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Perspectives from the Texas A&M University Department Centenary
Insects affect the health and well-being of humans every day, everywhere, so the entomology departments that study them make a crucial contribution to many aspects of life. Indeed, agricultural success in the United States and other countries depends upon the work of entomology departments within the land grant system at universities across the nation. Entomology at the Land Grant University is a thorough look at how entomology departments have adapted to shifting demographics, changes in land use patterns, environmental issues, and advances in the life sciences. It also highlights the leadership of entomologists in their multifaceted roles as researchers, teachers, and consultants. With world-renowned contributors from both academia and industry, this volume is the culmination of a series of mini-symposia celebrating the 100th anniversary of the Department of Entomology at Texas A&M University. The centenary was a time to reflect on past accomplishments and to plan for future challenges, spotlighting the academic, scientific, economic, and social importance of entomology. The result is a broad-brushed picture of a discipline that at its best represents the highest virtues of fundamental and applied science, with topics such as: - fulfilling the land grant university mission - roles of entomology departments - the function of the extension service - the global reach of entomological research - civic education in insect management - genetic engineering - future innovations in pest management and insecticide design Not just for entomologists, this insightful look into the workings of a university department within the context of a rapidly changing scientific, social, and economic climate will appeal to anyone associated with a land grant university, extension or regulatory agency, or related industry.
The Presidents and the Schools, 1965-2001
This study of educational policy from Lyndon Johnson through Bill Clinton focuses on three specific issues--public school aid, non-public (especially Catholic) school aid, and school desegregation--that speak to the proper role of the federal government in education as well as to how education issues embody larger questions of opportunity, exclusion, and equality in American society. Lawrence J. McAndrews traces the evolution of policy as each president developed (or avoided developing) a stance toward these issues and discusses the repercussions and implications of policy decisions for the educational community over nearly four decades.
Literacy Studies from the Puritans to the Postmoderns
In The Evolution of College English, Thomas P. Miller defines college English studies as literacy studies and presents a history of how it has evolved in tandem with broader developments. He maps out “four corners” of English departments: literature, language studies, teacher education, and writing studies. Miller identifies their development with changes in the technologies and economies of literacy that have redefined what students write and read, which careers they enter, and how literature represents their experiences and aspirations. Miller looks to comprehensive departments of English that value studies of teaching, writing, and language as well as literature. He also examines broadly based institutions that are engaged with writing at work in public life, with schools and public agencies, with access issues, and with media, ethnic, and cultural studies. With the growing privatization of higher education, such pragmatic engagements become vital to sustaining a civic vision of English studies and the humanities generally.
Contest, Sexuality, and Consciousness
"Fighting for Life is a book about contest, the agonia of the Greek arena, and its roots in male life, especially academia. Ong describes this work as an 'excavation' which was prompted by his previous explorations of such areas as the characteristics of oral and literate cultures, Peter Ramus and his 16th-century intellectual milieu, and the early dominance and more recent decline of classical rhetoric in education. In Fighting for Life, he weaves the results of a year's study of agonistic structures running through the biological, social, and noetic worlds. Describing his text as an 'essay in noobiology,' the biological roots of human consciousness, Ong claims that 'contest has been a major factor in organic evolution and it turns out to have been a major, and seemingly essential, factor in intellectual development.' . . . The work is a valuable synthesis of a wide body of research and theory."-Rhetoric Society Quarterly
A Historiographical Essay on the Educational Work of Catholic Women Religious in the 19th and 20th Centuries
For far too long Catholic teaching sisters have been denied their rightful place in the history of education. It is only during the past twenty-five years that researchers in many countries have begun to reveal the fundamental role played by these women in the schooling of children of both the masses and the elite during the 19th and 20th centuries. This essay provides for the first time a detailed overview of the historiography of the teaching sisters in Western Europe, North America, Latin America and Australasia, surveying scholarship since 1985. It reviews the literature on six major themes: contribution to schooling, teaching orders and schools, educational philosophy, content and practice, life and lived experience of teachers and students, the professionalization of teaching, and changes in the composition of the teaching staff. Very rich in bibliographical references, this book is indispensable for all further research on this significant but underexplored group of women teachers.
A Progressive President and the Modernization of a Southern University
In 1917, fifty-two years after its founding, the University of Kentucky faced stagnation, financial troubles, and disturbing reports of nepotism, resulting in a leadership crisis. A special committee investigated the institution and issued a report calling for a massive transformation of the university, including the hiring of a new president who could execute the report’s suggested initiatives. The Board of Trustees hired Frank L. McVey. McVey labored tirelessly for more than two decades to establish Kentucky as one of the nation’s most respected institutions of higher learning, which brought him recognition as one of the leading progressive educators in the South. In Frank L. McVey and the University of Kentucky, Eric A. Moyen chronicles McVey’s triumphs and challenges as the president sought to transform the university from a small state college into the state’s flagship institution. McVey recruited an exceptional faculty, expanded graduate programs, promoted research, oversaw booming enrollments and campus construction, and defended academic freedom during the nation’s first major antievolution controversy. Yet he faced challenges related to the development of modern collegiate athletics, a populace suspicious of his remarkable new conception of a state university, and the Great Depression. This authoritative biography not only details an important period in the history of the university and the commonwealth, but also tells the story of the advancement of education reform in early-twentieth-century America.
The University of Lagos on World's Intellectual Map
This book is a collection of presentations made during the tenure of Professor Oyewusi Ibidapo-Ope as Vice Chancellor (2000-2007) at the University of Lagos. Included are Matriculation and Convocations speeches delivered by Professor Oyewusi Ibidapo-Ope himself as well as Inaugural Lectures delivered by various faculty members and guests on a wide range of topics from Biochemistry, Botany, Physiotherapy, Development, Medicine. A brief chapter takes stock of the current state of the University generally while other chapters detail some of the government lobbying carried out by the Vice-Chancellor and his team. A chapter entitled "Town and Gown" record Professor Ibidapo-Ope's addresses to various organisations in Lagos while another records speeches at workshops and seminars such as the Nigerian Sociological Society.
Freshman Composition and the Long Sixties, 1957–1974
In the spring of 1968, the English faculty at the University of Wisconsin-Madison (UW) voted to remedialize the first semester of its required freshman composition course, English 101. The following year, it eliminated outright the second semester course, English 102. For the next quarter-century, UW had no real campus-wide writing requirement, putting it out of step with its peer institutions and preventing it from fully joining the “composition revolution” of the 1970s. David Fleming chronicles these events, situating them against the backdrop of late 1960s student radicalism and the wider changes taking place in U.S. higher education at the time. Fleming begins with the founding of UW in 1848. He examines the rhetorical education provided in the university’s first half-century, the birth of a required, two semester composition course in 1898, faculty experimentation with that course in the 1920s and 1930s, and the rise of a massive “current-traditional” writing program, staffed primarily by graduate teaching assistants (TAs), after World War II. He then reveals how, starting around 1965, tensions between faculty and TAs concerning English 101-102 began to mount. By 1969, as the TAs were trying to take over the committee that supervised the course, the English faculty simply abandoned its long-standing commitment to freshman writing. In telling the story of composition’s demise at UW, Fleming shows how contributing factors—the growing reliance on TAs; the questioning of traditional curricula by young instructors and their students; the disinterest of faculty in teaching and administering general education courses—were part of a larger shift affecting universities nationally. He also connects the events of this period to the long, embattled history of freshman composition in the United States.
Florida's Battles over Evolution in the Classroom
Before William Jennings Bryan successfully prosecuted John Scopes in the infamous “Scopes Monkey Trial,” he was a prominent antievolution agitator in Florida.
In Going Ape, Brandon Haught tells the riveting story of how the war over teaching evolution began and unfolded in Florida, one of the nation’s bellwether states. It still simmers just below the surface, waiting for the right moment to engulf the state.
The saga opens with the first shouts of religious persecution and child endangerment in 1923 Tallahassee and continues today with forced delays and extra public hearings in state-level textbook adoptions. These ceaseless battles feature some of the most colorful culture warriors imaginable: a real estate tycoon throwing his fortune into campaigns in Miami; lawmakers attempting to insert the mandatory teaching of creationism into bills; and pastors and school board members squabbling in front of the national media that descends into their small town. The majority of participants, however, have been, and still are, average people, and Haught expertly portrays these passionate citizens and the sense of moral duty that drives each of them.
Given a social climate where the teaching of evolution continues to sharply divide neighbors and communities, Going Ape is a must-read for anyone concerned with the future of public education.