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• 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

• I Want a Band
• I Am on My Way
• The Father of LSU
• This Temple of Vanity
• We Must Get a President
• I Don't Fool Around with Losers
• The Whangdoodle
• I Did My Damndest
• A Cow College
• You Have to Dare a Bit
• Cane Juice
• What Does the Band Think?
• I Want a Play
• Sell Them Plugs
• Who Is That Awful Man?
• Tell Them They Can Go To Hell
• A Laughingstock
• It Was Huey Long's University
• I.O. Huey
• Senator Abe Mickal
• The Reveille Seven
• That Bunch of Buzzards and Varmints
• Hollywood's Idea of a University
• Make Them Steal for the Schools
• Blood on the Polished Marble
• The Second Louisiana Purchase
• The Louisiana Scandals
• Conclusion: Neither Saint nor Devil

"No Louisiana leader has been more closely associated with Louisiana State University than Governor and U.S. Senator Huey P. Long, who devoted the last five years of his life to turning the small, undistinguished state school into an academic and football powerhouse. From the time he declared himself the 'official thief' for LSU in 1930 to his death in September 1935, the school's budget flourished, its physical plant burgeoned, its faculty grew in numbers and reputation, and its student body tripled. During this time, no university in the South experienced more growth in size and stature than LSU--and Long's enthusiasm for the school was behind almost every aspect of it. In addition to improving LSU's academic reputation, Long also believed its future and its national visibility were tied to the success of the school's football team and its band. Not an avid football fan before 1930, Long took an intense interest in the LSU Tigers. He attended home games and many out-of-town games. He gave pre-game and halftime pep talks to players. He devised plays and stalked the sidelines during games. He poured money into a larger, flashier band, supervised the hiring of two band directors and, with the second one, wrote a new fight song, 'Touchdown for LSU,' still played today. During Long's time as governor, the school's president--who later went to prison for misusing university funds--answered to Long as much as to the LSU Board of Supervisors. While he rarely meddled in academic affairs of the university, Long did insist that no faculty member criticize him publicly. When students or faculty from 'his school' opposed him, retribution was swift. Kingfish U is the story of Huey Long's intense and active involvement with LSU from 1928 through 1935. It also chronicles Long's lingering legacy at LSU, including the school's hyper-politicized governance and the importance of football to the school's political capital and public standing"-- Provided by publisher

• 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.

• Foundations
• A College Begins
• The Michael Corrigan Years
• Another Corrigan, Another Fire
• A New Century
• McLaughlin at the Helm
• From McLaughlin to Monaghan to Kelley
• Resurgence
• Seton Hall at War
• : A New Beginning
• : A New University
• : A Law School For the City
• : A Revolution under Dougherty
• : Noble Dream: The Seton Hall University School of Medicine and Dentistry
• : Dangerous Decade: Seton Hall in the 1970s
• : The Seton Hall Renaissance
• : Towards the New Millennium
• : A Law School for the City: Seton Hall Law from
• : The Sheeran Years

• 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.

• 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.

• Introduction: What is BJU?
• Lance Weldy
• Bill Ballantyne
• Andrew Bolden
• Fawn Mullinix
• Megan Milliken
• Curt Allison
• Micah J. Smith
• Marshall
• Sandra Merzib
• Reid
• Rachel Oblak
• Blair Durkee
• David Diachenko
• Peter Crane
• Jeff Mullinix
• Elena Kelly
• Steve Shamblin
• Christy Haussler
• Avery Wrenne
• Conclusion: Queer times at BJU

Bob Jones University is a Christian, fundamentalist, nondenominational liberal arts school in Greenville, South Carolina. BJU was founded in 1927 by Christian evangelist Bob Jones Sr., who was against the secularization of higher education and the influence of religious liberalism in denominational colleges. For most of the twentieth century, BJU branded itself as the "World's Most Unusual University" because of its separatist culture. Many BJU students come from fundamentalist communities and are aware of BJU's strict rules and conservative lifestyle. So why would queer students enroll at BJU? A former queer student of BJU himself, Lance Weldy has come to terms with his own involvement with the institution and has reached out to other queer students to help represent the range of queer experience in this restrictive atmosphere. BJU and Me: Queer Voices from the World's Most Christian University provides behind-the-scenes explanations from nineteen former BJU students from the past few decades who now identify as LGBT+. They write about their experiences, reflect on their relationships with a religious institution, and describe their vulnerability under a controlling regime. Some students hid their sexuality and graduated under the radar; others transferred to other schools but faced reparative therapy elsewhere; some endured mandatory counseling sessions on campus; while still others faced incredible obstacles after being outed by or to the BJU administration. These students give voices to their queer experiences at BJU and share their unique stories, including encounters with internal and/or external trauma and their paths to self-validation and recovery. Often their journeys led them out of fundamentalism and the BJU network entirely.
(source: Nielsen Book Data)

• Foreword
• Introduction : how do you lift every voice?
• Prelude : (un) safe space and racial diversity in the ivory tower
• Verse I : being black
• Verse II : staying black
• Bridge : nonblack members in the black choir
• Chorus : learning to care
• Coda : lessons from the safe black space
• Appendix A : interview participants
• appendix B : a note on methods
• Acknowledgments

• Preface Acknowledgments Introduction
• Chapter 1. Yale and the Life-Giving Springs of New Haven
• Chapter 2. The House of Our Expectations in California
• Chapter 3. The Three Great Advisers
• Chapter 4. Gilman the Recruiter
• Chapter 5. Launching Our Bark upon the Patapsco
• Chapter 6. Advancing Knowledge Far and Wide
• Chapter 7. The Slater Fund and Attempts to Integrate Hopkins
• Chapter 8. Allies, Not Rivals Conclusion Notes Works Cited Index.
• (source: Nielsen Book Data)

One of the most remarkable education leaders of the late nineteenth century and the creator of the modern American research university finally gets his due. Daniel Coit Gilman, a Yale-trained geographer who first worked as librarian at his alma mater, led a truly remarkable life. He was selected as the third president of the University of California; was elected as the first president of Johns Hopkins University, where he served for twenty-five years; served as one of the original founders of the Association of American Universities; and-at an age when most retired-was hand-picked by Andrew Carnegie to head up his eponymous institution in Washington, DC. In Daniel Coit Gilman and the Birth of the American Research University, Michael T. Benson argues that Gilman's enduring legacy will always be as the father of the modern research university-a uniquely American invention that remains the envy of the entire world. In the past half-century, nothing has been written about Gilman that takes into account his detailed journals, reviews his prodigious correspondence, or considers his broad external board service. This book fills an enormous void in the history of the birth of the "new" American system of higher education, especially as it relates to graduate education. The late 1800s, Benson points out, is one of the most pivotal periods in the development of the American university model; this book reveals that there is no more important figure in shaping that model than Daniel Coit Gilman. Benson focuses on Gilman's time deliberating on, discussing, developing, refining, and eventually implementing the plan that brought the modern research university to life in 1876. He also explains how many university elements that we take for granted-the graduate fellowships, the emphasis on primary investigations and discovery, the funding of the best laboratory and research spaces, the scholarly journals, the university presses, the sprawling health sciences complexes with teaching hospitals-were put in place by Gilman at Johns Hopkins University. Ultimately, the book shows, Gilman and his colleagues forced all institutions to reexamine their own model and to make the requisite changes to adapt, survive, thrive, compete, and contribute.
(source: Nielsen Book Data)

• Foreword / by Peg Breen
• Introduction: Hidden in Plain Sight
• The Making of an Architect 1860-1945
• Auspicious Times for Snyder's Public-School Mandate
• The Creative Decade 1891-1900: Making Revolutionary Change
• The Prolific Decade 1901-1910: Building a World-Class Public System
• The Standardizing Decade 1911-1922: A Dimming of the Glory
• Epilogue: Retirement and Successors.

"As Superintendent of School Buildings from 1891 to 1922, architect Charles B.J. Snyder elevated the standards of school architecture. Unprecedented immigration and progressive-era changes in educational philosophy led to his fresh approach to design and architecture which forever altered the look and feel of 20th-century classrooms and school buildings. Students rich or poor, immigrant or native New Yorker, went from learning in factory-like schools to attending classes in schools with architectural designs and enhancements that to many resembled palaces. Spanning three decades, From Factories to Palaces provides a thought-provoking narrative of Charles Snyder and shows how he integrated his personal experiences and innovative design skills with progressive-era school reform to improve students' educational experience in New York City and, by extension, across the nation. During his thirty-one years of service, Snyder oversaw the construction of over four hundred New York City public schools and additions, of which more than half remain in use today. Instead of blending in with the surrounding buildings as earlier schools had, Snyder's were grand and imposing. "He does that which no other architect before his time ever did or tried: He builds them beautiful," wrote Jacob Riis. Working with the Building Bureau, Snyder addressed the school situation on three fronts: appearance, construction, and function. He redesigned schools for greater light and air, improved their sanitary facilities and incorporated quality-of-life features such as heated cloakrooms and water fountains. Author and educator Dr. Jean Arrington chronicles how Snyder worked alongside a group of like-minded, hard-working individuals- building bureau draftsmen, builders, engineers, school administrators, teachers, and custodians-to accomplish this feat. This revelatory book offers fascinating glimpses into the nascent world of modern education, from the development of specialty areas, such as the school gymnasium, auditorium, and lunchroom to the emergence of school desks with backs as opposed to uncomfortable benches, all housed in some of the first fireproofed schools in the nation. Thanks to Snyder, development was always done with the student's safety, wellbeing, and learning in mind. Lively historical drawings, architectural layouts, and photographs of school building exteriors and interiors enhance the engaging story"-- Provided by publisher.

• Cover
• Title Page
• Copyright
• Dedication
• Contents
• Foreword by Peg Breen
• In Memoriam
• List of Figures
• Introduction: Hidden in Plain Sight
• 1. The Making of an Architect 1860-1945
• 2. Auspicious Times for Snyder's Public-School Mandate
• 3. The Creative Decade 1891-1900: Making Revolutionary Change
• 4. The Prolific Decade 1901-1910: Building a World-Class Public-School System
• 5. The Standardizing Decade 1911-1922: A Dimming of the Glory
• Epilogue: Retirement and Successors
• Lists of Snyder Public Schools
• Glossary: Architectural Terminology
• Acknowledgments

• Notes
• References
• Index
• About Authors
• Series List

How a prolific yet little-known architect changed the face of education in New York CityAs Superintendent of School Buildings from 1891 to 1922, architect Charles B.J. Snyder elevated the standards of school architecture. Unprecedented immigration and progressive-era changes in educational philosophy led to his fresh approach to design and architecture which forever altered the look and feel of 20th-century classrooms and school buildings. Students rich or poor, immigrant or native New Yorker, went from learning in factory-like schools to attending classes in schools with architectural designs and enhancements that to many resembled palaces. Spanning three decades, From Factories to Palaces provides a thought-provoking narrative of Charles Snyder and shows how he integrated his personal experiences and innovative design skills with progressive-era school reform to improve students' educational experience in New York City and, by extension, across the nation.During his thirty-one years of service, Snyder oversaw the construction of over four hundred New York City public schools and additions, of which more than half remain in use today. Instead of blending in with the surrounding buildings as earlier schools had, Snyder's were grand and imposing. "He does that which no other architect before his time ever did or tried: He builds them beautiful, " wrote Jacob Riis. Working with the Building Bureau, Snyder addressed the school situation on three fronts: appearance, construction, and function. He redesigned schools for greater light and air, improved their sanitary facilities and incorporated quality-of-life features such as heated cloakrooms and water fountains. Author and educator Dr. Jean Arrington chronicles how Snyder worked alongside a group of like-minded, hard-working individuals-- building bureau draftsmen, builders, engineers, school administrators, teachers, and custodians--to accomplish this feat. This revelatory book offers fascinating glimpses into the nascent world of modern education, from the development of specialty areas, such as the school gymnasium, auditorium, and lunchroom to the emergence of school desks with backs as opposed to uncomfortable benches, all housed in some of the first fireproofed schools in the nation. Thanks to Snyder, development was always done with the student's safety, wellbeing, and learning in mind. Lively historical drawings, architectural layouts, and photographs of school building exteriors and interiors enhance the engaging story.Funding for this book was provided by: Furthermore: a program of the J. M. Kaplan Fund.

• Part I: Opening Cipher Foreword to 10 Year Anniversary Edition by Gloria Ladson-Billings Foreword to 10 Year Anniversary Edition by D Smoke David "TC" Ellis's Reflections on the 10 Year Anniversary Edition 2nd Edition Introduction Part II: Hip Hop Genius 2011 Foreword by George Clinton Preface by Herbert Kohl Introduction
• 1 Hip-Hop High
• 2 A Day's Work
• 3 Hip-Hop Leadership
• 4 Society's Sucker Punch
• 5 Trends in Hip-Hop Education
• 6 Flip-Hop Education Note from/about the Author Part III: Hip Hop Genius 2021
• 7 Hip-Hop High 2nd edition updates
• 8 A Day's Work 2nd edition updates
• 9 Hip-Hop Leadership 2nd edition updates
• 10 Society's Sucker Punch 2nd edition updates
• 11 Trends in Hip-Hop Education 2nd edition updates
• 12 Flip-Hop Education 2nd edition updates
• 13 The Bumrush Index Acknowledgments.
• (source: Nielsen Book Data)

Many educators already know that hip-hop can be a powerful tool for engaging students. But can hip-hop save our schools-and our society? Hip Hop Genius introduces an iteration of hip-hop education that goes far beyond studying rap music as classroom content. Through stories about the professional rapper who founded the first hip-hop high school and the aspiring artists currently enrolled there, sam seidel lays out a vision for how hip-hop's genius-the resourceful creativity and swagger that took it from a local phenomenon to a global force-can lead to a fundamental remix of the way we think of teaching, school design, and leadership. This 10-year anniversary edition welcomes two new contributing authors, Tony Simmons and Michael Lipset, who bring direct experience running the High School for Recording Arts. The new edition includes new forewords from some of the most prominent names in education and hip-hop, reflections on ten more years of running a hip-hop high school, updates to every chapter from the first edition, details of how the school navigated the unprecedented complexities brought about by the COVID-19 pandemic and uprising in response to the murder of George Floyd, and an inspiring new concluding chapter that is a call to action for the field.
(source: Nielsen Book Data)

• Learning and labor, 1830s-1870
• Gymnastics, 1871-1895
• New physical education, 1896-1925
• Sports as a cultural phenomenon, 1926-1950
• Athletics as competition, 1951-1974
• Title IX, inclusion of women, and sports as entertainment, 1972-1990
• Worldwide sports and winning dominates, 1991-2010
• The present and future directions, 2011-2021 and beyond
• Appendix A1. Timeline for pertinent national and international events
• Appendix A2: Timeline for physical education and athletics at Oberlin College
• Appendix B. Administrators for physical education and athletics

"Examines the development and history of the first program for physical educators and athletics at Oberlin College, from the mid-nineteenth century to the present"-- Provided by publisher

• Mississippi and me
• The legal challenge
• The battle of Ole Miss
• The price of citizenship
• The most segregated man in the world
• Our people's fight
• My own way

In 1962, James Meredith famously desegregated the University of Mississippi (a.k.a. Ole Miss). As the first Black American admitted to the school, he demonstrated great courage amidst the subsequent political clashes and tragic violence. After President Kennedy summoned federal troops to help maintain order, the South-and America at large-would never be the same. Man on a Mission depicts Meredith's relentless pursuit of justice, beginning with his childhood in rural Mississippi and culminating with the confrontation at Ole Miss. A blend of historical research and creative inspiration, this graphic history tells Meredith's dramatic story in his own singular voice. From the dawn of the modern civil rights movement, Meredith has offered a unique perspective on democracy, racial equality, and the meaning of America. Man on a Mission presents his captivating saga for a new generation in the era of Black Lives Matter.
(source: Nielsen Book Data)

The definitive single-volume compendium of all things Princeton The New Princeton Companion is the ultimate reference book on Princeton University's history and traditions, personalities and key events, and defining characteristics and idiosyncrasies. Robert Durkee brings a unique insider's perspective to the school's dramatic transformation over the past five decades, showing how it has become more multicultural, multiracial, and multinational, all the while advancing its distinctive academic mission. Featuring more than 400 entries presented alphabetically, this wide-ranging collection covers topics from academic departments, cultural resources, and student organizations, hoaxes, and pranks to athletic teams, the town of Princeton, and university presidents. There are entries on coeducation, women, people of color, traditionally underrepresented groups, the diversification of campus iconography, and the protest activity that helped to usher in many of these changes. This marvelous compendium also includes annotated maps tracing the growth of the campus over more than two and a half centuries, lists ranging from prizewinners of many kinds to Olympic medalists, and an illustrated calendar that highlights something that happened in Princeton's history on every day of the year. Now completely updated, revised, and expanded from the classic 1978 edition, The New Princeton Companion tells you virtually everything there is to know about this remarkable institution of higher learning, revealing what it stands for, what it aspires to, and how it evolved from a tiny colonial college to one of the most acclaimed research universities in the world.
(source: Nielsen Book Data)

• Introduction: The Course of a Pandemic 1
• 1. The Campus as a Physical Space 13
• 2. The Campus as a Space for Learning 35
• 3. The Campus as a Space for Discovery 57
• 4. The Campus as a Space for Collective Well-Being 68
• 5. The Campus as a Space for Individual Well-Being 92
• 6. The Campus as a Space for Personal Growth 111
• 7. The Campus as a Space for Renewal 132
• 8. The Campus as a Space Where Societal Issues Play Out 144
• 9. The Campus as a Space for Improving the Human Condition 176
• 10. The Campus Reaffirmed 200.
• (source: Nielsen Book Data)

The COVID-19 pandemic presented higher education with an unprecedented challenge: How could institutions continue the basic work of teaching and research while maintaining safe environments for their faculty, staff, and students? In The Pivot, Robert J. Bliwise traces Duke University's response to the pandemic to show how higher education broadly met that challenge head-on. Bliwise interviews people across the campus: from bus drivers and vaccine researchers to student activists, dining hall managers, and professors in areas from English to ecology. He explores the shift to teaching online and the reshaping of research programs; how surveillance testing and reconfiguring residence halls and dining sites helped limit the virus spread on campus; the efforts to promote student well-being and to sustain extracurricular programs; and what the surge in COVID-19 cases meant for the university health system. Bliwise also shows how broad cultural conversations surrounding the 2020 presidential election, climate change, free speech on campus, and systemic racism unfolded in this changed campus environment. Although the pandemic put remarkable pressures on the campus community, Bliwise demonstrates that it ultimately reaffirmed the importance of the campus experience in all its richness and complexity.
(source: Nielsen Book Data)