Belknap Campus, the historic heart of the University of Louisville (UofL), was laid out just before the Civil War as a city-owned reform school and orphanage. In 1925, the university acquired the site, relocating its undergraduate college and adding an engineering school. Eight structures from that earlier use give the modern campus its strong historical feel. This volume is rich with images of student life, from homecoming and campus hangouts to intramurals and sports. University of Louisville: Belknap Campus chronicles the dramatic expansion of the campus into adjacent neighborhoods, drawing heavily on archival sources. The Belknap Campus story provokes both warm recollection and pride in a 200-plus-year-old institution that is part of the core fabric of what makes Louisville great.
Dwayne Cox and William Morison trace the twists and turns of the University of Louisville's two hundred year journey from provincial academy to national powerhouse. From the 1798 charter that established Jefferson Seminary to the 1998 opening of Papa John Stadium, Cox and Morison reveal the unique and fascinating history of the university's evolution. They discuss the early failures to establish a liberal arts college; tell the extraordinary story of the Louisville Municipal College, U of L's separate division for African Americans during the era of segregation; detail the political wrangling and budgetary struggles of the university's move from quasi-private to state-supported institution; and confront head-on the question of the university's founding date. The history of the University of Louisville defies the stereotype of orderly and planned growth. For many years, the university was essentially a consortium of two professional schools—medicine and law. Not until the first decade of the twentieth century did the liberal arts gain a firm and permanent foothold. Because of its early emphasis on practical, professional education and the virtual autonomy of its separate units for many years, the University of Louisville is unusual in the annals of higher education.
How to focus anti-hunger efforts not on charity but on the root causes of food insecurity, improving public health, and reducing income inequality. Food banks and food pantries have proliferated in response to an economic emergency. The loss of manufacturing jobs combined with the recession of the early 1980s and Reagan administration cutbacks in federal programs led to an explosion in the growth of food charity. This was meant to be a stopgap measure, but the jobs never came back, and the “emergency food system” became an industry. In Big Hunger, Andrew Fisher takes a critical look at the business of hunger and offers a new vision for the anti-hunger movement. From one perspective, anti-hunger leaders have been extraordinarily effective. Food charity is embedded in American civil society, and federal food programs have remained intact while other anti-poverty programs have been eliminated or slashed. But anti-hunger advocates are missing an essential element of the problem: economic inequality driven by low wages. Reliant on corporate donations of food and money, anti-hunger organizations have failed to hold business accountable for offshoring jobs, cutting benefits, exploiting workers and rural communities, and resisting wage increases. They have become part of a “hunger industrial complex” that seems as self-perpetuating as the more famous military-industrial complex. Fisher lays out a vision that encompasses a broader definition of hunger characterized by a focus on public health, economic justice, and economic democracy. He points to the work of numerous grassroots organizations that are leading the way in these fields as models for the rest of the anti-hunger sector. It is only through approaches like these that we can hope to end hunger, not just manage it.
A mentor, advisor, or even a friend? Making connections in college makes all the difference. What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions. In Relationship-Rich Education, Felten and Lambert demonstrate that for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education. Emphasizing the centrality of the classroom experience to fostering quality relationships, Felten and Lambert focus on students' influence in shaping the learning environment for their peers, as well as the key difference a single, well-timed conversation can make in a student's life. They also stress that relationship-rich education is particularly important for first-generation college students, who bring significant capacities to college but often face long-standing inequities and barriers to attaining their educational aspirations. Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, Relationship-Rich Education provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation—and a challenge—for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education.
A charming, deeply imaginative debut novel about a young girl who is immortalized in her father’s illustrated books containing clues to their family secrets. Romilly Kemp and her eccentric painter father have happy but sheltered lives in a ramshackle mansion in the English countryside. When her father finds fame with a series of children’s books starring Romilly as the main character, everything changes: exotic foods appear on the table, her father appears on TV and strangers appear at their door, convinced the books will lead them to a precious prize. But as time passes, Romilly’s father becomes increasingly suspicious of the outside world until, before her eyes, he begins to disappear within himself. She returns to his illustrations, looking for a way to connect with her ailing father, and finds a series of clues he’s left just for her. This treasure hunt doesn’t lead her to gold or jewels, but something worth far more—a shocking secret that is crucial to understanding her family. Written with tremendous heart and charisma, The Book of Hidden Wonders is an unforgettable story about growing up, facing mortality and discovering the hidden wonders that make us who we are.
Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.
Accounts of solidarity typically defend it in teleological or loyalty terms, justifying it by invoking its goal of promoting justice or its expression of support for a shared community. Such solidarity seems to be a moral option rather than an obligation. In contrast, A Moral Theory of Solidarity develops a deontological theory grounded in equity. With extended reflection on the Spanish conquest of the Americas and the US Civil Rights movement, Kolers defines solidarity as political action on others' terms. Unlike mere alliances and coalitions, solidarity involves a disposition to defer to others' judgment about the best course of action. Such deference overrides individual conscience. Yet such deference is dangerous; a core challenge is then to determine when deference becomes appropriate. Kolers defends deference to those who suffer gravest inequity. Such deference constitutes equitable treatment, in three senses: it is Kantian equity, expressing each person's equal status; it is Aristotelian equity, correcting general rules for particular cases; and deference is 'being an equitable person, ' sharing others' fate rather than seizing advantages that they are denied. Treating others equitably is a perfect duty; hence solidarity with victims of inequity is a perfect duty. Further, since equity is valuable in itself, irrespective of any other goal it might promote, such solidarity is intrinsically valuable, not merely instrumentally valuable. Solidarity is then not about promoting justice, but about treating people justly. A Moral Theory of Solidarity engages carefully with recent work on equity in the Kantian and Aristotelian traditions, as well as the demandingness of moral duties, collective action, and unjust benefits, and is a major contribution to a field of growing interest.
