The University Of Toronto

Anyone who attended the University or who is interested in the growth of Canada's intellectual heritage will enjoy this compelling and magisterial history.

In Partnership for Excellence, senior medical historian and award-winning author Edward Shorter details the Faculty of Medicine's history from its inception as a small provincial school to its present day status as an international powerhouse.

1998. Gift from the publisher.

Nothing Less than Great addresses the current challenges faced by Canada's university system and offers solutions to help improve the academic experience of students.

With every passing year, the mutual mistrust between doctor and patient widens, as doctors retreat into resentment and patients become increasingly disillusioned with the quality of care. Rich in anecdote as well as science 'Doctors and Their Patients' describes how both have arrived at this sad shape.

The Thesis and the Book: A Guide for First-Time Academic Authors, revised and expanded in this second edition, will continue to provide the best overview of the process of revising a dissertation for publication.

Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity. The university’s business, Paul W. Gooch writes, is to generate and critique knowledge claims, and to transmit and certify the acquisition of knowledge. In order to achieve this, a university must have a reputation for integrity and trustworthiness, and this, in turn, requires a diligent and respectful level of autonomy from state, religion, and other powerful influences. It also requires embracing the challenges of academic freedom and the effective governance of an academic community. Course Correction raises three important questions about the twenty-first-century university. In discussing the dominant attention to student experience, the book asks, "Is it now all about students?" Secondly, in questioning "What knowledge should undergraduates gain?" it provides a critique of undergraduate experience, advocating a Socratic approach to education as interrogative conversation. Finally, by asking "What and where are well-placed universities?" the book makes the case against placeless education offered in the digital world, in favour of education that takes account of its place in time and space.

In The Slow Professor, Maggie Berg and Barbara K. Seeber discuss how adopting the principles of the Slow movement in academic life can counter the erosion of humanistic education.