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127 pages : illustrations ; 23 cm.
  • Contents List of Charts List of Tables Preface Acknowledgements Chapter One: Introduction Chapter Two: The California Master Plan for Higher Education Chapter Three: From Budget Cuts to Privatization? Chapter Four: Educating Other People's Children Chapter Five: Skills, Values and Quality Chapter Six: Faculty and Teaching Chapter Seven: Research and Professional Engagement Chapter Eight: Conclusion: Do Not Let a Good Crisis Go to Waste.
  • (source: Nielsen Book Data)9781138689183 20170213
The debate about how higher education is failing to play a role in reducing inequality often centers on elite colleges, while ignoring the numerous public colleges and universities that educate the majority of our students. This book adds to the discussion by exploring an in-depth case study of the largest public higher educational system in the United States, The California State University, with implications for other state systems as well. Benjamin P. Bowser, experienced faculty member and author, discusses higher education reforms in response to increasing tuition, underprepared graduates, and declining academic standards. Focusing on the faculty perspective, this text examines how these reforms can threaten the mission of a public institution, only exacerbating the crisis of higher education and inequality.
(source: Nielsen Book Data)9781138689183 20170213
Education Library (Cubberley)
xii, 376 pages, 24 unnumbered pages of plates : illustrations ; 24 cm
Black Domers tells the compelling story of racial integration at the University of Notre Dame in the post-World War II era. In a series of seventy-five essays, beginning with the first African-American tograduate from Notre Dame in 1947 to a member of the class of 2017 who also served as student body president, we can trace the trials, tribulations, and triumphs of the African-American experience atNotre Dame through seven decades.Don Wycliff and David Krashna's book is a revised edition of a2014 publication. With a few exceptions, the stories of these graduates are told in their own words, in the form of essays on their experiences at Notre Dame. The range of these experiences is broad; joys and opportunities, but also hardships and obstacles, are recounted. Notable among several themes emerging from these essays is the importance of leadership from the top in successfully bringing African-Americansinto the student body and enabling them to become fully accepted, fully contributing members of the Notre Dame community. The late Rev. Theodore Hesburgh, president of the university from 1952 to 1987, played an indispensable role in this regard and also wrote the foreword to the book.This book will be an invaluable resource for Notre Dame graduates, especially those belonging to African-American and other minority groups, specialists in race and diversity in higher education, civil rights historians, and specialists in race relations.
(source: Nielsen Book Data)9780268102500 20170919
Education Library (Cubberley)
70 pages : illustrations ; 28 x 33 cm
  • From student to benefactor
  • The Daily building
  • Connecting Stanford students to expert communicators
  • Shaping the story
  • The hidden brain
  • Business Wire Fellows
  • Journalism for the next generation
  • The Bertha and Ed Lokey Fellowship
  • Communicators without borders
  • A Daily legacy
  • Journalism, technology, and politics
  • Bright words
  • Supporting student writers
  • Building communicators of the future
  • Three great communicators
  • In honor of...
  • Uniting science and society
  • Master teacher
  • Preventing the next pandemic
  • Exploring the earth's deepest secrets
  • Science for the next century
  • Eradicating HIV
  • Pain killer
  • Working cells
  • Poised for breakthroughs
  • Fighting killer cells
  • New promise for aging brains
  • From stem cells to patient therapies
  • The Lorry I. Lokey Daily building
  • Endowed Lokey faculty positions
  • Lorry I. Lokey Laboratory for Life Sciences
  • Fellowships and awards
  • Lorry I. Lokey Stem Cell Research building
  • Top-notch new faculty
Special Collections
xvii, 218 pages : illustrations ; 24 cm
  • Acknowledgments Introduction to the New Edition Introduction Prologue 1. The Dawn of Dissent 2. The Awakening of Activism 3. The Antiwar Movement 4. A Precarious Peace 5. Student Rights/Civil Rights: African Americans and the Struggle for Racial Justice 6. The Women's Movement: An Idea Whose Time Had Come 7. Bloomington and the Counterculture in Southern Indiana Epilogue: The End of an Era at Indiana University Epilogue to the New Edition Conclusion Bibliography Index.
  • (source: Nielsen Book Data)9780253026682 20170530
During the 1960s in the heartlands of America-a region of farmland, conservative politics, and traditional family values-students at Indiana University were transformed by their realization that the personal was the political. Taking to the streets, they made their voices heard on issues from local matters, such as dorm curfews and self-governance, to national issues of racism, sexism, and the Vietnam War. In this grassroots view of student activism, Mary Ann Wynkoop documents how students became antiwar protestors, civil rights activists, members of the counterculture, and feminists who shaped a protest movement that changed the heart of Middle America and redefined higher education, politics, and cultural values. Based on research in primary sources, interviews, and FBI files, Dissent in the Heartland reveals the Midwestern pulse of the 1960s beating firmly, far from the elite schools and urban centers of the East and West. This revised edition includes a new introduction and epilogue that document how deeply students were transformed by their time at IU, evidenced by their continued activism and deep impact on the political, civil, and social landscapes of their communities and country.
(source: Nielsen Book Data)9780253026682 20170530
Education Library (Cubberley)
xiv, 298 pages : illustrations ; 24 cm
A study of Louisiana French Creole sugar planters' role in higher education and a detailed history of the only college ever constructed to serve the sugar elite. The education of individual planter classesaEURO"cotton, tobacco, sugaraEURO"is rarely treated in works of southern history. Of the existing literature, higher education is typically relegated to a footnote, providing only brief glimpses into a complex instructional regime responsive to wealthy planters. R. Eric Platt's Educating the Sons of Sugar allows for a greater focus on the mindset of French Creole sugar planters and provides a comprehensive record and analysis of a private college supported by planter wealth. Jefferson College was founded in St. James Parish in 1831, surrounded by slave-holding plantations and their cash crop, sugar cane. Creole planters (regionally known as the i?1/2ancienne populationi?1/2) designed the college to impart a i?1/2genteeli?1/2 liberal arts education through instruction, architecture, and geographic location. Jefferson College played host to social class rivalries (Creole, Anglo-American, and French immigrant), mirrored the revival of Catholicism in a region typified by secular mores, was subject to the i?1/2Americanizationi?1/2 of south Louisiana higher education, and reflected the ancienne population's decline as Louisiana's ruling population. Resulting from loss of funds, the college closed in 1848. It opened and closed three more times under varying administrations (French immigrant, private sugar planter, and Catholic/Marist) before its final closure in 1927 due to educational competition, curricular intransigence, and the 1927 Mississippi River flood. In 1931, the campus was purchased by the Society of Jesus (Jesuits) and reopened as a silent religious retreat. It continues to function to this day as the Manresa House of Retreats. While in existence, Jefferson College was a social thermometer for the white French Creole sugar planter ethos that instilled the i?1/2sons of sugari?1/2 with a cultural heritage resonant of a region typified by the management of plantations, slavery, and the production of sugar.
(source: Nielsen Book Data)9780817319663 20171218
SAL3 (off-campus storage)
xii, 192 pages, 16 unnumbered pages of plates : illustrations ; 24 cm
  • Introduction : Higher education for the public good / Deborah E. McDowell
  • Perseverance and resilience : African Americans at the University of Virginia / Ervin L. Jordan, Jr.
  • The only one in the room : U.Va. Law School, 1955-1958 / John F. Merchant
  • Becoming a doctor in a segregated world / William M. Womack
  • Life on Mr. Jefferson's plantation / Aubrey Jones
  • Looking back / Barbara S. Favazza
  • An interview with Teresa Walker Price and Evelyn Yancey Jones / Maurice Apprey and Shelli M. Poe
  • A son of the South : an African American public servant / David Temple Jr.
  • U.Va. : An essential experience / Willis B. McLeod
  • An interview with Vivian W. Pinn / Maurice Apprey
  • Opening the door : Reflection and a call to action for an inclusive academic community / Shelli M. Poe, Patrice Preston-Grimes, Marcus L. Martin, and Meghan S. Faulkner
  • Addendum : strategies for creating a sense of place and high achievement / Maurice Apprey.
The Key to the Door frames and highlights the stories of some of the first black students of the University of Virginia. This inspiring account of resilience and transformation offers a diversity of experiences and perspectives through firstperson narratives of black students during the University of Virginia's era of incremental desegregation. The authors detail what life was like before enrolling, during their time at the University, and after graduation. In addition to these first-person accounts, the volume includes a historical overview of African Americans at the University of Virginia-from its first slaves and free black employees, through its first black applicant, student admission, graduate, and faculty appointments, on to its progress and challenges in the twenty-first century. This contextualization, along with essays from graduates of the schools of law, medicine, engineering, and education, combine to create a candid and long-overdue account of African American experiences in the University's history.
(source: Nielsen Book Data)9780813939865 20170508
Education Library (Cubberley)
xii, 235 pages : illustrations (some color) ; 22 cm
Thomas Jefferson considered the University of Virginia to be among his finest achievements-a living monument to his artistic and intellectual ambitions. Now, on the occasion of the University's bicentennial, Brendan Wolfe has assembled one hundred objects that, brought together in one fascinating book, offer a new, sometimes surprising history of Jefferson's favorite project. Mr. Jefferson's Telescope begins with the years leading up to the University's 1819 founding and continues to the triumphs and challenges of the present day, each entry joining a full-color image with an engaging description that both stands alone and contributes to an engrossing larger narrative about how the school has evolved over time. Considering an orange and blue silk handkerchief, Wolfe reveals that the University's school colors were originally cardinal red and gray-calling to mind a Confederate soldier's blood-stained uniform but ultimately deemed not bright enough to stand out on muddy football fields. The record of an overdue book checked out by a young Edgar Allan Poe speaks to a long literary tradition. On the subject of a key to the Rotunda's doors, Wolfe introduces us to its keeper, the Monticello-born ex-slave who rang the hourly bells on Grounds into the early twentieth century.Beautifully illustrated with over one hundred new and archival images, this book brings to life a remarkable array of significant objects while offering to the reader the best introduction available to the history of Jefferson's great institution.
(source: Nielsen Book Data)9780813940106 20170907
SAL3 (off-campus storage)
xxiii, 431 pages ; 25 cm
  • List of Illustrations xiPublisher's Note xiiiAcknowledgments xvAbbreviations xixChronology xxiIntroduction Starting the Journey 11 Passing the Pathways Resolution: June 27, 2011 92 Antecedents: 1961 to Summer 2010 313 Formulating the Resolution: October 2010 through January 2011 554 The True Colors of Spring 2011: Shaping the Final Resolution 835 Models of Governance in June 2011: Rwanda, a CAPPR Meeting, and a Public Hearing 1156 A Core Foundation: July 2011 through December 2011 1517 The Devil Is in the Details: January 2012 through August 2012 1798 English Studies: September 2012 through December 2012 2179 Sprinting and Stretching for the Finish Line: January 2013 through June 2013 24610 Transitions: July 2013 through December 2013 27511 Legal Matters: June 2011 through June 2015 29512 What Does It All Mean? Changing Course with Pathways 318Epilogue Reaching the End of the Path 356Notes 377Names Index 415Subject Index 421.
  • (source: Nielsen Book Data)9780691169941 20171023
A personal account of the implementation of a controversial credit transfer program at the nation's third-largest university Change is notoriously difficult in any large organization. Institutions of higher education are no exception. From 2010 to 2013, Alexandra Logue, then chief academic officer of The City University of New York, led a controversial reform initiative known as Pathways. The program aimed to facilitate the transfer of credits among the university's nineteen constituent colleges in order to improve graduation rates--a long-recognized problem for public universities such as CUNY. Hotly debated, Pathways met with vociferous resistance from many faculty members, drew the attention of local and national media, and resulted in lengthy legal action. In Pathways to Reform, Logue, the figure at the center of the maelstrom, blends vivid personal narrative with an objective perspective to tell how this hard-fought plan was successfully implemented at the third-largest university in the United States. Logue vividly illustrates why change does or does not take place in higher education, and the professional and personal tolls exacted. Looking through the lens of the Pathways program and factoring in key players, she analyzes how governance structures and conflicting interests, along with other institutional factors, impede change--which, Logue shows, is all too rare, slow, and costly. In this environment, she argues, it is shared governance, combined with a strong, central decision-making authority, that best facilitates necessary reform. Logue presents a compelling investigation of not only transfer policy but also power dynamics and university leadership. Shedding light on the inner workings of one of the most important public institutions in the nation, Pathways to Reform provides the first full account of how, despite opposition, a complex higher education initiative was realized. All net royalties received by the author from sales of this book will be donated to The City University of New York to support undergraduate student financial aid.
(source: Nielsen Book Data)9780691169941 20171023
Education Library (Cubberley)
lxix, 251 pages : illustrations, maps ; 25 cm
On April 4, 1768, about one hundred angry Harvard College undergraduates, well over half the student body, left school and went home, in protest against new rules about class preparation. Their action constituted the largest student strike at any colonial American college. Many contemporaries found the cause trivial and the students' decision inexplicable, but in the undergraduates' own minds it was the culmination of months of tensions with the faculty. Pedagogues and Protesters recounts the year in daily journal entries by Stephen Peabody, a member of the class of 1769. The best surviving account of colonial college life, Peabody's journal documents relationships among students, faculty members, and administrators, as well as the author's relationships with other segments of Massachusetts society. To a full transcription of the entries, Conrad Edick Wright adds detailed annotation and an introduction that focuses on the journal's revealing account of daily life at America's oldest college. Published in association with Massachusetts Historical Society.
(source: Nielsen Book Data)9781625342560 20170306
Education Library (Cubberley)
xxiv, 284 pages : illustrations (chiefly color), portraits ; 31 cm
  • Part One : Frameworks :
  • The View from 1764 / Jane Kamensky
  • Harvard's Teaching Cabinet / Ethan W. Lasser
  • A Repository of Gifts / María Dolores Sánchez-Jáuregui
  • Part Two : The Collection :
  • Submergence / Jennifer L. Roberts
  • Smoke / Lucie Steinberg
  • Transposition / Aleksandr Bierig
  • Flatness / Whitney Barlow Robles
  • Decay / Oliver Wunsch
  • Part Three : Technical Studies :
  • Copley's Working Practice / Teri Hensick and Kate Smith
  • Harvard's First Sculpture / Anthony Sigel, Claire Grech, and Katherine Eremin
  • Drawing Dighton Rock / Anne Driesse and Georgina Rayner
  • Chronology / Angrew Gelfand.
Harvard College's 18th-century Philosophy Chamber consisted of paintings, prints, sculptures, scientific instruments, natural specimens, and various indigenous artifacts-it was a rich and varied representation of not only artistic and cultural achievement but also contemporary understandings of the natural world. Dispersed and hidden away for nearly 200 years, this unrivaled collection has been reunited for the first time since it was originally assembled, providing an invaluable window into the art and culture of early America. It attests to the wide-ranging spirit of inquiry that characterized the late 18th and early 19th centuries. With an insightful look at conservation efforts and detailed examination of specific objects, including works by artists such as John Singleton Copley and John Trumbull, this publication explores the social and political stakes that underpinned one of the most remarkable assemblages of artifacts, images, and objects in the Atlantic World, and introduces readers to many long-forgotten icons of American culture.
(source: Nielsen Book Data)9780300225921 20171009
Art & Architecture Library (Bowes)
xiv, 242 pages : illustrations (chiefly color), color maps ; 23 cm
Green Library, Education Library (Cubberley)
xix, 308 pages : illustrations, maps ; 25 cm.
  • Foreword / by Maj. Gen. Thomas G. Darling
  • Defender of Corregidor: George F. Moore, class of 1908
  • Father of Fort Hood: Andrew D. Bruce, class of 1916
  • Doolittle raider: John A. Hilger, class of 1932
  • Rangers lead the way: James E. Rudder, class of 1932
  • Flying Tiger ace: David L. "Tex" Hill, class of 1932
  • Battlefield and Congressional tiger: Olin E. "Tiger" Teague, class of 1932
  • Highpockets, one tough Marine: Raymond L. Murray, class of 1935
  • Sole survivor of Torpedo Squadron 8: George H. Gay Jr., class of 1940
  • Danger 79er: James F. Hollingsworth, class of 1940
  • Aggie ace of aces: Jay T. Robbins, class of 1940
  • Kyle Field star, battlefield hero: Marion C. Pugh, class of 1941
  • Three tours are enough: Robert L. Acklen Jr., class of 1963.
Following on the success of Texas Aggie Medals of Honor, James R. Woodall now returns with a new book that focuses on the military service by graduates of Texas A&M University from World War I to Vietnam. Of the tens of thousands of Aggies who served in the nation's military, Woodall has selected twelve individuals who stand out as singular examples of bravery and heroism. Twelve Texas Aggie War Heroes tells each serviceman's story in a concise, engaging manner. Some subjects, such as Earl Rudder and James Hollingsworth, will be familiar to readers. But Woodall also introduces us to less familiar but no less notable men as well, from A. D. Bruce's march from the trenches of France and the crossing of the Rhine in World War I to Bob Acklen's three tours in Vietnam. In addition to the twelve chapters focusing on these remarkable individuals, Woodall provides an extensive set of appendixes that include the relevant citations for each serviceman as well as larger lists of Aggies who were awarded the Distinguished Service Cross, Navy Cross, or Air Force Cross.
(source: Nielsen Book Data)9781623493196 20161124
Education Library (Cubberley)
vii, 261 pages, 16 unnumbered pages of plates : illustrations, map ; 24 cm
  • Prologue: May 4, 1970-South Vietnam
  • "We have to say 'f
  • ' everywhere"
  • Burn, baby-burn
  • Night of the helicopters
  • Danse macabre
  • Blood like a river
  • Once to every man and nation
  • "Oh, my god! They've killed the guardsmen!"
  • The age of hate
  • An unfortunate incident
  • Blind justice
  • Plan B
  • Paradise lost.
"Using recently available oral histories from participants, Howard Means examines the Kent State shooting and the tumultuous era that reverberates still"--NoveList.
Education Library (Cubberley)
xi, 254 pages : illustrations ; 23 cm
A deadly confrontation at Kent State University between Vietnam War protesters and members of the Ohio National Guard occurred in the afternoon on May 4, 1970. What remained, along with the tragic injuries and lives lost, was a remarkable array of conflicting interpretations and theories about what happened-and why. Above the Shots sheds new light on this historic event through the recollections of more than 50 narrators, whose stories are unique and riveting:* the former mayor of Kent* a witness to the riot in town a few nights earlier* a protester who helped burn the ROTC building* a Black United Students member who was warned to stay away from the protest * a Vietnam veteran who deplored the counterculture yet administered first aid to the wounded * a friend of one of the mortally wounded students, who died in his arms * a guardsman sympathetic to the students* a faculty member supportive of the Guard* an outraged student who went to the state capital to make a citizen's arrest of Governor Rhodes* a pair of former KSU presidents who, years later, courted controversy by how they chose to memorialize the tragedy From the precipitous cultural conflicts of the 1960s to the everraging battle over how to remember the Kent State incident, the authors examine how these accounts challenge and deepen our understanding of the shootings, the Vietnam Era, memory, and oral history. Spanning five decades, Above the Shots not only chronicles the immediate chain of events that led to the shootings but explores causes and consequences, prevailing conspiracies, and the search for catharsis. It is a narrative assemblage of voices that rise above the rhetoric-above the din-to show how a watershed moment in modern American history continues to speak to us.
(source: Nielsen Book Data)9781606352915 20160704
Education Library (Cubberley)
197 pages, 12 pages of plates : illustrations ; 24 cm
  • Progressive education and the Depression
  • Back to the land and the Arthurdale School
  • Elsie Ripley Clapp and the community school
  • Beginning a community school
  • The struggle to survive
  • From community school to traditional
  • The end of a dream?.
The first of many homestead communities designed during the rollout of the New Deal, Arthurdale, West Virginia, was a bold experiment in progressive social planning. At the center of the settlement was the school, which was established to improve the curriculum offered to Appalachian students. Offering displaced and unemployed coal miners and their families new opportunities, the school also helped those in need to develop a sense of dignity during the Great Depression. The first book-length study of the well-known educational experiment, The Arthurdale Community School illuminates the institution's history, influence, and impact. Founded on American philosopher and reformer John Dewey's idea that learning should be based not on competition but on community, and informed by First Lady Eleanor Roosevelt's guidance, the Arthurdale project sought to enable both children and adults to regain a sense of identity and place by studying the history and culture of Appalachia. Its goal was not to produce workers for global capitalism but to provide citizens with the tools to participate in a democracy. Author Sam F. Stack Jr. examines both the successes and failures of this famous progressive experiment, providing an in-depth analysis of the Arthurdale School's legacy. A fascinating study of innovation and reform in Appalachia, Stack's book also investigates how this project's community model may offer insights into the challenges facing schools today.
(source: Nielsen Book Data)9780813166889 20160619
Education Library (Cubberley)

16. Berkeley academic guide [2016 - ]

Compare programs, find detailed degree requirements, discover faculty research specialties, and learn more about the academic opportunities available at UC Berkeley.
xiv, 243 pages ; 23 cm.
A free ebook version of this title is available through Luminos, University of California Press' Open Access publishing program for monographs. The Dream Is Over tells the extraordinary story of the 1960 Master Plan for Higher Education in California, created by visionary University of California President Clark Kerr and his contemporaries. The Master Plan's equality of opportunity policy brought college within reach of millions of American families for the first time and fashioned the world's leading system of public research universities. The California idea became the leading model for higher education across the world and has had great influence in the rapid growth of universities in China and East Asia. Yet, remarkably, the political conditions supporting the California idea in California itself have evaporated. Universal access is faltering, public tuition is rising, the great research universities face new challenges, and educational participation in California, once the national leader, lags far behind. Can the social values embodied in Kerr's vision be renewed?
(source: Nielsen Book Data)9780520292840 20161114
Education Library (Cubberley)
113 pages : illustrations ; 23 x 29 cm
  • Early days
  • CAL & the war years
  • Bell Labs
  • Stanford
  • Later days
  • Appendix
Special Collections
94 pages : illustrations (some color) ; 25 cm
  • Introduction : the ghost of Robert Edouard Pellisier / Alexander Nemerov
  • Girl ghost / Yinshi Lerman-Tan
  • Fault-trace, 1906 / Rachel Heise Bolten
  • Into the mystic : Rex Slinkard and spells cast / Conor Lauesen
  • The spirit of scholarship : Thomas Welton Stanford and apport spiritualism / Murphy Temple
  • Capturing a moment : extraordinary encounters with a stuffed owl / Alexis Bard Johnson
  • The ghost in the glass : reflecting on reflections and the death mask of Leland Stanford Jr. / Erik O. Yingling
  • Phantom vibrations : the murder of Arlis Perry in Memorial Church, October 13, 1974 / Jennie Waldow
  • The fair beyond : between vision and proof / Maria Cichosz
  • There are no horses here / Lora Webb
  • An excess of spirit : the death of John Pressley Phillips Jr., '43 / Sarah Naftalis.
Art & Architecture Library (Bowes)
262 pages : illustrations, map ; 28 cm
Special Collections