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.

Leadership matters more than ever in this turbulent moment in American higher education. During these unprecedented times, glaring internal inefficiencies, communication breakdowns, and an overriding sense of cultural inertia on many campuses are too often set against a backdrop of changing consumer preferences, high sticker prices, declining demand, massive tuition discounting, aging infrastructure, technological and pedagogical alternatives, and political pressure. Strategic leadership in such a complex environment needs to be exercised in nuanced ways that differ from those embraced by corporate cultures. In Leadership Matters, W. Joseph King and Brian C. Mitchell argue that the success of higher education institutions depends on strategic leaders who can utilize the strengths of their institutions and leaders to balance internal pressures, shifting demographics, global education needs, and workforce preparation demands beyond the college gates. Drawing on their extensive experience, the authors guide senior administration, trustees, and presidents on how to lead during immense financial, demographic, and social challenges. King and Mitchell believe that, to survive, colleges must be well run—flexible, effective, and forward thinking. The authors begin with a fundamental premise—that colleges and universities must evolve and adapt by modernizing their practices, monetizing their assets, focusing on core educational strategies, and linking explicitly to the modern world. Discussing a broad range of leadership positions, including presidents, provosts, and board chairs, Leadership Matters touches on strategic planning, management and operations, stakeholder relations, campus and community, accreditation and athletic conferences, and much more. The authors offer an optimistic assessment based upon frank and stark conclusions about what colleges must do—and must not do—to remain relevant in the coming decades.

The untold story of a stunning discovery: not only can birds smell, but their scents may be the secret to understanding their world. The puzzling lack of evidence for the peculiar but widespread belief that birds have no sense of smell irked evolutionary biologist Danielle Whittaker. Exploring the science behind the myth led her on an unexpected quest investigating mysteries from how juncos win a fight to why cowbirds smell like cookies. In The Secret Perfume of Birds—part science, part intellectual history, and part memoir—Whittaker blends humor, clear writing, and a compelling narrative to describe how scent is important not just for birds but for all animals, including humans. Whittaker engagingly describes how emerging research has uncovered birds' ability to produce complex chemical signals that influence their behavior, including where they build nests, when they pick a fight, and why they fly away. Mate choice, or sexual selection—a still enigmatic aspect of many animals' lives—appears to be particularly influenced by smell. Whittaker's pioneering studies suggest that birds' sexy (and scary) signals are produced by symbiotic bacteria that manufacture scents in the oil that birds stroke on their feathers when preening. From tangerine-scented auklets to her beloved juncos, redolent of moss, birds from across the world feature in Whittaker's stories, but she also examines the smelly chemicals of all kinds of creatures, from iguanas and bees to monkeys and humans. Readers will enjoy a rare opportunity to witness the twisting roads scientific research can take, especially the challenging, hilarious, and occasionally dangerous realities of ornithology in the wild. The Secret Perfume of Birds will interest anyone looking to learn more about birds, about how animals and humans use our senses, and about why it can sometimes take a rebel scientist to change what we think we know for sure about the world—and ourselves.

"With wit and insight, John Lombardi offers us the single best description of how universities work. This book is destined to be an essential handbook for anyone working or hoping to work in a university. It gives readers an insider's view of the American academy. How Universities Work introduces readers to the structure, logic, dynamics, and operational styles of America's public and private institutions of higher education. The author identifies all the bits and pieces that compose a university in contemporary America: defines them; describes them; and does it all with remarkable economy so that you come away from this slim volume knowing more than you had any reason to anticipate. While focused on research universities, much of the discussion applies to many other types of post-secondary institutions as the premier public and private research universities serve as models for other colleges and universities. Ideal for students, this book will form a solid foundation for introductory courses in Higher Education, but it may also find a welcome home on the bedside table of faculty and administrators"--

How will America's colleges and universities adapt to remarkable technological, economic, and demographic change? The United States is in the midst of a profound transformation the likes of which hasn't been seen since the Industrial Revolution, when America's classical colleges adapted to meet the needs of an emerging industrial economy. Today, as the world shifts to an increasingly interconnected knowledge economy, the intersecting forces of technological innovation, globalization, and demographic change create vast new challenges, opportunities, and uncertainties. In this great upheaval, the nation's most enduring social institutions are at a crossroads. In The Great Upheaval, Arthur Levine and Scott Van Pelt examine higher and postsecondary education to see how it has changed to become what it is today—and how it might be refitted for an uncertain future. Taking a unique historical, cross-industry perspective, Levine and Van Pelt perform a 360-degree survey of American higher education. Combining historical, trend, and comparative analyses of other business sectors, they ask • how much will colleges and universities change, what will change, and how will these changes occur? • will institutions of higher learning be able to adapt to the challenges they face, or will they be disrupted by them? • will the industrial model of higher education be repaired or replaced? • why is higher education more important than ever? The book is neither an attempt to advocate for a particular future direction nor a warning about that future. Rather, it looks objectively at the contexts in which higher education has operated—and will continue to operate. It also seeks to identify likely developments that will aid those involved in steering higher education forward, as well as the many millions of Americans who have a stake in its future. Concluding with a detailed agenda for action, The Great Upheaval is aimed at policy makers, college administrators, faculty, trustees, and students, as well as general readers and people who work for nonprofits facing the same big changes.

Helen Hopkins Thom—granddaughter of Johns Hopkins's older brother Joseph—began collecting material for this portrait when it was possible to talk to people who had actually known the founder of the Johns Hopkins University. Her research became of vital importance when it was discovered that Hopkins himself—owing to a deep sense of humility—had destroyed virtually all of his papers before he died in 1873. First published in 1929, this biography still stands as the authoritative account of Hopkins's life, his business career, and the motives that lay behind his decision to leave his fortune to establish a university and hospital. Thom tells the story of Johns Hopkins's family, including the origin of his unusual first name (originally the surname of his great-grandmother). She traces his life from his childhood on the family tobacco plantation to his rise as a merchant and banker who became the largest stockholder of the Baltimore and Ohio Railroad. Thom portrays a man of principle—an abolitionist and Union supporter in a divided city—who found himself at odds with his Quaker faith. He disagreed with them about temperance, trading in whiskey and enjoying fine wine and champagne. Forbidden to marry the only woman he ever loved—his first cousin Elizabeth—he remained a lifelong bachelor. Johns Hopkins died of pneumonia at the age of 78 on December 24, 1873. This volume includes his will and instructions to the trustees, in which he articulated his wishes for a school of medicine, a university press, an orphanage, and a school of nursing. Among his stipulations was that the hospital treat anyone, regardless of race, sex, age, or ability to pay. This reissued edition brings this compelling portrait to a new generation of readers.

"This book examines how American colleges and universities since the mid-nineteenth century have used students' race, religion, and ethnicity in deciding whom to admit and how to shape enrolled students' campus social life"--

A volume in the American Sociological Association's Rose Series in Sociology West Baltimore stands out in the popular imagination as the quintessential “inner city”—gritty, run-down, and marred by drugs and gang violence. Indeed, with the collapse of manufacturing jobs in the 1970s, the area experienced a rapid onset of poverty and high unemployment, with few public resources available to alleviate economic distress. But in stark contrast to the image of a perpetual “urban underclass” depicted in television by shows like The Wire, sociologists Karl Alexander, Doris Entwisle, and Linda Olson present a more nuanced portrait of Baltimore’s inner city residents that employs important new research on the significance of early-life opportunities available to low-income populations. The Long Shadow focuses on children who grew up in west Baltimore neighborhoods and others like them throughout the city, tracing how their early lives in the inner city have affected their long-term well-being. Although research for this book was conducted in Baltimore, that city’s struggles with deindustrialization, white flight, and concentrated poverty were characteristic of most East Coast and Midwest manufacturing cities. The experience of Baltimore’s children who came of age during this era is mirrored in the experiences of urban children across the nation. For 25 years, the authors of The Long Shadow tracked the life progress of a group of almost 800 predominantly low-income Baltimore school children through the Beginning School Study Youth Panel (BSSYP). The study monitored the children’s transitions to young adulthood with special attention to how opportunities available to them as early as first grade shaped their socioeconomic status as adults. The authors’ fine-grained analysis confirms that the children who lived in more cohesive neighborhoods, had stronger families, and attended better schools tended to maintain a higher economic status later in life. As young adults, they held higher-income jobs and had achieved more personal milestones (such as marriage) than their lower-status counterparts. Differences in race and gender further stratified life opportunities for the Baltimore children. As one of the first studies to closely examine the outcomes of inner-city whites in addition to African Americans, data from the BSSYP shows that by adulthood, white men of lower status family background, despite attaining less education on average, were more likely to be employed than any other group in part due to family connections and long-standing racial biases in Baltimore’s industrial economy. Gender imbalances were also evident: the women, who were more likely to be working in low-wage service and clerical jobs, earned less than men. African American women were doubly disadvantaged insofar as they were less likely to be in a stable relationship than white women, and therefore less likely to benefit from a second income. Combining original interviews with Baltimore families, teachers, and other community members with the empirical data gathered from the authors’ groundbreaking research, The Long Shadow unravels the complex connections between socioeconomic origins and socioeconomic destinations to reveal a startling and much-needed examination of who succeeds and why.

Writing about a wide variety of subjects and in a multitude of styles, the twenty writers collected here share a mastery of language and an extraordinary ability to entertain. Ellen Akins from World Like a Knife, Her BookSteve Barthelme from And He Tells the Little Horse the Whole Story, ZorroGlenn Blake from Drowned Moon, MarshJennifer Finney Boylan from Remind Me to Murder You Later, Thirty-six Miracles of Lyndon JohnsonRichard Burgin from Fear of Blue Skies, BodysurfingAvery Chenoweth from Wingtips, PowermanGuy Davenport from Da Vinci's Bicycle, A Field of Snow on a Slope of the RosenbergTristan Davies from Cake, CounterfactualsStephen Dixon from Time to Go, Time to GoJudith Grossman from How Aliens Think, RoveraJosephine Jacobsen from What Goes without Saying, On the IslandGreg Johnson from I Am Dangerous, Hemingway's CatsJerry Klinkowitz from Basepaths, BasepathsMichael Martone from Safety Patrol, Safety PatrolJack Matthews from Crazy Women, Haunted by Name Our Ignorant LipsJean McGarry from Dream Date, The Last TimeRobert Nichols from In the Air, Six Ways of Looking at FarmingJoe Ashby Porter from Lithuania, West BaltimoreFrances Sherwood from Everything You've Heard Is True, HistoryRobley Wilson from The Book of Lost Fathers, Hard Times

How can striving Hispanic-Serving Institutions serve their students while countering the dominant preconceptions of colleges and universities? Winner of the AAHHE Book of the Year Award by the American Association of Hispanics in Higher Education Hispanic-Serving Institutions (HSIs)—not-for-profit, degree-granting colleges and universities that enroll at least 25% or more Latinx students—are among the fastest-growing higher education segments in the United States. As of fall 2016, they represented 15% of all postsecondary institutions in the United States and enrolled 65% of all Latinx college students. As they increase in number, these questions bear consideration: What does it mean to serve Latinx students? What special needs does this student demographic have? And what opportunities and challenges develop when a college or university becomes an HSI? In Becoming Hispanic-Serving Institutions, Gina Ann Garcia explores how institutions are serving Latinx students, both through traditional and innovative approaches. Drawing on empirical data collected over two years at three HSIs, Garcia adopts a counternarrative approach to highlight the ways that HSIs are reframing what it means to serve Latinx college students. She questions the extent to which they have been successful in doing this while exploring how those institutions grapple with the tensions that emerge from confronting traditional standards and measures of success for postsecondary institutions. Laying out what it means for these three extremely different HSIs, Garcia also highlights the differences in the way each approaches its role in serving Latinxs. Incorporating the voices of faculty, staff, and students, Becoming Hispanic-Serving Institutions asserts that HSIs are undervalued, yet reveals that they serve an important role in the larger landscape of postsecondary institutions.