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32 books about Organizations & Institutions
Activity-Based Teaching in the Art Museum
Movement, Embodiment, Emotion
Elliott Kai-Kee
J. Paul Getty Trust, The, 2020
This groundbreaking book explores why and how to encourage physical and sensory engagement with works of art.
An essential resource for museum professionals, teachers, and students, the award winning Teaching in the Art Museum (Getty Publications, 2011) set a new standard in the field of gallery education. This follow-up book blends theory and practice to help educators—from teachers and docents to curators and parents—create meaningful interpretive activities for children and adults.
Written by a team of veteran museum educators, Activity-Based Teaching in the Art Museum offers diverse perspectives on embodiment, emotions, empathy, and mindfulness to inspire imaginative, spontaneous interactions that are firmly grounded in history and theory. The authors begin by surveying the emergence of activity-based teaching in the 1960s and 1970s and move on to articulate a theory of play as the cornerstone of their innovative methodology. The volume is replete with sidebars describing activities facilitated with museum visitors of all ages.
Table of Contents
Introduction
Part I History
1 The Modern History of Presence and Meaning
A philosophical shift from a language-based understanding of the world to direct, physical interaction with it.
2 A New Age in Museum Education: The 1960s and 1970s
A brief history of some of the innovative museum education programs developed in the United States in the late 1960s and 1970s. The sudden and widespread adoption of nondiscursive gallery activities during this period, especially but not exclusively in programs designed for younger students and school groups, expressed the spirit of the times.
Part II Theory
3 Starts and Stops
Two attempts by American museum educators to articulate a theory for their new, nondiscursive programs: the first deriving from the early work of Project Zero, the Harvard Graduate School of Education program founded by the philosopher Nelson Goodman to study arts learning as a cognitive activity; the second stemming from the work of Viola Spolin, the acclaimed theater educator and coach whose teaching methods, embodied in a series of “theater games,” were detailed in her well-known book Improvisation for the Theater (1963).
4 A Theory of Play in the Museum
A theory of play that posits activities in the museum as forms of play that take place in spaces (or “playgrounds”) temporarily designated as such by educators and their adult visitors or students. Play is defined essentially as movement—both physical and imaginary (metaphorical)—toward and away from, around, and inside and outside the works of art that are foregrounded within those spaces. Gallery activities conceived in this way respond to the possibilities that the objects themselves offer for the visitor to explore and engage with them. The particular movements characterizing an activity are crucially conditioned by the object in question; they constitute a process of discovery and learning conceptually distinct from, but supportive of, traditional dialogue-based modes of museum education, which they supplement rather than supplant.
Part III Aspects of Play
5 Embodiment, Affordances
The idea of embodiment adopted here recognizes that both mind and body are joined in their interactions with things. Investigating works of art thus involves apprehending them physically as well as intellectually—in the sense of responding to the ways in which a particular work allows and even solicits the viewer’s physical grasp of it.
6 Skills
Ways in which objects present themselves to us, as viewers, and what we might do in response as they fit with the bodily skills we have developed over the course of our lives. Such skills might be as simple as getting dressed, washing, or eating; or as specialized as doing one’s hair, dancing, playing an instrument, or acting—all of which may allow us to “grasp” and even feel that we inhabit particular works of art.
7 Movement
Embodied looking is always looking from somewhere. We apprehend objects as we physically move around and in front of them; they reveal themselves differently as we approach them from different viewpoints. Viewers orient themselves spatially to both the surfaces of objects and to the things and spaces depicte4d in or suggested by representational works of art. Activity-based teaching gets visitors and students to move among the objects—away from them, close to them, and even into them.
8 The Senses
Both adult visitors and younger students come to the museum expecting to use their eyes, yet “visual” art appeals to several of the senses at once, though rarely to the same degree. Sculpture, for example, almost always appeals to touch (whether or not that is actually possible or allowed) as well as sight. A painting depicting a scene in which people appear to be talking may induce viewers to not only look but also “listen” to what the figures might be saying.
9 Drawing in the Museum
Looking at art with a pencil in hand amplifies viewers’ ability to imaginatively touch and feel their way across and around an artwork. Contour drawing by its nature requires participants to imagine that they are touching the contours of an object beneath the tips of their pencils. Other types of drawing allow viewers to feel their way around objects through observation and movement.
10 Emotion
Visitors’ emotional responses to art represent a complex process with many components, from physiological to cognitive, and a particular work of art may elicit a wide range of emotional reactions. This chapter describes specific ways in which museum educators can go well beyond merely asking visitors how a work of art makes them feel.
11 Empathy and Intersubjectivity
One aspect of viewers’ emotional responses to art that is often taken for granted, if not neglected altogether: the empathetic connections that human beings make to images of other people. This chapter advocates an approach that prompts viewers to physically engage with the representations of people they see.
12 Mindful Looking
Mindfulness involves awareness and attention, both as a conscious practice and as an attitude that gallery teachers can encourage in museum visitors. This is not solely a matter of cultivating the mind, however; it is also a matter of cultivating the body, since mindfulness is only possible when mind and body are in a state of harmonious, relaxed attentiveness. Mindfulness practice in the art museum actively directs the viewer’s focus on the object itself and insists on returning to it over and over; yet it also balances activity with conscious stillness.
Afterword
Acknowledgments
An essential resource for museum professionals, teachers, and students, the award winning Teaching in the Art Museum (Getty Publications, 2011) set a new standard in the field of gallery education. This follow-up book blends theory and practice to help educators—from teachers and docents to curators and parents—create meaningful interpretive activities for children and adults.
Written by a team of veteran museum educators, Activity-Based Teaching in the Art Museum offers diverse perspectives on embodiment, emotions, empathy, and mindfulness to inspire imaginative, spontaneous interactions that are firmly grounded in history and theory. The authors begin by surveying the emergence of activity-based teaching in the 1960s and 1970s and move on to articulate a theory of play as the cornerstone of their innovative methodology. The volume is replete with sidebars describing activities facilitated with museum visitors of all ages.
Table of Contents
Introduction
Part I History
1 The Modern History of Presence and Meaning
A philosophical shift from a language-based understanding of the world to direct, physical interaction with it.
2 A New Age in Museum Education: The 1960s and 1970s
A brief history of some of the innovative museum education programs developed in the United States in the late 1960s and 1970s. The sudden and widespread adoption of nondiscursive gallery activities during this period, especially but not exclusively in programs designed for younger students and school groups, expressed the spirit of the times.
Part II Theory
3 Starts and Stops
Two attempts by American museum educators to articulate a theory for their new, nondiscursive programs: the first deriving from the early work of Project Zero, the Harvard Graduate School of Education program founded by the philosopher Nelson Goodman to study arts learning as a cognitive activity; the second stemming from the work of Viola Spolin, the acclaimed theater educator and coach whose teaching methods, embodied in a series of “theater games,” were detailed in her well-known book Improvisation for the Theater (1963).
4 A Theory of Play in the Museum
A theory of play that posits activities in the museum as forms of play that take place in spaces (or “playgrounds”) temporarily designated as such by educators and their adult visitors or students. Play is defined essentially as movement—both physical and imaginary (metaphorical)—toward and away from, around, and inside and outside the works of art that are foregrounded within those spaces. Gallery activities conceived in this way respond to the possibilities that the objects themselves offer for the visitor to explore and engage with them. The particular movements characterizing an activity are crucially conditioned by the object in question; they constitute a process of discovery and learning conceptually distinct from, but supportive of, traditional dialogue-based modes of museum education, which they supplement rather than supplant.
Part III Aspects of Play
5 Embodiment, Affordances
The idea of embodiment adopted here recognizes that both mind and body are joined in their interactions with things. Investigating works of art thus involves apprehending them physically as well as intellectually—in the sense of responding to the ways in which a particular work allows and even solicits the viewer’s physical grasp of it.
6 Skills
Ways in which objects present themselves to us, as viewers, and what we might do in response as they fit with the bodily skills we have developed over the course of our lives. Such skills might be as simple as getting dressed, washing, or eating; or as specialized as doing one’s hair, dancing, playing an instrument, or acting—all of which may allow us to “grasp” and even feel that we inhabit particular works of art.
7 Movement
Embodied looking is always looking from somewhere. We apprehend objects as we physically move around and in front of them; they reveal themselves differently as we approach them from different viewpoints. Viewers orient themselves spatially to both the surfaces of objects and to the things and spaces depicte4d in or suggested by representational works of art. Activity-based teaching gets visitors and students to move among the objects—away from them, close to them, and even into them.
8 The Senses
Both adult visitors and younger students come to the museum expecting to use their eyes, yet “visual” art appeals to several of the senses at once, though rarely to the same degree. Sculpture, for example, almost always appeals to touch (whether or not that is actually possible or allowed) as well as sight. A painting depicting a scene in which people appear to be talking may induce viewers to not only look but also “listen” to what the figures might be saying.
9 Drawing in the Museum
Looking at art with a pencil in hand amplifies viewers’ ability to imaginatively touch and feel their way across and around an artwork. Contour drawing by its nature requires participants to imagine that they are touching the contours of an object beneath the tips of their pencils. Other types of drawing allow viewers to feel their way around objects through observation and movement.
10 Emotion
Visitors’ emotional responses to art represent a complex process with many components, from physiological to cognitive, and a particular work of art may elicit a wide range of emotional reactions. This chapter describes specific ways in which museum educators can go well beyond merely asking visitors how a work of art makes them feel.
11 Empathy and Intersubjectivity
One aspect of viewers’ emotional responses to art that is often taken for granted, if not neglected altogether: the empathetic connections that human beings make to images of other people. This chapter advocates an approach that prompts viewers to physically engage with the representations of people they see.
12 Mindful Looking
Mindfulness involves awareness and attention, both as a conscious practice and as an attitude that gallery teachers can encourage in museum visitors. This is not solely a matter of cultivating the mind, however; it is also a matter of cultivating the body, since mindfulness is only possible when mind and body are in a state of harmonious, relaxed attentiveness. Mindfulness practice in the art museum actively directs the viewer’s focus on the object itself and insists on returning to it over and over; yet it also balances activity with conscious stillness.
Afterword
Acknowledgments
[more]
The Blackboard and the Bottom Line
Larry CUBAN
Harvard University Press, 2004
Civic Labors
Scholar Activism and Working-Class Studies
Dennis A. Deslippe
University of Illinois Press, 2016
Labor studies scholars and working-class historians have long worked at the crossroads of academia and activism. The essays in this collection examine the challenges and opportunities for engaged scholarship in the United States and abroad. A diverse roster of contributors discuss how participation in current labor and social struggles guides their campus and community organizing, public history initiatives, teaching, mentoring, and other activities. They also explore the role of research and scholarship in social change, while acknowledging that intellectual labor complements but never replaces collective action and movement building. Contributors: Kristen Anderson, Daniel E. Atkinson, James R. Barrett, Susan Roth Breitzer, Susan Chandler, Sam Davies, Dennis Deslippe, Eric Fure-Slocum, Colin Gordon, Michael Innis-Jiménez, Stephanie Luce, Joseph A. McCartin, John W. McKerley, Matthew M. Mettler, Stephen Meyer, David Montgomery, Kim E. Nielsen, Peter Rachleff, Ralph Scharnau, Jennifer Sherer, Shelton Stromquist, Emily E. LB. Twarog, and John Williams-Searle.
[more]
Duels and the Roots of Violence in Missouri
Dick Steward
University of Missouri Press, 2000
In early-nineteenth-century Missouri, the duel was a rite of passage for many young gentlemen seeking prestige and power. In time, however, other social groups, influenced by the ruling class, engaged in a variety of violent acts and symbolic challenges under the rubric of the code duello. In Duels and the Roots of Violence in Missouri, Dick Steward takes an in-depth look at the evolution of dueling, tracing the origins, course, consequences, and ultimate demise of one of the most deadly art forms in Missouri history. By focusing on the history of dueling in Missouri, Steward details an important part of our culture and the long-reaching impact this form of violence has had on our society.
Drawing upon accounts of at least a hundred duels—from little-known encounters to those involving celebrated figures such as Senator Thomas Hart Benton, Charles Lucas, Thomas Biddle, Spencer Pettis, and John Smith T—Steward shows how the roots of violence have penetrated our modern culture. He traces the social and cultural changes in the nature of the duel from its earliest form as a defense of honor to its use as a means of revenge. By the latter part of the nineteenth century, the formal southern duel had for the most part given way to the improvised western duel, better known as the gunfight. Involving such gunslingers as Wild Bill Hickok and Jesse James, these violent acts captivated people not only in the state but also across the nation. Although the violence entailed different methods of killing, its allure remained as strong as ever.
Steward re-creates the human drama and tragedy in many of these hostile encounters, revealing how different groups operating under the code duello justified family and clan feuds, vigilante justice, and revenge killings. This often-glamorized violence, Steward argues, was viewed as a symbol of honor and courage throughout the century and greatly influenced behavior and attitudes toward violence well into the twentieth century.
While this work centers mainly on Missouri and the history of dueling in the state, its inferences extend well past the region itself. Well-written and thoroughly researched, Duels and the Roots of Violence in Missouri provides valuable insight into the violent social climate of yesterday.
[more]
Educating a Diverse Nation
Clifton Conrad
Harvard University Press, 2015
Educating a Diverse Nation turns a spotlight on colleges and universities dedicated to serving minority and low-income students of all ages. It highlights innovative programs that are advancing persistence and learning, and it identifies specific strategies for empowering nontraditional students to succeed despite many obstacles.
[more]
The Education Gospel
W. Norton GRUBB
Harvard University Press, 2004
The Evolution of Investing at the University of Michigan
1817-2016
Rafael E. Castilla and William P. Hodgeson
Michigan Publishing Services, 2017
Endowments, foundations, pension funds, private equity, venture capital, hedge funds: these terms are now commonplace as the world of institutional investing has become increasingly complex over the past hundred years. But how did it get this way? The Evolution of Investing at the University of Michigan traces the development of institutional investing through the lens of one of the country’s largest endowments, illustrating how tidal changes in the law, new approaches to governance, portfolio theory and continuing academic advances and studies, as well as incredible innovation in the practice of investment management, have all combined to create the highly sophisticated investing landscape of today.
[more]
Fulfilling the 21st Century Land-Grant Mission
Essays in Honor of The Ohio State University’s Sesquicentennial Commemoration
Edited by Stephen M. Gavazzi and David J. Staley
The Ohio State University Press, 2020
Over the past 150 years, land-grant universities—America’s first public institutions of higher learning—have had a profound impact on the well-being of our nation. Founded by the 1862 Morrill Land Grant Act and signed into law by President Abraham Lincoln, land-grant universities were given a three-part mission: to teach, to conduct research, and to engage communities across each state in order to meet their localized needs.
Gathered in honor of The Ohio State University’s sesquicentennial celebration, this collection of essays highlights the significant contributions that Ohio State continues to make as part of its twenty-first-century land-grant mission. Authors from across the university—representing fields as various as agriculture, dance, English, engineering, family science, geography, medicine, social work, and veterinary science—provide contributions that highlight the preeminent status of The Ohio State University. In addition, the perspectives of alumni, staff members, and senior administrators (both present and former) round out the picture of Ohio State as the first among equals regarding its land-grant peers. Overall, contributors draw on rich and varied institutional backgrounds to offer invaluable insights for higher education administrators and scholars across the US.
Gathered in honor of The Ohio State University’s sesquicentennial celebration, this collection of essays highlights the significant contributions that Ohio State continues to make as part of its twenty-first-century land-grant mission. Authors from across the university—representing fields as various as agriculture, dance, English, engineering, family science, geography, medicine, social work, and veterinary science—provide contributions that highlight the preeminent status of The Ohio State University. In addition, the perspectives of alumni, staff members, and senior administrators (both present and former) round out the picture of Ohio State as the first among equals regarding its land-grant peers. Overall, contributors draw on rich and varied institutional backgrounds to offer invaluable insights for higher education administrators and scholars across the US.
[more]
A History of the University of Wisconsin System
Patricia A. Brady
University of Wisconsin Press, 2020
A tumultuous 1971 merger that combined all of the state’s public colleges and universities into a single entity led to the creation of the University of Wisconsin System. Drawing on decades of previously unpublished sources, Patricia A. Brady details the System’s full history from its origin to the present, illuminating complex networks among and within the campuses and an evolving relationship with the state.
The UW System serves as a powerful case study for how broad, national trends in higher education take shape on the ground. Brady illustrates the ways culture wars have played out on campuses and the pressures that have mounted as universities have shifted to a student-as-consumer approach. This is the essential, unvarnished story of the unique collection of institutions that serve Wisconsin and the world—and a convincing argument for why recognizing and reinvesting in the System is critically important for the economic and civic future of the state and its citizens.
The UW System serves as a powerful case study for how broad, national trends in higher education take shape on the ground. Brady illustrates the ways culture wars have played out on campuses and the pressures that have mounted as universities have shifted to a student-as-consumer approach. This is the essential, unvarnished story of the unique collection of institutions that serve Wisconsin and the world—and a convincing argument for why recognizing and reinvesting in the System is critically important for the economic and civic future of the state and its citizens.
[more]
Improving Teaching Effectiveness
Implementation: The Intensive Partnerships for Effective Teaching Through 2013–2014
Brian M. Stecher
RAND Corporation, 2016
To improve the U.S. education system through more-effective classroom teaching, in school year 2009–2010, the Bill and Melinda Gates Foundation announced its Intensive Partnerships for Effective Teaching. Researchers from the RAND Corporation and the American Institutes for Research evaluated implementation of key reform elements of the program in three public school districts and four charter management organizations.
[more]
In Search of Deeper Learning
The Quest to Remake the American High School
Jal Mehta
Harvard University Press, 2019
Winner of the Grawemeyer Award in Education
“The best book on high school dynamics I have ever read.”
—Jay Mathews, Washington Post
“A hopeful, easy-to-read narrative on what the best teachers do and what deep, engaging learning looks like for students. Grab this text if you’re looking for a celebration of what’s possible in American schools.”
—Edutopia
“A must-read for anyone interested in the fate of the American high school.”
—Linda Darling-Hammond, President and CEO, Learning Policy Institute
What would it take to transform our high schools into places capable of supporting deep learning for students across a wide range of aptitudes and interests? To find out, Jal Mehta and Sarah Fine spent hundreds of hours observing and talking to teachers and students in and out of the classroom at thirty of the country’s most innovative schools. To their dismay, they discovered that deeper learning is more often the exception than the rule. And yet they found pockets of powerful learning at almost every school, often in extracurriculars but also in a few mold-breaking academic courses. So what must schools do to achieve the integrations that support deep learning: rigor with joy, precision with play, mastery with identity and creativity?
In Search of Deeper Learning takes a deep dive into the state of our schools and lays out an inspiring new vision for American education.
“The best book on high school dynamics I have ever read.”
—Jay Mathews, Washington Post
“A hopeful, easy-to-read narrative on what the best teachers do and what deep, engaging learning looks like for students. Grab this text if you’re looking for a celebration of what’s possible in American schools.”
—Edutopia
“A must-read for anyone interested in the fate of the American high school.”
—Linda Darling-Hammond, President and CEO, Learning Policy Institute
What would it take to transform our high schools into places capable of supporting deep learning for students across a wide range of aptitudes and interests? To find out, Jal Mehta and Sarah Fine spent hundreds of hours observing and talking to teachers and students in and out of the classroom at thirty of the country’s most innovative schools. To their dismay, they discovered that deeper learning is more often the exception than the rule. And yet they found pockets of powerful learning at almost every school, often in extracurriculars but also in a few mold-breaking academic courses. So what must schools do to achieve the integrations that support deep learning: rigor with joy, precision with play, mastery with identity and creativity?
In Search of Deeper Learning takes a deep dive into the state of our schools and lays out an inspiring new vision for American education.
[more]
The Indian School on Magnolia Avenue
Voices and Images from Sherman Institute
Edited by Clifford E. Trafzer, Matthew Sakiestewa, and Lorene Sisquoc
Oregon State University Press, 2012
The first collection of writings and images focused on an off-reservation Indian boarding school, The Indian School on Magnolia Avenue shares the fascinating story of this flagship institution, featuring the voices of American Indian students.
In 1902, the federal government opened Sherman Institute in Riverside, California, to transform American Indian students into productive farmers, carpenters, homemakers, nurses, cooks, and seamstresses. Indian students helped build the school and worked daily at Sherman; teachers provided vocational education and placed them in employment through the Outing Program.
Contributors to The Indian School on Magnolia Avenue have drawn on documents held at the Sherman Indian Museum to explore topics such as the building of Sherman, the school’s Mission architecture, the nursing program, the Special Five-Year Navajo Program, the Sherman cemetery, and a photo essay depicting life at the school.
Despite the fact that Indian boarding schools—with their agenda of cultural genocide— prevented students from speaking their languages, singing their songs, and practicing their religions, most students learned to read, write, and speak English, and most survived to benefit themselves and contribute to the well-being of Indian people.
Scholars and general readers in the fields of Native American studies, history, education, public policy, and historical photography will find
The Indian School on Magnolia Avenue an indispensable volume.
In 1902, the federal government opened Sherman Institute in Riverside, California, to transform American Indian students into productive farmers, carpenters, homemakers, nurses, cooks, and seamstresses. Indian students helped build the school and worked daily at Sherman; teachers provided vocational education and placed them in employment through the Outing Program.
Contributors to The Indian School on Magnolia Avenue have drawn on documents held at the Sherman Indian Museum to explore topics such as the building of Sherman, the school’s Mission architecture, the nursing program, the Special Five-Year Navajo Program, the Sherman cemetery, and a photo essay depicting life at the school.
Despite the fact that Indian boarding schools—with their agenda of cultural genocide— prevented students from speaking their languages, singing their songs, and practicing their religions, most students learned to read, write, and speak English, and most survived to benefit themselves and contribute to the well-being of Indian people.
Scholars and general readers in the fields of Native American studies, history, education, public policy, and historical photography will find
The Indian School on Magnolia Avenue an indispensable volume.
[more]
Liberal Arts at the Brink
Victor E. Ferrall, Jr.
Harvard University Press, 2011
Liberal arts colleges represent a tiny portion of the higher education market, yet produce a stunning percentage of America’s leaders. But the demand for career-related education has pressured them to become vocational, distorting their mission and core values. Liberal Art At the Brink is a wake-up call for everyone who values liberal arts education.
[more]
Making Black Scientists
A Call to Action
Marybeth Gasman
Harvard University Press, 2019
Historically black colleges and universities are adept at training scientists. Marybeth Gasman and Thai-Huy Nguyen follow ten HBCU programs that have grown their student cohorts and improved performance. These science departments furnish a bold new model for other colleges that want to better serve African American students.
[more]
On Social Mobility
A Brief History of First-Generation College Students@Michigan: 2007 to 2019
Dwight Lang
Michigan Publishing Services, 2019
In On Social Mobility: A Brief History of First Generation College Students@Michigan: 2007-2019 Dwight Lang examines experiences and conditions of student upward mobility in higher education, in general, and on one public, selective college campus: The University of Michigan, Ann Arbor. He documents the origins and growth of an undergraduate group for students who are first in their families to attend and graduate from college. Starting in 2007 we see early years of the group’s establishment in the Department of Sociology. As First-gens@Michigan evolves over the next decade we better understand how a grassroots, student movement helps inspire a university to publicly acknowledge the complexities of social class heritage and diversity. On Social Mobility explores various institutional changes that eventually lead to the establishment of a new student center: First Generation Student Gateway.
Lang describes how working and lower class students openly acknowledge and struggle with challenging experiences on a predominantly middle and upper middle class campus. We appreciate how first generation students are risk takers, boundary crosser, and successful social class immigrants. Resourceful first-gen efforts become the basis of connection and community as students begin their social mobility journeys. Overtime a public story emerges: stories making the invisible visible; stories of courage and persistence; stories of structural changes; a thoughtful student movement that is hard to ignore. We come to better understand the power of shared determination.
Lang describes how working and lower class students openly acknowledge and struggle with challenging experiences on a predominantly middle and upper middle class campus. We appreciate how first generation students are risk takers, boundary crosser, and successful social class immigrants. Resourceful first-gen efforts become the basis of connection and community as students begin their social mobility journeys. Overtime a public story emerges: stories making the invisible visible; stories of courage and persistence; stories of structural changes; a thoughtful student movement that is hard to ignore. We come to better understand the power of shared determination.
[more]
The People's School
A History of Oregon State University
William Robbins
Oregon State University Press, 2017
The People’s School is a comprehensive history of Oregon State University, placing the institution’s story in the context of state, regional, national, and international history. Rather than organizing the narrative around presidencies, historian William Robbins examines the broader context of events, such as wars and economic depressions, that affected life on the Corvallis campus. Agrarian revolts in the last quarter of the nineteenth century affected every Western state, including Oregon. The Spanish-American War, the First World War, the Great Depression of the 1930s, and the Second World War disrupted institutional life, influencing enrollment, curricular strategies, and the number of faculty and staff. Peacetime events, such as Oregon’s tax policies, also circumscribed course offerings, hiring and firing, and the allocation of funds to departments, schools, and colleges.
This contextual approach is not to suggest that university presidents are unimportant. Benjamin Arnold (1872-1892), appointed president of Corvallis College by the Methodist Episcopal Church, South, served well beyond the date (1885) when the State of Oregon assumed control of the agricultural college. Robbins uses central administration records and grassroots sources—local and state newspapers, student publications (The Barometer, The Beaver), and multiple and wide-ranging materials published in the university’s digitized ScholarsArchive@OSU, a source for the scholarly work of faculty, students, and materials related to the institution’s mission and research activities. Other voices—extracurricular developments, local and state politics, campus reactions to national crises—provide intriguing and striking addendums to the university’s rich history.
This contextual approach is not to suggest that university presidents are unimportant. Benjamin Arnold (1872-1892), appointed president of Corvallis College by the Methodist Episcopal Church, South, served well beyond the date (1885) when the State of Oregon assumed control of the agricultural college. Robbins uses central administration records and grassroots sources—local and state newspapers, student publications (The Barometer, The Beaver), and multiple and wide-ranging materials published in the university’s digitized ScholarsArchive@OSU, a source for the scholarly work of faculty, students, and materials related to the institution’s mission and research activities. Other voices—extracurricular developments, local and state politics, campus reactions to national crises—provide intriguing and striking addendums to the university’s rich history.
[more]
A Pictorial History of the University of Iowa
An Expanded Edition
John C. Gerber
University of Iowa Press, 1988
The founders of the new state of Iowa in 1847 waited only fifty-nine days to charter a university. Eight years later the first classes were held in a rented building, still very much on the edge of the western frontier, surrounded by prairie and pastureland. It is difficult to imagine such a scene today compared to the University of Iowa's contemporary setting, with its 26,000 students, its 250-plus buildings, huge medical complex, performing arts campus, and athletic facilities, all clustered around the grand centerpiece of the Old Capitol. First published in 1988, this gracefully written pictorial narrative deftly compresses the history of this distinguished institution into a readable and entertaining text enriched by an impressive selection of over 350 photographs gleaned from the university's archives. Photos and text capture Iowa's major research accomplishments--in space exploration, medical research, educational testing, and the ground-breaking advanced degree programs for creative work in all the arts--as well as the many great moments in Hawkeye sports. Also included is an account of the evolution of the institution itself, of the significant teachers and administrators who guided the university's progress through world wars, periods of intense social upheaval, and the more tranquil years of strength and growth.With an all-new album of fifty color photos that both celebrate and define the last twenty years of the university's history, the expanded paperback edition of this classic book is an enduring testament to the unique character of the University of Iowa, its strong commitment to education, research, and the creative arts, and its remarkable service to the state.
[more]
A Place of Our Own
The Rise of Reform Jewish Camping
Edited by Michael M. Lorge and Gary P. Zola
University of Alabama Press, 2006
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The history of educational summer camps in American Reform Judaism. Reform Judaism is not the only religious community in America to make the summer camp experience a vital part of a faith community's effort to impart its values and beliefs to its adolescents, but perhaps no group relied more on summer camp as an adjunct to home and community for this purpose. Summer camp became an important part of Reform group identity, a bulwark against the attraction of assimilation into the greater society and mere nominal Judaism.
These essays, which commemorate the fiftieth anniversary of the founding of the first Reform Jewish educational camp in the United States (Olin-Sang-Ruby Union Institute [OSRUI], in Oconomowoc, Wisconsin) cover a wide range of topics related to both the Reform Judaism movement and the development of the Reform Jewish camping system in the United States. Donald M. Splansky’s chapter on “Prayer at Reform Jewish Camps” documents changes in prayer services that took place both at OSRUI and in the Reform movement in general; Michael Zeldin’s “Making the Magic in Reform Jewish Summer Camps” describes the educational philosophies employed at many camps and analyzes their effectiveness; and Jonathan D. Sarna’s “The Crucial Decade in Jewish Camping” explains how social, political, and cultural conditions paved the way for the Reform camping movement.
Contributors: Judah M. Cohen, Rabbi Hillel Gamoran, Michael M. Lorge, Jonathan D. Sarna, Rabbi Donald M. Splansky, Michael Zeldin, Gary P. Zola
[more]
Politics, Persuasion, and Educational Testing
Lorraine MCDONNELL
Harvard University Press, 2004
Potential on the Periphery
College Access from the Ground Up
Simmons, Omari S
Rutgers University Press, 2019
Even high-performing students sometimes need assistance to transform their high school achievement into a higher education outcome that matches their potential, especially when those students come from vulnerable backgrounds. Without intervention, many of these students, lost in the transition between secondary school and higher education, would not attend selective colleges that provide greater opportunities. Potential on the Periphery profiles the Simmons Memorial Foundation (SMF), a grassroots non-profit organization co-founded by author Omari Scott Simmons, that promotes college access for students in North Carolina and Delaware. Simmons discusses how the organization has helped students secure admission and succeed in college, using this example to contextualize the broader realm of existing education practice, academic theory, and public policy. Using data gleaned from interviews with past student participants in the programs run by the SMF, Simmons illuminates the underlying factors thwarting student achievement, such as inadequate information about college options, limited opportunities for social capital acquisition, financial pressures, self-doubt, and political weakness. Simmons then identifies policy solutions and pragmatic strategies that college access organizations can adopt to address these factors.
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PURSUING OPPORTUNITIES THROUGH PARTNERSHIPS
HIGHER EDUCATION AND COMMUNITIES
BRUCE A. BEHRINGER
West Virginia University Press, 2004
In 1998, the W.W. Kellogg Foundation provided funding for four universities to collaborate with surrounding communities on mutually beneficial projects, through the Expanding Community Partnerships Program. In a series of innovative learning collaborations, East Tennessee University, the University of Texas at El Paso, West Virginia University, and Northeastern University established strong, sustainable partnerships with organizations in their local communities. Although each university approached its partnering differently, they all shared the goal of benefiting the underserved communities where they are located and transforming their institutions by enhancing students’ educational experiences and strengthening faculty, student, administration, and staff relationships with local residents. This book shares those relationship-building experiences of the four universities and communities. Highly recommended for all public and higher education administrators; for students and teachers of education, business, and sociology; and for those interested in innovative business and social-service models.
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The Reading Crisis
Why Poor Children Fall Behind
Jeanne Sternlicht CHALL
Harvard University Press, 1990
How severe is the literacy gap in our schools? Why does the nine-year-old child from a culturally disadvantaged background so often fall victim to the fourth-grade slump? Although the cognitive abilities of these "children at risk" may be consistent with the norm, their literacy development lags far behind that of other children. In The Reading Crisis, the renowned reading specialist Jeanne Chall and her colleagues examine the causes of this disparity and suggest some remedies.
Using Chall's widely applied model of reading development, the authors examine the strengths and weaknesses in the reading, writing, and language development of children from low-income families in an attempt to identify the onset of their difficulties. They show how, in the transition from learning the medium to understanding the message, the demands on children's reading skills become significantly more complex. The crucial point is fourth grade, when students confront texts containing unfamiliar words and ideas that are beyond the range of their own experience. According to Chall's findings, the lack of specific literacy skills-not cognitive factors-explains the deceleration in the reading and writing development of low-income children. The authors outline an active role for the schools in remedying weaknesses in literacy development, and give suggestions for the home and the community. Their recommendations address both practical issues in instruction and the teacher-student dynamic that fosters literacy development.
Table of Contents:
Preface
Acknowledgments
1. Literacy and Language among Low-Income Children
2. The Children, Their Schools, and Their Families
3. Reading Development
4. Writing Development
5. Language Development
6. Interrelations among Reading, Writing, and Language
7. Classroom Instruction and Literacy Environments
8. Home Influences on Literacy and Language
9. Influences on the Lower and Higher Grades
10. Where Do We Go from Here?
Epilogue: Persistent Questions
Appendix A: Samples of Narrative Writing Representing Average Holistic Ratings and Production: Students' Handwriting
Appendix B: Samples of Expository Writing Representing Average Holistic Ratings and Production: Students' Handwriting
References
Index
Reviews of this book:
An important study for wide academic and professional attention.
--Suzanne W. Wood, Library Journal
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Rumors of Indiscretion
The University of Missouri's "Sex Questionnaire" Scandal in the Jazz Age
Lawrence J. Nelson
University of Missouri Press, 2003
In March 1929 hundreds of students at the University of Missouri received a questionnaire that asked their opinions of marriage, family, and sexual issues. Several questions were regarded as too intimate for university students, especially females. The so-called Sex Questionnaire, the product of a sociology class project, soon fell into the hands of the university’s president, dean of women, and the local press, which deemed it “A Filthy Questionnaire.” The Missouri legislature soon jumped into the controversy as the ensuing uproar went statewide and attracted national attention; a cry arose for the expulsion of the students and professors responsible. Beyond the questionnaire, rumors also circulated that something “too terrible” to mention had gone on at the university. Investigations followed, including one by the American Association of University Professors.
Although the controversy surrounding the questionnaire was not limited to sharp generational lines, college students—part of the decade’s “modern youth”—challenged Victorian ideas held by those who were frightened by the path American society seemed to be following during the 1920s. Nelson places the episode within the history and development of the University of Missouri as well as the “culture war” in America during the Jazz Age. He argues that the decade was marked by both change and the persistence of tradition. But while many sought change, radicals were few. What was actually lost in the Jazz Age was Victorianism and its rigid requirements for an orderly culture in which each member had a sharply defined role, violations of which carried societal sanctions.
Nelson uses the University of Missouri episode to demonstrate that while Victorianism’s unrealistic notions were lost, tradition and its most basic tenets—decorum, respect for authority, a sense of shame, strong family relationships, and the definition of right and wrong—survived. Employing previously untapped archival and printed material, Rumors of Indiscretion examines sexual attitudes, divorce, the “new woman,” the limits of academic expression, and much more in an exciting but uneasy time in American life.
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Standards Deviation
James P. Spillane
Harvard University Press, 2004
What happens to federal and state policies as they move from legislative chambers to individual districts, schools, and, ultimately, classrooms? Although policy implementation is generally seen as an administrative problem, James Spillane reminds us that it is also a psychological problem.
After intensively studying several school districts' responses to new statewide science and math teaching policies in the early 1990s, Spillane argues that administrators and teachers are inclined to assimilate new policies into current practices. As new programs are communicated through administrative levels, the understanding of them becomes increasingly distorted, no matter how sincerely the new ideas are endorsed. Such patterns of well-intentioned misunderstanding highlight the need for systematic training and continuing support for the local administrators and teachers who are entrusted with carrying out large-scale educational change, classroom by classroom.
Table of Contents:
Acknowledgments
1. Making Education Policy Here, There, and Everywhere
2. Doing Standards: Content and Context
3. Interactive Policymaking
4. Making Policy, Making Sense
5. Resources for Sense-Making
6. The Schoolteacher and Interactive Policymaking
7. Policy in Practice
8. Implementation Reconsidered
Appendix: Research Methods
References
Index
Policy implementation is like the telephone game. . . . the player at the start of the line tells a story to the next person in line, who then relays the story to the third person in line. . . . by the time the story is retold by the final player, it is very different from the original.
--chapter 1
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Sustaining Interdisciplinary Collaboration
A Guide for the Academy
Regina Bendix
University of Illinois Press, 2017
At once a slogan and a vision for future scholarship, interdisciplinarity promises to break through barriers to address today's complex challenges. Yet even high-stakes projects often falter, undone by poor communication, strong feelings, bureaucratic frameworks, and contradictory incentives. This new book shows newcomers and veteran researchers how to craft associations that will lead to rich mutual learning under inevitably tricky conditions. Strikingly candid and always grounded, the authors draw a wealth of profound, practical lessons from an in-depth case study of a multiyear funded project on cultural property. Examining the social dynamics of collaboration, they show readers how to anticipate sources of conflict, nurture trust, and jump-start thinking across disciplines. Researchers and institutions alike will learn to plan for each phase of a project life cycle, capturing insights and shepherding involvement along the way.
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Time and Change
150 Years of The Ohio State University
Tamar Chute
The Ohio State University Press, 2019
This photographic retrospective of The Ohio State University showcases its rich history and decades of growth, from its earliest years as the Ohio Agricultural and Mechanical College to the prominent land-grant institution it is today. The book includes more than three hundred rarely seen photographs from the collections of the University Archives and contemporary university photographers.
Gain a visually stunning new perspective on iconic landmarks such as Mirror Lake, the Oval, Ohio Stadium, and the neighborhoods surrounding the Columbus and regional campuses. From beloved teams, symbols, and traditions to scenes from academic and campus life, reflect on time and change and rediscover the extraordinary connection that unites generations of Buckeyes.
Gain a visually stunning new perspective on iconic landmarks such as Mirror Lake, the Oval, Ohio Stadium, and the neighborhoods surrounding the Columbus and regional campuses. From beloved teams, symbols, and traditions to scenes from academic and campus life, reflect on time and change and rediscover the extraordinary connection that unites generations of Buckeyes.
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Tinkering toward Utopia
David B. TYACK
Harvard University Press, 1995
For over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices.
In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to "reinvent" schooling?
Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education.
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To Raise Up the Man Farthest Down
Tuskegee University’s Advancements in Human Health, 1881–1987
Dana R. Chandler and Edith Powell
University of Alabama Press, 2018
An important historical account of Tuskegee University’s significant advances in health care, which affected millions of lives worldwide.
Alabama’s celebrated, historically black Tuskegee University is most commonly associated with its founding president, Booker T. Washington, the scientific innovator George Washington Carver, or the renowned Tuskegee Airmen. Although the university’s accomplishments and devotion to social issues are well known, its work in medical research and health care has received little acknowledgment. Tuskegee has been fulfilling Washington’s vision of “healthy minds and bodies” since its inception in 1881. In To Raise Up the Man Farthest Down, Dana R. Chandler and Edith Powell document Tuskegee University’s medical and public health history with rich archival data and never-before-published photographs. Chandler and Powell especially highlight the important but largely unsung role that Tuskegee University researchers played in the eradication of polio, and they add new dimension and context to the fascinating story of the HeLa cell line that has been brought to the public’s attention by popular media.
Tuskegee University was on the forefront in providing local farmers the benefits of agrarian research. The university helped create the massive Agricultural Extension System managed today by land grant universities throughout the United States. Tuskegee established the first baccalaureate nursing program in the state and was also home to Alabama’s first hospital for African Americans. Washington hired Alabama’s first female licensed physician as a resident physician at Tuskegee. Most notably, Tuskegee was the site of a remarkable development in American biochemistry history: its microbiology laboratory was the only one relied upon by the National Foundation for Infantile Paralysis (the organization known today as the March of Dimes) to produce the HeLa cell cultures employed in the national field trials for the Salk and Sabin polio vaccines. Chandler and Powell are also interested in correcting a long-held but false historical perception that Tuskegee University was the location for the shameful and infamous US Public Health Service study of untreated syphilis.
Meticulously researched, this book is filled with previously undocumented information taken directly from the vast Tuskegee University archives. Readers will gain a new appreciation for how Tuskegee’s people and institutions have influenced community health, food science, and national medical life throughout the twentieth century.
Alabama’s celebrated, historically black Tuskegee University is most commonly associated with its founding president, Booker T. Washington, the scientific innovator George Washington Carver, or the renowned Tuskegee Airmen. Although the university’s accomplishments and devotion to social issues are well known, its work in medical research and health care has received little acknowledgment. Tuskegee has been fulfilling Washington’s vision of “healthy minds and bodies” since its inception in 1881. In To Raise Up the Man Farthest Down, Dana R. Chandler and Edith Powell document Tuskegee University’s medical and public health history with rich archival data and never-before-published photographs. Chandler and Powell especially highlight the important but largely unsung role that Tuskegee University researchers played in the eradication of polio, and they add new dimension and context to the fascinating story of the HeLa cell line that has been brought to the public’s attention by popular media.
Tuskegee University was on the forefront in providing local farmers the benefits of agrarian research. The university helped create the massive Agricultural Extension System managed today by land grant universities throughout the United States. Tuskegee established the first baccalaureate nursing program in the state and was also home to Alabama’s first hospital for African Americans. Washington hired Alabama’s first female licensed physician as a resident physician at Tuskegee. Most notably, Tuskegee was the site of a remarkable development in American biochemistry history: its microbiology laboratory was the only one relied upon by the National Foundation for Infantile Paralysis (the organization known today as the March of Dimes) to produce the HeLa cell cultures employed in the national field trials for the Salk and Sabin polio vaccines. Chandler and Powell are also interested in correcting a long-held but false historical perception that Tuskegee University was the location for the shameful and infamous US Public Health Service study of untreated syphilis.
Meticulously researched, this book is filled with previously undocumented information taken directly from the vast Tuskegee University archives. Readers will gain a new appreciation for how Tuskegee’s people and institutions have influenced community health, food science, and national medical life throughout the twentieth century.
[more]
Under New Management
Universities, Administrative Labor, and the Professional Turn
Authored by Randy Martin
Temple University Press, 2012
Faculty members who care about the institutions of higher education where they work are often at odds with university management. In his forceful book, Under New Management, Randy Martin takes a novel, evenhanded approach to this gulf between professors, who feel a loss of autonomy, and administrators.
Martin imagines a political future for academic labor based on a critical understanding of the administrative work that faculty already undertake. He considers the differences between self-rule and specialized expertise and provides a case study of a New York City public school to show how kids and families respond to the demands of managerial productivity that is part of preparing students for college. Under New Management also considers changes faced by students, faculty, and administrators in light of this reworked social compact of professionals.
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The University in Ruins
Bill Readings
Harvard University Press, 1996
It is no longer clear what role the University plays in society. The structure of the contemporary University is changing rapidly, and we have yet to understand what precisely these changes will mean. Is a new age dawning for the University, the renaissance of higher education under way? Or is the University in the twilight of its social function, the demise of higher education fast approaching?
We can answer such questions only if we look carefully at the different roles the University has played historically and then imagine how it might be possible to live, and to think, amid the ruins of the University. Tracing the roots of the modern American University in German philosophy and in the work of British thinkers such as Newman and Arnold, Bill Readings argues that historically the integrity of the modern University has been linked to the nation-state, which it has served by promoting and protecting the idea of a national culture. But now the nation-state is in decline, and national culture no longer needs to be either promoted or protected. Increasingly, universities are turning into transnational corporations, and the idea of culture is being replaced by the discourse of “excellence.” On the surface, this does not seem particularly pernicious.
The author cautions, however, that we should not embrace this techno-bureaucratic appeal too quickly. The new University of Excellence is a corporation driven by market forces, and, as such, is more interested in profit margins than in thought. Readings urges us to imagine how to think, without concession to corporate excellence or recourse to romantic nostalgia within an institution in ruins. The result is a passionate appeal for a new community of thinkers.
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The University of Michigan MBA/MA in Asian Studies Retrospection and Reflections
A Bicentennial Contribution
Linda Lim
Michigan Publishing Services, 2020
The University of Michigan dual-degree master’s program in Asian Studies and Business began in the 1980s and quickly developed into a dynamic training ground for international business experts. Professor Emerita Linda Lim provides an oral history of the program, including her reflections on decades of teaching and leadership in international business education. This book also features essays on business in Asia from graduates of the program, and reflections on the program from graduates, and photos of some of the faculty and graduates of the MBA/MA Asian Studies program throughout the years.
[more]
Who Controls Teachers' Work?
Richard M INGERSOLL
Harvard University Press, 2003
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