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• Sites Chosen for Woodrow Wilson Postdoctoral Fellowships
• ANAC Institutional Profiles Project
• National Council on Education and the Disciplines
• Public Relations Directors News
• Academe Article Highlights
• ANAC Data Exchange Refinements
• Education for Civic Responsibility
• Bibliography for Effective Teaching

Ithaca College and the University of Redlands are among fifteen institutions chosen by the Woodrow Wilson National Fellowship Foundation to be the sites of the new Woodrow Wilson Postdoctoral Fellowships in the Humanities. Others (all research universities) include Harvard, Yale, Berkeley, Northwestern, Cal State Los Angeles, Indiana, Colorado, Minnesota, and Virginia. This new program is designed to encourage the best recent Ph.D's to remain in academia during a difficult job market. Fellowships will provide time and resources necessary for the Fellows to continue their research, turn a dissertation into a publication, and broaden their teaching experience, making them more competitive when seeking permanent employment. Participating institutions will benefit from having outstanding recent graduates on their campuses. Fellowships will not displace regular faculty appointments.

The Fellows will combine half-time mentored teaching at their sponsor institution with access to campus or nearby research facilities. The Cornell University Society for the Humanities will provide a research home for Fellows who will teach in interdisciplinary programs at Ithaca. Redlands will facilitate connections with the University of California campuses at Riverside and Los Angeles for Fellows who could teach in fields from Asian Studies to Religious Studies and in the Johnson Center for Integrative Studies. (Thanks to Judith Pinch for this piece.)

Cecil Staton, Associate Provost at Mercer University, reports that he spent time on eleven ANAC member campuses during 1998-99, and plans to wind-up the campus visit portion of the ANAC Institutional Profiles Project early in 2000 and the project as a whole by the end of the academic year. He is in the process of identifying distinctive features of each member institution as part of the project report. In addition to institutional profiles, the report will highlight differentiating characteristics common to ANAC members, providing insights useful for purposes such as strategic planning, new program development, and institutional marketing. The project will also generate numerous examples of best practices and increase awareness of ways that members can be resources to each other.

Robert Orrill, longtime executive director of the Office of Academic Affairs of the College Board, will lead a new initiative, the National Council on Education and the Disciplines (NCED), based at The Woodrow Wilson National Fellowship Foundation. The primary goal of NCED will be to link higher education faculty and secondary school teachers for purposes of improving the articulation between the college and secondary educational levels. Orrill was instrumental in the planning and College Board support for the initial ANAC Woodrow Wilson Summer Institute at Saint Mary's College of California, "Education for Democracy," in 1996. He edited, The Condition of American higher Education: Pragmatism and a Changing Tradition (1996) which served as an Institute text, and Education and Democracy: Re-imagining Liberal Learning in America (1997), a volume of essays based on presentations at a 1997 national conference at Rollins College.

ANAC public relations directors have begun to share marketing materials and strategies, particularly ways that their institutions have used the New American College vision in describing themselves. PR directors are creating a listserv and plan to hold an organizational meeting in the near future in connection with a national or regional conference that many of them would be attending. A steering committee consisting of Julie Guillebeau, Drury College; Linda Granell, Redlands; Reggie Syrcle, Valparaiso University; and Larry Humes, Rollins, has been created to coordinate planning for the group's activities.

The July-August AAUP bulletin, Academe, contains a brief article summarizing results of ANAC's 1997-98 assessments of faculty work patterns, as part of the first phase of the Faculty Work Project. The article interprets project findings to conclude that "professors are going well beyond the traditional forty-hour weekly workload, contradicting stereotypes about lax academic work habits." It noted that faculty manage active scholarly lives, as well as teaching, advising, and institutional service responsibilities, while contending with a variety of time pressures.

ANAC Data Exchange Refinements

Refinements are being made to the ANAC Data Exchange in preparation for Year II institutional data entry. During August, institutional contact persons have added to and made corrections to data submitted through mid-May for Year I. Year I data entry will be completed by Tuesday, September 7, when the Exchange will again invite member benchmarking and feedback in preparation for Year II data entry. Year II data entry will be keyed to the IPEDS and CDS data submission schedules, beginning late this year and finishing by March. The goal is to make the data available for ANAC comparisons in a timely manner in order to assist member institutions with planning and budgeting for the 2000-2001 fiscal year.

As a reflection of the strong commitments of member institutions to service learning and community service, ANAC is participating with the Society for Values in Higher Education in the planning and development of a national project on Education for Civic Responsibility. The goal of the project is to develop a model process that will assist institutions to assess their current civic education activities, determine campus and community issues that they would like to address with new initiatives (e.g., such as in areas involving diversity, religious pluralism, social justice, and civility), and develop programs that will both educate students for civic responsibility and contribute to campus and community well-being. The bibliography which follows appeared in the July 16 issue of the Chronicle of Higher Education and serves as a useful primer for what has become a topic of national concern:

• Bowling Alone: Civic Disengagement in America, by Robert D. Putnam (Simon & Schuster, forthcoming)
• Civic Engagement in American Democracy, edited by Theda Skocpol and Morris P. Fiorina (Brookings Institution Press, forthcoming).
• Civil Society: The Critical History of an Idea, by John Ehrenberg (New York University Press, 1999).
• Civil Society, Democracy, and Civic Renewal, edited by Robert K. Fullinwider (Rowman & Littlefield, 1999).
• Civil Society: The Underpinnings of American Democracy, by Brian O'Connell (University Press of New England, 1999).
• Community Works: The Revival of Civil Society in America, edited by E. J. Dionne, Jr. (Brookings, 1998).
• The Good Citizen: A History of American Civic Life, by Michael Schudson (Free Press, 1998).
• Good Natured: The Origins of Right and Wrong in Humans and Other Animals, by Frans B. M. de Waal (Harvard University Press, 1996).
• The Great Disruption: Human Nature and the Reconstitution of Social Order, by Francis Fukuyama (Free Press, 1999).
• The Ladd Report, by Everett Carl Ladd (Free prfess, 1999).
• Loose Connections: Joining Together in America's Fragmented Communities, by Robert Wuthnow (Harvard, 1998).
• Membership and Morals: The Personal Uses of Pluralism, by Nancy L. Rosenblum (Princeton University press, 1998).
• Unto Others: The Evolution and Psychology of Unselfish Behavior, by Elliott Sober and David Sloan Wilson (Harvard, 1998).
• Virtue and the Making of Modern Liberalism, by Peter Berkowitz (Princeton, 1999).

From the July 9, 1999 issue of the Chronicle of Higher Education, an interesting article by Elaine Showalter, immediate past president of the Modern Language Association and professor of English at Princeton, on preparing her teaching assistants for faculty teaching careers that contains the following bibliography on teaching as a serious scholarly subject:

• The Aims of College Teaching, by Kenneth E. Eble (Jossey-Bass, 1983).
• Becoming a Critically Reflective Teacher, by Stephen D. Brookfield (Jossey-Bass, 1995).
• The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, by Parker J. Palmer (Jossey-Bass, 1998).
• The Craft of Teaching: A Guide to Mastering the Professor's Art, by Kenneth E. Eble (Jossey-Bass, 1988).
• Education for Judgment: The Artistry of Discussion Leadership, edited by C. Roland Christensen, David A. Garvin, and Ann Sweet (Harvard Business School Press, 1991).
• In Plato's Cave, by Alvin B. Kernan (Yale University Press, 1999).
• Learning to Teach in Higher Education, by Paul Ramsden (Routledge, 1992).
• A Life in School: What the Teacher Learned, by Jane Tompkins (Addison Wesley Longman, 1996).
• Mastering the Techniques of Teaching, by Joseph Lowman (Jossey-Bass, 1995).
• McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, by Wilbert J. McKeachie (Houghton Mifflin, 1999).
• Mentor in a Manual: Climbing the Academic Ladder to Tenure, by A. Clay Schoenfeld and Robert Magnan (Magna Publications, 1994).
• Teaching and the Case Method: Text, Cases, and Readings, by Louis B. Barnes, C. Roland Christensen, and Abby J. Hansen (Harvard Business School Press, 1994).