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Phinizy Spalding traces the development of Georgia’s oldest medical school from the initial plans of a small group of physicians to the five school complex found in Augusta in the late 1980s. Charting a course filled with great achievement and near-fatal adversity, Spalding shows how the life of the college has been intimately bound to the local community, state politics, and the national medical establishment.
When the Medical Academy of Georgia opened its doors in 1828 to a class of seven students, the total number of degreed physicians in the state was fewer than one hundred. Spalding traces the history of the Academy through its early robust growth in the antebellum years; its slowed progress during the Civil War; its decline and hardships during the early half of the twentieth century; and finally its resurgence and a new era of optimism starting in the 1950s.
Politics and Identity
This book examines how the aims, content, teaching, learning and assessment of the Chinese history curriculum have evolved since 1945. It describes how Chinese history became an independent subject in secondary schools in Hong Kong despite the political sensitivity of the subject, how it consolidated its status during the colonial period, and how it has faced threats to its independence since the return of Hong Kong to China in 1997.
Teaching and Research on the Prairie
An Illinois Sampler presents personal accounts from faculty members at the University of Illinois, Urbana-Champaign, and other contributors about their research and how it enriches and energizes their teaching. Contributors from the humanities, engineering, social and natural sciences, and other disciplines explore how ideas, methods, and materials merge to lead their students down life-changing paths to creativity, discovery, and solutions. Faculty introduce their classes to work conducted from the Illinois prairie to Caribbean coral reefs to African farms, and from densely populated cities to dense computer coding. In so doing they generate an atmosphere where research, teaching, and learning thrive inside a feedback loop of education across disciplines. Aimed at alumni and prospective students interested in the university's ongoing mission, as well as current faculty and students wishing to stay up to date on the work being done around them, An Illinois Sampler showcases the best, the most ambitious, and the most effective teaching practices developed and nurtured at one of the world's premier research universities. Contributors are Nancy Abelmann, Flavia C. D. Andrade, Jayadev Athreya, Betty Jo Barrett, Thomas J. Bassett, Hugh Bishop, Antoinette Burton, Lauren A. Denofrio-Corrales, Lizanne DeStefano, Karen Flynn, Bruce W. Fouke, Rebecca Ginsburg, Julie Jordan Gunn, Geoffrey Herman, Laurie Johnson, Kyle T. Mays, Rebecca Nettl-Fiol, Audrey Petty, Anke Pinkert, Raymond Price, Luisa-Maria Rosu, D. Fairchild Ruggles, Carol Spindel, Mark D. Steinberg, William Sullivan, Richard I. Tapping, Bradley Tober, Agniezska Tuszynska, Bryan Wilcox, Kate Williams, Mary-Ann Winkelmes, and Yi Lu.
The Fifty-Year Struggle for Racial Equality at the University of Texas
Goldstone's coverage ranges from the 1950 U.S. Supreme Court ruling that the University of Texas School of Law had to admit Heman Sweatt, an African American, through the 1994 Hopwood v. Texas decision, which ended affirmative action in the state's public institutions of higher education. She draws on oral histories, university documents, and newspaper accounts to detail how the university moved from open discrimination to foot-dragging acceptance to mixed successes in the integration of athletics, classrooms, dormitories, extracurricular activities, and student recruitment. Goldstone incorporates not only the perspectives of university administrators, students, alumni, and donors, but also voices from all sides of the civil rights movement at the local and national level. This instructive story of power, race, money, and politics remains relevant to the modern university and the continuing question about what it means to be integrated.
Higher Education and Society
Universities were once largely insular institutions whose purview extended no further than the campus gates. Not anymore. Today's universities have evolved into multifaceted organizations with complex connections to government, business, and the community. This thought-provoking book by Harold Shapiro, former president of both Princeton University and the University of Michigan, and Chairman of the National Bioethics Advisory Commission under President Bill Clinton, explores the role the modern university should play as an ethical force and societal steward.
Based on the 2003 Clark Kerr lectures, A Larger Sense of Purpose draws from Shapiro's twenty-five years of experience leading major research universities and takes up key topics of debate in higher education. What are the nature and objectives of a liberal education? How should universities address the increasing commercialization not only of intercollegiate sports but of education and research? What are the university's responsibilities for the moral education of students?
The book begins with an expanded history of the modern research institution followed by essays on ethics, the academic curriculum, the differences between private and public higher education, the future of intellectual property rights, and the changing relationship between the nation's universities and the for-profit sector. Shapiro calls for universities to be more accountable morally as well as academically. He urges scientists not only to educate others about the potential and limitations of science but also to acknowledge the public's distress over the challenges presented by the very success of the scientific enterprise. He advocates for a more intimate connection between professional training and the liberal arts--in the hope that future doctors, lawyers, and business executives will be educated in ethics and the social sciences as well as they are in anatomy, torts, and leveraged buyouts.
Candid, timely, and provocative, A Larger Sense of Purpose demands the attention of not only those in academics but of anyone who shares an interest in the soul of education.
A Generation Remembers Brown v. Board of Education
In February 1954, President Eisenhower invited Chief Justice Warren to dinner at the White House. Among the guests were well-known opponents of school desegregation. During that evening, Eisenhower commented to Warren that “law and force cannot change a man's heart.” Three months later, however, the Supreme Court handed down its unanimous decision in Brown, and the contributors to this book, like people across the country, were profoundly changed by it, even though many saw almost nothing change in their communities. What Brown did was to elevate race from the country's dirty secret to its most urgent topic of conversation. This book stands alone in presenting, in one source, stories of black and white Americans, men and women, from all parts of the nation, who were public school students during the years immediately after Brown. All shared an epiphany. Some became aware of race and the burden of racial separation. Others dared to hope that the yoke of racial oppression would at last be lifted. The editors surveyed 4750 law professors born between 1936 and 1954, received 1000 responses, and derived these forty essays from those willing to write personal accounts of their childhood experiences in the classroom and in their communities. Their moving stories of how Brown affected them say much about race relations then and now. They also provide a picture of how social change can shape the careers of an entire generation in one profession. Contributors provide accounts from across the nation. Represented are ο de jure states, those segregated by law at the time of Brown, including Alabama, Florida, Georgia, Louisiana, Maryland, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, as well as the District of Columbia ο de facto states, those where segregation was illegal but a common practice, including California, Illinois, Kansas, Massachusetts, Missouri, New Jersey, New York, Ohio, Washington, and Wisconsin.
Literacy Instruction and Acquisition in a Cultural Context
An experienced teacher of reading and writing and an award-winning historian, E. Jennifer Monaghan brings to vibrant life the process of learning to read and write in colonial America. Ranging throughout the colonies from New Hampshire to Georgia, she examines the instruction of girls and boys, Native Americans and enslaved Africans, the privileged and the poor, revealing the sometimes wrenching impact of literacy acquisition on the lives of learners. For the most part, religious motives underlay reading instruction in colonial America, while secular motives led to writing instruction. Monaghan illuminates the history of these activities through a series of deeply researched and readable case studies. An Anglican missionary battles mosquitoes and loneliness to teach the New York Mohawks to write in their own tongue. Puritan fathers model scriptural reading for their children as they struggle with bereavement. Boys in writing schools, preparing for careers in counting houses, wield their quill pens in the difficult task of mastering a "good hand." Benjamin Franklin learns how to compose essays with no teacher but himself. Young orphans in Georgia write precocious letters to their benefactor, George Whitefield, while schools in South Carolina teach enslaved black children to read but never to write. As she tells these stories, Monaghan clears new pathways in the analysis of colonial literacy. She pioneers in exploring the implications of the separation of reading and writing instruction, a topic that still resonates in today's classrooms. Monaghan argues that major improvements occurred in literacy instruction and acquisition after about 1750, visible in rising rates of signature literacy. Spelling books were widely adopted as they key text for teaching young children to read; prosperity, commercialism, and a parental urge for gentility aided writing instruction, benefiting girls in particular. And a gentler vision of childhood arose, portraying children as more malleable than sinful. It promoted and even commercialized a new kind of children's book designed to amuse instead of convert, laying the groundwork for the "reading revolution" of the new republic.
Enjeux et perspectives
Le XXe siècle a été le théâtre d’une formidable expansion des institutions universitaires. Les auteurs se penchent sur l’histoire de ces « universités nouvelles » qui se présentaient, de façon consciente et intentionnelle, en rupture avec les institutions anciennes.
Sites of Rhetorical Education in Nineteenth-Century Black America
Liberating Language identifies experiences of nineteenth-century African Americans—categorized as sites of rhetorical education—that provided opportunities to develop effective communication and critical text-interpretation skills. Author Shirley Wilson Logan considers how nontraditional sites, which seldom involved formal training in rhetorical instruction, proved to be effective resources for African American advancement.
Logan traces the ways that African Americans learned lessons in rhetoric through language-based activities associated with black survival in nineteenth-century America, such as working in political organizations, reading and publishing newspapers, maintaining diaries, and participating in literary societies. According to Logan, rhetorical training was manifested through places of worship and military camps, self-education in oratory and elocution, literary societies, and the black press. She draws on the experiences of various black rhetors of the era, such as
Frederick Douglass, Frances Harper, Fanny Coppin, Charles Chesnutt, Ida B. Wells, and the lesser-known Oberlin-educated Mary Virginia Montgomery, Virginia slave preacher "Uncle Jack," and former slave "Mrs. Lee."
Liberating Language addresses free-floating literacy, a term coined by scholar and writer Ralph Ellison, which captures the many settings where literacy and rhetorical skills were acquired and developed, including slave missions, religious gatherings, war camps, and even cigar factories. In Civil War camp- sites, for instance, black soldiers learned to read and write, corresponded with the editors of black newspapers, edited their own camp-based papers, and formed literary associations.
Liberating Language outlines nontraditional means of acquiring rhetorical skills and demonstrates how African Americans, faced with the lingering consequences of enslavement and continuing oppression, acquired rhetorical competence during the late eighteenth century and throughout the nineteenth century.
Attitudes Toward the Education of the Lower Classes in Eighteenth-Century France
Examining the attitudes toward the education of the lower classes in eighteenth- century France, Harvey Chisick uncovers severe limitations to enlightened social thought.
Originally published in 1981.
The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.