Preliminary Material -- Emergence of a New and Different Academy -- The Loss of the Intellectual / Judith J. Slater -- Education for What and for Whom? / William L. White -- The University as Scholarly Critic / J. Randall Koetting and Martha Combs -- Opportunityisnowhere / Ann Marie Pagliaro and Louis Pagliaro -- Retreat from Autonomy in Education -- Consciousness and Policy / David M. Callejo -- Endangered Teaching/Learning Praxis / Margaret Macintyre Latta and Jeong-Hee Kim -- Finding our Niche / P. Bruce Uhrmacher and Christy Moroye -- The Human Experience / Sarah Selmer -- Professionals and the Public Trust -- The Battle to Provide Developmentally Appropriate Educational Experiences / Lilia DiBello -- Rethinking Public Education / Gerald S. Fain -- A 35 Year Review (1970-2005) of Admission Patterns for Doctoral Study in Psychology Health Specialty Fields / Stanley Zweback -- Response to the Disposition of the Changing Academy -- Diversity in Higher Education / Diane Rodriguez -- Re-Engineering the Tenure & Promotion Process / Stephanie G. Adams and S. Keith Hargrove -- Building the Academy’s Intellectual Capital / Sebastian R. Diaz -- Fighting Back From Inside / Martha Combs and J. Randall Koetting -- Transgressions: Cultural Studies and Education.

The modern American university has, for more than a century, been the frontier where those who aspired to social and economic advancement ventured. Initially, the guides for the aspirants were the professors, who having earned the trust of both the general public and practitioners, provided the necessary foundation for entry into the profession. It was understood that what took place in the academy was an introductory experience as all professions require some form of supervised practical experience prior to being admitted into the profession. Research done by members of the academy served as the primary source of knowledge advancing the professions. Finally, those who were engaged in these acts of knowledge production were actively involved establishing pre-professional curriculum, teaching and evaluation, and they were held in high regard for this work. The final quarter of the twentieth-century marked a shift in the general attitude toward the professorate and the academy. Trust was replaced with accountability and the high regard once enjoyed was undermined by suspicion. The traditional model of the academy once seen as a community of scholars was replaced by a new corporate mind-set. Production became more important than inquiry. These shifts resulted in a university where students were trained in response to the needs of others who defined the frontier for them. This shift responds to the mitra of the day.

English.

Description based on print version record.