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Affiche du document Stories of Hope — Stories of Hope
Sandra Abegglen
4h02min15
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323 pages. Temps de lecture estimé 4h02min.
Higher education is in crisis. Students are disengaged, lecturers are burned out, and universities seem more preoccupied with rankings and revenue than with knowledge and wellbeing. But rather than dwell on the problems, this book focuses on solutions—on hope.Bringing together a diverse range of educators and practitioners, this collection showcases real-world innovations that challenge the status quo and offer glimpses of a more humane and inspiring educational future. From rethinking systems and curriculum design to fostering imaginative collaboration and exploring the role of technology, the book highlights practical, hopeful interventions that are already making a difference.This is not a manifesto of complaints but an invitation to reimagine education. The contributors offer fresh perspectives from around the world, illustrating how small but meaningful changes can transform learning spaces, empower educators, and inspire students. For academics, teachers, administrators, and anyone invested in the future of education, this book serves as both a source of inspiration and a call to action. It is an evolving ecosystem of ideas—grounded in practice, rich with possibility, and rooted in radical hope. Now is the time to create the change we wish to see.

Stories of Hope
Sandra Abegglen
4h02min15
Etudes supérieures
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323 pages. Temps de lecture estimé 4h02min.
Higher education is in crisis. Students are disengaged, lecturers are burned out, and universities seem more preoccupied with rankings and revenue than with knowledge and wellbeing. But rather than dwell on the problems, this book focuses on solutions—on hope.Bringing together a diverse range of educators and practitioners, this collection showcases real-world innovations that challenge the status quo and offer glimpses of a more humane and inspiring educational future. From rethinking systems and curriculum design to fostering imaginative collaboration and exploring the role of technology, the book highlights practical, hopeful interventions that are already making a difference.This is not a manifesto of complaints but an invitation to reimagine education. The contributors offer fresh perspectives from around the world, illustrating how small but meaningful changes can transform learning spaces, empower educators, and inspire students. For academics, teachers, administrators, and anyone invested in the future of education, this book serves as both a source of inspiration and a call to action. It is an evolving ecosystem of ideas—grounded in practice, rich with possibility, and rooted in radical hope. Now is the time to create the change we wish to see.

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Affiche du document Fierce, Fabulous, and Fluid — Fierce, Fabulous, and Fluid
LJ Slovin
3h00min45
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241 pages. Temps de lecture estimé 3h1min.
Highlights the work trans youth do to create inclusive spaces in schoolsFierce, Fabulous, and Fluid presents a poignant critique of educational policies aimed at supporting trans and gender-nonconforming youth in schools. Over the years, caring adults have recognized these students as vulnerable and have tried to create inclusive environments to address their unique challenges. However, the book argues that these approaches have inadvertently perpetuated a narrow definition of trans identity, leaving many trans, non-binary, and gender-nonconforming youth feeling excluded and unseen.Based on a year-long ethnographic study conducted in a high school, LJ Slovin closely observes the experiences of gender-nonconforming youth who were often overlooked in the discussions about trans issues. Despite the lack of recognition, these hard-working young individuals persevered, navigating their identities and striving to thrive within the education system.Through their daily efforts, these young people tried to expand notions of gender in their school environment, building more inclusive spaces that embraced all trans identities. By sharing their stories, Slovin emphasizes the need for educators to shift away from a focus on risk and concern, to instead foster a celebration of trans and gender-nonconforming youth. The book urges educators to cultivate a genuine desire to understand and support trans youth, paving the way for a brighter and queerer future within educational settings.

Fierce, Fabulous, and Fluid
LJ Slovin
3h00min45
Etudes supérieures
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241 pages. Temps de lecture estimé 3h1min.
Highlights the work trans youth do to create inclusive spaces in schoolsFierce, Fabulous, and Fluid presents a poignant critique of educational policies aimed at supporting trans and gender-nonconforming youth in schools. Over the years, caring adults have recognized these students as vulnerable and have tried to create inclusive environments to address their unique challenges. However, the book argues that these approaches have inadvertently perpetuated a narrow definition of trans identity, leaving many trans, non-binary, and gender-nonconforming youth feeling excluded and unseen.Based on a year-long ethnographic study conducted in a high school, LJ Slovin closely observes the experiences of gender-nonconforming youth who were often overlooked in the discussions about trans issues. Despite the lack of recognition, these hard-working young individuals persevered, navigating their identities and striving to thrive within the education system.Through their daily efforts, these young people tried to expand notions of gender in their school environment, building more inclusive spaces that embraced all trans identities. By sharing their stories, Slovin emphasizes the need for educators to shift away from a focus on risk and concern, to instead foster a celebration of trans and gender-nonconforming youth. The book urges educators to cultivate a genuine desire to understand and support trans youth, paving the way for a brighter and queerer future within educational settings.

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Affiche du document Inauguration of Elizabeth Garrett — Inauguration of Elizabeth Garrett
Elizabeth Garrett
1h13min30
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98 pages. Temps de lecture estimé 1h13min.
On the occasion of the inauguration of Cornell''s thirteenth president, Elizabeth Garrett, Cornell University Press is pleased to publish the official commemorative edition of her inauguration speech. This handsome volume also includes several other sections of interest to Cornellians, including a foreword by President Emeritus Frank H. T. Rhodes, remarks from Board of Trustees Chair Robert S. Harrison, poetry by Alice Fulton, selected texts by Ezra Cornell and A. D. White, a feature on Cornell''s Sesquicentennial, brief biographies of past presidents of Cornell, and a historical account of women at Cornell by Gretchen Ritter, the Harold Tanner Dean of Arts and Sciences.President Garrett''s speech will be remembered for years to come, and this book is a wonderful keepsake of a historic occasion.

Inauguration of Elizabeth Garrett
Elizabeth Garrett
1h13min30
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98 pages. Temps de lecture estimé 1h13min.
On the occasion of the inauguration of Cornell''s thirteenth president, Elizabeth Garrett, Cornell University Press is pleased to publish the official commemorative edition of her inauguration speech. This handsome volume also includes several other sections of interest to Cornellians, including a foreword by President Emeritus Frank H. T. Rhodes, remarks from Board of Trustees Chair Robert S. Harrison, poetry by Alice Fulton, selected texts by Ezra Cornell and A. D. White, a feature on Cornell''s Sesquicentennial, brief biographies of past presidents of Cornell, and a historical account of women at Cornell by Gretchen Ritter, the Harold Tanner Dean of Arts and Sciences.President Garrett''s speech will be remembered for years to come, and this book is a wonderful keepsake of a historic occasion.

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Affiche du document What Universities Can Be — What Universities Can Be
J. Sternberg Robert
3h48min00
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304 pages. Temps de lecture estimé 3h48min.
In What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence. Sternberg presents, for the first time, his concept of the ACCEL model, in which institutions of higher education are places where students learn to become Active Concerned Citizens and Ethical Leaders. One of the greatest problems in our society is a lack of leaders who understand the importance of behaving in ethical ways for the common good of all. At a time when new models of education are sorely needed, universities have the opportunity to claim the education of future leaders as their mission. In the course of laying out the ACCEL concept and how such a model might be achieved, Sternberg offers many insights into the realities of higher education as it is practiced today and suggests ways that we could move in a better direction, one that would produce graduates who make the world a better place in which to live. Sternberg''s compelling narrative and convincing argument address all aspects of universities, such as admissions, financial aid, instruction and assessment, retention and graduation, student life, diversity, finances, athletics, governance, and marketing. This book is essential reading for educators and laypeople who are interested in learning how our universities work and how they could work better.

What Universities Can Be
J. Sternberg Robert
3h48min00
Etudes supérieures
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304 pages. Temps de lecture estimé 3h48min.
In What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence. Sternberg presents, for the first time, his concept of the ACCEL model, in which institutions of higher education are places where students learn to become Active Concerned Citizens and Ethical Leaders. One of the greatest problems in our society is a lack of leaders who understand the importance of behaving in ethical ways for the common good of all. At a time when new models of education are sorely needed, universities have the opportunity to claim the education of future leaders as their mission. In the course of laying out the ACCEL concept and how such a model might be achieved, Sternberg offers many insights into the realities of higher education as it is practiced today and suggests ways that we could move in a better direction, one that would produce graduates who make the world a better place in which to live. Sternberg''s compelling narrative and convincing argument address all aspects of universities, such as admissions, financial aid, instruction and assessment, retention and graduation, student life, diversity, finances, athletics, governance, and marketing. This book is essential reading for educators and laypeople who are interested in learning how our universities work and how they could work better.

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Affiche du document What Universities Can Be — What Universities Can Be
J. Sternberg Robert
1h47min15
Etudes supérieures
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143 pages. Temps de lecture estimé 1h47min.
In What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence. Sternberg presents, for the first time, his concept of the ACCEL model, in which institutions of higher education are places where students learn to become Active Concerned Citizens and Ethical Leaders. One of the greatest problems in our society is a lack of leaders who understand the importance of behaving in ethical ways for the common good of all. At a time when new models of education are sorely needed, universities have the opportunity to claim the education of future leaders as their mission. In the course of laying out the ACCEL concept and how such a model might be achieved, Sternberg offers many insights into the realities of higher education as it is practiced today and suggests ways that we could move in a better direction, one that would produce graduates who make the world a better place in which to live. Sternberg''s compelling narrative and convincing argument address all aspects of universities, such as admissions, financial aid, instruction and assessment, retention and graduation, student life, diversity, finances, athletics, governance, and marketing. This book is essential reading for educators and laypeople who are interested in learning how our universities work and how they could work better.

What Universities Can Be
J. Sternberg Robert
1h47min15
Etudes supérieures
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143 pages. Temps de lecture estimé 1h47min.
In What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence. Sternberg presents, for the first time, his concept of the ACCEL model, in which institutions of higher education are places where students learn to become Active Concerned Citizens and Ethical Leaders. One of the greatest problems in our society is a lack of leaders who understand the importance of behaving in ethical ways for the common good of all. At a time when new models of education are sorely needed, universities have the opportunity to claim the education of future leaders as their mission. In the course of laying out the ACCEL concept and how such a model might be achieved, Sternberg offers many insights into the realities of higher education as it is practiced today and suggests ways that we could move in a better direction, one that would produce graduates who make the world a better place in which to live. Sternberg''s compelling narrative and convincing argument address all aspects of universities, such as admissions, financial aid, instruction and assessment, retention and graduation, student life, diversity, finances, athletics, governance, and marketing. This book is essential reading for educators and laypeople who are interested in learning how our universities work and how they could work better.

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Affiche du document Building Collective Leadership for Culture Change — Building Collective Leadership for Culture Change
Maria Avila
1h16min30
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102 pages. Temps de lecture estimé 1h16min.
Building Collective Leadership for Culture Change shows how five community engagement research projects in the greater Los Angeles area were able to create more collaborative and participatory cultures in their academic institutions and nonacademic settings by using community organizing, research in action, and narrative inquiry. These projects focused on incorporating civic engagement into the work of scholars, creating a civic engagement minor at California State University, Dominguez Hills, integrating community organizing practices within the Los Angeles Unified School District, and building a regional organizing network among civically engaged higher education institutions.As the case studies authored by Maria Avila and her collaborators show, these projects succeeded because they took place in collaborative spaces where participants were part of designing the purpose, goals, and specific actions to create culture change. Building Collective Leadership for Culture Change is a vital inquiry into the possibilities of collective interpretation of accomplishments among researchers and participants.

Building Collective Leadership for Culture Change
Maria Avila
1h16min30
Etudes supérieures
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102 pages. Temps de lecture estimé 1h16min.
Building Collective Leadership for Culture Change shows how five community engagement research projects in the greater Los Angeles area were able to create more collaborative and participatory cultures in their academic institutions and nonacademic settings by using community organizing, research in action, and narrative inquiry. These projects focused on incorporating civic engagement into the work of scholars, creating a civic engagement minor at California State University, Dominguez Hills, integrating community organizing practices within the Los Angeles Unified School District, and building a regional organizing network among civically engaged higher education institutions.As the case studies authored by Maria Avila and her collaborators show, these projects succeeded because they took place in collaborative spaces where participants were part of designing the purpose, goals, and specific actions to create culture change. Building Collective Leadership for Culture Change is a vital inquiry into the possibilities of collective interpretation of accomplishments among researchers and participants.

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Affiche du document Building Collective Leadership for Culture Change — Building Collective Leadership for Culture Change
Maria Avila
2h47min15
Etudes supérieures
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223 pages. Temps de lecture estimé 2h47min.
Building Collective Leadership for Culture Change shows how five community engagement research projects in the greater Los Angeles area were able to create more collaborative and participatory cultures in their academic institutions and nonacademic settings by using community organizing, research in action, and narrative inquiry. These projects focused on incorporating civic engagement into the work of scholars, creating a civic engagement minor at California State University, Dominguez Hills, integrating community organizing practices within the Los Angeles Unified School District, and building a regional organizing network among civically engaged higher education institutions.As the case studies authored by Maria Avila and her collaborators show, these projects succeeded because they took place in collaborative spaces where participants were part of designing the purpose, goals, and specific actions to create culture change. Building Collective Leadership for Culture Change is a vital inquiry into the possibilities of collective interpretation of accomplishments among researchers and participants.

Building Collective Leadership for Culture Change
Maria Avila
2h47min15
Etudes supérieures
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223 pages. Temps de lecture estimé 2h47min.
Building Collective Leadership for Culture Change shows how five community engagement research projects in the greater Los Angeles area were able to create more collaborative and participatory cultures in their academic institutions and nonacademic settings by using community organizing, research in action, and narrative inquiry. These projects focused on incorporating civic engagement into the work of scholars, creating a civic engagement minor at California State University, Dominguez Hills, integrating community organizing practices within the Los Angeles Unified School District, and building a regional organizing network among civically engaged higher education institutions.As the case studies authored by Maria Avila and her collaborators show, these projects succeeded because they took place in collaborative spaces where participants were part of designing the purpose, goals, and specific actions to create culture change. Building Collective Leadership for Culture Change is a vital inquiry into the possibilities of collective interpretation of accomplishments among researchers and participants.

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Affiche du document Law of Law School — Law of Law School
Yusef Newton Jonathan
2h24min00
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192 pages. Temps de lecture estimé 2h24min.
Offers one hundred rules that every first year law student should live by“Dear Law Student: Here’s the truth. You belong here.” Law professor Andrew Ferguson and former student Jonathan Yusef Newton open with this statement of reassurance in The Law of Law School. As all former law students and current lawyers can attest, law school is disorienting, overwhelming, and difficult. Unlike other educational institutions, law school is not set up simply to teach a subject. Instead, the first year of law school is set up to teach a skill set and way of thinking, which you then apply to do the work of lawyering. What most first-year students don’t realize is that law school has a code, an unwritten rulebook of decisions and traditions that must be understood in order to succeed.The Law of Law School endeavors to distill this common wisdom into one hundred easily digestible rules. From self-care tips such as “Remove the Drama,” to studying tricks like “Prepare for Class like an Appellate Argument,” topics on exams, classroom expectations, outlining, case briefing, professors, and mental health are all broken down into the rules that form the hidden law of law school. If you don’t have a network of lawyers in your family and are unsure of what to expect, Ferguson and Newton offer a forthright guide to navigating the expectations, challenges, and secrets to first-year success. Jonathan Newton was himself such a non-traditional student and now shares his story as a pathway to a meaningful and positive law school experience. This book is perfect for the soon-to-be law school student or the current 1L and speaks to the growing number of first-generation law students in America.

Law of Law School
Yusef Newton Jonathan
2h24min00
Etudes supérieures
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192 pages. Temps de lecture estimé 2h24min.
Offers one hundred rules that every first year law student should live by“Dear Law Student: Here’s the truth. You belong here.” Law professor Andrew Ferguson and former student Jonathan Yusef Newton open with this statement of reassurance in The Law of Law School. As all former law students and current lawyers can attest, law school is disorienting, overwhelming, and difficult. Unlike other educational institutions, law school is not set up simply to teach a subject. Instead, the first year of law school is set up to teach a skill set and way of thinking, which you then apply to do the work of lawyering. What most first-year students don’t realize is that law school has a code, an unwritten rulebook of decisions and traditions that must be understood in order to succeed.The Law of Law School endeavors to distill this common wisdom into one hundred easily digestible rules. From self-care tips such as “Remove the Drama,” to studying tricks like “Prepare for Class like an Appellate Argument,” topics on exams, classroom expectations, outlining, case briefing, professors, and mental health are all broken down into the rules that form the hidden law of law school. If you don’t have a network of lawyers in your family and are unsure of what to expect, Ferguson and Newton offer a forthright guide to navigating the expectations, challenges, and secrets to first-year success. Jonathan Newton was himself such a non-traditional student and now shares his story as a pathway to a meaningful and positive law school experience. This book is perfect for the soon-to-be law school student or the current 1L and speaks to the growing number of first-generation law students in America.

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Affiche du document Developing and Evaluating Quality Bilingual Practices in Higher Education — Developing and Evaluating Quality Bilingual Practices in Higher Education
1h51min00
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148 pages. Temps de lecture estimé 1h51min.
Widens the traditional focus on the construction of quality in HEIs and stresses that quality equates fit for purposeThis book provides an overview and evaluation of the quality of bilingual education found in internationalised higher education institutions. Its authors focus on the multifaceted roles that language(s) play in these growing multilingual spaces and analyse and identify the many factors that account for quality multilingual degree programmes. The chapters cover themes such as language policy, quality assurance tools and indicators of quality and the authors approach issues of quality from very different and complementary perspectives, adopting for example, temporal, evaluative and developmental positioning, and taking micro, meso and macro level perspectives, while still keeping sight of the local realities, practices and possibilities. The contributions are written by authors working in Brazil, Finland, Mexico, Portugal, Spain, Sweden, Switzerland and the UK and have implications for researchers, education coordinators, practitioners and other stakeholders who are looking to design, launch and evaluate new programmes in any higher education context worldwide.Contributors Emma Dafouz: Foreword: Quality in Multilingual Higher Education: From Supra-National Strategies to Institutional Realizations Fernando D. Rubio-Alcalá & Do Coyle: Introduction Chapter 1. Patrick Studer: Internationalization, Quality and Multilingualism in Higher Education: A Troublesome Relationship Chapter 2. Inmaculada Fortanet-Gómez: Building a Language Policy for Quality Multilingualism in Higher Education: From Theory to Practice Chapter 3. Kyria Finardi, Pat Moore and Felipe Guimarães: Glocalization and Internationalization in University Language Policy Making Chapter 4. Karin Båge and Jennifer Valcke: From EME to SDG. The Journey of a Medical University Chapter 5. Víctor Pavón Vázquez: The Role of Languages in the Internationalization of Higher Education: Institutional Challenges Chapter 6. David Marsh and Wendy Díaz Pérez: A Key Development Indicator Matrix for Systemizing CLIL in Higher Education Environments Chapter 7. Javier Ávila-López, Francisco Rubio-Cuenca and Rocío López-Lechuga: AGCEPESA Project: Designing a Tool to Measure Quality of Plurilingual Programs in Higher Education Chapter 8. David Lasagabaster: Team Teaching: A Way to Boost the Quality of EMI Programmes? Chapter 9. Maria Ellison: Understanding the Affective for Effective EMI in Higher Education Index

Developing and Evaluating Quality Bilingual Practices in Higher Education
1h51min00
Etudes supérieures
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148 pages. Temps de lecture estimé 1h51min.
Widens the traditional focus on the construction of quality in HEIs and stresses that quality equates fit for purposeThis book provides an overview and evaluation of the quality of bilingual education found in internationalised higher education institutions. Its authors focus on the multifaceted roles that language(s) play in these growing multilingual spaces and analyse and identify the many factors that account for quality multilingual degree programmes. The chapters cover themes such as language policy, quality assurance tools and indicators of quality and the authors approach issues of quality from very different and complementary perspectives, adopting for example, temporal, evaluative and developmental positioning, and taking micro, meso and macro level perspectives, while still keeping sight of the local realities, practices and possibilities. The contributions are written by authors working in Brazil, Finland, Mexico, Portugal, Spain, Sweden, Switzerland and the UK and have implications for researchers, education coordinators, practitioners and other stakeholders who are looking to design, launch and evaluate new programmes in any higher education context worldwide.Contributors Emma Dafouz: Foreword: Quality in Multilingual Higher Education: From Supra-National Strategies to Institutional Realizations Fernando D. Rubio-Alcalá & Do Coyle: Introduction Chapter 1. Patrick Studer: Internationalization, Quality and Multilingualism in Higher Education: A Troublesome Relationship Chapter 2. Inmaculada Fortanet-Gómez: Building a Language Policy for Quality Multilingualism in Higher Education: From Theory to Practice Chapter 3. Kyria Finardi, Pat Moore and Felipe Guimarães: Glocalization and Internationalization in University Language Policy Making Chapter 4. Karin Båge and Jennifer Valcke: From EME to SDG. The Journey of a Medical University Chapter 5. Víctor Pavón Vázquez: The Role of Languages in the Internationalization of Higher Education: Institutional Challenges Chapter 6. David Marsh and Wendy Díaz Pérez: A Key Development Indicator Matrix for Systemizing CLIL in Higher Education Environments Chapter 7. Javier Ávila-López, Francisco Rubio-Cuenca and Rocío López-Lechuga: AGCEPESA Project: Designing a Tool to Measure Quality of Plurilingual Programs in Higher Education Chapter 8. David Lasagabaster: Team Teaching: A Way to Boost the Quality of EMI Programmes? Chapter 9. Maria Ellison: Understanding the Affective for Effective EMI in Higher Education Index

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Affiche du document Forging the Future — Forging the Future
2h08min15
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171 pages. Temps de lecture estimé 2h08min.
Forging the Future: A History of the John Martinson Honors College, 2013–2023 is the story of a collaborative effort to build a visionary place: an academic-residential college that would bring together students from across disciplines and differences to rethink the goals and practices of a college education. Designed to be a hub for interdisciplinary learning and innovative pedagogy at Purdue University and a national leader in honors education, the John Martinson Honors College (JMHC) was first and foremost a dream of the future. How that collective dream took shape—from the first, speculative discussions of a college to the literal construction of its buildings and the arrival of its students—is a tale researched, written, and published by the students and alumni of the JMHC. Part institutional history, part biography of a place and its people, Forging the Future is a record of what hope and imagination can accomplish in ten years.Foreword, by Dean Rhonda Phillips Acknowledgments Introduction, by Emily Allen 1 Before the Honors College, by Jonathan Pfluger 2 The Creation of the Honors College, by David Keen 3 Case Study: The First Year, 2013–2014, by Mark Aronson 4 Interdisciplinary Academics, by Sean Giltmier 5 The Building, by Ella Stone 6 Student Community, by Maria Vawter 7 Diversity, Equity, Inclusion, and Belonging, by Pulkit Manchanda 8 International Engagement, by Isabelle Diaz 9 Leadership, by Elsa Davis 10 Prestigious Scholarships, by Jannine Huby 11 Case Study: The COVID-19 Year, 2020–2021, Veronica Galles 12 Research and Scholarly/Creative Projects, by Ella Hildebrand 13 The Future is Forged Here, by Carissa Ray A Conversation with John Martinson Afterword, by Jannine Huby Afterword, by Pulkit Manchanda About the Contributors Index

Forging the Future
2h08min15
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171 pages. Temps de lecture estimé 2h08min.
Forging the Future: A History of the John Martinson Honors College, 2013–2023 is the story of a collaborative effort to build a visionary place: an academic-residential college that would bring together students from across disciplines and differences to rethink the goals and practices of a college education. Designed to be a hub for interdisciplinary learning and innovative pedagogy at Purdue University and a national leader in honors education, the John Martinson Honors College (JMHC) was first and foremost a dream of the future. How that collective dream took shape—from the first, speculative discussions of a college to the literal construction of its buildings and the arrival of its students—is a tale researched, written, and published by the students and alumni of the JMHC. Part institutional history, part biography of a place and its people, Forging the Future is a record of what hope and imagination can accomplish in ten years.Foreword, by Dean Rhonda Phillips Acknowledgments Introduction, by Emily Allen 1 Before the Honors College, by Jonathan Pfluger 2 The Creation of the Honors College, by David Keen 3 Case Study: The First Year, 2013–2014, by Mark Aronson 4 Interdisciplinary Academics, by Sean Giltmier 5 The Building, by Ella Stone 6 Student Community, by Maria Vawter 7 Diversity, Equity, Inclusion, and Belonging, by Pulkit Manchanda 8 International Engagement, by Isabelle Diaz 9 Leadership, by Elsa Davis 10 Prestigious Scholarships, by Jannine Huby 11 Case Study: The COVID-19 Year, 2020–2021, Veronica Galles 12 Research and Scholarly/Creative Projects, by Ella Hildebrand 13 The Future is Forged Here, by Carissa Ray A Conversation with John Martinson Afterword, by Jannine Huby Afterword, by Pulkit Manchanda About the Contributors Index

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Affiche du document Knowledge-Making from a Postgraduate Writers' Circle — Knowledge-Making from a Postgraduate Writers' Circle
Lucia Thesen
1h24min45
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113 pages. Temps de lecture estimé 1h25min.
Explores the idea of disrupting the traditional academic writing process within a postgraduate writers’ circle at an elite university in South AfricaThis book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing should look like. The author uses writing as both a subject and a method of enquiry in an ethnographic deep dive into her long-term engagement with a postgraduate writers' circle in an elite South African university. The book engages with growing global interest in the geopolitics of research writing and its relationship to patterns of epistemic privilege, drawing on current work on decolonising knowledge production. It opens a space to widen and deepen how we imagine the relationship between writing and knowledge-making.Figures Acknowledgements Introduction: The Writers’ Circle as a Portal to Knowledge-Making Chapter 1. A Threshold Space of Difference: Introducing the Thursday Circle Chapter 2. The Yellow Folders Draw Me In: Looking for the Trace Chapter 3. Surface Tension: Writing in the Shadow of the God View Chapter 4. HA HA HA: Shaking the Tree of Language Chapter 5. One Word at a Time: Finding Rhythm in Writing Chapter 6. Punctuating the Flow: Reflections from Beyond the Circle Chapter 7. ‘I remember a few rogue popcorns’: Teaching for the Trace (with Clement Chihota and Aditi Hunma) Conclusion: Knowledge-Making at the Water Point References Index

Knowledge-Making from a Postgraduate Writers' Circle
Lucia Thesen
1h24min45
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113 pages. Temps de lecture estimé 1h25min.
Explores the idea of disrupting the traditional academic writing process within a postgraduate writers’ circle at an elite university in South AfricaThis book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing should look like. The author uses writing as both a subject and a method of enquiry in an ethnographic deep dive into her long-term engagement with a postgraduate writers' circle in an elite South African university. The book engages with growing global interest in the geopolitics of research writing and its relationship to patterns of epistemic privilege, drawing on current work on decolonising knowledge production. It opens a space to widen and deepen how we imagine the relationship between writing and knowledge-making.Figures Acknowledgements Introduction: The Writers’ Circle as a Portal to Knowledge-Making Chapter 1. A Threshold Space of Difference: Introducing the Thursday Circle Chapter 2. The Yellow Folders Draw Me In: Looking for the Trace Chapter 3. Surface Tension: Writing in the Shadow of the God View Chapter 4. HA HA HA: Shaking the Tree of Language Chapter 5. One Word at a Time: Finding Rhythm in Writing Chapter 6. Punctuating the Flow: Reflections from Beyond the Circle Chapter 7. ‘I remember a few rogue popcorns’: Teaching for the Trace (with Clement Chihota and Aditi Hunma) Conclusion: Knowledge-Making at the Water Point References Index

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Affiche du document A Transdisciplinary Approach to International Teaching Assistants — A Transdisciplinary Approach to International Teaching Assistants
1h49min30
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146 pages. Temps de lecture estimé 1h49min.
Unique collection focusing on issues that relate to the international teaching assistant experienceNorth American universities depend on international teaching assistants (ITAs) as a substantial part of the teaching labor force, which has led to the idea of an ‘ITA problem’, a deficiency model which is framed as a divergence between ITAs’ linguistic competence and undergraduates’ and their parents’ expectations. This outdated positioning of ITAs as deficient diminishes the invaluable role they play within the academy. This book argues instead for an approach to ITA which recognizes them as multilingual, skilled, migrant professionals who participate in and are discursively constructed through various participant frameworks, modalities and activities. The chapters in this volume offer state-of-the-art research into ITA using a variety of methods and approaches, and as such constitute a transdisciplinary perspective which argues for the importance of dialogue between research and practice.Chapter 1. Stephen Daniel Looney and Shereen Bhalla: Introduction: A Transdisciplinary Approach to ITA Chapter 2. Lucy Pickering: The Role of Intonation in the Production and Perception of ITA Discourse Chapter 3. Stephen Daniel Looney: Co-operative Action: Addressing Misunderstanding and Displaying Uncertainty in the Undergraduate Physics Lab Chapter 4. Shiao-Yun Chiang: Instructional Authority and Instructional Discourse Chapter 5. Okim Kang and Meghan Moran: Enhancing Communication between ITAs and U.S. Undergraduate Students Chapter 6. Jing Wei: Examining Rater Bias in Scoring World Englishes Speakers Using a Transdisciplinary Approach: Implications for Assessing International Teaching Assistants Chapter 7. Shereen Bhalla: A Community of Practice Approach to Understanding the ITA Experience Chapter 8. Linda Harklau and James Coda: Situating ITAs in Higher Education and Immigration Policy Studies Chapter 9. Greta Gorsuch: Using Course Logic to Describe Outcomes and Instruction for an ITA Course Chapter 10. Stephen Daniel Looney: Conclusion - Five Imperatives for ITA Programs and Practitioners

A Transdisciplinary Approach to International Teaching Assistants
1h49min30
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146 pages. Temps de lecture estimé 1h49min.
Unique collection focusing on issues that relate to the international teaching assistant experienceNorth American universities depend on international teaching assistants (ITAs) as a substantial part of the teaching labor force, which has led to the idea of an ‘ITA problem’, a deficiency model which is framed as a divergence between ITAs’ linguistic competence and undergraduates’ and their parents’ expectations. This outdated positioning of ITAs as deficient diminishes the invaluable role they play within the academy. This book argues instead for an approach to ITA which recognizes them as multilingual, skilled, migrant professionals who participate in and are discursively constructed through various participant frameworks, modalities and activities. The chapters in this volume offer state-of-the-art research into ITA using a variety of methods and approaches, and as such constitute a transdisciplinary perspective which argues for the importance of dialogue between research and practice.Chapter 1. Stephen Daniel Looney and Shereen Bhalla: Introduction: A Transdisciplinary Approach to ITA Chapter 2. Lucy Pickering: The Role of Intonation in the Production and Perception of ITA Discourse Chapter 3. Stephen Daniel Looney: Co-operative Action: Addressing Misunderstanding and Displaying Uncertainty in the Undergraduate Physics Lab Chapter 4. Shiao-Yun Chiang: Instructional Authority and Instructional Discourse Chapter 5. Okim Kang and Meghan Moran: Enhancing Communication between ITAs and U.S. Undergraduate Students Chapter 6. Jing Wei: Examining Rater Bias in Scoring World Englishes Speakers Using a Transdisciplinary Approach: Implications for Assessing International Teaching Assistants Chapter 7. Shereen Bhalla: A Community of Practice Approach to Understanding the ITA Experience Chapter 8. Linda Harklau and James Coda: Situating ITAs in Higher Education and Immigration Policy Studies Chapter 9. Greta Gorsuch: Using Course Logic to Describe Outcomes and Instruction for an ITA Course Chapter 10. Stephen Daniel Looney: Conclusion - Five Imperatives for ITA Programs and Practitioners

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Affiche du document Corrupted — Corrupted
Jonathan D Jansen
1h50min15
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147 pages. Temps de lecture estimé 1h50min.
This book offers new explanations for the state of chronic dysfunction at some South African universities and offers solutions to bringing an elusive stability to higher education.Why do some universities seem to be in a constant state of turmoil and dysfunction? Jonathan Jansen explores the root causes of chronic instability in a sample of South African universities. Through scrutiny of investigatory reports and interviews with more than 100 university managers and government officials, Jansen finds that at the heart of the dysfunction in universities is an intense and sometimes deadly competition for resources especially on campuses located in impoverished communities. It is not the lack of institutional resources but their concentration in a university that draws a mix of corrupt actors from local politicians and taxi operators to members of council and management into a never-ending run on the material (such as money for infrastructure) and symbolic (namely, graduation certificates for sale) assets of these institutions. Jansen argues that the problem won’t be solved through investments in ‘capacity building’ alone because the combination of institutional capacity and institutional integrity contributes to serial instability in universities. Jansen makes an important intervention to understanding the root causes and offers interventions to produce stabilities such as the depoliticisation of university councils and appointing academics of integrity and capacity in the management and leadership of these fragile institutions. This groundbreaking and long overdue study will offer a promising way forward for universities to better serve their communities and the country more broadly.Acknowledgements Acronyms and Abbreviations Map of South African Universities Chapter 1 A study of chronic dysfunction in universities Chapter 2 Historical roots of dysfunction: Shaping the South African university Chapter 3 Dysfunctionality in universities: A political economy perspective Chapter 4 A personal journey through the political economy of universities Chapter 5: Casting long shadows: How history shapes the politics of universities in South Africa Chapter 6 The university as a concentrated and exploitable resource Chapter 7 The university as a criminal enterprise Chapter 8 The micropolitics of corruption in universities Chapter 9 The twin roots of chronic dysfunctionality in universities Chapter 10 Rethinking and rebuilding dysfunctional South African universities Appendices References Index

Corrupted
Jonathan D Jansen
1h50min15
Etudes supérieures
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147 pages. Temps de lecture estimé 1h50min.
This book offers new explanations for the state of chronic dysfunction at some South African universities and offers solutions to bringing an elusive stability to higher education.Why do some universities seem to be in a constant state of turmoil and dysfunction? Jonathan Jansen explores the root causes of chronic instability in a sample of South African universities. Through scrutiny of investigatory reports and interviews with more than 100 university managers and government officials, Jansen finds that at the heart of the dysfunction in universities is an intense and sometimes deadly competition for resources especially on campuses located in impoverished communities. It is not the lack of institutional resources but their concentration in a university that draws a mix of corrupt actors from local politicians and taxi operators to members of council and management into a never-ending run on the material (such as money for infrastructure) and symbolic (namely, graduation certificates for sale) assets of these institutions. Jansen argues that the problem won’t be solved through investments in ‘capacity building’ alone because the combination of institutional capacity and institutional integrity contributes to serial instability in universities. Jansen makes an important intervention to understanding the root causes and offers interventions to produce stabilities such as the depoliticisation of university councils and appointing academics of integrity and capacity in the management and leadership of these fragile institutions. This groundbreaking and long overdue study will offer a promising way forward for universities to better serve their communities and the country more broadly.Acknowledgements Acronyms and Abbreviations Map of South African Universities Chapter 1 A study of chronic dysfunction in universities Chapter 2 Historical roots of dysfunction: Shaping the South African university Chapter 3 Dysfunctionality in universities: A political economy perspective Chapter 4 A personal journey through the political economy of universities Chapter 5: Casting long shadows: How history shapes the politics of universities in South Africa Chapter 6 The university as a concentrated and exploitable resource Chapter 7 The university as a criminal enterprise Chapter 8 The micropolitics of corruption in universities Chapter 9 The twin roots of chronic dysfunctionality in universities Chapter 10 Rethinking and rebuilding dysfunctional South African universities Appendices References Index

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Affiche du document Autocratic Academy — Autocratic Academy
Kaufman-Osborn Timothy V. Kaufman-Osborn
4h24min45
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353 pages. Temps de lecture estimé 4h25min.
Critics of contemporary US higher education often point to the academy's "corporatization" as one of its defining maladies. However, in The Autocratic Academy Timothy V. Kaufman-Osborn argues that American colleges and universities have always been organized as corporations in which the power to rule is legally vested in and monopolized by antidemocratic governing boards. This institutional form, Kaufman-Osborn contends, is antithetical to the free inquiry that defines the purpose of higher education. Tracing the history of the American academy from the founding of Harvard (1636), through the Supreme Court's Dartmouth v. Woodward ruling (1819), and into the twenty-first century, Kaufman-Osborn shows how the university's autocratic legal constitution is now yoked to its representation on the model of private property. Explaining why appeals to the cause of shared governance cannot succeed in wresting power from the academy's autocrats, Kaufman-Osborn argues that American universities must now be reincorporated in accordance with the principles of democratic republicanism. Only then can the academy's members hold accountable those chosen to govern and collectively determine the disposition of higher education's unique public goods.

Autocratic Academy
Kaufman-Osborn Timothy V. Kaufman-Osborn
4h24min45
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353 pages. Temps de lecture estimé 4h25min.
Critics of contemporary US higher education often point to the academy's "corporatization" as one of its defining maladies. However, in The Autocratic Academy Timothy V. Kaufman-Osborn argues that American colleges and universities have always been organized as corporations in which the power to rule is legally vested in and monopolized by antidemocratic governing boards. This institutional form, Kaufman-Osborn contends, is antithetical to the free inquiry that defines the purpose of higher education. Tracing the history of the American academy from the founding of Harvard (1636), through the Supreme Court's Dartmouth v. Woodward ruling (1819), and into the twenty-first century, Kaufman-Osborn shows how the university's autocratic legal constitution is now yoked to its representation on the model of private property. Explaining why appeals to the cause of shared governance cannot succeed in wresting power from the academy's autocrats, Kaufman-Osborn argues that American universities must now be reincorporated in accordance with the principles of democratic republicanism. Only then can the academy's members hold accountable those chosen to govern and collectively determine the disposition of higher education's unique public goods.

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Affiche du document American Legal Education Abroad — American Legal Education Abroad
2h57min45
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237 pages. Temps de lecture estimé 2h58min.
A critical history of the Americanization of legal education in fourteen countriesThe second half of the twentieth century witnessed the export of American power—both hard and soft—throughout the world. What role did US cultural and economic imperialism play in legal education? American Legal Education Abroad offers an unprecedented and surprising picture of the history of legal education in fourteen countries beyond the United States.Each study in this book represents a critical history of the Americanization of legal education, reexamining prevailing narratives of exportation, transplantation, and imperialism. Collectively, these studies challenge the conventional wisdom that American ideas and practices have dominated globally. Editors Susan Bartie and David Sandomierski and their contributors suggest that to understand legal education and to respond thoughtfully to the mounting present-day challenges, it is essential to look beyond a particular region and consider not only the ideas behind legal education but also the broader historical, political, and cultural factors that have shaped them.American Legal Education Abroad begins with an important foundational history by leading Harvard Law School historian Bruce Kimball, who explains the factors that created a transportable American legal model, and the book concludes with reflections from two prominent American law professors, Susan Carle and Bob Gordon, whose observations on recent disruptions within US law schools suggest that their influence within the global order of legal education may soon fall into further decline. This book should be considered an invaluable resource for anyone in the field of law.

American Legal Education Abroad
2h57min45
Etudes supérieures
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237 pages. Temps de lecture estimé 2h58min.
A critical history of the Americanization of legal education in fourteen countriesThe second half of the twentieth century witnessed the export of American power—both hard and soft—throughout the world. What role did US cultural and economic imperialism play in legal education? American Legal Education Abroad offers an unprecedented and surprising picture of the history of legal education in fourteen countries beyond the United States.Each study in this book represents a critical history of the Americanization of legal education, reexamining prevailing narratives of exportation, transplantation, and imperialism. Collectively, these studies challenge the conventional wisdom that American ideas and practices have dominated globally. Editors Susan Bartie and David Sandomierski and their contributors suggest that to understand legal education and to respond thoughtfully to the mounting present-day challenges, it is essential to look beyond a particular region and consider not only the ideas behind legal education but also the broader historical, political, and cultural factors that have shaped them.American Legal Education Abroad begins with an important foundational history by leading Harvard Law School historian Bruce Kimball, who explains the factors that created a transportable American legal model, and the book concludes with reflections from two prominent American law professors, Susan Carle and Bob Gordon, whose observations on recent disruptions within US law schools suggest that their influence within the global order of legal education may soon fall into further decline. This book should be considered an invaluable resource for anyone in the field of law.

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Affiche du document Law of Law School — Law of Law School
Yusef Newton Jonathan
1h44min15
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139 pages. Temps de lecture estimé 1h44min.
Offers one hundred rules that every first year law student should live by“Dear Law Student: Here’s the truth. You belong here.” Law professor Andrew Ferguson and former student Jonathan Yusef Newton open with this statement of reassurance in The Law of Law School. As all former law students and current lawyers can attest, law school is disorienting, overwhelming, and difficult. Unlike other educational institutions, law school is not set up simply to teach a subject. Instead, the first year of law school is set up to teach a skill set and way of thinking, which you then apply to do the work of lawyering. What most first-year students don’t realize is that law school has a code, an unwritten rulebook of decisions and traditions that must be understood in order to succeed.The Law of Law School endeavors to distill this common wisdom into one hundred easily digestible rules. From self-care tips such as “Remove the Drama,” to studying tricks like “Prepare for Class like an Appellate Argument,” topics on exams, classroom expectations, outlining, case briefing, professors, and mental health are all broken down into the rules that form the hidden law of law school. If you don’t have a network of lawyers in your family and are unsure of what to expect, Ferguson and Newton offer a forthright guide to navigating the expectations, challenges, and secrets to first-year success. Jonathan Newton was himself such a non-traditional student and now shares his story as a pathway to a meaningful and positive law school experience. This book is perfect for the soon-to-be law school student or the current 1L and speaks to the growing number of first-generation law students in America.

Law of Law School
Yusef Newton Jonathan
1h44min15
Etudes supérieures
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139 pages. Temps de lecture estimé 1h44min.
Offers one hundred rules that every first year law student should live by“Dear Law Student: Here’s the truth. You belong here.” Law professor Andrew Ferguson and former student Jonathan Yusef Newton open with this statement of reassurance in The Law of Law School. As all former law students and current lawyers can attest, law school is disorienting, overwhelming, and difficult. Unlike other educational institutions, law school is not set up simply to teach a subject. Instead, the first year of law school is set up to teach a skill set and way of thinking, which you then apply to do the work of lawyering. What most first-year students don’t realize is that law school has a code, an unwritten rulebook of decisions and traditions that must be understood in order to succeed.The Law of Law School endeavors to distill this common wisdom into one hundred easily digestible rules. From self-care tips such as “Remove the Drama,” to studying tricks like “Prepare for Class like an Appellate Argument,” topics on exams, classroom expectations, outlining, case briefing, professors, and mental health are all broken down into the rules that form the hidden law of law school. If you don’t have a network of lawyers in your family and are unsure of what to expect, Ferguson and Newton offer a forthright guide to navigating the expectations, challenges, and secrets to first-year success. Jonathan Newton was himself such a non-traditional student and now shares his story as a pathway to a meaningful and positive law school experience. This book is perfect for the soon-to-be law school student or the current 1L and speaks to the growing number of first-generation law students in America.

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Affiche du document — "I Love Learning; I Hate School"
D. Blum Susan
4h26min15
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355 pages. Temps de lecture estimé 4h26min.
Frustrated by her students' performance, her relationships with them, and her own daughter's problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students-people in general-master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a "reintegration of learning with life."

"I Love Learning; I Hate School"
D. Blum Susan
4h26min15
Etudes supérieures
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355 pages. Temps de lecture estimé 4h26min.
Frustrated by her students' performance, her relationships with them, and her own daughter's problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students-people in general-master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a "reintegration of learning with life."

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Affiche du document — "I Love Learning; I Hate School"
D. Blum Susan
2h44min15
Etudes supérieures
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219 pages. Temps de lecture estimé 2h44min.
Frustrated by her students' performance, her relationships with them, and her own daughter's problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students-people in general-master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a "reintegration of learning with life."

"I Love Learning; I Hate School"
D. Blum Susan
2h44min15
Etudes supérieures
Youscribe plus
219 pages. Temps de lecture estimé 2h44min.
Frustrated by her students' performance, her relationships with them, and her own daughter's problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students-people in general-master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a "reintegration of learning with life."

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Affiche du document Inauguration of Elizabeth Garrett — Inauguration of Elizabeth Garrett
Elizabeth Garrett
30min00
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40 pages. Temps de lecture estimé 30min.
On the occasion of the inauguration of Cornell''s thirteenth president, Elizabeth Garrett, Cornell University Press is pleased to publish the official commemorative edition of her inauguration speech. This handsome volume also includes several other sections of interest to Cornellians, including a foreword by President Emeritus Frank H. T. Rhodes, remarks from Board of Trustees Chair Robert S. Harrison, poetry by Alice Fulton, selected texts by Ezra Cornell and A. D. White, a feature on Cornell''s Sesquicentennial, brief biographies of past presidents of Cornell, and a historical account of women at Cornell by Gretchen Ritter, the Harold Tanner Dean of Arts and Sciences.President Garrett''s speech will be remembered for years to come, and this book is a wonderful keepsake of a historic occasion.

Inauguration of Elizabeth Garrett
Elizabeth Garrett
30min00
Etudes supérieures
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40 pages. Temps de lecture estimé 30min.
On the occasion of the inauguration of Cornell''s thirteenth president, Elizabeth Garrett, Cornell University Press is pleased to publish the official commemorative edition of her inauguration speech. This handsome volume also includes several other sections of interest to Cornellians, including a foreword by President Emeritus Frank H. T. Rhodes, remarks from Board of Trustees Chair Robert S. Harrison, poetry by Alice Fulton, selected texts by Ezra Cornell and A. D. White, a feature on Cornell''s Sesquicentennial, brief biographies of past presidents of Cornell, and a historical account of women at Cornell by Gretchen Ritter, the Harold Tanner Dean of Arts and Sciences.President Garrett''s speech will be remembered for years to come, and this book is a wonderful keepsake of a historic occasion.

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Affiche du document L’Université en chantier en RD Congo Regards croisés sur la réforme de l’enseignement supérieur et universitaire — L’Université en chantier en RD Congo Regards croisés sur la réforme de l’enseignement supérieur et universitaire
Alphonse Maindo M. Ngonga
2h55min30
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234 pages. Temps de lecture estimé 2h55min.

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