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For well over a half century, American Universities and Colleges has been the most comprehensive and highly respected directory of four-year institutions of higher education in the United States. A two-volume set that Choice magazine hailed as a most important resource in its November 2006 issue, this revised edition features the most up-to-date statistical data available to guide students in making a smart yet practical decision in choosing the university or college of their dreams. In addition, the set serves as an indispensable reference source for parents, college advisors, educators, and public, academic, and high school librarians. These two volumes provide extensive information on 1,900 institutions of higher education, including all accredited colleges and universities that offer at least the baccalaureate degree. This essential resource offers pertinent, statistical data on such topics as tuition, room and board; admission requirements; financial aid; enrollments; student life; library holdings; accelerated and study abroad programs; departments and teaching staff; buildings and grounds; and degrees conferred. Volume two of the set provides four indexes, including an institutional Index, a subject accreditation index, a levels of degrees offered index, and a tabular index of summary data by state. These helpful indexes allow readers to find information easily and to make comparisons among institutions effectively. Also contained within the text are charts and tables that provide easy access to comparative data on relevant topics.
A radical blueprint for reinventing American higher education. America’s research universities consistently dominate global rankings but may be entrenched in a model that no longer accomplishes their purposes. With their multiple roles of discovery, teaching, and public service, these institutions represent the gold standard in American higher education, but their evolution since the nineteenth century has been only incremental. The need for a new and complementary model that offers broader accessibility to an academic platform underpinned by knowledge production is critical to our well-being and economic competitiveness. Michael M. Crow, president of Arizona State University and an outspoken advocate for reinventing the public research university, conceived the New American University model when he moved from Columbia University to Arizona State in 2002. Following a comprehensive reconceptualization spanning more than a decade, ASU has emerged as an international academic and research powerhouse that serves as the foundational prototype for the new model. Crow has led the transformation of ASU into an egalitarian institution committed to academic excellence, inclusiveness to a broad demographic, and maximum societal impact. In Designing the New American University, Crow and coauthor William B. Dabars—a historian whose research focus is the American research university—examine the emergence of this set of institutions and the imperative for the new model, the tenets of which may be adapted by colleges and universities, both public and private. Through institutional innovation, say Crow and Dabars, universities are apt to realize unique and differentiated identities, which maximize their potential to generate the ideas, products, and processes that impact quality of life, standard of living, and national economic competitiveness. Designing the New American University will ignite a national discussion about the future evolution of the American research university.
The US higher education system is on the verge of a revolution, so some observers claim. Archibald and Feldman, leading analysts, provide an incisive overview of the challenges facing and possibilities for America's universities and colleges in their training future generations. And they demonstrate that our higher education system is resilient and adaptable enough to weather the internal, external, and technological threats without changing campuses beyond recognition. The Road Ahead for America's Colleges and Universities examines the threats posed to the current health of higher education by rising tuition and falling government support, as well as from new digital technologies rippling through the entire economy. Some predict disaster, pointing to high costs, exploding debt, and a digital tsunami that supposedly will combine to disrupt and sweep away many of the nation's higher education institutions, or change them beyond recognition. Archibald and Feldman provide a more nuanced view. They argue that the bundle of services that four-year colleges and universities provide will retain its value for the traditional age range of college students. Less certain, Archibald and Feldman argue, is whether the system will continue to be a force for social and economic opportunity. The threats are most dire at schools that disproportionately serve America's most underprivileged students. At the same time, growing income inequality reduces the ability of many students and their families to pay for higher education. Archibald and Feldman suggest a range of policy options at the state and federal level that will help America's higher education system continue to fulfill its promise.
Americans and people throughout the world have become increasingly dependent on America's great research universities. Yet few of us truly understand to what we owe this extraordinary excellence or what we must do to keep it. From the development of technologies like the laser, the global positioning system, the MRI, radar, and even Viagra, to predicting weather patterns, American research universities are one of our most vital sources of economic growth and social welfare. They have flourished because of a system that has invested public tax dollars in their work and, more importantly, granted substantial autonomy to funding agencies and the universities. This system is now under attack, the university's preeminence endangered by the USA PATRIOT Act and other conservative policies. This revelatory and alarming book will show how this vital institution is at risk of tragically losing its dominant status and why a threat to the university is a threat to the health and wealth of our nation.
"The American public is losing trust in its higher education institutions. Americans are increasingly divided about the purposes of a college education, with opinions split along partisan lines. The country's higher education leaders have responded with a litany of conferences, op-eds, and commissions aimed at regaining the public trust. While these efforts are necessary and important, they are more likely to be successful if supplemented with a view from abroad. The independent American university abroad is the oldest and most successful expression of U.S. higher education outside the United States. First established by Protestant missionaries in the Ottoman Empire during the U.S. Civil War, American universities abroad have since spread across the globe. Many enjoy widespread popularity in their communities and bipartisan support in the U.S. The Emergence of the American University Abroad explores the development of this model as a distinctive institutional form in the U.S. higher education landscape. It traces the long history of support by American private citizens, the U.S. government, and stateside colleges and universities for these overseas institutions, and shows how leaders of American universities abroad have periodically come together to make sense of their changing environments and strategically align their messaging with potential supporters. The author demonstrates that what is most valuable about American higher education emerges clearly when it is practiced outside the United States. While discourse about higher education in the United States and around the world has shifted unequivocally toward its conceptualization as a private good, leaders of, and advocates for, American universities abroad have been remarkably consistent in promoting their public benefits. As such, study of these institutions represents a unique opportunity to reflect on underappreciated, yet essential features of American higher education"--
"Ellen Schrecker shows how universities shaped the 1960s, and how the 1960s shaped them. Teach-ins and walkouts-in institutions large and small, across both the country and the political spectrum-were only the first actions that came to redefine universities as hotbeds of unrest for some and handmaidens of oppression for others. The tensions among speech, education, and institutional funding came into focus as never before-and the reverberations remain palpable today"--
Prospective college students and their parents have been relying on Loren Pope's expertise since 1995, when he published the first edition of this indispensable guide. This new edition profiles 41 colleges—all of which outdo the Ivies and research universities in producing performers, not only among A students but also among those who get Bs and Cs. Contents include: Evaluations of each school's program and "personality" Candid assessments by students, professors, and deans Information on the progress of graduates This new edition not only revisits schools listed in previous volumes to give readers a comprehensive assessment, it also addresses such issues as homeschooling, learning disabilities, and single-sex education.
A fascinating and important history of foreign students in American higher education. The book will have appeal to specialists in student services, but also to the thousands of faculty members responsible for teaching and mentoring foreign students.
The first broad survey of the history of urban higher education in America. Today, a majority of American college students attend school in cities. But throughout the nineteenth and much of the twentieth centuries, urban colleges and universities faced deep hostility from writers, intellectuals, government officials, and educators who were concerned about the impact of cities, immigrants, and commuter students on college education. In Universities and Their Cities, Steven J. Diner explores the roots of American colleges’ traditional rural bias. Why were so many people, including professors, uncomfortable with nonresident students? How were the missions and activities of urban universities influenced by their cities? And how, improbably, did much-maligned urban universities go on to profoundly shape contemporary higher education across the nation? Surveying American higher education from the early nineteenth century to the present, Diner examines the various ways in which universities responded to the challenges offered by cities. In the years before World War II, municipal institutions struggled to “build character” in working class and immigrant students. In the postwar era, universities in cities grappled with massive expansion in enrollment, issues of racial equity, the problems of “disadvantaged” students, and the role of higher education in addressing the “urban crisis.” Over the course of the twentieth century, urban higher education institutions greatly increased the use of the city for teaching, scholarly research on urban issues, and inculcating civic responsibility in students. In the final decades of the century, and moving into the twenty-first century, university location in urban areas became increasingly popular with both city-dwelling students and prospective resident students, altering the long tradition of anti-urbanism in American higher education. Drawing on the archives and publications of higher education organizations and foundations, Universities and Their Cities argues that city universities brought about today’s commitment to universal college access by reaching out to marginalized populations. Diner shows how these institutions pioneered the development of professional schools and PhD programs. Finally, he considers how leaders of urban higher education continuously debated the definition and role of an urban university. Ultimately, this book is a considered and long overdue look at the symbiotic impact of these two great American institutions: the city and the university.