ALBERT

Description: This book raises fundamental questions about the propriety of continuing to use a premedical curriculum developed more than a century ago to select students for training as future physicians for the twenty-first century. In it, Dr. Donald A. Barr examines the historical origins, evolution, and current state of premedical education in the United States. One hundred years ago, Abraham Flexner's report on Medical Education in the United States and Canada helped establish the modern paradigm of premedical and medical education. Barr’s research finds the system of premedical education that evolved to be a poor predictor of subsequent clinical competency and professional excellence, while simultaneously discouraging many students from underrepresented minority groups or economically disadvantaged backgrounds from pursuing a career as a physician. Analyzing more than fifty years of research, Barr shows that many of the best prospects are not being admitted to medical schools, with long-term adverse consequences for the U.S. medical profession. The root of the problem, Barr argues, is the premedical curriculum—which overemphasizes biology, chemistry, and physics by teaching them as separate, discrete subjects. In proposing a fundamental restructuring of premedical education, Barr makes the case for parallel tracks of undergraduate science education: one that would largely retain the current system; and a second that would integrate the life sciences in a problem-based, collaborative learning pedagogy. Barr argues that the new, integrated curriculum will encourage greater educational and social diversity among premedical candidates without weakening the quality of the education. He includes an evaluative research framework to judge the outcome of such a restructured system.This historical and cultural analysis of premedical education in the United States is the crucial first step in questioning the appropriateness of continuing a hundred-year-old, empirically dubious pedagogical model for the twenty-first century.

Description: Despite achieving monumental reforms in the United States such as the eight-hour workday, a federal minimum wage, and workplace health and safety laws, organized labor’s record on much of its agenda has been mixed. Tracy Roof’s sweeping examination of labor unions and the American legislative process explains how this came to be and what it means for American workers.Tracing a 75-year arc in labor movement history, Roof discusses the complex interplay between unions and Congress, showing the effects of each on the other, how the relationship has evolved, and the resulting political outcomes. She analyzes labor’s success at passing legislation and pushing political reform in the face of legislative institutional barriers such as the Senate filibuster and an entrenched and powerful committee structure, looks at the roots and impact of the interdependent relationship between the Democratic Party and the labor movement, and assesses labor’s prospects for future progress in creating a comprehensive welfare state. Roof’s original investigation details the history, actions, and consequences of major policy battles over areas such as labor law reform and health care policy. In the process, she brings to light practical and existential questions for labor leaders, scholars, and policy makers.Although American labor remains a force within the political process, decades of steadily declining membership and hostile political forces pose real threats to the movement. Roof’s shrewd exploration of unions, Congress, and the political process challenges conventional explanations for organized labor’s political failings.

Description: The rise of neo-nationalism is having a profound and troubling impact on leading national universities and the societies they serve. This is the first comparative study of how today's right-wing populist movements and authoritarian governments are threatening higher education.Universities have long been at the forefront of both national development and global integration. But the political and policy world in which they operate is undergoing a transition, one that is reflective of a significant change in domestic politics and international relations: a populist turn inward among a key group of nation-states, often led by demagogues, that includes China and Hong Kong, Turkey, Hungary, Russia, Brazil, the United Kingdom, and the United States. In many parts of the world, the COVID-19 pandemic provided an opportunity for populists and autocrats to further consolidate their power. Within right-wing political ecosystems, universities, in effect, offer the proverbial canary in the coal mine—a clear window into the extent of civil liberties and the political environment and trajectory of nation-states.In Neo-nationalism and Universities, John Aubrey Douglass provides the first significant examination of the rise of neo-nationalism and its impact on the missions, activities, behaviors, and productivity of leading national universities. Douglass presents a major comparative exploration of the role of national politics and norms in shaping the role of universities in nation-states—and vice versa. He also explores when universities are societal leaders or followers: When they are agents of social and economic change, or simply agents reinforcing and supporting an existing social and political order.In a series of case studies, Douglass and contributors examine troubling trends that threaten the societal role of universities, including attacks on civil liberties, free speech, and the validity of science; the firing and jailing of academics; anti-immigrant rhetoric; and restrictions on visas with consequences for the mobility of academic talent. The book also offers recommendations to preserve the autonomy and academic freedom of universities and their constituents. Neo-nationalism and Universities is written for a broad public readership interested and concerned about the rise of nationalist movements, illiberal democracies, and autocratic leaders.Contributors: José Augusto Guilhon Albuquerque, Elizabeth Balbachevsky, Thomas Brunotte, Igor Chirikov, Igor Fedyukin, Karin Fischer, Wilhelm Krull, Brendan O'Malley, Bryan E. Penprase, Marijk van der Wende

Description: This careful reading of six legal cases in American higher education is an essential primer for understanding contemporary litigation.Winner of the Steven S. Goldberg Award for Distinguished Scholarship in Education Law of the Education Law AssociationAlthough much has been written about U.S. Supreme Court decisions involving higher education, little has been said about the foundational case law and litigation patterns emerging from the lower courts. As universities become increasingly legislated, regulated, and litigious, campuses have become testing grounds for a host of constitutional challenges. From faculty and student free speech to race- or religion-based admissions policies, Suing Alma Mater describes the key issues at play in higher education law.Eminent legal scholar Michael A. Olivas considers higher education litigation in the latter half of the twentieth century and the rise of "purposive organizations,” like the American Civil Liberties Union and the Alliance Defense Fund (now known as the Alliance Defending Freedom), that exist to advance litigation. He reviews more than 120 college cases brought before the Supreme Court in the past fifty years and then discusses six key cases in depth. Suing Alma Mater provides a clear-eyed perspective on the legal issues facing higher education today.

Description: Originally published in 1972. The Men of the First French Republic analyzes some of the well-established evidence concerning deputies of the French National Convention of 1792. It was assumed that this evidence supported accepted generalizations about the convention's character and outlook. Patrick's examination of the convention as a whole, rather than its various groups of deputies (Plain, Mountain, and Gironde), suggests that a number of these generalizations may need revising. Patrick looks first at parliamentary behavior, particularly in the tumultuous first eight months, and then analyzes this behavior in terms of the deputies' background.

Description: Decades of research demonstrate how important the relationships with peers and professors are for students academically, personally, and professionally. Yet many students lack the strategies to develop educationally purposeful relationships in college. Connections Are Everything shows students the simple steps they can take to make their own college experience meaningful and transformational. In short, practical chapters, this guide helps readers learn how to build relationships through various strategies, including using "relationship accelerators" like internships and mentorships, undergraduate research, and campus employment. Undergraduate demographics have changed dramatically as students of color and first-generation students become the new majority at colleges and universities across the United States. Connections are particularly significant for these students; the positive—and negative—impacts of peer, faculty, and staff relationships are magnified. Higher education cannot meet students' needs or achieve equity, justice, and inclusion without relationship-rich education. This book empowers students to seek out relationships by demystifying the varied ways they can cultivate significant connections.

Description: Originally published in 1973. This book uses the Berlin Crisis of 1961 as a starting point to investigate Soviet-American relations in the Kruschev period. The book first chronicles the timeline of the succession of events during the Berlin Crisis and their interrelation. It then turns to the close interaction between Soviet and foreign policy before situating the event into the broader timeline of Soviet history.

Description: Originally published in 1980. In 1973 the US president's Office of Science and Technology was eliminated, a victim of its own incongruity. It was not, as was popularly proclaimed at the time, simply because the Nixon administration was particularly hostile to the scientific and academic communities. It was eliminated, argues physician-scientist Edward J. Burger Jr., because the office had tried to do its job too well—and had become a political liability. Science at the White House takes a critical look at the role of science advisers to the president and recounts the many conflicts that occurred as science and politics converged. Burger draws on his own six years of experience in the White House Office of Science and Technology in the 1970s. His book is filled with firsthand descriptions of the government's handling of such issues as national health care, environmental regulation, population control, and biomedical research.

Description: Originally published in 1995. In the early 1970s, largely as a result of the debilitating struggle in Vietnam, the United States began to reassess and redefine its basic approach to East-West relations. At the same time, the Soviet Union was awakening to the liabilities that a continuing and unregulated state of hostility would impose on its own internal and external agenda. Keith Nelson details the circumstances and traces the steps that led to the first significant accommodation and easing of tension between the superpowers during the Cold War. "In this important study, Keith Nelson explains the detente period in an imaginative, convincing, and impressively scholarly manner. Although there have been scores of books and memoirs on the subject, none have done the job quite like Nelson's. In particular, he has used post-glasnost Russian memoirs and monographs—and, especially, his own interviews with such key players as Dobrynin and Arbatov—to present one of the most intelligent Kremlinological studies I have ever seen." —Melvin Small, Wayne State University

Description: Originally published in 1973. Toward Freedom and Dignity is a humanist's view of the humanities in an age of burgeoning technology. O. B. Hardison Jr. deals with the status of the humanities and their future—how they are regarded and how they may come to contribute to a genuinely humane society. He argues that humanistic studies are not a luxury in either education or society. They are central to the preparation of human beings for the kind of society that is possible if we manage to avoid an Orwellian technocracy. Social goals and priorities must be set in terms of the ideal of a culture truly adjusted to human needs and human limitations. In framing his argument, Hardison draws on ideas of the humanities since the Renaissance, especially on the philosophical humanities that emerged in Europe in the works of authors like Kant, Schiller, and Coleridge. He is untroubled by anti-humanistic trends in college curricula and the surrounding culture, and he contends that we have only one practical option: to ensure that culture evolves toward a more humane society, toward freedom and dignity.