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Knowledge Towns
The remote work revolution presents a unique opportunity for higher education institutions to reinvent themselves and become talent magnets. In Knowledge Towns, David J. Staley and Dominic D. J. Endicott argue that the location of a college or university is a necessary piece of any region's effort to attract remote knowledge workers and accelerate economic development and creative placemaking. Just as every town expects a church, bank branch, post office, and coffeehouse, Staley and Endicott write, we will see a decentralized network of institutions of higher education flourish, acting as cornerstones for the post-pandemic rebuilding of our society and economy. In calling for a "college in a...
Knowledge Towns
"This book takes up the question of how higher education institutions could benefit from serving new settlers in the migration catalyzed by the shift to remote work"--
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History and Future
Perhaps the most important histiographic innovation of the twentieth century was the application of the historical method to wider and more expansive areas of the past. Where historians once defined the study of history strictly in terms of politics and the actions and decisions of Great Men, historians today are just as likely to inquire into a much wider domain of the past, from the lives of families and peasants, to more abstract realms such as the history of mentalities and emotions. Historians have applied their method to a wider variety of subjects; regardless of the topic, historians ask questions, seek evidence, draw inferences from that evidence, create representations, and subject ...
Anchoring Innovation Districts
"This book draws on case studies that explore the role that technological innovation, guided by entrepreneurialism in higher education, can have on economic development and urban change. This framework of sociological analysis, with illustrative cases of successes and failures, provides insights into the transformational power of higher education in the built environment. The book's target audience includes university administrators, board members and regents, local and state government officials, and entrepreneurs"--
Alternative Universities
Imagining the universities of the future. How can we re-envision the university? Too many examples of what passes for educational innovation today—MOOCs especially—focus on transactions, on questions of delivery. In Alternative Universities, David J. Staley argues that modern universities suffer from a poverty of imagination about how to reinvent themselves. Anyone seeking innovation in higher education today should concentrate instead, he says, on the kind of transformational experience universities enact. In this exercise in speculative design, Staley proposes ten models of innovation in higher education that expand our ideas of the structure and scope of the university, suggesting pos...
Brain, Mind and Internet
This essay places the emerging brain-Internet interface within a broad historical context: that the Internet represents merely the next stage in a very long history of human cognition whereby the brain couples with symbolic technologies. Understanding this 'deep history' provides a way to imagine the future of brain-Internet cognition.
The Persistence of Poverty in the United States
For more than thirty years, students, scholars, and policymakers have relied on successive editions of Sar A. Levitan's Programs in Aid of the Poor. Now, in conjunction with the eighth edition of that classic work, coauthors Garth Mangum, Stephen Mangum, and Andrew Sum offer a brief but comprehensive overview of the facts of poverty in the United States, its underlying causes, and the reasons for its persistence in the richest nation in the world. Providing a wealth of data and cogent analysis, this book can be used along with Programs for additional background, or can stand on its own. "This volume demonstrates more starkly than its parent the persistence of poverty in this nation. Though some individuals and families manage to escape it, the phenomenon diminishes not at all—or at least very little . . . Having been sobered by this thought, the student may ponder what more might conceivably be done to reduce the incidence of that endemic economic and social disease."—from the Preface
