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The College of Wooster from Howard Lowry to the Twenty-First Century
The College of Wooster was a proud but modest college for much of its life, exemplified by the titles of the first two volumes of its history, Wooster of the Middle West. In 1944, a Wooster alumnus named Howard Lowry became president and created the Independent Study (I.S.) program, distinguishing Wooster from other quality liberal arts colleges nationwide. I.S. was and is much more than a capstone research project for seniors; the heavy responsibility of mentoring undergraduate research was offset for faculty by university level research leave, guaranteeing Wooster a faculty of true teacherscholars.
This third volume of Wooster’s history begins with Lowry’s arrival during World War II, when Navy V5 cadets were almost the only males on campus. At war’s end, a cadre of veterans taking advantage of the GI Bill arrived, young men tougher and worldlier than Wooster’s traditional students, and the demographics changed. Typical for universities at the time, Wooster students followed the rules in the moderate ’50s, before the ’60s unsettled this and many other campuses. Dramatic blows struck in 1967, when the elegant 66yearold bachelor president suffered a fatal heart attack in the San Francisco apartment of his 27yearold woman friend, leaving a college shocked both by his death and by financial strains that few knew about until then.
Wooster’s next decade was rocky and cautiously traversed. One antidote for the financial crisis was expansion of the student body, which grew revenue but lowered academic standards and frustrated an overworked faculty. In 1977, Henry Copeland, a 41yearold historian, was the surprising choice for president, and his term marked a double triumph: restoring the College’s academic integrity and raising endowment from $15 million to more than $150 million in little more than a decade. Roads to success are rarely smooth—a failed presidential search following Copeland’s retirement embarrassed the College—but the Wooster family proved too solid and too dedicated to stumble for long.
As An Adventure in Education brings Wooster into the twentyfirst century, it finds a picturebook campus with extraordinary new facilities, national recognition for both I.S. and the quality of its teaching, a student body diverse in terms domestic and international, and a striking confidence and ambition that might have surprised even Howard Lowry. How the college got from there to here is a tale instructive for anyone concerned with American higher education.
The Adventurous Traveler's Guide to Health is just what every traveler needs: a straight-forward look at what you can do to stay healthy during your travels, from start to finish. Whether headed to the urban centers of Africa or the jungles of southeast Asia, there are precautions to be taken even before setting foot on a plane, as well as important things to remember once your travels are over.
Chris Sanford aids travelers in first finding a travel health specialist and then knowing exactly which questions to ask. The Adventurous Traveler's Guide to Health will also serve as a take-along guide to help deal with illnesses or symptoms that may arise while you're on the road and as a post-trip reference for any delayed symptoms.
Aside from infectious diseases, Sanford also looks at the more common and overlooked problems travelers are likely to encounter, such as health risks in cities (pollution and motor vehicle accidents, for example), traveling if chronically ill or immuno-compromised, and high-altitude sickness. Each of the book's chapters includes a question-and-answer section based on real questions that Dr. Sanford's patients have asked him.
General travelers, including students going abroad to study or backpack through the developing world and travelers who want to get off the beaten path as well as explore the cities of the world, will find this an invaluable resource.
Race, Ethnicity, and Gender in Higher Education Employment
The authors look at the extent to which a two-tier employment system exists. In such a system minorities and women are more likely to make their greatest gains in non-elite positions rather than in faculty and administrative positions. The authors also examine differences in hiring practices between public and private colleges and universities.
Improving Health Care for Everyone
Affirmative action programs have significantly changed American medicine for the better, not only in medical school admissions and access to postgraduate training but also in bringing a higher quality of health care to all people. James L. Curtis approaches this important transition from historical, statistical, and personal perspectives. He tells how over the course of his medical education and career as a psychiatrist and professor--often as the first or only African American in his cohort--the status of minorities in the medical professions grew from a tiny percentage to a far more equitable representation of the American population. Advancing arguments from his earlier book, Blacks, Medical Schools, and Society, Curtis evaluates the outcomes of affirmative action efforts over the past thirty years. He describes formidable barriers to minority access to medical-education opportunities and the resulting problems faced by minority patients in receiving medical treatment. His progress report includes a review of two thousand minority students admitted to U.S. medical schools in 1969, following them through graduation and their careers, comparing them with the careers of two thousand of their nonminority peers. These samples provide an important look at medical schools that, while heralding dramatic progress in physician education and training opportunity, indicates much room for further improvement. A basic hurdle continues to face African Americans and other minorities who are still confined to segregated neighborhoods and inferior school systems that stifle full scholastic development. Curtis urges us as a nation to develop all our human resources through an expansion of affirmative action programs, thus improving health care for everyone. James L. Curtis is Clinical Professor Emeritus of Psychiatry, Columbia University College of Physicians and Surgeons.
The Legacy and the Vision
African American Fraternities and Sororities: The Legacy and the Vision explores the rich past and bright future of the nine Black Greek-Letter organizations that make up the National Pan-Hellenic Council. In the long tradition of African American benevolent and secret societies, intercollegiate African American fraternities and sororities have strong traditions of fostering brotherhood and sisterhood among their members, exerting considerable influence in the African American community, and being on the forefront of civic action, community service, and philanthropy. Dr. Martin Luther King Jr., Toni Morrison, Arthur Ashe, Carol Moseley Braun, Bill Cosby, Sarah Vaughan, George Washington Carver, Hattie McDaniel , and Bobby Rush are among the many trailblazing members of these organizations. The rolls of African American fraternities and sororities serve as a veritable who’s who among African American leadership in the United States and abroad. African American Fraternities and Sororities places the history of these organizations in context, linking them to other movements and organizations that predated them and tying their history to one of the most important eras of United States history—the Civil Rights struggle. African American Fraternities and Sororities explores various cultural aspects of these organizations such as auxilliary groups, branding, calls, stepping, and the unique role of African American sororities. It also explores such contemporary issues as sexual aggression and alcohol use, college adjustment, and pledging, and provides a critique of Spike Lee’s film School Daze, the only major motion picture to portray African American fraternities and sororities as a central theme. The year 2006 will mark the centennial anniversary of the intercollegiate African American fraternity and sorority movement. Yet, to date, little scholarly attention has been paid to these organizations and the men and women who founded and perpetuated them. African American Fraternities and Sororities reveals the vital social and political functions of these organizations and places them within the history of not only the African American community but the nation as a whole.
Vernacular English and the Composition Classroom
This pioneering study of African American students in the composition classroom lays the groundwork for reversing the cycle of underachievement that plagues linguistically diverse students. African American Literacies Unleashed: Vernacular English and the Composition Classroom approaches the issue of African American Vernacular English (AAVE) in terms of teacher knowledge and prevailing attitudes, and it attempts to change current pedagogical approaches with a highly readable combination of traditional academic discourse and personal narratives.
Realizing that composition is a particular form of social practice that validates some students and excludes others, Arnetha Ball and Ted Lardner acknowledge that many African American students come to writing and composition classrooms with talents that are not appreciated. To empower and inform practitioners, administrators, teacher educators, and researchers, Ball and Lardner provide knowledge and strategies that will help unleash the potential of African American students and help them imagine new possibilities for their successes as writers.
African American Literacies Unleashed asserts that necessary changes in theory and practice can be addressed by refocusing attention from teachers’ knowledge deficits to the processes through which teachers engage information relevant to culturally informed pedagogy. Providing strategies for unlearning racism in the classroom and changing the status quo, this volume stresses the development and maintenance of a real sense of teaching efficacy—teachers’ beliefs in their abilities to connect with and work effectively with all students—and reflective optimism—teachers’ informed expectations that all students have the potential to succeed.
Developing Schools of Achievement for African American Children
What can teachers, administrators, families, and communities do to create schools that provide rich learning experiences for African American children? Based on a critical reinterpretation of several key educational frameworks, African-Centered Pedagogy is a practical guide to accomplished teaching. Murrell suggests integrating the historical, cultural, political, and developmental considerations of the African American experience into a unified system of instruction, bringing to light those practices that already exist and linking them to contemporary ideas and innovations that concern effective practice in African American communities. This is then applied through a case study analysis of a school seeking to incorporate the unified theory and embrace African-centered practice. Murrell argues that key educational frameworks—although currently ineffective with African American children—hold promise if reinterpreted.
Building Synergy for Development
For the International Development Research Centre (IDRC) and its partners, the link between research and policy is of paramount importance in their goal to improve social, economic and environmental conditions in developing countries. The nature of the collaboration between researchers and decision-makers, however, is complex, multifaceted and often difficult to implement. Moreover, research is very often designed and carried out without regard for its potential users or beneficiaries. How should research agendas be developed? What is the role of the private sector in developing research? Which actors are involved in knowledge production and utilization? How can the dialogue between researchers and decision-makers be improved? This short and accessible book records the reflections, opinions and recommendations which emerged from six national workshops organised between 2004 and 2007 in West and Central Africa on the synergy between researchers and decision-makers. Abdoulaye Ndiaye is a Senegalese expert and international consultant in development. He edited this book as a member and on behalf of the IDRC Council of Regional Advisors for West and Central Africa which organized the series of workshops throughout the sub-region.
From College Access to College Success
Enrollment at America’s community colleges has exploded in recent years, with five times as many entering students today as in 1965. However, most community college students do not graduate; many earn no credits and may leave school with no more advantages in the labor market than if they had never attended. Experts disagree over the reason for community colleges’ mixed record. Is it that the students in these schools are under-prepared and ill-equipped for the academic rigors of college? Are the colleges themselves not adapting to keep up with the needs of the new kinds of students they are enrolling? In After Admission, James Rosenbaum, Regina Deil-Amen, and Ann Person weigh in on this debate with a close look at this important trend in American higher education. After Admission compares community colleges with private occupational colleges that offer accredited associates degrees. The authors examine how these different types of institutions reach out to students, teach them social and cultural skills valued in the labor market, and encourage them to complete a degree. Rosenbaum, Deil-Amen, and Person find that community colleges are suffering from a kind of identity crisis as they face the inherent complexities of guiding their students towards four-year colleges or to providing them with vocational skills to support a move directly into the labor market. This confusion creates administrative difficulties and problems allocating resources. However, these contradictions do not have to pose problems for students. After Admission shows that when colleges present students with clear pathways, students can effectively navigate the system in a way that fits their needs. The occupational colleges the authors studied employed close monitoring of student progress, regular meetings with advisors and peer cohorts, and structured plans for helping students meet career goals in a timely fashion. These procedures helped keep students on track and, the authors suggest, could have the same effect if implemented at community colleges. As college access grows in America, institutions must adapt to meet the needs of a new generation of students. After Admission highlights organizational innovations that can help guide students more effectively through higher education.