Beginning in the twentieth century, American faculty increasingly viewed themselves as professionals who were more than mere employees. This volume focuses on key developments in the long process by which the American professoriate achieved tenure, academic freedom, and a voice in university governance.Christian K. Anderson describes the formation of the original faculty senates. Zachary Haberler depicts the context of the founding and early activities of the American Association of University Professors. Richard F. Teichgraeber focuses on the ambiguity over promotion and tenure when James Conant became president of Harvard in 1933. In "Firing Larry Gara," Steve Taaffe relates how the chairman of the department of history and political science was abruptly fired at the behest of a powerful trustee. In the final chapter, Tom McCarthy provides an overview of the evolution of student affairs on campuses and indirectly illuminates an important negative feature of that evolution the withdrawal of faculty from students' social and moral development.This volume examines twentieth-century efforts by American academics to establish themselves as an independent constituency in America's colleges and universities.
THE SHAPING OF AMERICAN HIGHER EDUCATION SECOND EDITION When the first edition of The Shaping of American Higher Education was published it was lauded for its historical perspective and in-depth coverage of current events that provided an authoritative, comprehensive account of??the history of higher education in the United States. As in the first edition, this book tracks trends and important issues in eight key areas: student access, faculty professionalization, curricular expansion, institutional growth, governance, finance, research, and outcomes. Thoroughly revised and updated, the volume is filled with critical new data; recent information from specialized sources on faculty, student admissions, and management practices; and an entirely new section that explores privatization, corporatization, and accountability from the mid-1990s to the present. This second edition also includes end-of-chapter questions for guidance, reflection, and study.???? "Cohen and Kisker do the nation's colleges and universities a much needed service by authoring this volume. The highly regarded histories of American higher education have become badly dated. They ignore the last quarter century when American higher education was transformed. This volume provides comprehensive information on that era." — Art Levine, president, Woodrow Wilson National Fellowship Foundation, and author, When Hope and Fear Collide: A Portrait of Today's College Student "The second edition of The Shaping of American Higher Education is a treasure trove of information and insight. Cohen and Kisker provide us with astute and straightforward analysis and commentary on our past, present, and likely future. This book is invaluable to those seeking to go to the heart of the issues and challenges confronting higher education." — Judith S. Eaton, president, Council for Higher Education Accreditation "Arthur Cohen and his collaborator have now updated his superb history of American higher education. It remains masterful, authoritative, comprehensive, and incisive, and guarantees that this work will stand as the classic required resource for all who want to understand where higher education came from and where it is going. The new material gives a wise and nuanced perspective on the current crisis-driven transformations of the higher education industry." — John Lombardi, president, Louisiana State University System "The Shaping of American Higher Education is distinguished by its systematic approach, comprehensive coverage, and extensive treatment of the modern era, including the first years of the twenty-first century. In this second edition, Arthur Cohen??and Carrie Kisker are??especially adept at bringing historical perspective and a balanced viewpoint to controversial issues of the current era." — Roger L. Geiger, distinguished professor, The Pennsylvania State University, and author, Knowledge and Money
There was a time when the faculty governed universities. Not anymore. The Rise and Decline of Faculty Governance is the first history of shared governance in American higher education. Drawing on archival materials and extensive published sources, Larry G. Gerber shows how the professionalization of college teachers coincided with the rise of the modern university in the late nineteenth century and was the principal justification for granting teachers power in making educational decisions. In the twentieth century, the efforts of these governing faculties were directly responsible for molding American higher education into the finest academic system in the world. In recent decades, however, the growing complexity of “multiversities” and the application of business strategies to manage these institutions threatened the concept of faculty governance. Faculty shifted from being autonomous professionals to being “employees.” The casualization of the academic labor market, Gerber argues, threatens to erode the quality of universities. As more faculty become contingent employees, rather than tenured career professionals enjoying both job security and intellectual autonomy, universities become factories in the knowledge economy. In addition to tracing the evolution of faculty decision making, this historical narrative provides readers with an important perspective on contemporary debates about the best way to manage America’s colleges and universities. Gerber also reflects on whether American colleges and universities will be able to retain their position of global preeminence in an increasingly market-driven environment, given that the system of governance that helped make their success possible has been fundamentally altered.
Beginning in the twentieth century, American faculty increasingly viewed themselves as professionals who were more than mere employees. This volume focuses on key developments in the long process by which the American professoriate achieved tenure, academic freedom, and a voice in university governance.Christian K. Anderson describes the formation of the original faculty senates. Zachary Haberler depicts the context of the founding and early activities of the American Association of University Professors. Richard F. Teichgraeber focuses on the ambiguity over promotion and tenure when James Conant became president of Harvard in 1933. In "Firing Larry Gara," Steve Taaffe relates how the chairman of the department of history and political science was abruptly fired at the behest of a powerful trustee. In the final chapter, Tom McCarthy provides an overview of the evolution of student affairs on campuses and indirectly illuminates an important negative feature of that evolution?the withdrawal of faculty from students' social and moral development.This volume examines twentieth-century efforts by American academics to establish themselves as an independent constituency in America's colleges and universities.
"Ellen Schrecker shows how universities shaped the 1960s, and how the 1960s shaped them. Teach-ins and walkouts-in institutions large and small, across both the country and the political spectrum-were only the first actions that came to redefine universities as hotbeds of unrest for some and handmaidens of oppression for others. The tensions among speech, education, and institutional funding came into focus as never before-and the reverberations remain palpable today"--
An updated analysis of the forces shaping contemporary higher education in America Combining historical perspective with in-depth coverage of current events, The Shaping of American Higher Education offers an authoritative account of the past, present, and future of higher education in the United States. Readers will gain a thorough understanding of trends in student access and equity, faculty professionalization, curricular expansion, institutional growth, college administration and governance, public and private funding, outcomes, and accountability. Much has happened in American higher education since the 2nd edition of this text was published in 2009. This streamlined new edition discusses contemporary colleges and universities within a broader societal context characterized by political polarization, social fragmentation, and distrust of government and public institutions, and illustrates how twenty-first century institutions are grappling with issues related to diversity, equity, inclusion, and social justice; responding to decades of state and local disinvestment by engaging in public-private partnerships and other entrepreneurial ventures; and shedding historical precedents to educate and train learners in new ways. The book concludes with predictions for the future and an analysis of the challenges and opportunities that await higher education leaders, faculty, students, and policymakers. Readers of The Shaping of American Higher Education will: Gain an awareness of how history has shaped—and has been shaped by—institutions of higher education Develop an in-depth understanding of current issues in colleges and universities, including student activism and free speech; declining numbers of full-time and tenured faculty; equity-driven approaches to teaching and learning; new pathways to degrees and non-degree credentials; increasingly complex governance and administrative structures; entrepreneurial approaches to revenue generation and fiscal sustainability; and heightened pressures for student and institutional accountability. Benefit from a comprehensive analysis of how American higher education has evolved from the first colonial colleges to a complex system of liberal arts colleges, research universities, broad-access and Minority-Serving Institutions, community colleges, and for-profit institutions The Shaping of American Higher Education is required reading for higher education administrators, faculty, scholars, and policymakers and makes an excellent textbook for use in graduate and undergraduate courses on higher education.
"The Shaping of American Anthropology is a book which is outstanding in many respects. Stocking is probably the leading authority on Franz Boas; he understands Boas's contributions to American anthropology, as well as anthropology in general, very well. . . . He is, in a word, the foremost historian of anthropology in the world today. . . . The reader is both a collection of Boas's papers and a solid 23-page introduction to giving the background and basic assumptions of Boasian anthropology."—David Schneider, University of Chicago "While Stocking has not attempted to present a person biography, nevertheless Boas's personal characteristics emerge not only in his scholarly essays, but perhaps more vividly in his personal correspondence. . . . Stocking is to be commended for collecting this material together in a most interesting and enjoyable reader."—Gustav Thaiss, American Anthropologist
An authoritative one-volume history of the origins and development of American higher education This book tells the compelling saga of American higher education from the founding of Harvard College in 1636 to the outbreak of World War II. The most in-depth and authoritative history of the subject available, The History of American Higher Education traces how colleges and universities were shaped by the shifting influences of culture, the emergence of new career opportunities, and the unrelenting advancement of knowledge. Roger Geiger, arguably today's leading historian of American higher education, vividly describes how colonial colleges developed a unified yet diverse educational tradition capable of weathering the social upheaval of the Revolution as well as the evangelical fervor of the Second Great Awakening. He shows how the character of college education in different regions diverged significantly in the years leading up to the Civil War—for example, the state universities of the antebellum South were dominated by the sons of planters and their culture—and how higher education was later revolutionized by the land-grant movement, the growth of academic professionalism, and the transformation of campus life by students. By the beginning of the Second World War, the standard American university had taken shape, setting the stage for the postwar education boom. Breathtaking in scope and rich in narrative detail, The History of American Higher Education is the most comprehensive single-volume history of the origins and development of of higher education in the United States.
Open inquiry and engagement with a diverse range of views are long-cherished and central tenets of higher education and are pivotal to innovation and knowledge creation. Yet, free inquiry on American campuses is hampered by a climate that constrains teaching, research, and overall discourse. In Unassailable Ideas, Ilana Redstone and John Villasenor examine the dominant belief system on American campuses, its uncompromising enforcement through social media, and the consequences for higher education. They argue that two trends in particular--the emergent role of social media in limiting academic research and knowledge discovery and a campus culture increasingly intolerant to diverse views and open inquiry--are fundamentally reshaping higher education. Redstone and Villasenor further identify and explain how three well-intentioned unwritten rules regarding identity define the current campus climate. They present myriad case studies illustrating the resulting impact on education, knowledge creation-and, increasingly the world beyond campus. They also provide a set of recommendations to build a new campus climate that would be more tolerant toward diverse perspectives and open inquiry. An insightful analysis of the current state of academia, Unassailable Ideas highlights an environment in higher education that forecloses entire lines of research, entire discussions, and entire ways of conducting classroom teaching.
"Locus of Authority argues that every issue facing today's colleges and universities, from stagnant degree completion rates to worrisome cost increases, is exacerbated by a century-old system of governance that desperately requires change. While prior studies have focused on boards of trustees and presidents, few have looked at the place of faculty within the governance system. Specifically addressing faculty roles in this structure, William G. Bowen and Eugene M. Tobin ask: do higher education institutions have what it takes to reform effectively from within? Bowen and Tobin use case studies of four very different institutions--the University of California, Princeton University, Macalester College, and the City University of New York--to demonstrate that college and university governance has capably adjusted to the necessities of the moment and that governance norms and policies should be assessed in the context of historical events. The authors examine how faculty roles have evolved since colonial days to drive change but also to stand in the way of it. Bowen and Tobin make the case that successful reform depends on the artful consideration of technological, financial, and cultural developments, such as the explosion in online learning. Stressing that they do not want to diminish faculty roles but to facilitate their most useful contributions, Bowen and Tobin explore whether departments remain the best ways through which to organize decision making and if the concepts of academic freedom and shared governance need to be sharpened and redefined. Locus of Authority shows that the consequences of not addressing college and university governance are more than the nation can afford"--
