Häftad, Engelska, 2015
265 kr
Skickas inom 5-8 vardagar
Neil L Rudenstine – författare
Visar alla böcker från författaren Neil L Rudenstine. Handla med fri frakt och snabb leverans.
6 produkter
6 produkter
- Häftad, Engelska, 2014
1 328 kr
Skickas inom 3-6 vardagar
What percentage of graduate students entering PhD programs in the arts and sciences at leading universities actually complete their studies? How do completion rates vary by field of study, scale of graduate program, and type of financial support provided to students? Has the increasing reliance on Teaching Assistantships affected completion rates and time-to-degree? How successful have national fellowship programs been in encouraging students to finish their studies in reasonably short periods of time? What have been the effects of curricular developments and shifts in the state of the job market? How has the overall "system" of graduate education been affected by the expansion of the 1960s and the subsequent contraction in enrollments and degrees conferred? Is there "excess capacity" in the system at the present time? This major study seeks to answer fundamental questions of this kind. It is based on an exhaustive analysis of an unparalleled data set consisting of the experiences in graduate school of more than 35,000 students who entered programs in English, history, political science, economics, mathematics, and physics at ten leading universities between 1962 and 1986.In addition, new information has been obtained on the graduate student careers of more than 13,000 winners of prestigious national fellowships such as the Woodrow Wilson and the Danforth. It is the combination of these original data sets with other sources of national data that permits fresh insights into the processes and outcomes of graduate education. The authors conclude that opportunities to achieve significant improvements in the organization and functioning of graduate programs exist--especially in the humanities and related social sciences--and the final part of the book contains their policy recommendations. This will be the standard reference on graduate education for years to come, and it should be read and studied by everyone concerned with the future of graduate education in the United States. Originally published in 1992. 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. - Inbunden, Engelska, 2016
1 814 kr
Skickas inom 5-8 vardagar
What percentage of graduate students entering PhD programs in the arts and sciences at leading universities actually complete their studies? How do completion rates vary by field of study, scale of graduate program, and type of financial support provided to students? Has the increasing reliance on Teaching Assistantships affected completion rates and time-to-degree? How successful have national fellowship programs been in encouraging students to finish their studies in reasonably short periods of time? What have been the effects of curricular developments and shifts in the state of the job market? How has the overall "system" of graduate education been affected by the expansion of the 1960s and the subsequent contraction in enrollments and degrees conferred? Is there "excess capacity" in the system at the present time? This major study seeks to answer fundamental questions of this kind. It is based on an exhaustive analysis of an unparalleled data set consisting of the experiences in graduate school of more than 35,000 students who entered programs in English, history, political science, economics, mathematics, and physics at ten leading universities between 1962 and 1986.In addition, new information has been obtained on the graduate student careers of more than 13,000 winners of prestigious national fellowships such as the Woodrow Wilson and the Danforth. It is the combination of these original data sets with other sources of national data that permits fresh insights into the processes and outcomes of graduate education. The authors conclude that opportunities to achieve significant improvements in the organization and functioning of graduate programs exist--especially in the humanities and related social sciences--and the final part of the book contains their policy recommendations. This will be the standard reference on graduate education for years to come, and it should be read and studied by everyone concerned with the future of graduate education in the United States. Originally published in 1992. 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. - E-bokPDF, Engelska, 2014
1 058 kr
Läs direkt efter köp
What percentage of graduate students entering PhD programs in the arts and sciences at leading universities actually complete their studies? How do completion rates vary by field of study, scale of graduate program, and type of financial support provided to students? Has the increasing reliance on Teaching Assistantships affected completion rates and time-to-degree? How successful have national fellowship programs been in encouraging students to finish their studies in reasonably short periods of time? What have been the effects of curricular developments and shifts in the state of the job market? How has the overall "e;system"e; of graduate education been affected by the expansion of the 1960s and the subsequent contraction in enrollments and degrees conferred? Is there "e;excess capacity"e; in the system at the present time? This major study seeks to answer fundamental questions of this kind. It is based on an exhaustive analysis of an unparalleled data set consisting of the experiences in graduate school of more than 35,000 students who entered programs in English, history, political science, economics, mathematics, and physics at ten leading universities between 1962 and 1986. In addition, new information has been obtained on the graduate student careers of more than 13,000 winners of prestigious national fellowships such as the Woodrow Wilson and the Danforth. It is the combination of these original data sets with other sources of national data that permits fresh insights into the processes and outcomes of graduate education. The authors conclude that opportunities to achieve significant improvements in the organization and functioning of graduate programs exist--especially in the humanities and related social sciences--and the final part of the book contains their policy recommendations. This will be the standard reference on graduate education for years to come, and it should be read and studied by everyone concerned with the future of graduate education in the United States.Originally published in 1992.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. - Inbunden, Engelska, 2025
420 kr
Skickas inom 10-15 vardagar
How universities have become increasingly contentious since the Sixties, from the viewpoint of a former Princeton provost and Harvard president From his days at Princeton University as a member of the faculty, dean, and provost, and his time as a faculty member and president at Harvard University, Neil L. Rudenstine has been uniquely positioned to observe the changes that have occurred in higher education over the past few decades. In this book, he draws on his various roles to present an educator's inside account of the modern university. More than that, Our Contentious Universities is a personal history of how our current campus climate of antagonism evolved, beginning with the late 1960s and up to our contemporary moment. Starting with his perceptions of the anti-Vietnam War events at Columbia, Princeton, and Berkeley, as well as descriptions of what occurred at Harvard, Michigan, and other institutions, Rudenstine identifies a pattern that was characterized by students protesting against institutions because of purported university support for the Vietnam War. Not surprisingly, once the Vietnam War ended, the protests ceased. In contrast, Rudenstine reveals how contemporary campus conflicts essentially differ in nature from the Sixties protests. Since the issues that spark these present protests—such as climate change, conservative judicial opinions, lack of gun control legislation, the Hamas-Israeli war—are clearly not readily soluble problems, there can be no easily defined end to the action. Rudenstine also depicts how universities themselves have changed substantially over the past few decades. The institutions have not only evolved into a collection of decentralized quasi-autonomous departments in competition with other centers and initiatives for resources but also nurtured a highly diverse population of faculty and students with a variety of backgrounds and perspectives already at odds before they even encounter each other on campus. Combining an analysis of how universities transformed with an examination of how protests changed, the book argues that, opposed to the external causes of student protest in the Sixties, it is actually the internal sources of division and conflict that now characterize our universities that are at the root of their contentious campus environments.
- Häftad, Engelska, 2024
478 kr
Skickas inom 3-6 vardagar
A beautifully written study of the extraordinary art collector and volatile personality Albert C. Barnes. The book places him in the context of his own era, shedding new light on the movements and ideas (about art collecting, education, and aesthetics) that shaped so much of his thinking. The Barnes' major holdings of post-impressionist and early modern art include more than 800 paintings, with a strong focus on Renoir (181 canvases), Cezanne (9), Matisse (59), and Picasso (46 paintings and drawings). In its entirety, it is the greatest single collection of such art that has remained intact. The last chapters of the book address the controversial events surrounding the Barnes Foundation's move to Philadelphia, including vehement opposition -- as well as strong support. There is an analysis of the Foundation's financial plight, a review of the major court cases over the decades, and a characterization of the fervent reactions following the court's decision to allow the move to take place. Illus.
