and hundreds more in the metropolitan environs of these major cities and in cities of lower population.

Wayne State University, Miami-Dade Community College, and the colleges of the City University of New York are easily identified as urban-oriented institutions of higher education. So is the University of the District of Columbia, which is one of numerous institutions created specifically to serve inner-city people. Boston University and the University of Hartford are probably less easily identified as such because of the makeup of their undergraduate enrollments. Both, however, serve large numbers of central-city poor and disadvantaged, and both provide a variety of important services and training programs for their cities. The University of Massachusetts at Boston, like many other institutions that are part of a state system, is in the process of defining its urban mission.

According to our definition, institutions that draw their students primarily from national and international population groups—for example, the University of Chicago, Columbia University, and George Washington University—are not urban-oriented, although they are physically located in the city. To be sure, they make major contributions to the welfare of the city as employers and they work to stem deterioration in their neighborhoods. For example, the University of Chicago has not only stabilized property values in the Hyde Park section of the city where it is situated, but it is also the largest single private employer in Chicago. In addition, by providing research and technical assistance to government and to community agencies, these and other city-based institutions of higher education contribute to the well-being of the city, and they often provide such essential services as hospitals and clinics and legal assistance for the poor. But unlike urban-oriented colleges and universities they do not exist primarily to educate residents of their cities. Their research, teaching, and service are generally independent of the community in which they are located. More importantly for our purposes, the majority of their students are not residents of the city and their educational programs are not shaped by the needs of the local population.

In short, many of the problems of urban-oriented colleges and universities derive from their being both in and of the city—they are tied organically to it, to its people, and to their problems.