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History of Chemical Engineering (Chemical and Biomolecular Engineering) at the University of California, Berkeley including establishment of department within the College of Chemistry. The department has an unusual history among chemical engineering programs in the United States and also has become one of the most respected departments in that area. Although not unique, only a few chemical engineering programs sit outside of engineering departments in the United States.

At 150 years following its founding in 1868, the University of California is regarded by many as the most successful and highly respected public research university in the world. Particularly impressive are the very high standings of its campuses in national and international rankings, the size of the ten-campus university, the high quality of the education it provides, the access and the route of upward mobility that it affords for students in the state, the success that it has had in developing new campuses that have achieved strong reputations in surprisingly short times, the attractiveness of the university to students and their families, and the substantial role that the university has played in the unparalleled technological innovation climate of California.The purpose of this book is to identify and analyze the essential ways in which that success has come about. The book is not a history of the University of California, per se. Instead, it is an analysis of the structural, policy, operational, and environmental matters that have contributed to the success of the University of California and a discussion of what makes UC tick and the approaches that have made it tick best. In that sense it is a selective, topical history and analysis for those subjects. The format is such that the book can also serve as a reference work, and for that reason many cross-references among chapters have been included, along with a substantial index and many citations in footnotes. Most chapters have summary conclusions, distilling the most important points.The book is written from the point of view of one who has been concerned for many years with making the University of California work well academically. Although many books have been written by ex-presidents of universities, many fewer have been written by ex-provosts. Yet because of the large extramural roles of presidents, it is probably the provosts who best know the inner academic operations of modern American universities, as they are totally immersed in them.The intended audience for this book is the global higher-education community, as well as others interested in the University of California and the development and functioning of universities, and particularly public universities, in the United States. The book should be useful to those in governments who are concerned with public universities, as well as those in other states and other countries who would like to understand the University of California and assess what about it could be useful in connection with the development of their own systems and institutions of higher education.

In the spring of 1957, the Center for Studies in Higher Education (CSHE) at the University of California, Berkeley was formally established as an organized research unit, enabled by an initial grant from the Carnegie Corporation and making it the first academic enterprise in the United States focused on higher education policy issues. Since then, the Center has been an important source for encouraging an international comparative perspective, and this thereby provided a timely scholarly theme for reflecting and projecting the role of higher education in society within a globalizing world. To help celebrate its 50th anniversary, the Center held a one-day conference as an academic and celebratory event and with the intent to facilitate a stimulating discussion on the influences of globalization--past, present, and future--on higher education systems and institutions. A distinguished group of scholars gathered on the Berkeley campus, some 160 participants in total, offering their views on the significant changes confronting higher education and the influence of international models, the global market for students and highly skills labor, high bandwidth networking around the world and the increasing value society places on universities to stimulate both economic growth and socioeconomic mobility. This report is a summation of the symposium proceedings with each presenter given an opportunity to modify and update their comments. Presentations include the following: (1) The Focus of the Conference--The Characteristic of Globalization and Higher Education (C. Judson King and John Aubrey Douglass); (2) Higher Education Politics and Policymaking, Then and Now--A Discussion with Past CSHE Directors and Alumni (Chaired by C. Judson King and participated by Neil Smelser, Karl Pister, Jack Schuster, Janet Ruyle, Sheldon Rothblatt, and I. Michael Heyman); (3) Strategic Issues Facing Africa: The Emerging Role for Higher Education and the Challenges that Lie Ahead (Narciso Matos and Ahmed Bawa); (4) Higher Education, Then and Now--Internationalization and Globalization (Chaired by Irwin Feller and participated by Sheldon Rothblatt, Grant Harman, Michael Shattock, and Kerstin Eliasson); (5) Global Trends: The Environment for Higher Education in the Future (Chaired by John Zysman and participated by Martin Kenney, Henry Etzkowitz, Alison Bernstein, and John Gage); (6) Use of the Internet and Higher Education: Likely Future Trends (Chaired by C. Judson King and participated by Rory Hume, Gary Matkin, Diane Harley, Clifford Lynch, and Richard Garrett); (7) The Worldwide Structure of Higher Education (Chaired by John Douglass and participated by Robert Berdahl, Marijk van der Wende, Philip Altbach, and Wilhelm Krull); and (8) A Final Reflection (Daniel Fallon). [Organized in association with The Berkeley Roundtable on the International Economy and The Institute for International Studies, UC Berkeley.]

Since 2005, the Center for Studies in Higher Education (CSHE), with generous funding from the Andrew W. Mellon Foundation, has been conducting research to understand the needs and practices of faculty for in-progress scholarly communication (i.e., forms of communication employed as research is being executed) as well as archival publication. This report brings together the responses of 160 interviewees across 45, mostly elite, research institutions in seven selected academic fields: archaeology, astrophysics, biology, economics, history, music, and political science. The overview document summarizes the main practices we explored across all seven disciplines: tenure and promotion, dissemination, sharing, collaboration, resource creation and consumption, and public engagement. We published the report online in such a way that readers can search various topics within and across case studies. Our premise has always been that disciplinary conventions matter and that social realities (and individual personality) will dictate how new practices, including those under the rubric of Web 2.0 or cyberinfrastructure, are adopted by scholars. That is, the academic values embodied in disciplinary cultures, as well as the interests of individual players, have to be considered when envisioning new schemata forthe communication of scholarship at its various stages. We identified five key topics, addressed in detail in the case studies, that require real attention:(1) The development of more nuanced tenure and promotion practices that do not relyexclusively on the imprimatur of the publication or easily gamed citation metrics,(2) A reexamination of the locus, mechanisms, timing, and meaning of peer review,(3) Competitive, high-quality, and affordable journals and monograph publishing platforms(with strong editorial boards, peer review, and sustainable business models),(4) New models of publication that can accommodate arguments of varied length, richmedia, and embedded links to data; plus institutional assistance to manage permissionsof copyrighted material, and(5) Support for managing and preserving new research methods and products, includingcomponents of natural language processing, visualization, complex distributed databases, and GIS, among many others.Although robust infrastructures are needed locally and beyond, the sheer diversity of scholars’ needs across the disciplines and the rapid evolution of the technologies themselves means that one-size-fits-all solutions will almost always fall short. As faculty continue to innovate and pursue new avenues in their research, both the technical and human infrastructure will have to evolve with the ever-shifting needs of scholars. This infrastructure will, by necessity, be built within the context of disciplinary conventions, reward systems, and the practice of peer review, all of which undergird the growth and evolution of superlative academic endeavors.