Book Description

Customer Reviews (8)

What is Life For? Not the only question
This is an important and carefully thought-out book. It's not for the faint of heart, or for anyone looking for a quick, punchy exposé of the current college scene. Rather, it is a deeply reflective and philosophical exploration of the differences in the intellectual objects of the sciences (both social and hard) and of the humanities. By appropriating the "research ideal" of the sciences, one that makes knowledge instrumental to a measurable goal, the humanities have lost sight of their traditional and more important aims, ones that are intrinsic rather than instrumental, that involve learning for its own sake and that bring meaning to life. The substitution of cultural relativism (called here "political correctness") for the pursuit of truth is a second siren's song that has distracted the humanities from its honorable mission. Both these points are important and well made. The book reads like a man's intellectual life's work. His heart is in it.

Kronman's study, however, is limited by the narrowness with which he defines the humanities. A law professor and Philosophy BA from WIlliams College, he seems chiefly to be talking about his own undergraduate major, Philosophy (see the appendix where he offers a sample curriculum), which has as one of its clear aims the understanding of "what living is for." That formulation of the central question of the humanities -- and it repeats throughout the book until it becomes almost grating -- is finally a limited (and I might add instrumental) one, that applies less to those branches of the humanities that encompass the arts than it does to Philosophy (or Theology). Much study within the humanities, rather than asking and answering quasi-ecclesiastical questions, offers the pure pleasure of satisfying intellectual curiosity, preserving culture, or simply engaging individual creativity. These also very important functions fall outside of Kronman's analysis, which is therefore not as comprehensive as it might be.

The narrowing of the humanities to the navel-gazing suggested by the book's subtitle "Why Our Colleges and Universities Have Given Up on the Meaning of Life" is thus unfortunate. The humanities (and even Kronman's analysis of them) are larger than this question implies. That might sound funny since what larger question is there than "What is living for"? But since it is a question so large as finally to be unanswerable -- and not finally the only concern of the humanities or only the concern of the humanities -- Kronman risks making a serious inquiry feel trivial.

Many Teachers DO Address the Meaning of Life
Anthony T. Kronman's new book is a welcome addition to the ongoing nationwide discussion. Many of his ideas struck a chord of recognition in me as I propose my own defense of higher education - as I summarize below.

A year ago when I told a colleague at another college that I was writing a memoir in which I sought to capture the fascination, enlightenment, and sheer joy that literary studies can offer both teachers and students, one of my colleagues on another campus said, "I personally wouldn't encourage anyone to become an English teacher. The game has been ruined by the feminists and theorists, there's no longer a love of literature - or any jobs - and everyone my age is keen to get out as soon as possible. As long as l5 years ago I refused to write graduate school recommendations for mediocre students - and I never had any brilliant ones."

Although I certainly respect my colleague's views, my experience and observations have been dramatically different from his, as I hope I have captured in my new book, TEACHING LIFE: LETTERS FROM A LIFE IN LITERATURE (Iowa, April 2008) - and as I summarize below:

In 1978 one of my students died tragically in an automobile accident on her way to my office to talk over her career plans. It was the suddenness of her death, I think, along with the utter loss of so much potential, which left me wondering whether anything I had said in class had made a difference in her too-short life or, for that matter, in the lives of any of my students.

Her death was not only a great misfortune but also a defining moment for me. I believe for the first time in my life as a teacher, and I had been at it for only five years, I realized in the weeks that followed that I wasn't in the classroom for myself. I was and remain there for the students, all of whom are giving me three hours a week of their most precious possession -- their time. What I say and do should make a difference in their lives. The worst thief is a bad teacher.


So why do I teach? It's my favorite question.

I teach because I believe I have an innate need to teach.
I teach because I love to learn.
I teach because I want to connect with people's minds and hearts at the deepest levels possible.
I teach because I'm passionate about my subjects.
I teach because I want to make full use of my allotted time.
I teach because since childhood I have felt most comfortable on a campus, in a classroom, with books and pens and paper.
I teach because it gives me a forum and the freedom to confront many of the lies and distortions that threaten to sweep modern civilization under the rug of history.
I teach because I want to think as fast as possible, in as complex a way as possible, and put my thinking into forms that will perhaps benefit my students and anyone else who will listen.
I teach because I need to take risks.
I teach because I know that to stop teaching would be a form of self-destruction.


My father, during his youth in the early 1930s, had a recurring dream. He found himself standing at the edge of a deep ravine. A narrow walkway led to the other side. Although he wanted to cross it, he was afraid to try because far below a body lay, and he felt responsible for it being there, but he didn't know why.


We talked about this dream many times. He told me how, as a high school student, he eventually came to understand that in his dream the body was his own -- and that his fear of it kept him from walking across.


At the deepest and subtlest level of his being, that body stood for some of humanity's basic fears: the fear of failure, the fear of being insignificant, and the feeling of worthlessness that comes with doubt about himself. Not until he heard and chose to believe the words of a teacher, who said, "Accept any challenge," did my father find the courage to walk across to the other side.


Along with everything else, I believe that the role of a teacher in a student's life is to help him or her to walk across -- to the other wide where lies the potential to do great things and think great thoughts. The alternative -- a life not lived -- is unimaginable.


Though that student from 1978 didn't live to realize her potential as a teacher, my joy of knowing her and thousands of students like her continues to inspire me every day.

I am in my 35th year of teaching - but it seems like five. My joy that comes from this profession has sustained me through all kinds of challenges. As I say in the conclusion, it is a safe haven to which I can retreat and from which I emerge emboldened and clarified and confident - and very thankful. What a noble and important profession teaching is, and how fortunate all of us are to be able to contribute.

Respectfully yours,

Dale Salwak, Ph.D.
Department of English
Citrus College
Glendora, CA 9l74l (dsalwak@citruscollege.edu)

About the Author
Dale Salwak is a professor of English at southern California's Citrus College and a recipient of Purdue University's Distinguished Alumni Award as well as a National Defense Education Act fellowship from the University of Southern California where he earned his Ph.D. He is the author of numerous books, including Kingsley Amis: Modern Novelist and Carl Sandburg: A Reference Guide, and the editor of The Wonders of Solitude, Anne Tyler as Novelist (Iowa, 1994), Philip Larkin: The Man and His Work (Iowa, 1989), and The Life and Work of Barbara Pym (Iowa, 1987).

Advance Reviews of TEACHING LIFE: LETTERS FROM A LIFE IN LITERATURE
"I loved all of the incidents from Salwak's own experience as a teacher. They are richly described. There is a lively sense throughout of a working classroom instructor, a passionate man, and a well-educated one, a committed reader who communicates his love of literature to his students. I was applauding as I read these (numerous) passages." --Jay Parini, author, The Art of Teaching

"Dale Salwak has written a profoundly thoughtful and moving meditation on the joys and sorrows of the teaching profession. This book should interest all who teach and all who have had the privilege of learning from a caring teacher." --John Halperin, University of San Diego

"Teaching Life is a fascinating blend of practical advice on teaching, moral inquiry, and personal experience. Its focus moves from the obligation to return exams promptly, to Christianity and Judaism, to Kingsley Amis, to experiencing a parent's death. The unusual range of subjects makes Salwak's book by turns instructive, inspiring, and poignant."--Kenneth Silverman, professor emeritus of English, New York University

"In this remarkable book, Dale Salwak masterfully distills the lessons of thirty-five years of college teaching, weaving them together with illustrative episodes from literature and life. It should be required reading for anyone embarking on a teaching career - and many veterans would surely benefit as well." -John McLaughlin, senior fellow at the School of Advanced International Studies, Johns Hopkins University, and former deputy director of the Central Intelligence Agency

Wordy
I will get to the point: this writer needs an editor.The flood of words that make the same point over and over should have been halted by someone who recognizes when ego overwhelms good sense.There is much in this book to like and appreciate, but approximately 3x too many words expressing it.

Pervasive market mentality gets off too lightly
Kronman points to a very real and important trend in modern higher education. He gives a very cogent half-diagnosis of the source as well - that of the urge within humanities disciplines to ape the research methods of the natural sciences and thus exclude any sort of prescriptive 'values' from the research paradigm. However, Kronman underplays an even more important part of the source of the problem - the fact that a socially all-pervasive 'free market' mentality subtley and overtly pushes all that cannot be assigned a quantified ('bottom line') demarcation to the periphery of what is viewed as important, and finally legitimate, in human life. This is much more broadly manifested than in academia (witness how completely political legitimacy and fund-raising totals are equated in the current election cycle) but it is certainly also manifest in the concerns toward which Kronman points. Interesting is the fact that just as many in the 'hard' sciences, confronting the connections between their research and such realities as our genetic future, global warming, radical consumption inequality between and within societies, our continuing addiction to war and militarism, and so on, are beginning to recognize that the 'value-free' research model has always been more ideal than real, the humanities folks now jump on the same paradigmatic bandwagon. Kronman puts his finger on a real issue, but his analysis is arguably more focused on a case in point symptom than on the real source of the problem itself.

Been There, Done That
As a nonacademic type, this seems true insofar as it goes. I recall looking for some substantive "meaning of life" courses on campus in the early 1960s. The closest thing I found was a philosophy course--the emphasis of which was on formal, symbolic logic. Fortunately I did not take it. It probably would have turned me off all philosophy for life. After four years I did manage to aquire a diploma, but nothing that could fairly be called an education. The world of work didn't care much, anyway. As Woody Allen said, half of it was just showing up.

After a hitch in the military, during which time I always had a good paperback book somewhere in my gear, and working for a living for a couple more years after that, I went back to grad school. By sheer serendipity, I fell into a political science course on political theory. Thinking out loud about the world, how things get done, "the meaning of life"--what a blast that was. By sheer accident I finally got something useful out of college. I am still euphoric about that and have the dog-eared, marked-up books to show for it. If I live long enough I will possibly be half as wise as my autodidact, high-school dropout parents were.

Having also sent two children through college I can attest that the high-bucks, low value situation still exists. The reality is that for those really wanting a real education, it is more to be found in basic basics than on almost any campus today. Heck, order used copies of Plato's Republic or Aristotle's Nichomachean Ethics and you have a start. A home-schooled 18 year old is likely more mature and knowledgeable than a Harvard graduate these days!

The only college that gets my money these days is a small start-up Catholic college that focusses on the classics. At least they have a clear idea of what they are trying to do. No football team, and no prospects of one, either!

All Mr. Kronman has done is to expose "the man behind the curtain". The book could and should have been written about fifty years ago. It's sort of like Halberstam's book "The Reckoning" on the American automotive industry--painfully obvious in the rear view mirror. Nothing very new in any of it. It was there all the time if we chose to see it.

We need a whole new paradigm of what higher education is and ought to be doing. I doubt that the educational establishment, with or without Mr. Kronman, will have it in itself to go there.

Maybe Amazon ought to help launch an accreditable alternative, and knock 90% off the cost of a real education. If local and state governments can run colleges and universities, it can't be too hard.

Oh, yes--the book did confirm a few things that I suspected years ago as a fresh fish. But even slow learners can learn. ... Read more

Product Description
Introduction from the Author

If you mention Indiana to someone who’s never been to the Midwest, they’re apt to tell you it’s a little backwoods hick haven full of close-minded farmers and, more than anything, cows. But if you mention Indiana University, you’re likely to get a response involving Bobby Knight and the IU basketball team, our Little 500 and the movie Breaking Away, the internationally renowned schools of music and business, or our current status as a top party school in the country. IU is separate in most people’s minds from the state in which it resides, and rightfully so.

Almost everyone has heard one thing or another about IU and the surrounding area of Bloomington, and just as much of it proves false as it does true. Unfortunately, there is no sweeping summary or brochure that totally encapsulates IU’s academics, social scene, and programs. Regardless, IU continues to entice people from all over the country, and draws 8.5 percent of its student population from elsewhere around the globe. “Why,” you ask? Well, it’s something intangible, a presence that can only be explained through experience.

If you’re interested in IU, you probably already know the numbers. You know that IU is at the top of the heap in certain respects, and you know about the large campus, plethora of buildings, and the masses of people. What you don’t know is that nameless feeling you get when you stand beneath the Sample Gates. You don’t know how it feels to make a home for yourself at a college that’s been around for almost 200 years. You also don’t know what it means to be a Hoosier, and that’s not easy to put into words.

In reading what actual students have to say about IU, you’re more likely to get an idea of these feelings. You can’t glean it from the pages of your average guidebook, nor can you look it up on the internet or in the library. The only way to get an inkling is straight from the horse’s mouth, and that’s what this book intends to give you. If IU is right for you, you’ll feel it. Happy reading!

Jenny Davis, Author
Indiana University
... Read more

Book Description

Making It Into a Top College is a comprehensive insider view of the state of college admissions today. Howard and Mathew Greene have mastered the science and art of college admissions. The proven ten-step program they use in private counseling is now available to all students who want to attend an outstanding college or university. This valuable approach will teach you

• To think like an admissions officer
  
• The relative selectivity of elite private colleges and universities
  
• The latest trends and strategies for competing successfully for a place at a top college or university
  
• How to plan your admissions campaign

Customer Reviews (6)

Some good stuff, but you have to wade through a lot of useless info
This book is pretty good, but has some major flaws. I am 12, and got this book from my mom. "It's never too early to start thinking for college." Let start off by saying that about half of "step 1" is a big waste. They have only useless junk in there. The only useful info is stuff about early admissions, that is about 4 pages. And maybe some financial aid websites, and some other stuff. It has some useful information, but definitely not worth the list price of 16 bucks. My mom got it from Barnes and Noble for 4.98, and amazon also has a bargain price. It's worth up to about 8-10 bucks, but no more than that.

So far the weakest Greene's Guide I read.
I am a big fan of the Greene's Guides, as I have read several of them.So far, they all were excellent.However, I found this one the weakest.It is too long for the amount of info it conveys.Do we really need that many pages disclosing numerous candidates essays, or in detail profile of international students applying to the U.S.As a result, the book is boring.

When I read a college guide I now look for two things.First, does it offer new insights, a new angle to the whole college admission process?And, second how many mistakes do they make due to outdated data, wrong assumptions.Then, I balance the two (the positives and the negatives).

This book does not come out well because it has few practical insights.The info provided is general, and readily shared by any other college guide.The one insight that is interesting is Chapter 7, the Pie Chart Analysis.This is where you figure out what are your unique qualities that make you a stronger candidate for a specific school.Unfortunately, how many of us own world-beating skills that make us a special candidate.The author mentions the case of a women who was the second nationally ranked squash player who got in a Ivy League with a strong women's squash program while she had a B+ GPA and a 1300 SAT (poor by Ivy standard).Well, that's great but how helpful is that for the rest of us.

However, the book contains several outright mistakes.The authors repeat several times that one should not apply Early Admission (EA) or Early Decision (ED) unless one's academic profile is stronger than the average accepted students.This is plain wrong.The authors made the human mistake to believe misleading, politically correct statements from admission officers.The reality supported by objective data is completely different.Just study "The Early Admission Game" the best book on the subject.And, based on that author's statistical analysis applying EA gives you an advantage equivalent to boosting your SAT score by 70 points (old SAT, probably 105 points new SAT).Meanwhile, applying ED gives you an advantage of 100 points on old SAT (probably 150 points new SAT).If you apply to any Ivy League, MIT, or Stanford you just owe it to yourself to apply through their EA or ED programs.

The authors also state that your overall GPA is much more important then test scores.How could that be?At that level (Ivy candidates) everyone has close to a 4.0 GPA.So, the GPA does not differentiate at all between candidates.From an academic point what does differentiate?Two things: your grades in AP and honors classes and test scores.These factors will determine whether you will get into an Ivy League school or not.

The authors also recommend going to a less selective school for the first two years; and transfer in your Junior year to a more selective school.From everything else I have read, that's not going to work.Transferring is very difficult anyway.But, in any case transferring sideways or downward is doable.Transferring upward is nearly impossible.It is not a recommended college strategy by any one else.

There are other mistakes.But, by now you already get my drift.The negatives far outweigh the positives.Thus, I recommend you pass on this one.

Instead, I can wholeheartedly recommend some of the other Greenes' Guides that are much more focused, streamlined, and informative.These include: The Hidden Ivies, The Public Ivies, and Inside the Top Colleges.This last one is a must read for anyone who is a serious candidate to an Ivy League school.You'll quickly see that the high profile, pressure cooker environment is not for everyone regardless of IQ.

Again, the most interesting book I have read on this subject is "The Early Admission Game."It is one of the first book that uncovered hard data on admission.

Great book for anyone!
This book seems to focus on the advanced level high school
students looking for prominent institutions, BUT you can also
apply all the steps for any other colleges you wish to attend!
I found it very helpful and it really got me searching for the
best college that will match me.

Better than any guidance counselor
My son is a 17 year old High School Junior in a large suburban High School. I found this book while browsing for College information and direction on how to narrow all choices available.This was one of many books I bought as I developed our own library of College Books (Fiske, et al...). I can say without hesitation that this is the one book any parent needs to own.I have read it and re read many times since I bought it last summer. All other books repeat the same information over and over again. Mr. Greene's years of experience provide an uncommon insight and down to earth observationsinto the College admission process and how to improve your child's chances of being accepted by a competitive school. Not only that , Mr. Greene'sincere concern with making the right choice will open your eyes into options beyond the most competitive schools. He believes there are many choices available and what is important is making the right choice for your child.I recommend this book to any parent involved in the College selection process.

Great for a High School Students
I am a High School Freshman, but even though its how to get into college its also good on how to plan your high school years also. I strongly recommend this book for the college-bound and high school students. ... Read more

Book Description
Introduction from the Author

We all know that the main purpose of attending college is to get an education. It is also common knowledge that college is not all about academics. There are so many outside elements regarding college life that students need to adjust to. Whether it's being away from home for the first time and having to make new friends, or learning to manage time better and balancing extracurricular activities; students need to know what they can, and should, expect. College life is like no other, and the more you know what you are getting into, the better you will be able to deal with it.

When I first started looking for colleges, I didn't know where to begin. Did I want to go to a big university? Did I want to stay in state? And where would I get the right educational experience? After researching and visiting the campus, I finally decided on the University of Rhode Island. I fell in love with the energy and ambience of the campus. It had everything I was looking for. When I first arrived at college, there was the initial shock of being on your own and not knowing anyone. Suddenly, I didn't care how beautiful the campus was or how big the classrooms were. All I kept thinking was, "how I am going to survive this?" One of the most important things to realize is that your whole world changes when you get to college. There are so many important factors to consider that go beyond university statistics. I mean, this is the next four years of your life we're talking about. It certainly isn't an easy decision to make and the more you know the better. Remember, no one can tell you where to go, they can only tell you where you can't.

I have received both positive and negative responses when I tell people that I go to the University of Rhode Island. URI is a well-known institution, but might not be well known for the most significant reasons. Academically, URI has its strong points and there is a wide variety of majors and programs to choose from. It is not particularly hard to get into the University, so many people have low expectations concerning the URI's academic credibility. Every program is different and, yes, some are much better than others. The bottom line is, if you are willing to learn and want to succeed, you should have no problem doing so. A lot of opportunities await you at URI; you just have to know how to take advantage of them.

Hopefully, this book will paint you an accurate picture as to what it's like being a student at URI. All the basics are covered, and the students have spoken loud and clear! It's now up to you to figure out if the University of Rhode Island is the school for you.

Jessica Pritz, Author
University of Rhode Island ... Read more

Product Description
Introduction from the Author

Clemson University is a public university located in the foothills of the Appalachian Mountains in South Carolina. The town of Clemson, SC owes its existence to the University—about 14,000 undergraduates attend the school and keep the area alive with excitement. Students at Clemson take great pride in their school and for good reason—the 25-second rush down the hill by Clemson’s football players has been coined the most exciting in college football.

The school is fond of its tradition and heritage. It was founded in 1889 by Thomas Green Clemson, originally as an all-male military college. Clemson College stayed this way until 1955, when it was granted “civilian status.” In 1964, it was declared Clemson University in recognition of its expanded academic offerings and research pursuits.

Class sizes at Clemson tend to vary from large lectures ranging in the hundreds to smaller, discussion-oriented classes with no more than 25 students. Typically, freshman and sophomore level classes that fulfill general education requirements tend to be the largest, and junior and senior level courses tend to be much smaller. Clemson has a handful of outstanding professors whose classes fill almost immediately during the registration period. Find out who they are and get in their classes—fast!

Life at the University is rarely uneventful. There are many things to do on campus during the weekend, especially during football season. Spring semester is a great time for camping or hiking—the weather is great and you don’t have to worry about missing a football game. Students are very involved in activities outside the classroom such as club and intramural sports teams, social organizations, and volunteer services. There is always a group traveling off campus to take part in various activities—find something that interests you and get involved! A large school like Clemson offers countless opportunities for everyone.

When I first arrived at Clemson as a freshman, I had no idea what to expect of the school. Now, as a junior, I am glad I made the decision to come to Clemson. It’s a great place to spend four years, and I’m thankful for the opportunities it has provided me.

Andrew Coleman, Author
Clemson University
... Read more

Book Description
This detailed guide outlines a strategic planning approach uniquely suited to the academic environment and proven effective in numerous institutions around the country. The authors address the complex nature of stakeholders and conflictingpurposes in an academic setting. Their approach leads to?rather than starts from?the institutional mission statement, and includes realistic methods of negotiating the political barriers that often obstruct the development of a strategic plan and its implementation.

This informative book is particularly effective when used with the companion workbook Working Toward Strategic Change.

... Read more

Customer Reviews (1)

Necessary and Conceptual!
The book provides not only a conceptual framework, but also some methodology for enabling us to visualize the problems connected with the innovations. I think the people involved in the business of Higher EdAdmin will find this book very interesting and up-to-date tool for solving many problems associated with those innovations! The language of the book is very simple and this makes the book very interesting and accessible. I would wish to see more about presidency. I hope this will be improved in further editions of the book. ... Read more

Customer Reviews (2)

The Meaning of a Christian College
In response to the review above, I believe some explaining needs to occur.The official definition of a "Christian College" as generally accepted across higher education is any school who only hires Christians as full-time employees. The accrediting organization for these Christian schools is the CCCU (Coalition of Christian Colleges and Universities). This book only reviews the 130(?) schools that are members of the CCCU. Both Catholic and Lutheran affiliated schools hire non-Christians thus they are not members of the CCCU.
All that being said the book is okay, it does provide useful information about the schools it covers, but not more than you could find on their websites in 5 minutes.

False Advertising
There are at least a thousand Christian colleges and universities in this country.This book is a guide to Baptist and Presbyterian and a few conservative Methodist and other Reformed church schools.There are no Catholic schools listed, no Lutheran schools listed, etc.

As a Lutheran, I thought this book was a very bad purchase.I thought they would include Lutheran colleges (there are forty two of them, but not one of them is listed, nor are they even mentioned).

Don't buy this book unless you are a very conservative Reform Christian, and want to know only about the hundred or so schools that come directly out of this tradition.Some of these are probably good schools, and I'm sure they are good people, but they aren't what I was looking for.I'd rather go to a Catholic or a Lutheran school since I'm a Lutheran (ELCA). ... Read more

Book Description
For honest, unbiased information, College Prowler delivers an inside look at college, straight from the students' mouths. Complete with hundreds of quotes, grades, stats, and reviews, each student-written guide offers a comprehensive collection of information on one particular school. See how students rate their campus when it's time to look beyond the brochures and talk about key issues that really matter. ... Read more

Customer Reviews (1)

A must-read for future Bobcats!
Speaking as an OU alum, this book tells it like it is. A must read for incoming freshmen! ... Read more

Product Description
Introduction from the Author

“You’re shooting too low,” was the response I heard as I told my high school teacher my selection of colleges. Because I am the type of student known more for contributions outside the classroom than pure scholastic ability, gaining admittance to my first-choice college seemed like a long shot. I applied to Columbia, the school of my dreams, to appease others and just to see if I could possibly make this dream a reality. I waited for my acceptance or rejection letter, which never came. I called the school to find out what was happening, but my application had been shuttled to another department and no information was forthcoming. Maybe they were just trying to spare my feelings and possibly avoid a teary scene. Either way, I took this as a bad sign, and I immediately began making plans for attending my back-up school. I went to lunch with my mother and sadly told her the news. When we returned home, I found a note written in three different colors of ink taped to the front door. The note read, “Michelle, check the answering machine. Have a pen ready. Call me when you are through. Love, Dad.” On the machine was a frantic message from my erstwhile academic counselor begging me to call Columbia. It turns out that my information had been misplaced, and they wanted to advise me of my acceptance so I could begin the necessary paperwork. I thought then that nothing could exceed the excitement of getting accepted to Columbia. I was wrong. The thrill never ended. My relationship with Columbia started slowly, but it turned out to be more than I ever hoped it would be: fascinating courses, eclectic people, and a reputation for excellence that dates back to 1754, not to mention having the whole city of New York as an extra appendage for self-discovery. Columbia University is a place unlike any other.

Columbia University, located in the heart of NYC provides students with both a prestigious Ivy League education, and all of the diversions present in a metropolis. The University attracts the best of the best from every corner of the world, and the undergraduate colleges (Columbia College, The Fu Foundation for Engineering and Applied Sciences, the School of General Studies, and Barnard College) are geared to serve the wide range of personalities present here. Columbia College is the school for recent high school graduates who intend to earn a BA or BS degree. The Fu Foundation is for students who plan on pursuing careers in engineering and applied sciences. The School of General Studies serves non-traditional students (average age 28) who have chosen to return to school after an absence. Barnard is the women’s college affiliated with the University. In the following pages, you will learn from people in the know––students from three colleges under the Columbia University umbrella. I hope you find this information helpful in showing the unique experience of this great institution in this wonderful town.

Michelle L. Tompkins
Columbia University
... Read more

Product Description
Introduction from the Author

When you tell people that you’re looking at/applying to/attending Johns Hopkins, be prepared for one response. “So, you want to be a doctor?” Actually, only one-third of Hopkins undergrads are pre-meds, but the television show “Hopkins 24” didn’t do much to change the perception that Hopkins has one of the best medical programs in the world. Hopkins, however, also has great, although lesser known, programs in many other subjects. The biomedical engineering major is number one in the country, and the writing seminars, classics, and computer science programs are all excellent, as well. There is no major at Johns Hopkins where students who work hard won’t get a great education. If you want to complement your major with research, Hopkins is the place for you. Professors encourage independent studies and lab work in the humanities, natural sciences, and engineering. Students don’t complain about the quality of academics at Hopkins.

Freshmen and sophomores are required to live on campus, and over 99% of all juniors and seniors live within a 10-minute walk of the Homewood campus. Student life is improving each year. One of the graduating classes a few years back donated money for future classes’ social events, and the class of 2003 donated money to renovate Levering Hall into a proper student union. There are hundreds of student-run organizations, enough to match any interest, from sports to community service to performing arts. Hopkins also hosts numerous academic lectures each week, bringing in speakers from around the world. Although some students complain about the lack of social life at Hopkins, there is a lot to do outside of class if you stop studying and look around.

I wish you luck in looking for a university where you can balance academics and social activities. It’s difficult to gauge where you’ll fit in just by looking at college statistics in a guidebook. Hopefully, the students’ quotations in this guidebook will help you determine if Hopkins seems like a good match for you. There’s a good chance that it might fit if you’re a serious student who enjoys being challenged by academics and is able to create your own social life. If you’re seriously considering attending Hopkins, I’d encourage you to visit and stay overnight, if at all possible. Good luck in your search.

Christina Pommer, Author
Johns Hopkins University
... Read more

Book Description
For honest, unbiased information, College Prowler delivers an inside look at college, straight from the students' mouths. Complete with hundreds of quotes, grades, stats, and reviews, each student-written guide offers a comprehensive collection of information on one particular school. See how students rate their campus when it's time to look beyond the brochures and talk about key issues that really matter. ... Read more

Customer Reviews (1)

A Very Thorough Review
This book gave a very through overview of what the UD community is like.There are a lot of interesting facts about student life that aren't included in the UD promotional literature like how much people party, and how many people take drugs versus spend all their time studying.It is especially nice to know where all of the restaurants and hang-outs are for college kids before you get to town.This made my tour of the town a lot more interesting.Walking down main street during the day I could pick out the places where college students partied at night and walk into different shops that were mentioned in the book.It is nice to see something and already have a reference bank of information in your head, almost like I already live here!I also found that the rating for attractiveness is completely warranted!I've visited some other campuses, and this one is really attractive, people take pride in their appearance!I'm glad I bought this book, it gave me a feel of what it would be like to be a student before I decided to enroll.It is really hard to get a sense of atmosphere from the promotional brochures the University sends out, and this book really cut through all of that to give me the truth!Definetely buy this book if you are considering going to UD! ... Read more

Product Description
Welcome to College Prowler®

During the writing of College Prowler’s guidebooks, we felt it was critical that our content was unbiased and unaffiliated with any college or university. We think it’s important that our readers get honest information and a realistic impression of the student opinions on any campus—that’s why if any aspect of a particular school is terrible, we (unlike a campus brochure) intend to publish it. While we do keep an eye out for the occasional extremist—the cheerleader or the cynic—we take pride in letting the students tell it like it is. We strive to create a book that’s as representative as possible of each particular campus. Our books cover both the good and the bad, and whether the survey responses point to recurring trends or a variation in opinion, these sentiments are directly and proportionally expressed through our guides.

College Prowler guidebooks are in the hands of students throughout the entire process of their creation. Because you can’t make student-written guides without the students, we have students at each campus who help write, randomly survey their peers, edit, layout, and perform accuracy checks on every book that we publish. From the very beginning, student writers gather the most up-to-date stats, facts, and inside information on their colleges. They fill each section with student quotes and summarize the findings in editorial reviews. In addition, each school receives a collection of letter grades (A through F) that reflect student opinion and help to represent contentment, prominence, or satisfaction for each of our 20 specific categories. Just as in grade school, the higher the mark the more content, more prominent, or more satisfied the students are with the particular category.

Once a book is written, additional students serve as editors and check for accuracy even more extensively. Our bounce-back team—a group of randomly selected students who have no involvement with the project—are asked to read over the material in order to help ensure that the book accurately expresses every aspect of the university and its students. This same process is applied to the 200-plus schools College Prowler currently covers. Each book is the result of endless student contributions, hundreds of pages of research and writing, and countless hours of hard work. All of this has led to the creation of a student information network that stretches across the nation to every school that we cover. It’s no easy accomplishment, but it’s the reason that our guides are such a great resource.

When reading our books and looking at our grades, keep in mind that every college is different and that the students who make up each school are not uniform—as a result, it is important to assess schools on a case-by-case basis. Because it’s impossible to summarize an entire school with a single number or description, each book provides a dialogue, not a decision, that’s made up of 20 different topics and hundreds of student quotes. In the end, we hope that this guide will serve as a valuable tool in your college selection process. Enjoy! ... Read more

Book Description
Jessica and Elizabeth Wakefield are about to begin the most exciting year of their lives....



Jessica has everything she's dreamed of: freedom, independence, and all the guys on campus-except the one she wants.



Elizabeth hopes college will be just like high school-only better!  Her longtime boyfriend, Todd Wilkins, wants their love to go further. Can their relationship survive freshman year?



Enid Rollins, Elizabeth's high-school best friend, is glamorous Alexandra now: party girl, sorority pledge and no friend of Elizabeth's.



Winston Egbert vows to be taken seriously at college.  But he's been registered as "Winnie" and put in an all-female dorm! ... Read more

Customer Reviews (30)

On Todd's side
I may be in the minority, but I am on Todd Wilkins side all the way...I mean, let's get realistic. He was in a relationship with Elizabeth for years...it was not too much for him to assume it was time to have a more adult relationship...as would any guy...and I just felt that Elizabeth was a character that never grew up...even when she dated Tom and Sam or whoever, she clinged to her precious virginity...finally losing it to some loser in England. It was a big disappointment for me, as I am a huge Todd fan, and I thought he deserved better. So what if he slept with Lauren, he is a young man with needs.

So this is college....this is hell
liz has a horrible expirience in college. we all know what happens but then liz has a horrible weight gain!

Liz & Todd....did they have to break up?
First of all, I really liked this book. It was very emotional and reminded me of the changes I've gone through in the past few years since entering college. Elizabeth went through hell through the arms of abandonment. I felt really sorry for her, considering she is my favorite SV character. The only thing about this book that turned me off is Liz & Todd's breakup. I think they are the cutest couple, and they've been together forever. They are soul mates. I just wish Liz and Todd never broke up...I don't really like Tom Watts; Liz deserves someone much better than him. I hope Todd & Liz get back together later in the series. "Elizabeth & Todd Forever" is a very touching book as well...it just proves they are soul mates.

University Women!
When Elizabeth,Jessica,Enid,Todd and Winston go to Sweet Valley University,Enid changes her name to Alexandra[Her middle name] and is in a sorority,The Thetas. Todd wants to have sex with Elizabeth,but She refuses.Jessica misses Lila who married a Count in Italy,and Jessica meets a more Sophisticated girl named Isabella Ricci.Winston gets registered into an all-girl dorm under the name Winnie.Jessica wants Mike McCallery,but he does save her from a band of rapists or something on Halloween.

The Sweet Valley High Gang upgraded
The twins are finally in college. Everyone has an idea about where their life is going to go, well except Elizabeth. Enid, Todd and Jessica's characters begin to mutate from their doctor Jeckyl High school personas to campus Mr. Hydes.

Enid: (Now Alexandra...Why do Elizabeth's friends keep doing that to her?) who is determined to not be the "Robin" to Elizabeth's Batman.

Jessica: still shallow, ready to be a sophisticated college woman. You'll notice every other page she catches a glimpse of the most handsome man that she's ever seen in her life. That handsome gauge must be reaching epic proportions. She's determined not to let Elizabeth boss her around anymore and goes around spitting out her usual barrage of hurtful, thoughtless comments.

Todd: Now a big superjock with an ego as big as Bruce Patman's in Sweet Valley High.

The funny thing about this book is that everyone seems to think they've outgrown Elizabeth. So from what I can tell, they go around treating her like crap. All in all, I thought Elizabeth's loneliness and feelings of dislocation were well described.

This book also introduces some intriguing new characters. There's Tom Watts, Elizabeth's new love interest and I always thought he was more interesting than Todd. There's William White, Danny, Isabella and Denise, and Celine Bordreaux. ... Read more

Book Description
Why do so many American college students tell stories aboutencounters with ghosts? In Haunted Halls, the first book-lengthinterpretive study of college ghostlore, Elizabeth Tucker takes the readerback to school to get acquainted with a wide range of college spirits. Someof the best-known ghosts that she discusses are Emory University's Dooley,who can disband classes by shooting professors with his water pistol;Mansfield University's Sara, who threw herself down a flight of stairsafter being rejected by her boyfriend; and Huntingdon College's Red Lady,who slit her wrists while dressed in a red robe. Gettysburg Collegestudents have collided with ghosts of soldiers, while students at St.Mary-of-the-Woods College have reported frightening glimpses of theFaceless Nun.

Tucker presents campus ghostlore from the mid-1960s to 2006, with specialattention to stories told by twenty-first-century students through e-mailand instant messages. Her approach combines social, psychological, andcultural analysis, with close attention to students' own explanations ofthe significance of spectral phenomena. As metaphors of disorder, insanity,and school spirit, college ghosts convey multiple meanings. Their colorfulstories warn students about the dangers of overindulgence, as well as thepitfalls of potentially horrifying relationships.

Besides offering insight into students' initiation into campus life,college ghost stories make important statements about injustices sufferedby Native Americans, African Americans, and others. ... Read more

Customer Reviews (1)

Intriguing Stories!
This book kept me on the edge of my seat. I couldn't put it down. One of my experiences was detailed in one of the chapters, but all of the stories are great. I highly recommend it if you are interested at all in the supernatural. ... Read more

Product Description
Welcome to College Prowler®

During the writing of College Prowler’s guidebooks, we felt it was critical that our content was unbiased and unaffiliated with any college or university. We think it’s important that our readers get honest information and a realistic impression of the student opinions on any campus—that’s why if any aspect of a particular school is terrible, we (unlike a campus brochure) intend to publish it. While we do keep an eye out for the occasional extremist—the cheerleader or the cynic—we take pride in letting the students tell it like it is. We strive to create a book that’s as representative as possible of each particular campus. Our books cover both the good and the bad, and whether the survey responses point to recurring trends or a variation in opinion, these sentiments are directly and proportionally expressed through our guides.

College Prowler guidebooks are in the hands of students throughout the entire process of their creation. Because you can’t make student-written guides without the students, we have students at each campus who help write, randomly survey their peers, edit, layout, and perform accuracy checks on every book that we publish. From the very beginning, student writers gather the most up-to-date stats, facts, and inside information on their colleges. They fill each section with student quotes and summarize the findings in editorial reviews. In addition, each school receives a collection of letter grades (A through F) that reflect student opinion and help to represent contentment, prominence, or satisfaction for each of our 20 specific categories. Just as in grade school, the higher the mark the more content, more prominent, or more satisfied the students are with the particular category.

Once a book is written, additional students serve as editors and check for accuracy even more extensively. Our bounce-back team—a group of randomly selected students who have no involvement with the project—are asked to read over the material in order to help ensure that the book accurately expresses every aspect of the university and its students. This same process is applied to the 200-plus schools College Prowler currently covers. Each book is the result of endless student contributions, hundreds of pages of research and writing, and countless hours of hard work. All of this has led to the creation of a student information network that stretches across the nation to every school that we cover. It’s no easy accomplishment, but it’s the reason that our guides are such a great resource.

When reading our books and looking at our grades, keep in mind that every college is different and that the students who make up each school are not uniform—as a result, it is important to assess schools on a case-by-case basis. Because it’s impossible to summarize an entire school with a single number or description, each book provides a dialogue, not a decision, that’s made up of 20 different topics and hundreds of student quotes. In the end, we hope that this guide will serve as a valuable tool in your college selection process. Enjoy! ... Read more

Product Description
If you didn t go to a religious high school, you might be a little alarmed when you discover the emphasis on service, faith, and justice along with academics here. Even if you don t want to participate in spring break service trips, church services, retreats, or protests, you ll find that just being around people who do these things makes you feel compelled to develop your own passions. Creighton has a pretty intense core curriculum that all students must fulfill in order to graduate. It includes courses that cover theology, philosophy, and several other areas, while teaching students how to think critically from many different disciplines. Add to that a broad knowledge base and the constant encouragement to volunteer, lead, and develop yourself spiritually, physically, and mentally, and it s tough to leave Creighton a worse person than you came.Creighton will turn you into an even smarter person in and out of the classroom. It may not be what everyone thinks of when considering a top school, because of the smaller numbers of students and Midwestern location which makes it lesser known than other institutions. And, while you may need to rely on good test scores and resumes to get into those top grad schools, chances are likely that Creighton will have prepared you well enough that doing so will be a breeze.Holly Morris, Author ... Read more

Product Description
Welcome to College Prowler®

During the writing of College Prowler’s guidebooks, we felt it was critical that our content was unbiased and unaffiliated with any college or university. We think it’s important that our readers get honest information and a realistic impression of the student opinions on any campus—that’s why if any aspect of a particular school is terrible, we (unlike a campus brochure) intend to publish it. While we do keep an eye out for the occasional extremist—the cheerleader or the cynic—we take pride in letting the students tell it like it is. We strive to create a book that’s as representative as possible of each particular campus. Our books cover both the good and the bad, and whether the survey responses point to recurring trends or a variation in opinion, these sentiments are directly and proportionally expressed through our guides.

College Prowler guidebooks are in the hands of students throughout the entire process of their creation. Because you can’t make student-written guides without the students, we have students at each campus who help write, randomly survey their peers, edit, layout, and perform accuracy checks on every book that we publish. From the very beginning, student writers gather the most up-to-date stats, facts, and inside information on their colleges. They fill each section with student quotes and summarize the findings in editorial reviews. In addition, each school receives a collection of letter grades (A through F) that reflect student opinion and help to represent contentment, prominence, or satisfaction for each of our 20 specific categories. Just as in grade school, the higher the mark the more content, more prominent, or more satisfied the students are with the particular category.

Once a book is written, additional students serve as editors and check for accuracy even more extensively. Our bounce-back team—a group of randomly selected students who have no involvement with the project—are asked to read over the material in order to help ensure that the book accurately expresses every aspect of the university and its students. This same process is applied to the 200-plus schools College Prowler currently covers. Each book is the result of endless student contributions, hundreds of pages of research and writing, and countless hours of hard work. All of this has led to the creation of a student information network that stretches across the nation to every school that we cover. It’s no easy accomplishment, but it’s the reason that our guides are such a great resource.

When reading our books and looking at our grades, keep in mind that every college is different and that the students who make up each school are not uniform—as a result, it is important to assess schools on a case-by-case basis. Because it’s impossible to summarize an entire school with a single number or description, each book provides a dialogue, not a decision, that’s made up of 20 different topics and hundreds of student quotes. In the end, we hope that this guide will serve as a valuable tool in your college selection process. Enjoy! ... Read more

Book Description
For honest, unbiased information, College Prowler delivers an inside look at college, straight from the students' mouths. Complete with hundreds of quotes, grades, stats, and reviews, each student-written guide offers a comprehensive collection of information on one particular school. See how students rate their campus when it's time to look beyond the brochures and talk about key issues that really matter. ... Read more

Customer Reviews (1)

Buy the book!
If you're interested in USC this book is for you! It's got an insider's perspective on everything from academics to nightlife and everything in between. The perspective is great because it's written by a student which makes me feel like I know the school a lot better than if I heard about it from a faculty member. ... Read more