Introduction -- American dreams : access, mobility, fairness -- Free minds : educating democratic citizens -- Hard facts : knowledge creation and checking power -- Purposeful pluralism : dialogue across difference on campus -- Conclusion.

First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

Target the schools that best match your interests and goals! TheComplete Book of Collegesprofiles all of the four-year colleges in the U.S. (more than 1,600!) and is the key to a successful college search. Complete Book of Collegesis packed with all of the information that prospective applicants need to know, including the details on: ·Academics ·Admissions requirements ·Application procedures ·Tuition and fees ·Transferring options ·Housing ·Financial Aid ·Athletics …and much, much more! Fully updated for 2010, theComplete Book of Collegescontains all of the latest information about each school. Its unique “Admissions Wizard” questionnaire is designed to help you find schools that meet your individual needs. With competition for college admission at an all-time high, count on The Princeton Review to provide you with the most thorough and accurate guidance on the market.

How experienced college and university leaders guide successful institutions—and why they sometimes lose their way. Today's college and university leaders face complex problems that test their political acumen as well as their judgment, intellect, empathy, and ability to plan and improvise. How do they thoughtfully and creatively rise to the challenge? In Leading Colleges and Universities, editors Stephen Joel Trachtenberg, Gerald B. Kauvar, and E. Gordon Gee bring together a host of presidents and other leaders in higher education who describe how they dealt with the issues. Each contributor has been effective as a president or other significant leader in postsecondary education. In this book they share real-life examples and stories that illustrate how they have dealt with the challenges they encountered. Together they answer these and other core questions: • How do you manage college athletics, faculty, a governing board, donors, and a local community? • What do you need to know about crisis management and legal affairs? • When should you be outspoken in the media and when should you be quiet? The book does not shy away from hot contemporary issues, tackling such controversial matters as free speech, Title IX, athletics, fraternities, student and faculty diversity, and board relations. Presidents and would-be presidents—as well as boards, search committees, state boards, legislators, and others involved in higher education—will find much helpful guidance in this timely book.

This book explores the impact of localities and regions on universities and shows how the diversity of the higher education landscape is critically affected by the geophysical character of regions and their differentiated economies and cultures; regional inequalities bear heavily on universities' strategy-making. A study of the interrelationship between higher and further education argues that from a regional perspective a change to a tertiary education system in England (following Wales) would create the conditions for better local and regional coordination. Universities make a significant contribution to 'levelling up' through technology transfer and the creation of innovation hubs but the contribution of locally or regionally based students who on graduation return to disadvantaged communities rather than seek employment elsewhere should be recognised also as a longer term step to redressing regional inequality. The book argues strongly that the time has come to decentralise the governance of a re-aligned tertiary system to regions and identifies the move to create metro mayors and combined authorities as providing the appropriate vehicle to release new initiative from regional sources. It cites the success of decentralisation to Scotland and Wales as offering relevant models for scrutiny. The authors draw on 12 UK widely differentiated university case studies, a survey of further education and a study of three continental European comparators (Germany, Ireland and Norway) to develop the argument.

Incorporating HC 370

In the closing decades of the nineteenth century, college-age Latter-day Saints began undertaking a remarkable intellectual pilgrimage to the nation's elite universities, including Harvard, Columbia, Michigan, Chicago, and Stanford. Thomas W. Simpson chronicles the academic migration of hundreds of LDS students from the 1860s through the late 1930s, when church authority J. Reuben Clark Jr., himself a product of the Columbia University Law School, gave a reactionary speech about young Mormons' search for intellectual cultivation. Clark's leadership helped to set conservative parameters that in large part came to characterize Mormon intellectual life. At the outset, Mormon women and men were purposefully dispatched to such universities to "gather the world's knowledge to Zion." Simpson, drawing on unpublished diaries, among other materials, shows how LDS students commonly described American universities as egalitarian spaces that fostered a personally transformative sense of freedom to explore provisional reconciliations of Mormon and American identities and religious and scientific perspectives. On campus, Simpson argues, Mormon separatism died and a new, modern Mormonism was born: a Mormonism at home in the United States but at odds with itself. Fierce battles among Mormon scholars and church leaders ensued over scientific thought, progressivism, and the historicity of Mormonism's sacred past. The scars and controversy, Simpson concludes, linger.