Cover

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pp. 1-1

Title Page, Copyright Page

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pp. 2-7

Contents

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pp. vii-viii

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Acknowledgments

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pp. ix-x

Through the lengthy gestation of the ideas behind this book and its eventual research and writing, I have been the recipient of a wide array of intellectual, financial, institutional, and emotional support. ...

Abbreviations

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pp. xi-xii

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Introduction

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pp. xiii-xxx

In Chicago today the largest campus for higher education contains neither ivy nor lawn. There are no frat houses or sororities, no neo-Gothic dining halls, and no carillon bells chiming the hour. There are no gates to signify entrance into its territory. Indeed, its boundaries are diffuse and ill defined. ...

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1. New Institutions for a New Environment: Pedagogical Space in the Progressive City

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pp. 1-28

In 1862, Thomas Jefferson’s concerns for higher education were extended with the passage of the Morrill Land Grant Act, which allocated a share of revenues from the sale of lands in the public domain to establish agricultural and mechanical institutions. Its significance lay not only in the way it opened higher education to a larger number of the nation’s citizens, ...

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2. City as Laboratory: Hull-House and the Rise of the Chicago School

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pp. 29-48

The end of the nineteenth century is notable for the development of the disciplines and sciences of urban understanding within the context of the city’s lack of fixity. Jane Addams, herself a well-trained rhetorician, relied on the flexibility and ambiguities of developing Chicago to locate new spaces for action and interaction.1 ...

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3. Modern City, Modern Campus: Institutional Expansion and Urban Renewal in the Postwar Era

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pp. 49-68

The post–World War II American city was a space at once unsettling and full of promise. The late 1920s to the late 1940s had been a period of stagnation; lack of maintenance and funds for improvements and growth during the Great Depression and a reprioritizing of the economy during World War II had left the physical fabric of the cities in a state of decay. ...

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4. Classrooms off the Expressway: A New Mission for Higher Education

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pp. 69-96

The new interstate expressways of the mid-twentieth century vastly changed the orientation of the nation’s metropolitan regions, but they had an equally enormous impact on local geography. Chicago would be tethered to this system by a series of expressways, three of which intersect just to the west of the center of the city ...

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5. “Model of the Modern Urban University”: The New Spatial Form of the Chicago Circle Campus

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pp. 97-132

Chicago Circle Overview, an informational film produced in 1965 to introduce the new University of Illinois at Chicago Circle (UICC) campus to the student body that had been housed on Navy Pier, illustrates the extent to which the campus was valued because it was to take advantage of everything “new”: ...

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6. Campus Revolt: The Reform of the Commuter University

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pp. 133-148

Mayor Richard J. Daley considered the building of the campus at Chicago Circle to be one of his greatest accomplishments as mayor, on a par with the new expressways and public housing, modern, monumental answers to urban decay.1 Speaking at a luncheon to celebrate the campus in October 1965, he hailed the University of Illinois at Chicago Circle (UICC) ...

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7. City as Campus: University Space in the Global City

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pp. 149-184

A long with challenges coming from within academia, new technologies and research opportunities, global economics, and urban dynamics—including new movements to revitalize cities—are putting pressures on urban campuses not only to expand but also to engage in large-scale real estate development.1 ...

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Conclusion

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pp. 185-202

Marilyn Jordan Taylor’s description of the design for Columbia University’s new Manhattanville campus could equally describe the qualities of urban space and interaction occurring today in Chicago’s South Loop: the interpenetration of campus and city not only enabled by chance location but purposely created and promoted through design.1 ...

Notes

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pp. 203-232

Index

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pp. 233-245