Colleges and Universities Books

The Public Ivies opens an exciting window of opportunity for parents and students who are concerned about how to gain a top education at an affordable price. As the authors indicate, today 80% of all students enroll in public universities and thus it is important to understand which are the best of the flagship institutions, and what skills and attitude it takes to succeed in them. Any family with a motivated student should make this book a must as they search for educational opportunities that will help them prepare for life. The book is well written, easy to read, adn full of intimate advice for both student and parent.

This book covers a huge amount of information on this subject, including: a) what kind of college student will thrive at a large state university, b) what is the role of parents in supporting their children's public college experience, c) how to reap the maximum benefits from a public college education. The authors analyze the major economic and demographic trends affecting public higher education. The book provides much qualitative and quantitative information on the best 30 state universities in the U.S.

The authors suggest that to succeed in a large public university, students should develop a reflective style of learning. This means learning by listening, reflecting, and reading. This is because given the larger class size, public schools typically do not facilitate class discussions or have questions and answer sessions. Also, students should be assertive so as to go after all the academic opportunities offered in large public schools. These include terrific honors programs, study abroad programs, and summer internships. Also, by being assertive, students can better develop valuable contacts with teachers, counselors, and mentors. Finally, reaping a superior college experience in large institutions will require much self-discipline and drive. This is because no one watches over you. No one is going to tell you what you should do unless it is illegal. No hand holding here unlike what a student could experience at a small private liberal arts college.

If a student abides by the advice mentioned within this book on how to succeed at a large state university, he can obtain a world-class education nearly comparable to the one offered by Ivy League schools at a fraction of the price.

Also, the reviews on the various schools are excellent and give you enough data to differentiate between them.

The authors written style is very user friendly, and it makes some of this dry information very easy to absorb. Any family college hunting for their children should consider the leading public university within their state. This book will provide the most valuable information on this subject that few other books specifically focus on.

Martin shares his life as a "Boomer Freshman", complete with rekindling of adolescent problems he had thought were long buried, with humor and candor, and meanwhile gives those of us who feel sheepish about not having actually read the Greek Classics painless synopses set against observations on the geopolitical dramas of today and the author's all-too-real concerns about his own mortality. Amazingly, he's combined all of this in a quick and satisfying read that makes you feel like you've done something to better yourself.

Interwoven themes of mid-life personal growth and recovery, contemporary college education commentary, and snippets of Ancient Greek literary wisdom, with a refreshing and upbeat message! This book has it all, from the serious to the humorous, as a tranformative tale of work, love, mind ,and body. It is uplifting and deftly done. The author describes a personal journey that adds new meaning to being a 'life-long learner'. And, he documents the life force of youth in current culture against a backdrop of literature that spans human history. It seems to me that he has captured the elan vital that exists across the generational divide. And, he shows us a perspective that tears down this divide, like the Fall of the Berlin Wall, to expose a very warm, human story that anyone, of any age, can relate to. It is a refreshing and uplifting read that leaves the reader a better person.
Having visited the St. John's College campus,in Annapolis, Maryland, several times, I can attest to the flawless accuracy of his descriptions of the college setting, activities, and staff.

If you are a layman in the world of higher education, with an interest in whether and how the opportunity for a liberal arts education can be made available to woefully underprepared urban students, Readin' + Writing' for the Hard-Hat Crowd will introduce you to the complexity of such an endeavor. The author is clearly an academic, but her writing is lucid even for the non-academic. She recounts the history of Urban State U., a real but disguised state university founded by a group whom aimed to provide an Ivy League quality curriculum based on the Great Books to working class youth with such weak high school backgrounds that some could not write a coherent paragraph. The politicians crucial to the founding and maintaining of USU rarely had the same aims. The faculty had to devise ways to actually teach writing and analytical skills, as distinguished from their own academic specialties. Over time, USU had to learn to respond to social changes that leave it today addressing the needs of mainly older, transfer students who view their USU experience more as consumers of education than scholars, looking at the practical aspects of a degree. The original nature of the curriculum naturally forced a focus on analytical reading and writing as the basis for all university education. The example of USU leaves the reader pondering various questions that apply to most public institutions of higher education today. What is the responsibility of public colleges and universities to teach what students should have learned in high school? For a public university, should the emphasis be on what consumers of education want or on what the faculty/administration believes is the right curriculum? Should the public fund both practical and classical liberal arts curricula? Is it important to a democracy to promote classical liberal education in public universities? This book won't answer these questions, but it will deepen the reader's appreciation of the numerous factors that must be considered in this arena.

This is a gem of a book which illustrates the influences on public education at the college level over the past 40 years. A strong narrative thread unites the research into the evolution of higher education at a state university. The author injects humor and understanding of human foibles into this concise history, making it very readable as well as well researched. She creates a nuanced discussion of the complex evolution of the Freshman English curriculum, and its central importance as an entry portal into the university. The author takes turns in commenting from the perspective of observer, participant and narrator, and brings thoughtful arguments and counterarguments to the discussion. This book was fascinating reading, written by a master story teller.

Restoring America's Failed Democracy: New Roles For The Elite College begins with a scathing criticism of past presidential leadership of the nation as Louis Benezet recounts his personal experiences within the political and educational culture of our society. Benezet documents in detail that contemporary American society is drastically divided between the 1% wealthy and powerful; 20% relatively comfortable middle class; and 79% who live lives of quiet desperation. Benezet makes a compelling case that the only way American democracy can survive is to train political and cultural leaders who have both knowledge of, and concern for, all the people of America and advocates that a coherent plan for organizing elite colleges along intercultural and multicultural models is the surest way to obtain that future leadership. Highly recommended for political science reading lists and school/community library collections, Restoring America's Failed Democracy is important, thought-provoking, challenging, and occasionally inspired reading.

The following review appeared on Page 4 of the November 2000 issue of:

WISCONSIN BOOKWATCH

Restoring America's Failed Democracy Louis T. Benezet Higganum Hill Books

Restoring America's Failed Democracy: New Roles For The Elite College begins with a scathing criticism of past presidential leadership of the nation as Louis Benezet recounts his personal experiences within the political and educational culture of our society. Benezet documents in detail that contemporary American society is drastically divided between the 1% wealthy and powerful; 20% relatively comfortable middle class; and 79% who live lives of quiet desperationion. Benezet rnakes a compelling case that the only way Amencan democracy can survive is to train political and cultural leaders who have both knowledge of, and concern for, all the people of America and advocates that a coherent plan for organizing elite colleges along intercultural and multicultural models is the surest way to obtain that future leardership. Highly recommended for political science reading lists and school/community library collections, Restoring America's Failed Democracy is important, thought-provoking, chalIenging, and occasionally inspired reading.

I am recommending the book to everyone who is interested in the organizational paradigms within the higher educational institutions. The author suggests many innovative ideas and his language is very easy and the style and the structure of the book very applicable. Mr. Mactaggart tried his best while illustrating the major problems associated with the issues of restructurization of these institutions and he succeeded in doing so.

This is the book we have been looking for and it is wonderful that we finally got the one. I am from Tbilisi, Georgia and dealing with the very problems associated with the rootly restructuring of most of the colleges and universities in my country. The book suggests many ideas to ease the problems and burden you accept when you want to change many aspects within the Alma Mater. I would suggest to everyone to get the book and read it thoroughly. I would rate the book with 10 stars!

This book was outstanding. Especially towards the end when the chase for murderer was in act. Your books are my favorite ever. I own two of them already. Thank you for coming to our class that day. My mystery story is on a roll because of your idea's of how to make them better. I made sure that I used an amature detective because that is what I know most about. The pizza party was great, and I'm glad that we got to ask you all of those questions about your carerr and the books. Thanks again!

From: Kayla/ Mrs. Cowell's student

This book was incredible. If you like action and suspense, this is the book for YOU. I really enjoyed this book towards the end, when the chase for the murderer was in action. The Matty Trescott Novels are the best group/novels of books I have ever read. I already own 3 of them. Thank you again, Mrs. Shmurak, for coming into our class to talk about your novels you have written. I am glad that I got to ask you all of my questions about your career and the books. Thanks again for coming in. So, if you like suspense and cliff-hangers, you will truly enjoy this book from the beginning to the end!

In my view, this book serves two purposes:

1) Provides an understanding for how American research universities overtake the European universities in research since after World War II. This reflection should be read by both European and American scholars that are seriously concerned about the future of their respective higher education, as well as public policy makers and administrators. "Free market type", decentralized, and pluralistic competitions in research grants do produce the best research and researchers.

2) Provides an understanding of how reputational rankings of research universities came about and how that it is outdated and no longer reflecting today's reality. Instead, faculty productivity based on research grants received, published research, and peer approval, which are widely used in academia, should be the true yardstick to gauge the research universities.

Additionally, this book should be read by college students who intend to pursue a PhD degree. This book will aid them in selection of graduate programs and free them from the damaging and misleading rankings by reputation.

As a college admissions officer, I regularly have direct contact with prospective students. Consequently, I need to keep abreast of current issues, trends and my university's academic competition. The book by Graham and Diamond clearly illustrates American research universities without bias or pseudo-science. Moreover, it shows that the public research universities (most notably the University of California campuses) are not only giving the Ivy League schools a run for their money, they're surpassing them.

Hatfield and Rapson explore testosterone's parallel universes of sex and power with wit and humor, by way of an endearing heroine and a plot chock full of twists, turns, and surprises.

"Rosie" is lots of fun to read. Part romantic novel, part political drama, part academic story, it does lots of things but still hangs together. There's also a serious discussion of social issues (such as same-sex marriage) mixed with plenty of comedy, lush scenes of Hawaii and the South of France, and lots of knowledgable material about university life. But mostly I just thought it was a good story, well-told. It also has, among its leading characters, a conservative Republican from Texas running for President in the year 2000. Could that ever happen?

This was required reading for a graduate course in American history.

E. Culpepper Clark's The Schoolhouse Door is a narrative account of how The University of Alabama was integrated. In this detailed book Clark tells the story of the University's integration in two distinct parts. Part one tells the story of Autherine Lucy's acceptance to the University and of her swift expulsion. Clark examines how the board of trustees was successful in keeping Lucy out of the university. Part two focuses on George Wallace's stand at Foster Auditorium in June 1963. Clark documents the forces behind-the-scenes that orchestrated this infamous event. One of the author's purposes in writing this book is to debunk the idea that the University of Alabama was helpful in its own integration. Clark argues that the university desegregated its students only after immense outside pressure forced the institution to stop segregation. In the book the reader will find information on the major and minor figures who contributed to the end of segregation at the University of Alabama. The Schoolhouse Door offers the reader sound descriptions of the events and of the people who were a part of, " ... how Tuscaloosa became the Appomattox of segregation" (xix).

E. Culpepper Clark is highly qualified to write on this particular topic. Clark is currently the Dean of Communication and Information Sciences at the University of Alabama. He has worked for the university in a number of different positions since 1971 and was the Executive Assistant to the President from 1990-1996.1 Wallace's stand at the schoolhouse door is an incredibly important piece of The University of Alabama's history. Furthermore, the integration of the university stands as a lasting symbol of federal vs. state authority. Clark sets the tone of this book in the introduction, " ... Alabama was a microcosm of the larger South, as ardently committed to white supremacy as Mississippi, but more vulnerable to change by virtue of its social and economic composition" (xii). Clark argues that the struggle for integration in Tuscaloosa was a relatively peaceful and a symbolic victory over Southern segregation.

The first part of The Schoolhouse Door examines how Oliver Cromwell Carmichael, the university's president, was caught in the middle of the battle for integration. Carmichael was essentially a non-factor in the university's road to integrate because he did what the board of trustees told him to do. The members of the board of trustees legally delayed integration as long as possible to avoid integration. In 1952 Pollie Myers and Autherine Lucy applied to the University of Alabama, but did not indicate that they were black. They were accepted and they even paid the five dollar deposit on their dormitories. Once the Office of Admissions found their mistake it was immediately taken to the president (at the time, President Gallalee) with hope that the situation could be averted. However, the girls were backed by the NAACP and would wait until the courts told them they could attend. This was the first step that led to integration at the University of Alabama.

The complex nature of the university's integration is illuminated by Clark's telling of the story. On February 1SI 1956 Autherine Lucy was allowed to register, but Myers was denied because she became pregnant while unmarried. Lucy's acceptance to the university was, " ... three and a half years of costly and life-absorbing legal wrangling" (57). The board of trustees did not allow Lucy to have a room on campus, a decision which was contested by the NAACP. Lucy attended two days of classes in relative peace; however on the third day of classes a mob of students tormented Lucy and threatened her life. Lucy was expelled by the board of trustees because of the pressure placed on them by the mob. One student demonstrator said, "Well, we won. It took her four years and the Supreme Court to get her in, and it took us only four days to get rid of her" (80). Lucy was charged with conspiracy and was eventually expelled permanently. The NAACP lawyers could not win the battle in the courtroom for various reasons. It was not until 1989 that Lucy's expulsion was reversed and she was allowed to attend classes. The mob at The University of Alabama had won the first battle.

Clark's book is valuable because he places important emphasis on the behind-the scenes aspects of the situation. Most notably, Clark skillfully presents the tension between the board of trustees, the president, faculty, students, and politicians. The Schoolhouse Door successfully characterizes many people who were involved with the
university's integration. One particularly outstanding portrayal is that of James Jefferson Bennett, who was President Carmichael's top assistant. Bennett was involved in many situations in the book and actually drove the car that delivered Lucy from the mob. Clark portrays Bennett as skillful mediator who was instrumental at keeping the peace at Tuscaloosa. Bennett made the university run smoothly from the transition of the presidency from Oliver Charmichael to Frank Rose. Clark portrays Bennett as the voice of reason during many years prior to the desegregation at Tuscaloosa. The Schoolhouse Door is a work of considerable importance because Clark outlines the roles that "minor" people had in the integration of The University of Alabama.

The Schoolhouse Door is rather brief in the discussion of George Wallace's infamous stand at Foster Auditorium. Rather, the author looks at the forces that were behind the university's peaceful integration. During the course of this book Clark does an excellent job at building suspense in his description of the events leading up to the stand at the schoolhouse door. The amount of tension and uncertainty were paramount at _Tuscaloosa prior to Wallace's stand. General Graham, under the order of Robert Kennedy, was assigned the duty of removing Wallace from the steps. Thankfully, Wallace's camp informed the general that Wallace would go peacefully if given time to make a speech. Wallace briefly spoke about how the action by the federal government was, "a bitter pill for the members of the Alabama National Guard to swallow" (230). Wallace stepped aside and Jimmy Hood and Vivian Malone walked through the schoolhouse door and were met with, "a spattering of applause" (231). Although the battle against segregation lasted from 1956 to 1963 the University of Alabama was finally an institution that accepted students of any color.

One of the key themes of The Schoolhouse Door is the lack of violence that accompanied the university's integration. "For all its drama no one dies in this story" (ix). Violence had been avoided at The University of Alabama and there was no clear-cut winner of the battle. George Wallace was not successful in his stand, but gained popularity from the incident. Despite the fact that The University of Alabama was an integrated institution the feeling of white supremacy in the South was not lost. Clark says, "As a reenactment of Appomattox, the schoolhouse door fulfilled expectations federal, force-induced surrender followed by a settled conviction that the real cause, white supremacy, was not, indeed, could not, be lost" (239).

Recommended reading for anyone interested in American history, civil rights history.

This was required reading for a graduate course in American history.

E. Culpepper Clark's The Schoolhouse Door is a narrative account of how The University of Alabama was integrated. In this detailed book Clark tells the story of the University's integration in two distinct parts. Part one tells the story of Autherine Lucy's acceptance to the University and of her swift expulsion. Clark examines how the board of trustees was successful in keeping Lucy out of the university. Part two focuses on George Wallace's stand at Foster Auditorium in June 1963. Clark documents the forces behind-the-scenes that orchestrated this infamous event. One of the author's purposes in writing this book is to debunk the idea that the University of Alabama was helpful in its own integration. Clark argues that the university desegregated its students only after immense outside pressure forced the institution to stop segregation. In the book the reader will find information on the major and minor figures who contributed to the end of segregation at the University of Alabama. The Schoolhouse Door offers the reader sound descriptions of the events and of the people who were a part of, " ... how Tuscaloosa became the Appomattox of segregation" (xix).

E. Culpepper Clark is highly qualified to write on this particular topic. Clark is currently the Dean of Communication and Information Sciences at the University of Alabama. He has worked for the university in a number of different positions since 1971 and was the Executive Assistant to the President from 1990-1996.1 Wallace's stand at the schoolhouse door is an incredibly important piece of The University of Alabama's history. Furthermore, the integration of the university stands as a lasting symbol of federal vs. state authority. Clark sets the tone of this book in the introduction, " ... Alabama was a microcosm of the larger South, as ardently committed to white supremacy as Mississippi, but more vulnerable to change by virtue of its social and economic composition" (xii). Clark argues that the struggle for integration in Tuscaloosa was a relatively peaceful and a symbolic victory over Southern segregation.

The first part of The Schoolhouse Door examines how Oliver Cromwell Carmichael, the university's president, was caught in the middle of the battle for integration. Carmichael was essentially a non-factor in the university's road to integrate because he did what the board of trustees told him to do. The members of the board of trustees legally delayed integration as long as possible to avoid integration. In 1952 Pollie Myers and Autherine Lucy applied to the University of Alabama, but did not indicate that they were black. They were accepted and they even paid the five dollar deposit on their dormitories. Once the Office of Admissions found their mistake it was immediately taken to the president (at the time, President Gallalee) with hope that the situation could be averted. However, the girls were backed by the NAACP and would wait until the courts told them they could attend. This was the first step that led to integration at the University of Alabama.

The complex nature of the university's integration is illuminated by Clark's telling of the story. On February 1SI 1956 Autherine Lucy was allowed to register, but Myers was denied because she became pregnant while unmarried. Lucy's acceptance to the university was, " ... three and a half years of costly and life-absorbing legal wrangling" (57). The board of trustees did not allow Lucy to have a room on campus, a decision which was contested by the NAACP. Lucy attended two days of classes in relative peace; however on the third day of classes a mob of students tormented Lucy and threatened her life. Lucy was expelled by the board of trustees because of the pressure placed on them by the mob. One student demonstrator said, "Well, we won. It took her four years and the Supreme Court to get her in, and it took us only four days to get rid of her" (80). Lucy was charged with conspiracy and was eventually expelled permanently. The NAACP lawyers could not win the battle in the courtroom for various reasons. It was not until 1989 that Lucy's expulsion was reversed and she was allowed to attend classes. The mob at The University of Alabama had won the first battle.

Clark's book is valuable because he places important emphasis on the behind-the scenes aspects of the situation. Most notably, Clark skillfully presents the tension between the board of trustees, the president, faculty, students, and politicians. The Schoolhouse Door successfully characterizes many people who were involved with the
university's integration. One particularly outstanding portrayal is that of James Jefferson Bennett, who was President Carmichael's top assistant. Bennett was involved in many situations in the book and actually drove the car that delivered Lucy from the mob. Clark portrays Bennett as skillful mediator who was instrumental at keeping the peace at Tuscaloosa. Bennett made the university run smoothly from the transition of the presidency from Oliver Charmichael to Frank Rose. Clark portrays Bennett as the voice of reason during many years prior to the desegregation at Tuscaloosa. The Schoolhouse Door is a work of considerable importance because Clark outlines the roles that "minor" people had in the integration of The University of Alabama.

The Schoolhouse Door is rather brief in the discussion of George Wallace's infamous stand at Foster Auditorium. Rather, the author looks at the forces that were behind the university's peaceful integration. During the course of this book Clark does an excellent job at building suspense in his description of the events leading up to the stand at the schoolhouse door. The amount of tension and uncertainty were paramount at _Tuscaloosa prior to Wallace's stand. General Graham, under the order of Robert Kennedy, was assigned the duty of removing Wallace from the steps. Thankfully, Wallace's camp informed the general that Wallace would go peacefully if given time to make a speech. Wallace briefly spoke about how the action by the federal government was, "a bitter pill for the members of the Alabama National Guard to swallow" (230). Wallace stepped aside and Jimmy Hood and Vivian Malone walked through the schoolhouse door and were met with, "a spattering of applause" (231). Although the battle against segregation lasted from 1956 to 1963 the University of Alabama was finally an institution that accepted students of any color.

One of the key themes of The Schoolhouse Door is the lack of violence that accompanied the university's integration. "For all its drama no one dies in this story" (ix). Violence had been avoided at The University of Alabama and there was no clear-cut winner of the battle. George Wallace was not successful in his stand, but gained popularity from the incident. Despite the fact that The University of Alabama was an integrated institution the feeling of white supremacy in the South was not lost. Clark says, "As a reenactment of Appomattox, the schoolhouse door fulfilled expectations federal, force-induced surrender followed by a settled conviction that the real cause, white supremacy, was not, indeed, could not, be lost" (239).

Recommended reading for anyone interested in American history, civil rights history.

This is a good book to have in your theater library (especially for black actors/thespians). There are some great contemporary pieces and monologues (especially for Black men). I have always been supportive of The Theodore Award winning plays. The characters are real and the language is rich. The writing is great. Most of the plays are short, so these plays would be good for a burgeoning African American theater company or ensemble to produce.

Since the early part of the 20th century, Chicago has been a national leader in the production of black theater. There are currently six black companies, and black productions are regularly featured at the three Tony Award-winning regional theater companies.

Theodore Ward (1902 - 1983) mentored and encouraged many aspiring dramatists in Chicago from 1968 until his death. To honor Ward, and to aid black playwrights in the development and production of scripts, Columbia College Chicago established the Theodore Ward Prize for African American Playwriting in 1985. Only full-length plays addressing the African American are considered, and the playwright must be of African American descent. Since one of the goals is to uncover and identify new works, scripts which have received professional production are not eligible.

This anthology of prize-winning plays is the first in a series to be published every three years. Compiled and edited by Chuck Smith (currently Resident Director at Chicago's Goodman Theater, and affiliated with the prize for fifteen years) it presents seven plays spanning nearly two decades, with diverse subject matter and treatments. Christopher Moore's "The Last Season" (First Prize 1987-88) immerses us in the final days of the Negro Leagues. The most recent offering, Shepsu Aakhu's "Kiwi Black" ( First Prize 2001-02) tells the story of adolescent son coming of age under the watchful eye of a tough-love father.

But my synopses can't possibly do these scripts justice. Highly recommended for any theater library!