Week Six

(1) Assignment Three

(2) Readings from Week Five-Catch-up

(3) Readings from Week Six

Agenda

Lee,S. (2010).Article debunks myths about the Asian college students as a monolithic population; in reality there is a lot of diversity among Asian college students.

Asian Students

Myths Asian students are whiz kids in college Model minority Reality True from some Asian groups like Japanese,

Koreans, and Chinese, some Vietnamese from the elite strata

Not True for the Hmong which was a minority group in Vietnam and Laos.

Lee

The 1852 Gold Rush and the Transcontinental

railroad were two events that helped spark large waves of Chinese immigration to the US. During the 1852 Gold Rush, many Chinese came to the country to work in the gold mines in California.

The 1869 Transcontinental railroad was officially connected. This new linkage connected the eastern and western parts of US. Chinese laborers played a major role in helping to build the railroad.

Wang’sAsian Americans in Higher Education

The Chinese Puzzle

This act provided an absolute 10-year moratorium on Chinese labor immigration. For the first time, Federal law proscribed entry of an ethnic working group on the premise that it endangered the good order of certain localities.

The act required that immigrants obtain certification from the Chinese government that they were qualified to immigrate. But this group found it increasingly difficult to prove that they were not laborers because the 1882 act defined excludable as “skilled and unskilled laborers and Chinese employed in mining.” Thus very few Chinese could enter the country under the 1882 law.

The 1882 exclusion act also placed new requirements on Chinese who had already entered the country. If they left the United States, they had to obtain certifications to re-enter. Congress, moreover, refused State and Federal courts the right to grant citizenship to Chinese resident aliens, although these courts could still deport them.

1882 Chinese Exclusion Act

Asian Americans were systematically excluded from public education and higher education during earlier periods of American life.

Some institutions placed an emphasis on attracting international Asian students while ignoring American born Asian students.

Discrimination

Students had limited choices influences shaped by finances, gender, and race and geography.

Access and Exclusion

Tudico,C. (2010). Beyond Black and White.The heart of the article focuses on a perspective that Latino Voice should be added to the discussion of American Higher Education. The author believes that higher education is viewed in a black and white context.

Latino Students

Notes(1) Author suggested that the presence of

Hispanophobia has caused the Latino Voice to be missing in the higher education literature. Hispanophobia is defined as the “historical profession’s neglect and outright bias concerning the history of largely Roman Catholic Spanish peoples and institutions.

Tudico

(2) Californios compared to Mestizo have had Different experiences attending and graduating from college. The former are defined as Mexican Americans who were predominately the descendants of the

Spaniards. Mestizos are the descendants of the Spanish and Native tribes.

“Diversity” Within

Two sources of philanthropy: (1)Organizations and (2)Individuals.Organizations/FoundationsAmerican Missionary AssociationPeabody Education TrustIndividualsMatthew Vassar

College Administration & Finances

American Missionary Association helped develop Liberal Colleges in the West and private HBCUs.

Support for development of majority white and historically black institutions in the South.

Interregional Philanthropy

Institutional leaders

(trustees, presidents)

Intellectual interests of

faculty

Stakeholders

Emergence of the Research institution

Community Colleges

Other Forces Impacting the Undergraduate Curriculum

Ellis Island

AbstractThe thrust of the chapter focuses on how the historical conditions at end of the 19th and beginning of the 20th century impacted university transformation. Also, the author examined the criteria to determine exceptional universities in different parts of the country.lFinally, author examined how industrial and intellectual leadership impacted institutions

ThelinCaptain of Industry & Erudition

AAU: http://www.aau.edu/The Association of American Universities (AAU) is a nonprofit 501(c)(3) organization of 61 leading public and private research universities in the United States and Canada.  Founded in 1900 to advance the international standing of U.S. research universities.

Association of American UniversitiesAAU

Harvard John Hopkins Columbia University of Chicago University of California Clark University Cornell Michigan Stanford Wisconsin University of Penn Princeton Yale

Charter Institutions

1) What are your impressions of the characteristics of this list?

2) What institutions on the list are still considered exemplary?

Observations

Overlapping trends: Captains of Industry and Captains of Erudition.Describe the era of major corporations developing around the country like Carnegie Steel, Sanford Oil Company, and Hilton. In higher education, major universities emerged during this time period. Transformational leadership is the key link between the development of the industrial and higher education sectors.

Quest for the Great American University

Industrial development and discretionary wealth

Religion

Gospel of Wealth

Factors shaping rise

(1) Long tenure in office

(2) Aware of key political events

(3)Excellent fundraisers

University Presidents:Key Characteristics

Philanthropy on large scale Presidential presence Professors as experts Pedagogy Curriculum Professional schools Professionalization of students Dynamics of Academic enterprise

Characteristics of Great Universities

1) University builders didn’t establish

connection between undergraduate and professional organizations.

2) Funding major challenge for organizations in higher education.

Professional Schools

Agricultural

Mining

Civic Engineering

Forerunners of ROTC

Professional Schools:Success Stories

What impact did Land grant institutions have

on Federal and State government?

Query

Established Department of Agriculture Interior Department War Department

The three departments brought resources to Land Grants.

Structure and Resources

Campus Life

Before 1890 Small size of

institutions Simplicity in

mission and function

Generalist faculty

After 1890 Emergence or larger

institutions due to physical plant, student body, and size of faculty.

General academic mission with multiple undergraduate and graduate programs.

Faculty specialization

Query: What are the reasons that higher education was viewed as being unregulated?

Public Accountability:1890-1900

Abstract

Curriculum is how faculty organize what we teach, how [pedagogy] teach, and to whom [characteristics].

Goal of the article is to examine the different factors of institutional contexts impacting curriculum development at different institutions.

Hawthorne, E. (1997) Institutional Contexts

Six significant underlying currents have influenced different groups to create the diversity of curriculum in American higher education. The currents are:

Two opposing views of human nature Religion and religious values Application of knowledge and the aspirations to

generate knowledge Pragmatic and diverse nature of Americans Local interests played major roles in the development

of curriculum and institutions. Currents emerged due to the actions of internal and

external stakeholders.

Underlying Currents

What are some internal and external stakeholders that influence American higher education?

Query

Institutional leaders

(trustees, presidents)

Intellectual interests of

faculty

Stakeholders

Students help shape the curriculum in three ways:1. Student demands for relevance in the curriculum during

the sixties, seventies, eighties, nineties, and 21st century. What forces helped shape the student movements to impact the curriculum? BGS, i.e. alternative BA/BS degree curriculum configurations

that emerged. Afro History departments at different majority white institutions Women Studies departments Latino Studies Native American or First Nation Studies Asian American Studies GLBT Studies

Student and the Curriculum

2. Students developing new interests outside of

the regular curriculum

3. Development of special curriculum

Student and the Curriculum

Emergence of the Research Institution

Community Colleges

Other forces impacting the undergraduate curriculum

The original mission and current mission are quite different.

Originally, the junior college role was to help students gain the first two years of college. The institutions attracted students from higher socioeconomic backgrounds.

Later, they emerged into institutions whose primary access mission was remedial education.

Currently, community colleges attract more under-academically prepared students from lower socioeconomic backgrounds.

Community College Mission

What do we mean by social construction? Social constructionism “Social constructionism is a general term

sometimes applied to theories that emphasize the socially created nature of social life. Of course, in one sense all sociologists would argue this, so the term can easily become devoid of meaning. More specifically, however, the emphasis on social constructionism is usually traced back at least to the work of William Isaac Thomas and the Chicago sociologists, as well as the phenomenological sociologists and philosophers such as Alfred Schutz. Such approaches emphasize the idea that society is actively and creatively produced by human beings. They portray the world as made or invented–rather than merely given or taken for granted. Social worlds are interpretive nets woven by individuals and groups.”

A Dictionary of Sociology | 1998 | GORDON MARSHAL

Curriculum as Social Construction

Abstract

We have two major goals in this chapter:

First, authors seek to provide a 400-year overview curriculum at different institutions of higher education.

Second, the authors examine the cumulative impact of the evolving curriculum on American higher education.

Levine, A. and Nidiffer (1997). Key Turning Points in the Evolving Curriculum.

Post modernism philosophical current impact on the emerging

German research university.

How intellectuals perceived the nature of knowledge: from something that was divinely revealed with perhaps the nature of

knowledge

from something that was divinely revealed with perhaps magical qualities to something to be discovered based on empiricism.

Questions: What do we mean by empiricism?

What impact did post-modernism have on the development of German University?

 

Key points

Emerging German research university’s:

Admission criteria Earlier admission criteria took the form of institutions seeking

intellectually most capable, not because of social standing.

American trained scholars from German institutions replicate their training in American colleges and universities.

Focus on graduate education, not undergraduate education

Shifting faculty role from teaching to research

Cementing roles of research, teaching, and service

Key points

1) Development of intellectual skills to absorb

knowledge

2) Downplaying moral development

3) Career and life enhancement

Emergence of multiple meanings of being a “college graduate”

Q/A

Carnegie Classication is a typology of the

different types of higher education institutions today. In 1973The Carnegie Foundation of Teaching established the initial conceptualization of the typology. Since 1973, the typology has been revised several times. The 2005 version is the one we should refer to in the program: http://classifications.carnegiefoundation.org/descriptions/basic.php

Carnegie Classication

Institutional Type

Associate's Colleges. Includes institutions where all degrees are at the associate's level, or where bachelor's degrees account for less than 10 percent of all undergraduate degrees. Excludes institutions eligible for classification as Tribal Colleges or Special Focus Institutions

Associate Colleges

Doctorate-granting Universities. Includes institutions that awarded at least 20 research doctoral degrees during the update year (excluding doctoral-level degrees that qualify recipients for entry into professional practice, such as the JD, MD, PharmD, DPT, etc.). Excludes Special Focus Institutions and Tribal Colleges.

Doctorate-granting Universities

Master's Colleges and Universities. Generally includes institutions that awarded at least 50 master's degrees and fewer than 20 doctoral degrees during the update year (with occasional exceptions – see Methodology). Excludes Special Focus Institutions and Tribal Colleges.

Master's Colleges and Universities

Baccalaureate Colleges. Includes institutions where baccalaureate degrees represent at least 10 percent of all undergraduate degrees and where fewer than 50 master's degrees or 20 doctoral degrees were awarded during the update year. (Some institutions above the master's degree threshold are also included; see Methodology.) Excludes Special Focus Institutions and Tribal Colleges.

Baccalaureate Colleges

Special Focus Institutions. Institutions awarding baccalaureate or higher-level degrees where a high concentration of degrees (above 75%) is in a single field or set of related fields. Excludes Tribal Colleges.

Special Focus Institutions

Tribal Colleges. Colleges and universities that are members of the American Indian Higher Education Consortium, as identified in IPEDS Institutional Characteristics.

Tribal Colleges

Importance of paying attention to your institutions preference affiliations with peer institutions.

Horizontal Perspectives

http://www.aau.edu/about/default.aspx?id=58

Association American UniversitiesAAU

http://www.aascu.org/

AMERICAN ASSOCIATION OF STATE COLLEGES AND UNIVERSITIES

http://www.aacc.nche.edu/Pages/default.aspx

American Association of Community Colleges

http://www.nafeo.org/community/web2010/about.html

The National Association for Equal Opportunity in Higher

Education (NAFEO)

http://www.aihec.org/

American Indian Higher Education Consortium

HACU was established in 1986 with a founding membership of eighteen institutions.  Because of HACU’s exemplary leadership on behalf of the nation’s youngest and fastest-growing population, the Association rapidly grew in numbers and national impact.

THE HISPANIC ASSOCIATION OF COLLEGES AND UNIVERSITIES

(HACU)

Thelin

Chapter Five

Alma Mater

Hortio Alger strata of society especially those considered “new money” wanted their sons to attend an elite institution in order to sustain and enhance their social status.

College going became fashionable and prestigious at the end of the 19th century.

Tension between Liberal arts and universities.

Institutional age not modernity established institutional prestige.

The Collegiate Ideal

Collegiate Celebrations

Between 1890-1910 Americans began

highly interested in college attendance. Professors lived a very meager life. Brand loyalty developed symbolized in

school mascots. Institutional prestige and athletic

programs: Early tension between academic values and athletes’ uneven background

Collegiate Celebrations

Student Subcultures

What were the identified student

subcultures on college campuses during this era?

How did the dominant subculture shape the student culture?

Undergraduates in the Gothic Age

The intersection between access,

financial aid, and affordability connection.

Academic preparation and retention impact on college attendance.

White males were the preferred type of student at many institutions.

Socio economic make-up of colleges. Anti-Semitism in college admission

Access and Affordability

Emergence of football on college

campuses. Impact of football on connecting students,

faculty, alumni, and community around the institution.

Emergence of the tail wags the dog or the dog wags the tail.

Unevenness in athletes' background.

Intercollegiate Sports

Women’s college and college women

successful features of American higher education between 1880 -1920.

Student subcultures and women’s colleges.

Career and life options for women

Women’s College

Academic integration.

Restricted career options for women.

Co-curriculum system and women.

Women and Coeducation

Different academic missions for

public and private HBCUs. Career options for graduates for

black college graduates. Campus life

Collegiate Ideal and Black Colleges

African American students attended and graduated from TWIs during this era.

Indiana University- Marcus Neal 1895 and Frances Marshall 1919.

Blanche Keteen Bruce graduated from KU in 1885

Missing in the review about African American college

students.

Latino and Asian students’ experiences not described and examined in Thelin’s chapter.

Omitted in Thelin’s books

Emerging influence of undergraduates

and alumni on institutions’ decisions. Criteria for determining student’s place in

the dominant student subculture. Presence and influence of other student

subcultures. College graduates and national political

leadership

Excesses of College Life

1) What are your impression about the the

intersection between collegiate culture, curriculum, and performance?

2) What factors did institutions make use of to select students to their campuses?

3) What factors caused the rise of Student Affairs?

The Curriculum/Selective Admissions

Military expansion and enrollment.

Uneven impact of militarization of the curriculum.

Development of Memorial Student Unions

WWI/Colleges

Q/A

Next Class…

3/4 Research Day (no class) 3/11 Spring Break (no class) 3/18 Growth in the Higher Education SystemThelin, Chapter 6 Success and Excess: Expansions and Reforms

*Group #3CIHR discussion