This volume addresses the broad spectrum of challenges confronting today?s universities. Elkana and Kl”pper question the very idea and purposes of universities, especially as viewed through curriculum?what is taught, and pedagogy?how it is taught. The reforms recommended in the book focus on undergraduate or bachelor degree programs in all areas of study, from the humanities and social sciences to the natural sciences, technical fields, as well as law, medicine, and other professions. The core thesis of this book rests on the emergence of a ?New Enlightenment. This will require a revolution in curriculum and teaching methods in order to translate the academic philosophy of global contextualism into universal practice or application. Are universities willing to revamp teaching in order to foster critical thinking that would serve students their entire lives? This book calls for universities to restructure administratively to become truly integrated, rather than remaining collections of autonomous agencies more committed to competition among themselves than cooperation in the larger interest of learning. ÿ

DIVFrom the former president of one of America's leading universities comes a comprehensive analysis of the challenges and opportunities facing higher education in America as we enter the twenty-first century. In A University for the Twenty-first Century, James J. Duderstadt discusses the array of powerful economic, social, and technological forces that are driving the rapid and profound change in American social institutions and universities in particular. /divDIVChange has always characterized the university as it has sought to preserve and propagate the intellectual achievements, the cultures, and the values of our civilization. However, the capacity of the university to change, through a process characterized by reflection, reaction, and consensus, simply may not be sufficient to allow the university to control its own destiny. Not only will social and technical change be a challenge to the American university, Duderstadt says, it will be the watchword for the years ahead. And with change will come unprecedented opportunities for those universities with the vision, the wisdom, and the courage to lead in the twenty-first century. The real question raised by this book is not whether higher education will be transformed, but rather how . . . and by whom. /divDIVJames J. Duderstadt is President Emeritus and University Professor of Science and Engineering, University of Michigan. /div

This new edition explores current issues of central importance to the academy: leadership, accountability, access, finance, technology, academic freedom, the canon, governance, and race. Chapters also deal with key constituencies -- students and faculty -- in the context of a changing academic environment.

In Engines of Innovation, Holden Thorp and Buck Goldstein make the case for the pivotal role of research universities as agents of societal change. They argue that universities must use their vast intellectual and financial resources to confront global challenges such as climate change, extreme poverty, childhood diseases, and an impending worldwide shortage of clean water. They provide not only an urgent call to action but also a practical guide for our nation's leading institutions to make the most of the opportunities available to be major players in solving the world's biggest problems. A preface and a new chapter by the authors address recent developments, including innovative licensing strategies, developments in online education, and the value of arts and sciences in an entrepreneurial society.

In this thought-provoking volume, scholars offer evidence, insights, and ideas on key policy questions affecting education--such as national exams, accountability, performance, and other vital issues, while detailing the importance of education to both the individual and society as a whole.

In a straightforward manner, Semenza identifies the obstacles along the path of the academic career and offers tangible advice. Fully revised and updated, this edition's new material on advising, electronic publishing, and the post-financial crisis humanities job market will help students negotiate the changing landscape of academia.

Samuel Schuman examines the place of religious colleges and universities, particularly evangelical Protestant institutions, in contemporary American higher education. Many faith-based schools are flourishing. They have rigorous academic standards, impressive student recruitment, ambitious philanthropic goals, and well-maintained campuses and facilities. Yet much of the U.S. higher-education community ignores them or accords them little respect. Seeing the Light considers, instead, what can be learned from the viability of these institutions. The book begins with a history of post secondary U.S. education from the perspective of the religious traditions from which it arose. After focusing briefly on nonevangelical institutions, Schuman next looks at three Roman Catholic institutions—the College of New Rochelle, Villanova University, and Thomas Aquinas College. He then profiles evangelical colleges and universities in detail, discovering the factors contributing to their success. These institutions range from nationally recognized to little known, from rich to poor, with both highly selective and open admission requirements. Interviews with key administrators, faculty, and students reveal the challenges, the successes, and the goals of these institutions. Schuman concludes that these schools—Baylor University, Anderson University, New Saint Andrews College, Calvin College, North Park University, George Fox University, Westmont College, Oral Roberts University, Northwestern College, and Wheaton College—and others like them offer important and timely lessons for the broader higher-education community.