Since 1970 a medical sciences curriculum has been taught jointly by Harvard Medical School and the Massachusetts Institute of Technology. In 1978, a doctoral program was founded to prepare physical scientists and engineers to address research at the interface of technology and clinical medicine. This volume describes, analyzes, and evaluates those first 25 years of the largest lasting collaborative educational and research program between two neighboring research universities.

Containing introductory comments by the presidents of both institutions at the time of the inauguration of the program, this volume presents historiographic and autobiographical chapters by senior officials and faculty of both universities who helped to guide it through its first quarter century. Evaluation of the program and follow-up data on the first graduates are included as well. Courses are listed in the appendices, as are curricula, faculty, theses topics, and major research projects.

What is distinctive, Derek Bok asks, about the American system of higher education, and how well does it perform? In particular, just how good is the education our universities offer? Are they doing all they can to educate their students, or do teaching and learning get lost in the pressure for ever more prestigious research and publication? Bok concludes that the competition characteristic of American higher education—competition for the best students, the most advanced scholarship, the most successful scientific research, the best facilities—has helped to produce venturesome, adaptable, and varied universities. But because the process of learning itself is imperfectly understood, it is difficult to achieve sustained progress in the quality of education or even to determine which educational innovations actually enhance learning.

Despite these problems, the last fifteen years have produced many promising developments, such as experimental curricula, computer-assisted learning, much-expanded offerings for nontraditional students, clinical legal education, schools of public policy to prepare students for public service careers, and many more. Such initiatives need a more secure and central place within the regular curriculum. In addition to the traditional focus on program and curriculum, Bok stresses the need to pay greater attention to improving the effectiveness of teaching and learning. He calls for a number of steps, including a sustained program of research directed toward evaluating educational programs and methods of teaching. Only through careful experimentation and evaluation of its own efforts, through many small improvements and occasional inspired advances, can each university move toward the goal of giving its students the best possible preparation for life in an increasingly complex world.

At the request of the President of Harvard University, six Harvard scholars have joined forces to write a book that lays out the facts about nuclear weapons for all concerned citizens who want to think through the nuclear dilemma for themselves. Living with Nuclear Weapons is written by specialists for the general reader. It conveys crucial information clearly, concisely, and without technical jargon.

Living with Nuclear Weapons presents all sides of the nuclear debate while explaining what everyone needs to know to develop informed and reasoned opinions about the issues. Among the specifics are a history of nuclear weaponry; an examination of current nuclear arsenals; scenarios of how a nuclear war might begin; a discussion of what can be done to promote arms control and disarmament; a study of the hazards of nuclear proliferation; an analysis of various nuclear strategies; and an explanation of how public opinion can influence policy on the nuclear arms question.

Never before have Americans been so anxious about the future of their society. But rarely has anyone offered a clear statement about why, in a nation so prosperous, free, and stable, we tend to assume that the country is in dire straits and that the government can do little to help. This book is just such a statement, an eloquent assessment of where America stands, how our society has changed in the past half-century, and who or what is responsible for our current frustrations.

Derek Bok examines the nation's progress in five areas that Americans generally consider to be of paramount importance: economic prosperity, quality of life, opportunity, personal security, and societal values. He shows that although we are better off today in most areas than we were in 1960, we have performed poorly overall compared with other leading industrial nations. And when it comes to providing adequate health care at a reasonable cost, educating our young people for high-skilled jobs, alleviating poverty and urban blight, and reducing crime, our record has been dismal. Comparing the United States with other leading industrial nations on more than sixty key indicators, Bok shows that we rank below average in more than two-thirds of the cases and at the bottom in more than half.

What has caused this decline, and what can be done about it? In virtually all important areas of American life, Bok concludes, government policies have played a significant, often decisive role in accounting for our successes as well as our failures. But whereas others call for downsizing the federal government, Bok argues that government is essential to achieving America's goals. In short, Ronald Reagan was only half right. Government is the problem. But it is also the most important part of the solution. By assessing the state of the nation and identifying the reasons for its current condition, this book helps set the agenda for improving America's performance in the future.

In the past thirty years, Americans have lost faith in their government and the politicians who lead it. They have blamed Washington for a long list of problems, ranging from poor schools to costly medical care to high rates of violent crime. After investigating these complaints and determining that many are justified, Derek Bok seeks to determine the main reasons for the failings and frustrations associated with government.

Discounting three common explanations--deteriorating leadership, the effect of the media on the political process, and the influence of interest groups--Bok identifies four weaknesses that particularly need explaining: a persistent tendency by Congress to design programs poorly; to impose expensive and often quixotic regulations that produce only modest results; to do less than other leading democracies to protect working people from illness, unemployment, and other basic hazards of life; and to leave large numbers of people, especially children, living in poverty.

Bok goes on to explore the reasons for these fundamental weaknesses and to discuss popular remedies such as term limits, devolution, "reinventing" government, and campaign finance reform. While some of these proposals have merit, Bok finds a deeper, more troubling paradox: Americans want to gain more power over their government, but are devoting less time to exerting a constructive influence. Their dissatisfaction with government is growing as their participation in the political process is declining. These contradictory trends, Bok argues, contribute to the problems of our democracy. Fortunately, there are many concrete steps that Americans can take to be politically engaged and to help their government improve its performance.

"Democracy," Bok concludes, "is a collective venture which falters or flourishes depending on the efforts citizens invest in its behalf."