansion of the campus to mediation of town-gown relations to the launch of research projects all over the world. They offer candid portraits of the life and people of the university and its hometown of Gainesville, celebrating iconic figures like Gatorade inventor Robert Cade and campus personalities such as UF's longest-serving employee, Betty Jones. And they include reflections on university life: tributes to the first black students, the history of the marching band, the trees of the historic campus, and the legacy of student veterans who enrolled after returning from the nation's wars. Perhaps the most traditional public role for university presidents is to encourage and help students. In his speeches--at commencements, convocations, and other events across the state--Machen aims to inspire and to celebrate young people and their passion. On topics both weighty and whimsical, his perspective combines openness to the many changes ahead with full faith in the university and its many purposes.
(source: Nielsen Book Data)9780813060057 20160616
Education Library (Cubberley)
Book
xii, 226 pages : illustrations (chiefly color), color map ; 24 cm.
  • Founding the Agricultural and Mechanical College of Texas
  • The emergence of agricultural engineering
  • Texas and the mechanization of agriculture, 1920-1940
  • Rural electrification in Texas
  • Agricultural engineering and the growth of Texas agribusiness
  • King cotton sustained: new dimensions of Texas agriculture
  • The total environment: soil, water, and air
  • Food and fiber engineering
  • Achieving oneness
  • Engineering the total environment
  • Education, research, and outreach in biological and agricultural engineering
  • The second century.
The abundance of agricultural production enjoyed in the United States is the result of a federal-state partnership that relies on land grant universities to respond to the needs of society through research, invention, problem-solving, outreach, and applied science and engineering. The Biological and Agricultural Engineering Department at Texas A&M University, established in 1915, has been an important part of that effort. Over the hundred years of its existence, it has successfully tackled the challenges of mechanization, electrification, irrigation, harvest, transport, and more to the benefit of agriculture in Texas, the United States, and the world. In this book, historian Henry Dethloff and current department chair Stephen Searcy explore the history of the department--its people, its activity, its growth--and project the department's future for its second century, when its primary task will be to sustainably help meet the needs of a predicted 9.6 billion Earth residents and to recognize that societal food concerns are focused more and more on sustainable production and human health.
(source: Nielsen Book Data)9781623492892 20160704
SAL3 (off-campus storage)
Book
xvi, 185 pages ; 24 cm.
  • What is democratic education and why is it so difficult to provide?
  • The politics and practical challenges of opening a new school
  • The promise and challenges of cultural integration in a school
  • Shared decision making at the school level
  • Overt and hidden curricula at the Mission Hill School
  • Rethinking assessment
  • Sustaining a culture of teacher inquiry and critical reflection
  • What does the future hold for Mission Hill School?
The Mission Hill School, founded by MacArthur Award winner Deborah Meier and colleagues in 1997, is a small public school that has rethought almost everything about the process of teaching and learning. Beyond richly describing and evaluating this high-achieving school, the author argues that democratic education is increasingly difficult in this era of testing and standardization and that a school such as Mission Hill must be continually thoughtful, innovative, and courageous in counteracting systemic inequality. This in-depth examination is essential reading for anyone interested in how to better understand seemingly intractable problems related to urban public education in the United States. Book Features: An exemplary model of democratic education that shows the inner workings of a largely teacher-governed school, a rare example of an urban school implementing Dewey-influenced progressive pedagogy, in-depth descriptions of an anti-racist and culturally relevant pedagogy and curriculum, a close examination of successful practices, including shared decision making, intensive problem solving, and looking at student work.
(source: Nielsen Book Data)9780807753811 20160612
Education Library (Cubberley)
Book
263 p. : ill. ; 24 cm.
Founded in 1923 in Louisiana and relocated a year later to Arkansas, Commonwealth College was a resident labour college on a self-sustaining communal farm. Cobb describes how its Debsian socialist leaders dreamed of educating the industrial class to create a utopian cooperative commonwealth.
(source: Nielsen Book Data)9780814327739 20160528
SAL3 (off-campus storage)
Book
xi, 298 p. : ill. ; 24 cm.
  • Alma mater, September 8, 1836
  • Family pride
  • Cambridge College
  • Apprenticing for life
  • A time for choices
  • Revolutionary changes
  • The age of responsibility
  • Party passions
  • The best and the brightest
  • The last great change
  • American scholars, August 31, 1837
  • Appendix : life structures and generations, understanding the Harvard classes of 1771-1774.
What was life like for the young men who came of age in late-eighteenth-century New England? How did the American Revolution and its aftermath shape their outlook and experiences? This book offers a collective biography of the 204 members of the Harvard College classes of 1771 through 1774, men whose lives intersected with the War for Independence and the other formative events of the founding years of the American Republic. The names of a few of these men are still familiar, including painter John Trumbull and Congressman Fisher Ames, but the principal importance of this study lies in these schoolmates' shared experiences - experiences that were also common to a much wider group of youths who reached adulthood in the 1770s. Conrad Edick Wright draws on extensive research on the classes that graduated from Harvard immediately before the start of the war to follow their members as they passed through life's common and predictable events from birth and childhood through youth to maturity, careers, marriage, the increasing civic and family responsibilities of midlife, old age, and death. He is also sensitive to his subjects' thoughts and feelings. Unusually articulate and frequently reflective, the men of the Harvard College classes of 1771 through 1774 often revealed their ambitions and concerns through their letters and diaries. Revolutionary Generation provides the most sustained application of life course and life cycle analysis to be found in any study of late-eighteenth- or early-nineteenth-century America. At the same time, it shows on a personal level through the lives of its subjects many of the most important consequences of the War for Independence.
(source: Nielsen Book Data)9781558494848 20160528
Education Library (Cubberley)
Book
676 pages, 32 unnumbered pages of plates : illustrations, portraits ; 24 cm
  • Two Universities of Chicago, 1857-1892
  • William Rainey Harper and the establishment of the new University, 1892-1906
  • Stabilization and renewal, 1906-1929
  • One man's revolution : Robert Maynard Hutchins, 1929-1951
  • The age of survival, 1951-1977
  • The contemporary University, 1978 to the present.
One of the most influential institutions of higher learning in the world, the University of Chicago has a powerful and distinct identity, and its name is synonymous with intellectual rigor. With nearly 170,000 alumni living and working in more than 150 countries, its impact is far-reaching and long-lasting. With The University of Chicago: A History, John W. Boyer, Dean of the College since 1992, presents a deeply researched and comprehensive history of the university. Boyer has mined the archives, exploring the school's complex and sometimes controversial past to set myth and hearsay apart from fact. The result is a fascinating narrative of a legendary academic community, one that brings to light the nature of its academic culture and curricula, the experience of its students, its engagement with Chicago's civic community, and the conditions that have enabled the university to survive and sustain itself through decades of change. Boyer's extensive research shows that the University of Chicago's identity is profoundly interwoven with its history, and that history is unique in the annals of American higher education. After a little-known false start in the mid-nineteenth century, it achieved remarkable early successes, yet in the 1950s it faced a collapse of undergraduate enrollment, which proved fiscally debilitating for decades. Throughout, the university retained its fierce commitment to a distinctive, intense academic culture marked by intellectual merit and free debate, allowing it to rise to international acclaim. Today it maintains a strong obligation to serve the larger community through its connections to alumni, to the city of Chicago, and increasingly to its global community. Published to coincide with the 125th anniversary of the university, this must-have reference will appeal to alumni and anyone interested in the history of higher education of the United States.
(source: Nielsen Book Data)9780226242514 20160618
Education Library (Cubberley)

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