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College in black and white: African American student in predominantly white and in historic black public universities
Depository Library Council, and misleading statements about the Congressional Record and LEXIS. Finally, the scope of the name and subject indexes should be explained and/or these indexes should be combined. Recommendation-Its shortcomings notwithstanding, this text is the best in its field and “should be acquired by those interested in U.S. government information or documents librarianship.” Reviewer-Susan E. Tulis Government Publications Review, Mar./Apr. 1993, p. 211-12 *See also May 1993 p. 114; Nov. 1992 p. 317
Knowlodge, Power, andthe Congress, ed. byWllllamH. RobinsonandC.H.Wellbom. Washlngton, DC.: Congressional Quarterly, 1991. 255p. $30.95; $19.95 (paper) SBN@87187-632-9;G87187-631-O(paper). LC 91-28262. SuDoc: LC 14.2:K 76. This volume contains papers from a 1989 symposium of the same title, at which politicians, policy analysts, and scholars addressed “the kinds of knowledge utilized by Congress, and how knowledge affects the creation of public policy.” The first of three sections, “Historical and PhilosophicalConsiderations,” includes major essays by Theodore Lowi, Allen Schick, Mancur Olson, Gordon Wood, and Nelson Polsby, along with shorter (and somewhat defensive) essays by Representatives Thomas Foley and Newt Gingrich. Lowi argues that past legislators relied on “amateur knowledge” toaddress specific problems while modern legislators use “professional knowledge” to create “policy schemes.” In a similar vein, Schick contrasts “ordinary knowledge” with “policyanalysis,” while Olson offers the contrasting view thatpolicy is toooften based on “rational ignorance.” In section 2, “Issue before Congress,” Ernest May assesses Congress’s role in creating national security policy, and Nathan Glazer describes the difficulty of applying research to policy formation. Section 3 provides “a rather cursory look at the issue of knowledge and power in the British Parliament and some of the legislatures of European history.” Recommendation-Although theseessays are uneven and some do not address the symposium’s major theme, the book nonetheless provides a good introduction to the “ability of Congress to use the information and knowledge it receives.” This topic should particularly interest government documents librarians. Reviewer-Arlene Weible Government Publications Review, Jan./Feb. 1993, p. 100-102 *See also Jan. 1993 p. 388
Tapplng the Government Grapevine: The User-Frlendiy Guide to U.S. Government InfOrmatiOII &urces, 2nd ed., by Judith S. RobInson. Phoenh: Orvx. 1993.227~. S34.50 ISBN @89774-712-7.
paw.
id
92-40201.
hri-i
+ H The principal change in this revised and updated &lit& invol&s not the scopemany federal government information resources-but the more thorough treatment of tapping such resources: chapters include search tips, access tips, and practical searching exercises as well as “expanded summary and information boxes.” The focus is on print resources, audiovisual materials, CD-ROMs, and electronic bulletin boards, though archival collections, research libraries, clearinghouses,andgovemmentexpertsarealsonoted. Most chapters end with useful exercises; appendices provide the solutions and outline ways to search various sources. There are also many examples and illustrations. Recommendation-This is an essential purchase for reference and professional reading collections, and a worthy text for classes on government information sources. Reviewer-Anne Liebst Library journal, Apr. 1, 1993, p. 138
Higher Education ColiegeinBlackandWhite:AMcanAmerican Students in Predominantly White and in Historkaliy Black Publlc Univenltlet, eci. by Walter R. Allen, E.G. Epps, and N.Z. Haniff. Albany, NY: State Unlv. of New York Press, 1W 1.322~. $59.50; $19.95 (paper)lSBNO-7914-0485-4:@7914-0486-2(paper). Perm. paper. + In this collection, renowned contributors offer “a compelling set of insights into the thoughts and feelings, the expectations and theoutcomes: the setbacks and the successes of African American students in both predominantlywhiteand historically Blackpublicuniversities.“Thecontentsaredistinguished not only by solid and insightful analysis of the extraordinarily informative National Survey of Black College Students, but also by the interdisciplinary perspective, acumen, and sensitivity that are brought to this analysis. The students are presented as human beings ratherthan statistics, and there is some discussion of their social and cultural reference points. The work is arranged in five parts: “orienting perspectives to the study of Black students; the undergraduate years; the graduate and professional years; practical issues in the highereducation of Black Americans; and appendices.” While this volume could easily have assigned blame to either the students or the institutions, it instead presents solid research, weaving together the data from the NSBCS into a seamless whole. Recommendation-This groundbreaking workmakes it easy for readers toenlarge their “understanding of the experiences of African American students in highereducation..., with little effort and with great reward.” Reviewer-William B. Harvey Higher Education, Jan. 1993, p. 85-86 *See also Sep. 1992 p. 250
DimenstonsotEvaluatianinHigherEducatian: Report dthe I.H.M.E. Study Group on Evaluation in Higher Education, by Urban Dahll&f et al. London: Jessica Kingsley, lW1.192p.S51 ISBN l-85302-52&7. (Higher Education Policy Series, no. 13) (Dlst. by Taylor & Franics, Bristol, PA.)
n This book results from a project undertaken for the Organisation for Economic Co-operation and Development Programmefor Institutional Management in Higher Education. The project group, whose members represented Sweden, the Netherlands, France, the UK, and the U.S., chose to avoid discussion of evaluation instruments and instead focus on three related questions concerning the extent to which: evaluation should determine resource allocation in higher education; evaluation can improveteachingand research; and the two preceding goals conflict. In the first two chapters (neither of which cites references), in’t Veld addresses “Threats and Opportunities for Evaluation in Higher Education” and Staropoli demonstrates the . . apphcatlon of an interaction model for evaluation in various countries. Shattock provides a “wide-ranging and informative account” of “The Evaluation of Universities’ Contribution to Society.” Also wide-ranging are the papers of Staropoli and Dahllljf on evaluation of research and teaching, respectively. DahllGf, in both this paperand in hisfollowing(longer) chapter, argues for evaluation of the total learningexperience-the interactionofteaching, learning, and the curriculum. In the final chapter Harris explores “the thorny problem of the equivalences of qualifications of different countries.” Recommendation-This helpful contribution tothedebateoverevaluation in highereducation presents a balanced international perspective. “Unfortunately, the authors’writing styles do not make for easy reading.” Reviewer-Lewis Elton Studies in Higher Education, Vol. 18, no. 1, 1993, p. 119-20
Ettective Fund Raking in Higher Education: Ten Success Stories, by Margaret A. Duronio and B.A. Loessin. San Francisco: Jossey-Bass, 1991. 251~. $29.95 ISBN l55542~36@4.
LC 9 l-8426.
Manystudiesofeffectivefundraising in higher education are limited to single institutions and thus do not permit generalizations. The authors of this study first analyzed relationships between types of institutions and effectiveness in fund raising, and then selected for case studies ten diverse institutions (two-year and four-year, public and private, urban and rural) whose fund raising exceeded the expectations for type. Seeking to determine factors contributing to fund raising success, the authors visited the ten sites, interviewed administrators, trustees, faculty, and development staff, and reviewed fund raising materials. “The most recurring characteristics are the most complex-leadership, sustained effort, and genuine institutional commitment.”
the Journalof Academic Librarianship,
July 1993
183
Knowlodge, Power, andthe Congress, ed. byWllllamH. RobinsonandC.H.Wellbom. Washlngton, DC.: Congressional Quarterly, 1991. 255p. $30.95; $19.95 (paper) SBN@87187-632-9;G87187-631-O(paper). LC 91-28262. SuDoc: LC 14.2:K 76. This volume contains papers from a 1989 symposium of the same title, at which politicians, policy analysts, and scholars addressed “the kinds of knowledge utilized by Congress, and how knowledge affects the creation of public policy.” The first of three sections, “Historical and PhilosophicalConsiderations,” includes major essays by Theodore Lowi, Allen Schick, Mancur Olson, Gordon Wood, and Nelson Polsby, along with shorter (and somewhat defensive) essays by Representatives Thomas Foley and Newt Gingrich. Lowi argues that past legislators relied on “amateur knowledge” toaddress specific problems while modern legislators use “professional knowledge” to create “policy schemes.” In a similar vein, Schick contrasts “ordinary knowledge” with “policyanalysis,” while Olson offers the contrasting view thatpolicy is toooften based on “rational ignorance.” In section 2, “Issue before Congress,” Ernest May assesses Congress’s role in creating national security policy, and Nathan Glazer describes the difficulty of applying research to policy formation. Section 3 provides “a rather cursory look at the issue of knowledge and power in the British Parliament and some of the legislatures of European history.” Recommendation-Although theseessays are uneven and some do not address the symposium’s major theme, the book nonetheless provides a good introduction to the “ability of Congress to use the information and knowledge it receives.” This topic should particularly interest government documents librarians. Reviewer-Arlene Weible Government Publications Review, Jan./Feb. 1993, p. 100-102 *See also Jan. 1993 p. 388
Tapplng the Government Grapevine: The User-Frlendiy Guide to U.S. Government InfOrmatiOII &urces, 2nd ed., by Judith S. RobInson. Phoenh: Orvx. 1993.227~. S34.50 ISBN @89774-712-7.
paw.
id
92-40201.
hri-i
+ H The principal change in this revised and updated &lit& invol&s not the scopemany federal government information resources-but the more thorough treatment of tapping such resources: chapters include search tips, access tips, and practical searching exercises as well as “expanded summary and information boxes.” The focus is on print resources, audiovisual materials, CD-ROMs, and electronic bulletin boards, though archival collections, research libraries, clearinghouses,andgovemmentexpertsarealsonoted. Most chapters end with useful exercises; appendices provide the solutions and outline ways to search various sources. There are also many examples and illustrations. Recommendation-This is an essential purchase for reference and professional reading collections, and a worthy text for classes on government information sources. Reviewer-Anne Liebst Library journal, Apr. 1, 1993, p. 138
Higher Education ColiegeinBlackandWhite:AMcanAmerican Students in Predominantly White and in Historkaliy Black Publlc Univenltlet, eci. by Walter R. Allen, E.G. Epps, and N.Z. Haniff. Albany, NY: State Unlv. of New York Press, 1W 1.322~. $59.50; $19.95 (paper)lSBNO-7914-0485-4:@7914-0486-2(paper). Perm. paper. + In this collection, renowned contributors offer “a compelling set of insights into the thoughts and feelings, the expectations and theoutcomes: the setbacks and the successes of African American students in both predominantlywhiteand historically Blackpublicuniversities.“Thecontentsaredistinguished not only by solid and insightful analysis of the extraordinarily informative National Survey of Black College Students, but also by the interdisciplinary perspective, acumen, and sensitivity that are brought to this analysis. The students are presented as human beings ratherthan statistics, and there is some discussion of their social and cultural reference points. The work is arranged in five parts: “orienting perspectives to the study of Black students; the undergraduate years; the graduate and professional years; practical issues in the highereducation of Black Americans; and appendices.” While this volume could easily have assigned blame to either the students or the institutions, it instead presents solid research, weaving together the data from the NSBCS into a seamless whole. Recommendation-This groundbreaking workmakes it easy for readers toenlarge their “understanding of the experiences of African American students in highereducation..., with little effort and with great reward.” Reviewer-William B. Harvey Higher Education, Jan. 1993, p. 85-86 *See also Sep. 1992 p. 250
DimenstonsotEvaluatianinHigherEducatian: Report dthe I.H.M.E. Study Group on Evaluation in Higher Education, by Urban Dahll&f et al. London: Jessica Kingsley, lW1.192p.S51 ISBN l-85302-52&7. (Higher Education Policy Series, no. 13) (Dlst. by Taylor & Franics, Bristol, PA.)
n This book results from a project undertaken for the Organisation for Economic Co-operation and Development Programmefor Institutional Management in Higher Education. The project group, whose members represented Sweden, the Netherlands, France, the UK, and the U.S., chose to avoid discussion of evaluation instruments and instead focus on three related questions concerning the extent to which: evaluation should determine resource allocation in higher education; evaluation can improveteachingand research; and the two preceding goals conflict. In the first two chapters (neither of which cites references), in’t Veld addresses “Threats and Opportunities for Evaluation in Higher Education” and Staropoli demonstrates the . . apphcatlon of an interaction model for evaluation in various countries. Shattock provides a “wide-ranging and informative account” of “The Evaluation of Universities’ Contribution to Society.” Also wide-ranging are the papers of Staropoli and Dahllljf on evaluation of research and teaching, respectively. DahllGf, in both this paperand in hisfollowing(longer) chapter, argues for evaluation of the total learningexperience-the interactionofteaching, learning, and the curriculum. In the final chapter Harris explores “the thorny problem of the equivalences of qualifications of different countries.” Recommendation-This helpful contribution tothedebateoverevaluation in highereducation presents a balanced international perspective. “Unfortunately, the authors’writing styles do not make for easy reading.” Reviewer-Lewis Elton Studies in Higher Education, Vol. 18, no. 1, 1993, p. 119-20
Ettective Fund Raking in Higher Education: Ten Success Stories, by Margaret A. Duronio and B.A. Loessin. San Francisco: Jossey-Bass, 1991. 251~. $29.95 ISBN l55542~36@4.
LC 9 l-8426.
Manystudiesofeffectivefundraising in higher education are limited to single institutions and thus do not permit generalizations. The authors of this study first analyzed relationships between types of institutions and effectiveness in fund raising, and then selected for case studies ten diverse institutions (two-year and four-year, public and private, urban and rural) whose fund raising exceeded the expectations for type. Seeking to determine factors contributing to fund raising success, the authors visited the ten sites, interviewed administrators, trustees, faculty, and development staff, and reviewed fund raising materials. “The most recurring characteristics are the most complex-leadership, sustained effort, and genuine institutional commitment.”
the Journalof Academic Librarianship,
July 1993
183