%{search_type} search results

• Prologue : "I have very serious doubts" about the Princeton presidency
• From Wyoming to Princeton : "he will probably turn up as one of our leading university presidents"
• Becoming provost : "somebody to handle a lot of important duties"
• Using university governance to manage campus tensions : "a most astute capacity to judge what was needed"
• New man in the president's office : "a juggler who keeps all the balls in the air"
• Building intellectual muscle : "making Princeton stronger in terms of scholarship and teaching"
• An initial failure : grappling with molecular biology, "the most exciting frontier of science we will see"
• Inclusion
• gender and race : "making the place much more inclusive in all respects"
• Inclusion
• religion and residential life : helping students "feel more included in the university"
• Board of trustees : "there was never any broken glass on the floor"
• Students : "cheer leader," "talent scout," and a complex legacy
• Entr'acte : leaving Princeton for the Mellon Foundation
• Mellon : "the pace of things, the excitement of things"
• Shaping the Mellon agenda : "perfectly prepared to take on really bold things"
• Books that helped define the agenda of American higher education
• Director and trustee : "graced with a seemingly endless supply of practical wisdom"
• "President-whisperer" : "a kind of switchboard for higher education"
• The last decade : "as many good days as can be managed"
• Afterword : the Bowen legacy.

• Freedom learning: lineages and obstacles
• Creating the "Black University," "black city," and "Life Studies" with Toni Cade Bambara, David Henderson, and June Jordan
• Audre Lorde and Adrienne Rich: Sisters in struggle
• The power of student writing and action
• Contemporary struggles for our futures
• Coda: CUNY will be free.

"In the 1960s and '70s--when Toni Cade Bambara, Samuel Delany, David Henderson, June Jordan, Audre Lorde, Guillermo Morales, Adrienne Rich, and Assata Shakur all studied and taught at CUNY--New York City's classrooms and streets radiated as epicenters of Black, Puerto Rican, queer, and women's liberation. Conor Tom̀s Reed is part of the next generation of an insurgent CUNY movement nourished by these legacies. Highlighting the decolonial feminist metamorphosis that transformed our educational landscape, New York Liberation School explores how study and movement coalesced across classrooms and neighborhoods. Reed's immersive and wide-ranging narrative brings us into the archives and up close to the stories of its participants in order to reactivate these vibrant struggles. The result is a radiant reclamation of collective history that charts a vision for liberating education and society today." -- Provided by publisher.

"A history of conquest, racism, warfare, and historical amnesia at the University of California, Berkeley"-- Provided by publisher.

• Introduction / Eric Knight
• Part 1 . University leaders : inside the president's office
• Part 2. Chairs of the board of trustees
• Part 3. Academic leadership at the school level
• Part 4. Cross-university functions and interdisciplinary initiatives.

"In these candid oral history interviews, twenty-one leaders in higher education reflect on their experiences at Stanford during John L. Hennessy's tenure as president (2000-2016). Their stories illuminate the struggles and opportunities, the strategies, and the decision-making process of an exceptional leader and his team during both a golden age and a time of challenge for one of the world's greatest research universities.Hennessy and his team put in place interdisciplinary structures that redefined the research landscape, reimagined the student experience, expanded medical research and clinical services, and oversaw the largest building program in Stanford history-all enabled by transformational fundraising.The interviews in this collection tell the stories behind those accomplishments. They speak to the nature of team leadership, the processes that spark innovation, the keys to attracting and retaining talent, and the fragile balance between central control and decentralized autonomy. Together they offer a nuanced account of what it takes to lead a great university"-- Provided by publisher.

• Mophead
• Yes, Yes, No
• Custodians-That's All You'll Ever Be
• We Meet the Enemy and It Is Us
• Frankie McCoy
• Blackness on The Cornell Plantation
• Noah's Amalgamated Ark
• Figuring It Out
• "Float Like A Butterfly, Sting Like A Bee"
• Sustaining Struggle : Building the Union During the Off Season
• From Grassroots Up to Grassroots Out
• In the Shadow of the Tower.

"Al Davidoff's memoir of the low-wage service workers organizing a union at Cornell University. It describes the stages of creating a healthy, progressive union, including organizing, bargaining, forming campus and community coalitions, and engaging in creative strikes"-- Provided by publisher.

• The interview
• Why does the new campus exist?
• Building a campus with purpose : managing the past and the future
• Structure with purpose
• Buildings versus space
• Building and flying the plane at the same time
• What I learned about students and faculty
• Leading by purpose in higher education
• Closing comments
• Epilogue : purpose and innovation.

"When Stephen Lehmkuhle became the chancellor of the brand new University of Minnesota-Rochester campus, he had to start from scratch. He did not inherit a legacy mission that established what the campus did and how to do it; rather, he needed to find a way to rationalize the existence of the nascent campus. Lehmkuhle recognized that without a shared understanding of purpose the scope of a new campus expands at an unsustainable rate as it tries to be all things to all people, and so his first act was to decide on the driving purpose of the campus. He then used this purpose to make decisions about institutional design, scope, programs, and campus activities. Through personal and engaging anecdotes about his experience as the inaugural chancellor at the University of Minnesota-Rochester, Lehmkuhle describes how higher education leaders can focus on campus purpose to create new and fresh ways to think about many elements of campus operation and function, and how leaders can protect the campus's purpose from the pervasive higher education culture that is hardened by history and habit"-- Provided by publisher

• Feast of reason
• Enlighten the people
• My single anxiety in the world
• We shall have every religious man in Virginia against us
• The academical village
• Useful knowledge
• A wall of separation
• This deplorable entanglement
• Idle ramblers incapable of application
• This Athenaeum.

"The Illimitable Freedom of the Human Mind: Thomas Jefferson's Idea of a University is an accounting of Jefferson creating the University of Virginia. Using a biographical approach, this book shows that his vision did much to anticipate the modern university and that it was influential in the development of American higher education. Furthermore, the university distinguishes Jefferson as an advocate of a public education system"-- Provided by publisher.

• Introduction: Latter day images
• Part I. The radical 1960s
• Moral imperatives : the reasons for radicals
• "Even Princeton"
• Part II. The lives of former activists
• The lawyer for employers
• The erotic Marxist
• The poetry of illness
• The talent
• Studying the divide
• Being useful
• The organizer
• Counteracting the U.S. role
• The anti-anti-communist
• Conclusion: Past and present.

"This work describes the issues that produced such passionate political activism in the 1960s and the specific campaigns that Students for a Democratic Society waged at Princeton University. It then describes the lives of nine of the leaders of the Princeton campaigns, examining the effect of their participation on their choice of careers and subsequent political opinions"-- Provided by publisher

• Cover
• Table of Contents
• Preface and Acknowledgments
• Prologue
• 1. The Building of a Community
• 2. The Auxiliary Programs of a Country College: Involving the Community
• 3. A House Is Only as Good as the Foundation
• 4. The 25th Anniversary Reunion
• 5. Go Forth and Sow the Fruits of Thy Labor
• 6. Pranksters to Professors-The New Regime
• 7. The Military Institute and Those War Years
• 8. A Broader View of Some of the Faculty
• 9. The War Years
• 10. A Procrustean Analysis
• 11. Boydton Has a Voice
• Epilogue
• Appendix A: Salute to the Class of 1861
• Appendix B: Roll of Honor
• Appendix C: Faculty and Graduates of Randolph Macon College, Boydton, Virginia
• Appendix D: Randolph Macon Cemetery
• Chapter Notes
• Bibliography
• Index.

"This book summarizes the history of Randolph Macon College, and how it intertwined with the Boydton, Virginia, community. Almost 300 students applied for and took a degree. This book tracks the lives of these graduates, many from before college, after graduation, throughout their participation in the Confederate government or military, after the War, and some until death"-- Provided by publisher

• Cover; Contents; Foreword; List of Illustrations; Acknowledgments; Introduction; 1 Mrs. Grant's Gift; 2 Strong Beginnings, 1914-1930; 3 "See You in North Africa!": Regis Through the Depression and World War II; 4 A Winning Team, Father Gannon, and Anniversary Celebrations; 5 Neat and Clean with Socks and Covered Shoes: A Revised Dress Code, a New Curriculum, and Other Changes, 1964-1980; 6 The Return of the Missing Owl; Conclusion; Notes; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; V; W; X; Y; Z.

Teach Me to Be Generous tells the remarkable story of Regis High School, the Jesuit school on New York's Upper East Side that was founded in 1914 by an anonymous donor as a school for Catholic boys whose families could not otherwise afford a Catholic education. Enabled by the philanthropy of the founding family for nearly a century, and now by alumni and friends carrying on that tradition of generosity, Regis has been able to provide tuition-free, all-scholarship education for its entire history. It also holds the distinction of being the first free-standing Jesuit high school in the United St.

• Praise for This Is Not a Test; Foreword; On Perspective: An Introduction; Part One; Please Put Your Pencils Down; Can It Be That It Was All So Simple Then?; Band of Brothers; What Happened; Negotiating My Own Skin; It's Not About A Salary; The Answer; Part Two; The Post-TFA Assessment; Blue Magic; The Homeroom Is A Home; White Noise (On Behalf Of Ruben Redman); Where The Hustle Comes From; The World is Yours, The World Is Yours; Yes, I Still Want To Teach; Safer Spaces; Snitches Open Stitches; God Got Jokes, Son; ""I Don't Want To Talk About Privilege. Now Here's My Google Glass.""

• We Don't Need No EducationPart Three; Why You Post-Racialists Get It Wrong ... Again; How To Drop The Mic; To Make Sure It's Broke (On Teacher Voice); Getting Less Than You Give (On Common Core State Standards); The Eagle Versus The Hummingbird: A Cautionary Note To Burgeoning Teacher Leaders; Every Day Above Ground Is A Good One; Why Teach?; Conclusion: A Note From This Native Son; Afterword; Acknowledgments; Index; About The Author.

Vilson, a teacher from an urban school composed of black and poor youth, challenges racism and inequality in the classroom.

• I. Introduction
• II. Why Temple? Why Japan? 1980-82
• Getting Serious About Creating a Program
• William Sharp is Dispatched to Tokyo
• President Liacouras Discovers TUJ
• III. Where Did the Money Go? 1982-1983
• Finding a New Partner
• IV. Stability and Growth 1984-1986
• Curriculum Development
• The Higashi Partnership and Management of TUJ
• TUJ at the End of 1986
• V. Growing Pains and Diverging Goals 1987-1989
• Enrollment
• Academic Program Improvement
• Faculty
• Facilities
• Public Relations
• TUJ at the End of 1989
• VI. Transition to a New Partnership 1987-1991
• Finding a New Partner
• VII. American Branch Campuses in Japan 1990-1996
• TUJ's Relationship with the Ministry of Education
• VIII. A Perfect Storm 1992-1995
• Program Development
• Threats to TUJ's Survival
• IX. Deciding about the Future of TUJ 1995-96
• Preserving TUJ
• X. A New Beginning in Central Tokyo 1996-2001
• The Academic Program
• Undergraduate Enrollment
• Finances
• Defending TUJ
• TUJ's Status in Japan
• XI. Program Development and Official Recognition 2001-2007
• Academic Program Development
• Faculty Development
• Official Recognition of TUJ
• United States Government Support
• Foreign University, Japan Campus
• Immediate Results: Enrollment and Financial Performance
• Conclusion
• XII. Finding a New Campus
• The Temple Education Center (TEC)
• Stronach's Efforts to Find a New Home
• Finding a Permanent Home at Showa Women's University
• XIII. Developing Academic Quality
• The Undergraduate Program
• Graduate Programs
• Non-Degree Programs
• Faculty Development
• Enhancing Student Recruitment and Achievement
• Developing Relationships with Other Universities
• Conclusion
• XIV. Managing Crises: 3.11.11 and COVID
• 3.11.11: The Sensation of a Short, Sharp Shock
• The COVID-19 Pandemic: From Crisis to Consistent Condition
• Conclusions
• XV. Building the Temple University Japan-Showa Women's University (SWU)
• Relationship
• Chancellor Bando's Leadership
• Formalizing the Educational Relations and Student Interaction
• Cultural and Educational Collaboration
• TUJ, SWU and the Future of Global Education
• XVI. The Temple University-TUJ/Temple Educational Support Services (TESS)
• Relationship
• The Academic Relationship
• The Administrative Relationship
• Communication, Oversight, and Local Rules
• Considering Japanese University Status
• Conclusion
• XVII. Conclusion
• Appendix 1: TUJ Enrollments 2001-2020
• Appendix 2: Letter from Then Senator Biden
• Appendix 3: Faculty Status by Enrollment
• Appendix 4: Faculty Status by Credit Hours Generated
• Appendix 5: Partial Translation of the June 2018 Nikkei Ad
• Appendix 6: TUJ Finances in the TESS Era

"A comprehensive history of Temple University Japan and how it has developed over time as a successful experiment in international education"-- Provided by publisher