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The definitive record of the history, lore, and lost secrets of the Eclectic Society at Wesleyan University from its inception in 1837 through a great period of upheaval in the 1960s. The Society was founded in 1837 at Wesleyan, making it one of the oldest college fraternal organizations in the United States.
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.
University, Self, and Society in the Antebellum South
In this in-depth and detailed history, Timothy J. Williams reveals that antebellum southern higher education did more than train future secessionists and proslavery ideologues. It also fostered a growing world of intellectualism flexible enough to marry the era's middle-class value system to the honor-bound worldview of the southern gentry. By focusing on the students' perspective and drawing from a rich trove of their letters, diaries, essays, speeches, and memoirs, Williams narrates the under examined story of education and manhood at the University of North Carolina, the nation's first public university.
Every aspect of student life is considered, from the formal classroom and the vibrant curriculum of private literary societies to students' personal relationships with each other, their families, young women, and college slaves. In each of these areas, Williams sheds new light on the cultural and intellectual history of young southern men, and in the process dispels commonly held misunderstandings of southern history. Williams's fresh perspective reveals that students of this era produced a distinctly southern form of intellectual masculinity and maturity that laid the foundation for the formulation of the post–Civil War South.
An American Idealist
This first-ever biography of John William Ward, the fourteenth president of Amherst College, explores the roots of his idealism and covers his presidency, his later success in Massachusetts politics, and the events leading up to his eventual suicide.
President from 1971 to 1979, Ward served during a tumultuous period in the history of the elite liberal arts college, and in the history of the nation. He presided over the once all-male college’s transition to coeducation, worked to support African-American students in their fight for equality and justice, and was arrested for civil disobedience in protest against the Vietnam War. Ward was emblematic of his time. Idealist that he was, he tried to make Amherst College a model of a democratic society.
Defeated in ugly battles with the faculty, Ward resigned as president but went on to great success in the rougher world of Massachusetts politics. He made headlines for his leadership of a state commission that spent more than two years investigating corruption in the awarding of building contracts, resulting in the passage of laws that guaranteed reforms.
This long-overdue volume is the first complete study of Ward—a self-made man, proof that the American Dream could come true, but who ultimately saw his personal and professional life collapse. It sheds light on Amherst College, on higher education more broadly, on suicide, and on the United States in the 1960s and ’70s.
Au Québec, la formation universitaire en administration publique s’est développée dans les années 1960, au cours de la Révolution tranquille. Avant cette période clé de l’histoire de la province, les universités manifestaient peu d’intérêt pour cette forme d’éducation, jusqu’à ce qu’un jeune ministre du nom de René Lévesque entreprenne des démarches afin que les administrateurs publics soient formés à l’administration.Cet ouvrage examine, depuis l’initiative de Lévesque jusqu’aux années 2000, comment les relations établies entre l’État québécois et les universités autour de la formation des administrateurs ont mené à l’établissement du Management Public comme approche dominante de l’étude de l’administration publique. L’étude, à la fois sociologique et historique, repose sur des archives analysées ici pour la première fois. L’École des hautes études commerciales de Montréal, le Département de science politique de l’Université Laval et, bien sûr, l’École nationale d’administration publique se retrouvent parmi les acteurs clés de cette vague de modernisation de la formation des administrateurs québécois.Spécialistes de la gestion publique et fonctionnaires trouveront dans ce livre une contribution unique à la compréhension de l’évolution de la formation du gestionnaire public québécois. Ceux et celles intéressés par la sociologie de l’enseignement supérieur y verront un nouvel aspect du développement des domaines d’études appliqués dans les universités du Québec.
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.