94.1 California colleges can be liable for sexual harassment, 164

94.9 Enrollment-based compensation does not violate Title VII, 178

94.43 Defining the scope of academic program [Leonard Jeffries case], 231

94.49 Creativity and mood disorders; Saint-Exupery: awakening the sleeping musician, the port, theastronomer that inhabits each student, 239

94.56 Self-censorship on campus, 251

94.63 Dismissed professor awarded $500,000 [wrongful dismissal for alleged sexual assault;inadequate due process], 262

94.67 Professor reinstated in sexual harassment case [Silva v. University of New Hampshire; WilliamKaplin on academic freedom and "hostile environment" sexual harassment; sexual innuendo andprofessional competency; Nadine Strossen on feminism and the First Amendment], 271

94.69 Silva v. University of New Hampshire [case excerpt; AAUP statement on academic freedom;Silva case compared with isolated incident of bad judgment], 275

94.76 New data reveal increase in test cheating [more cheating at larger institutions; repetitive testcheating and fraternity membership], 285

94.78 Preparing our students for the workplace of the future [training students to collaborate in anatmosphere of trust; Alvin Toffler and Charles Handy say organizations will be smaller; review ofthe West Point Way of Leadership], 287

94.83 Making new efforts to ask old questions [growth of religious sentiment; medical ethics andreligion; mental health and religion; Saul Bellow on the soul contending with ideas that deny itsexistence; MIT physicist Alan Guth on the religious impulse], 298

94.85 Supreme Court vacates Jeffries ruling, 300

94.86 Photocopying journal articles [excerpt: American Geophysical Union v. Texaco; "archival"copying not permitted; dissent discusses nature of scientific research], 301

94.89 Weekend mail bombing in New Jersey, B308

94.91 Higher education and knowledge work [Peter Drucker on the evolving knowledge society;Science on how skills and knowledge will be taught; focus on applied science; hands-on training;importance of fostering a lifelong love of learning; Perspective of Dewey and Whiteheadaffirmed; Christopher Lasch on alienation of a highly educated American "elite"], 310

94.92 Silva case settled, 311

95.2 The Stanford "what matters" forums, 314

95.7 Cynicism about "sensitivity" [controversial speech by President Lawrence at Rutgers; using the"N" word at George Mason; federal investigation of law professor's grading policy], 323.

95.11 Public access to e-mail [e-mail and open-meetings laws; limits on erasing e-mail; e-mailfrequently sought in discovery; "academic freedom" not a defense to disclosure], 330.

95.20 Jeffries case reversed, 349.

95.30 Bomb threats [Harvard and Stanford continue to warn faculty members about opening suspiciouspackages; advice on tracing telephone bomb threats], 363.

95.50 Limiting student religious expression [setting reasonable limits on student expression in theclassroom; rejecting a paper based on religious content alone may violate freedom ofexpression; faculty member may not be ordered to award a grade, although final authority overgrades rests with the institution], 388.

95.65 Sexual harassment and the curriculum; court rejects hostile environment claim based on explicitsex education program; sex education program does not interfere with free exercise of religion; needed in conducting AIDS awareness programs, 420.

95.68 Truth or consequences [lawyers and lies; William Kunstler "adheres to a truth that is deeper thana factual one;" Foucault and poststructuralist perspectives; a renewed interest in truth-seeking;the relationship between academic freedom and the pursuit of truth], 425.

96.3 Preventing academic dishonesty [high rates of cheating reported in high school survey; creativetesting as one way to reduce cheating], 440.

96.4 Thinking about the electronic future [using technology to promote a sense of community; newteaching techniques to permit "conversations" with historical figures; predictions of a "dim future"for universities; use of computers and electronic communication as a threat to disciplinedthought; the importance of teaching self-restraint in a changing economy], 441.

96.7 Copyright law in turmoil [divided panel of the United States Court of Appeals for the Sixth Circuitheld that the commercial creation of "coursepacks" for classroom use was a "fair use" ofcopyrighted works], 448.

96.12 Defamation and civility [distinguishing mere hyperbole from defamation; liability for providingincomplete information; improving the quality of discourse on campus will require returning toPlato's notion of dialectic; Montaigne "On the Art of Conversation"], 457.

96.16 Classroom disruption ["new" diversity on campus; troubled students should be held accountable;due process and classroom dismissals; practical advice to faculty members], 466.

96.24 Postmodernism deconstructed [physicist Alan Sokal published a nonsensical article designed toreveal widespread ignorance about science in the humanities, and to debunk the view that thelaws of physics--or efforts to follow objective standards in any field--are "mere socialconventions;" defense of postmodernism by professor Stanley Fish asserts the primacy of truth-seeking; Blaise Pascal on the hint of a greater truth], 488.

96.25 The media focuses on higher education [critical media commentary about higher education,including bloated bureaucracies; "let's make a deal" on financial aid; college elitism and the"Mercedes" syndrome; faculty: more politics, higher pay, and less work; students: drinking moreand learning less], 491.

96.26 A national debate on higher education [a crisis of confidence in higher education; children as anational priority; an emphasis on restructuring; competition from industry; the benefits ofcommunity colleges; comparison of community college and University of Pennsylvania classes;the importance of social skills and character development; promoting a sense of "reverence" inthe young], 494.

96.31 Thinking about the Web [Washington Post series on the World Wide Web; evolution of the "No-campus campus"; the pull of "real" communities, reflected in the management decisions of threehigh-technology companies; why real communities are important; James Q. Wilson and MichaelJ. Sandel on the formative power of small groups; Martin Buber and the "I and Thou"relationship; Roger Penrose on the unity between the human brain and the workings of nature],509.

96.34 Sexual harassment by teachers and peers [in Cohen v. San Bernardino Valley College, the U.S.Court of Appeals for the Ninth Circuit held that a tenured professor who used a sexuallyprovocative teaching style was subject to an unlawful "legalistic ambush" when the collegesought to discipline him for sexual harassment; a federal district court in Rubin v. Ikenberry, et.al. upheld a decision at the University of Illinois to discipline a tenured professor for repeatedsexual comments, inquiries, and jokes, in and out of class; the Office of Civil Rights (OCR) ofthe U.S. Department of Education issued a "Dear Colleague" letter, stating that schools andcolleges may be liable under Title IX of the Education Amendments of 1972 for peer harassmentthat creates a hostile environment; Economist on dangers of over-regulation, 517.

96.38 How are "religious" beliefs defined [religious ideas or expression can be taught or displayed forsecular historical, artistic, or symbolic purposes], p. 530.

97.2 Ideas and trends: 1997 [diversity, individualism, and common purpose; promoting civility andreducing crime; a renewed focus on the meaning of teaching], 563.

97.14 Arriving sooner than expected: the electronic university [management expert Peter F. Druckerobserved that "thirty years from now the big university campuses will be relics . . ." William R.Brody, President of the Johns Hopkins University, said in his inaugural address that theuniversity and library of the future will be made of "bits and bytes" not "bricks and mortar"], 590.

97.15 The electronic university, part II [young people making the Internet part of their lives; Stephen J.Gould on the essence of good teaching; Charles Handy on small groups, affiliation, and trust;John Henry Newman and the attraction of physical beauty at Oxford; electronic communicationsshould not be used to remove people from campuses, but to attract them], 593.

97.21 Deep Blue, human intelligence, and the aims of education [the mystery of human intelligence;uses of intuition; the role of passion and commitment; the miracle of conversation], 610.

97.32 Limiting the pursuit of "perfect justice," [opportunity to be heard may be provided after initialdeprivation; legal representation not required for academic dismissals; distinguishing disciplinaryaction from academic judgments], 635.

97.36 A message for new students: the importance of academic integrity, [students as "consumers"encounter a "frayed moral curriculum"; interview with D.L. McCabe on faculty attitudes towardacademic dishonesty, including reluctance of many faculty members to report academicdishonesty allegations; data on high rates of reported cheating by secondary school students;D.L. McCabe and Gary Pavela: "Ten Principles of Academic Integrity for Faculty Members"],641.

97.39 The Boston University case: reading past the headlines, part I [excerpts from Gluckenberger et. al v.Boston University], 646.

97.40 Reading past the headlines in the Boston University case, part II [the essence of federal disabilitylaw is individualized assessment; verification and assessment are essential; students shouldhave the opportunity to fail; college curricula need assessment too; the danger of portrayingstudents with learning disabilities as wards of big government], 649.

97.41 Accommodating religion in the workplace [America in the midst of a religious revival; "hostileenvironment" theory used by the religious right; Alan Wolfe: "I crave religious students"], 651.

97.45 Defining limits in sexual harassment law, Part II [the holding in Smith v. Metropolitan SchoolDistrict Perry Township brought the Seventh Circuit in line with the Fifth and Eleventh Circuits inchallenging Department of Education, Office of Civil Rights (OCR) guidelines expandinginstitutional liability for sexual harassment under employment law agency standards; SWRAssociate Editor Susan Bayly on confidentiality in processing sexual harassment complaints],662.

97.46 The University of Phoenix and the future of higher education [the for-profit University of Phoenixmay become the future of higher education, if "traditional" colleges and universities forget thequalities that made them successful, including creating opportunities for companionship inshared activities, involving students in shared governance, and exploring fundamentalquestions], 666.

98.9 The decline of academic freedom [U.S. Court of Appeals for the Fourth Circuit held in Boring v.Buncombe County Board of Education that a teacher's selection and production of a play as partof the school's curriculum was not protected speech under the First Amendment], 707.

98.16 Insuring clinical competency [assessments of clinical competency are a matter of academicjudgment; courts defer to academic judgments; discipline should not be disguised as anacademic judgment; courts view promoting clinical competency as a moral duty], 720.

98.35 Who determines what should be taught? [Third Circuit ruling in Edwards v. California Universityof Pennsylvania calls into question the very concept of "academic freedom," at least in the sensethat professors have any legally protected right to determine will be taught in the classroom.Related holdings in DiBona v. Matthews and Bishop v. Aronov], 761.

98.36 Weighing "emotional intelligence" in tenure and promotion decisions, part I [Maryland Court of SpecialAppeals held in University of Baltimore v. Peri Iz held that collegiality may be considered whenfaculty members are considered for promotion and tenure, even if a specific reference tocollegiality is not made in pertinent contracts or policies], 764.

98.37 Weighing "emotional intelligence" in tenure and promotion decisions, Part II [Estelle Fishbeininterview; recent Harvard Magazine article on emotional intelligence; Boyer Commission:expanding faculty role as mentors; Terry Roach on "Does Beethoven Get Tenure?"], 768.

98.42 Defining the scope of the ADA, part I [asymptomatic HIV can be a protected disability;"significant threat" defined; no compensatory damages without proof of intentionaldiscrimination; defendant must have notice of the plaintiff's disabling condition; learningdisability does not excuse plaintiff from academic integrity regulations; decision not toallow students with learning disabilities to substitute other courses for a foreign languagerequirement did not violate the ADA], 782.

98.43 Defining the scope of the ADA, part II [U.S. Civil Rights Commission critical of "misleading" newscoverage; employers won 92 percent of ADA cases decided by judges, and 86 percent of thecases resolved by the Equal Employment Opportunity Commission; court critical of "pricklystudent who is using federal law as a weapon;" special issues to address when considering ADAcoverage; when issues of misconduct arise, focus should be on the behavior, not the disability;interview with attorney Jeanne M. Kincaid], 785.

00.24 Universities�not professors�have "academic free-dom" [Fourth Circuit decision in Urofsky v. Gilmore], 996.

00.30 Responding to disruptive students: A case study, 1014.

00.38 Religion and public education, part II [Tocqueville on man's religious nature; defining "religion"; spiritual awareness may be welcome again; Gould and Darwin on science and the religious sensibility; Michael Shermer on spirituality and the moral sense; the relationship between truth-seeking and spirituality; Parker Palmer on teaching as a "sacred" endeavor ], 1037.

00.24 Universities�not professors�have "academic free-dom" [Fourth Circuit decision in Urofsky v. Gilmore], 996.

00.30 Responding to disruptive students: A case study, 1014.

00.38 Religion and public education, part II [Tocqueville on man's religious nature; defining "religion"; spiritual awareness may be welcome again; Gould and Darwin on science and the religious sensibility; Michael Shermer on spirituality and the moral sense; the relationship between truth-seeking and spirituality; Parker Palmer on teaching as a "sacred" endeavor ], 1037.