American Higher Education Transformed, 1940–2005: Documenting the National DiscourseWilson Smith, Thomas Bender JHU Press, 2008 M04 11 - 544 páginas This long-awaited sequel to Richard Hofstadter and Wilson Smith's classic anthology American Higher Education: A Documentary History presents one hundred and seventy-two key edited documents that record the transformation of higher education over the past sixty years. The volume includes such seminal documents as Vannevar Bush's 1945 report to President Franklin D. Roosevelt, Science, the Endless Frontier; the U.S. Supreme Court decisions in Brown v. Board of Education and Sweezy v. New Hampshire; and Adrienne Rich's challenging essay "Taking Women Students Seriously." The wide variety of readings underscores responses of higher education to a memorable, often tumultuous, half century. Colleges and universities faced a transformation of their educational goals, institutional structures and curricula, and admission policies; the ethnic and economic composition of student bodies; an expanding social and gender membership in the professoriate; their growing allegiance to and dependence on federal and foundation financial aids; and even the definitions and defenses of academic freedom. Wilson Smith and Thomas Bender have assembled an essential reference for policymakers, administrators, and all those interested in the history and sociology of higher education. |
Dentro del libro
Resultados 1-5 de 89
... Demand for College Teachers,'' 1966 208 3. Horace W. Magoun, ''The Cartter Report on Quality,'' 1966 211 4. William G. Bowen and Julie Ann Sosa, Prospect for Faculty in the Arts and Sciences, 1989 212 5. Denise K. Magner, ''Decline in ...
... demand for qualified faculty to sta√ the ever-increasing classrooms (IV, 1–3). Enrollment in Ph.D. programs doubled between 1940 and 1950 and then increased by a factor of four between 1950 and 1970.≤≥ To manage this challenge, the ...
... demands that you reach conclusions from tested data only, but that, since the data may be enlarged or the conclusions themselves combined with still other conclusions, you must hold them only tentatively. It emphasizes that full truth ...
... demand on the time and on the interest of the student. Specialism is the means for advancement in our mobile social structure; yet we must envisage the fact that a so- ciety controlled wholly by specialists is not a wisely ordered ...
... demands new knowledge so that we can develop new and improved weapons. This essential, new knowledge can be obtained only through basic scientific research. Science can be e√ective in the national welfare only as a member of a team ...
Contenido
1 | |
13 | |
Part II Expanding and Reshaping | 83 |
Part III Liberal Arts | 163 |
Part IV Graduate Studies | 203 |
Part V Disciplines and Interdisciplinarity | 239 |
Part VI Academic Profession | 293 |
Part VII Conflicts on and Beyond Campus | 345 |
Part VIII Government Foundations Corporations | 393 |
Part IX The Courts and Equal Educational Opportunity | 435 |
Part X Academic Freedom | 453 |
Part XI Rights of Students | 483 |
Part XII Academic Administration | 493 |
A Brief Concordance of Major Subjects | 523 |
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American Higher Education Transformed, 1940--2005: Documenting the National ... Wilson Smith,Thomas Bender Vista previa limitada - 2008 |