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Higher education --- Humanities --- Social sciences --- Dissertations, Academic --- Social Sciences --- Periodicals --- 378.245 --- Dissertaties. Proefschriften. Promoties --(hoger onderwijs) --- 378.245 Dissertaties. Proefschriften. Promoties --(hoger onderwijs) --- Humanities - Abstracts - Periodicals --- Humanities - United States - Abstracts - Periodicals --- Social sciences - Abstracts - Periodicals --- Social sciences - United States - Abstracts - Periodicals --- Dissertations, Academic - Abstracts - Periodicals --- Dissertations, Academic - United States - Abstracts - Periodicals --- Dissertations, Academic - Abstracts --- Humanities - Abstracts --- Social Sciences - Abstracts
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This volume of specially commissioned original essays presents the thoughts of some of the most distinguished commentators within the American academy on the fundamental changes that have taken place in the humanities in the latter part of the twentieth century. In the transformation of American higher education from the university to the "demoversity," the humanities have become a less and less important part of education, a matter established by a statistical appendix and elaborated on in several of the essays. The individual essays offer close observations into how the humanities have been affected by declining academic status, by demographic shifts, by reductions in financial support, and by changing communication technology. They also explore the effect of these forces on books, libraries, and the phenomenology of reading in the age of images. When basic conditions change, theory follows, and several essays trace the appearance and effect of new relativistic epistemologies in the humanities. Social institutions change as well in such circumstances, and the volume concludes with studies of the new social arrangements that have developed in the humanities in recent years: the attack on professionalism and the effort to transform the humanities into the social conscience of academia and even of the nation as a whole.Cause and effect? Who can say? What the essays make clear, however, is that as the humanities have become less significant in American higher education, they have also been the scene of unusually energetic pedagogical, social, and intellectual changes.The contributors to the volume are David Bromwich, John D'Arms, Denis Donoghue, Carla Hesse, Gertrude Himmelfarb, Lynn Hunt, Frank Kermode, Louis Menand, Francis Oakley, Christopher Ricks, and Margery Sabin. Included is a substantial introduction by Alvin Kernan and an appendix of tables and figures showing baccalaureate and doctoral degrees over the years in various types of schools.Originally published in 1997.The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Learning and scholarship --- Humanities --- Erudition --- Scholarship --- Civilization --- Intellectual life --- Education --- Learned institutions and societies --- Research --- Scholars --- History. --- Philosophy. --- Study and teaching (Higher) --- Philosophy --- History --- United States --- Humanities - Study and teaching (Higher) - United States. --- Learning and scholarship - United States - History. --- Humanities Study and teaching (Higher) --- Humanities United States
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Despite the worldwide prestige of America's doctoral programs in the humanities, all is not well in this area of higher education and hasn't been for some time. The content of graduate programs has undergone major changes, while high rates of student attrition, long times to degree, and financial burdens prevail. In response, the Andrew W. Mellon Foundation in 1991 launched the Graduate Education Initiative (GEI), the largest effort ever undertaken to improve doctoral programs in the humanities and related social sciences. The only book to focus exclusively on the current state of doctoral education in the humanities, Educating Scholars reports on the GEI's success in reducing attrition and times to degree, the positive changes implemented by specific graduate programs, and the many challenges still to be addressed. Over a ten-year period, the Foundation devoted almost eighty-five million dollars through the GEI to provide support for doctoral programs and student aid in fifty-four departments at ten leading universities. The authors examine data that tracked the students in these departments and in control departments, as well as information gathered from a retrospective survey of students. They reveal that completion and attrition rates depend upon financial support, the quality of advising, clarity of program requirements, and each department's expectations regarding the dissertation. The authors consider who earns doctoral degrees, what affects students' chances of finishing their programs, and how successful they are at finding academic jobs. Answering some of the most important questions being raised about American doctoral programs today, Educating Scholars will interest all those concerned about our nation's intellectual future.
Universities and colleges --- Learning and scholarship --- Scholars --- Doctor of philosophy degree --- Humanities --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Education, Higher --- Graduate work. --- Study and teaching (Higher) --- Andrew W. Mellon Foundation. --- Mellon Foundation --- Old Dominion Foundation --- Avalon Foundation --- Humanities Study and teaching (Higher) --- Humanities United States --- United States
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Taking a clear-eyed look at American higher education over the last twenty years, Donoghue outlines a web of forces--social, political, and institutional--dismantling the professoriate. Today, fewer than 30 percent of college and university teachers are tenured or on tenure tracks, and signs point to a future where professors will disappear. --from publisher description
Higher education --- United States --- Universities and colleges --- College teachers --- Humanities --- Faculty. --- Professional relationships --- Tenure --- Study and teaching (Higher) --- Pedagogiek en onderwijskunde --- onderwijsbeleid --- 378.4 <73> --- Universiteiten--Verenigde Staten van Amerika. VSA. USA --- onderwijsbeleid. --- 378.4 <73> Universiteiten--Verenigde Staten van Amerika. VSA. USA --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Teachers --- Faculty --- Nomination --- Humanities Study and teaching (Higher) --- Humanities United States --- Enseignement supérieur --- Enseignement classique --- Finalités --- Politique publique --- Aspect économique
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