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Change and Continuity in American Colleges and Universities
explores major ideas which have shaped the history and development
of higher education in North America and considers how these inform
contemporary innovations in the sector. Chapters address
intellectual, organizational, social, and political movements which
occurred across the nineteenth and twentieth centuries, and have
impacted the policies, scholarship, and practices enacted at a
variety of public and private institutions throughout the United
States. Topics addressed include the politics of racial
segregation, the place of religion in Higher Education, and models
of leadership. Through rigorous historical analyses of education
reform cases, this text puts forward useful lessons on how colleges
and universities have navigated change in the past, and may do so
in the future. This text will be of interest to scholars,
researchers, and students in the fields of Higher Education,
administration and leadership, as well as the history of education
and educational reform.
Change and Continuity in American Colleges and Universities
explores major ideas which have shaped the history and development
of higher education in North America and considers how these inform
contemporary innovations in the sector. Chapters address
intellectual, organizational, social, and political movements which
occurred across the nineteenth and twentieth centuries, and have
impacted the policies, scholarship, and practices enacted at a
variety of public and private institutions throughout the United
States. Topics addressed include the politics of racial
segregation, the place of religion in Higher Education, and models
of leadership. Through rigorous historical analyses of education
reform cases, this text puts forward useful lessons on how colleges
and universities have navigated change in the past, and may do so
in the future. This text will be of interest to scholars,
researchers, and students in the fields of Higher Education,
administration and leadership, as well as the history of education
and educational reform.
After World War II, returning veterans with GI Bill benefits
ushered in an era of unprecedented growth that fundamentally
altered the meaning, purpose, and structure of higher education.
This volume explores the multifaceted and tumultuous transformation
of American higher education that occurred between 1945 and 1970,
while examining the changes in institutional forms, curricula,
clientele, faculty, and governance. A wide range of well-known
contributors cover topics such as the first public university to
explicitly serve an urban population, the creation of modern day
honors programs, how teachers' colleges were repurposed as state
colleges, the origins of faculty unionism and collective
bargaining, and the dramatic student protests that forever changed
higher education. This engaging text explores a critical moment in
the history of higher education, signaling a shift in the meaning
of a college education, the concept of who should and who could
obtain access to college, and what should be taught.
After World War II, returning veterans with GI Bill benefits
ushered in an era of unprecedented growth that fundamentally
altered the meaning, purpose, and structure of higher education.
This volume explores the multifaceted and tumultuous transformation
of American higher education that occurred between 1945 and 1970,
while examining the changes in institutional forms, curricula,
clientele, faculty, and governance. A wide range of well-known
contributors cover topics such as the first public university to
explicitly serve an urban population, the creation of modern day
honors programs, how teachers' colleges were repurposed as state
colleges, the origins of faculty unionism and collective
bargaining, and the dramatic student protests that forever changed
higher education. This engaging text explores a critical moment in
the history of higher education, signaling a shift in the meaning
of a college education, the concept of who should and who could
obtain access to college, and what should be taught.
The land-grant ideal at the foundation of many institutions of
higher learning promotes the sharing of higher education, science,
and technical knowledge with local communities. This democratic and
utilitarian mission, Nathan M. Sorber shows, has always been
subject to heated debate regarding the motivations and goals of
land-grant institutions. In Land-Grant Colleges and Popular Revolt,
Sorber uncovers the intersection of class interest and economic
context, and its influence on the origins, development, and
standardization of land-grant colleges. The first land-grant
colleges supported by the Morrill Act of 1862 assumed a role in
facilitating the rise of a capitalist, industrial economy and a
modern, bureaucratized nation-state. The new land-grant colleges
contributed ideas, technologies, and technical specialists that
supported emerging industries. During the populist revolts
chronicled by Sorber, the land-grant colleges became a battleground
for resisting many aspects of this transition to modernity. An
awakened agricultural population challenged the movement of people
and power from the rural periphery to urban centers and worked to
reform land-grant colleges to serve the political and economic
needs of rural communities. These populists embraced their
vocational, open-access land-grant model as a bulwark against the
outmigration of rural youth from the countryside, and as a vehicle
for preserving the farm, the farmer, and the local community at the
center of American democracy. Sorber's history of the movement and
society of the time provides an original framework for
understanding the origins of the land-grant colleges and the
nationwide development of these schools into the twentieth century.
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