R. Claire Snyder-Hall Office Hours: By appointment Enterprise 413 [email protected] 703.993.2308 CTCH 621: Higher Education in the United States Higher Education Program George Mason University Spring 2009: M 4:30 – 7:10 Course Description: History of higher education from colonial period to the present. Examines philosophic, political, social, and economic forces that have influenced development. Reviews today’s issues and challenges. Learning Outcomes Students who successfully complete this course will: Develop an understanding of the evolution and complexity of higher education in the United States through the study of both historical and contemporary issues Identify and become familiar with the interconnected nature of higher education’s various missions and key stakeholders including but not limited to students, faculty, administrators, the federal government, and governance bodies Gain experience in peer teaching/learning and develop a background in critiquing the ideas of others Demonstrate graduate level communication skills especially writing, speaking, and listening Find and use appropriate resources – by consulting authorities, through the library, and via the web – in order to learn more about a particular higher education issue Required Books J. R. Thelin, A History of American Higher Education (Johns Hopkins University Press, 2004). Leslie Miller-Bernal and Susan L. Poulson, eds., Challenged by Coeducation: Women’s Colleges Since the 1960s (Nashville: Vanderbilt University Press, 2006). Noliwe M. Rooks, White Money/Black Power: The Surprising History of African American Studies and the Crisis of Race in Higher Education (Boston: Beacon Press, 2007). Dinesh D’Souza, Illiberal Education: The Politics of Sex and Race on Campus (New York: Simon and Schuster, 1998). Christopher Newfield, Unmaking the Public University: The Forty Year Assault on the Middle Class (Cambridge: Harvard University Press, 2008). Derek Bok, Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (Princeton: Princeton University Press, 2007). Course requirements and grading: Class participation 15% Class presentation 5% Short paper 15% Book review 15% Research paper 50% Participation & Attendance Active participation in class is critical, given that the course is a seminar. In order to participate, you need to complete all the readings for any given class, think about discussion questions (if any), and be prepared to share your questions and opinions with your peers. Participation in class discussion includes demonstrating both speaking and listening skills; in other words, students are encouraged to speak and to speak often, but also to listen to their peers & to respond thoughtfully to others’ comments. Attendance alone is not enough to get an A in participation. You must actively engage, so if you are shy, you may want to prepare something to say ahead of time. Book Review Assignment and Presentation Find an academic book related to your research project and write a review of it. The review should include a summary of the book’s argument followed by a critical analysis of that argument. For examples, see the book reviews published in academic journals. Each student will give a 10 minute presentation to the class on the book and if possible link it to the weekly topic. The student will also raise one question for discussion and help lead the group in conversation about that question. Final Research Paper Student are required to write a final research paper (12-15 pages, excluding bibliography) on a topic of their choosing (with approval of instructor). The paper should include at least 8 outside sources, all of which must be academic or from reputable policy institutes. (Wikipedia is not academic!) Graduate Course Policies: This is a graduate seminar and so attendance is very important; it is a necessary pre-requisite for class participation, which constitutes 10% of your grade. Because we only meet once a week and cover so much material in each class, please make your best effort not to miss any class sessions. Repeated absences will detract from your grade. If you can’t attend the class, do not take it. However, if you develop a serious illness or work or family problem that prevents your attendance, please let me know immediately, so we can figure out how to proceed. Please arrive on time. Since tardiness is disruptive, it will count as negative participation and detract from your grade. A graduate course requires a lot of reading and part of what you will be learning is how to digest large amounts of material economically. Please do the reading before class. A successful graduate seminar requires the full participation of all. Please arrive prepared to participate in class discussion with questions and/or comments about the readings. If you don’t have time to prepare fully, at least do something. If you don’t actively participate, you probably won’t get an A for class participation. Mason Course Policies: If you are a student with a disability and you need academic accommodations, please see me and contact the Office of Disability Resources at 703-993-2472. All academic accommodations must be arranged through this office. George Mason has an Honor Code, which requires all members of this community to maintain the highest standards of academic honesty and integrity. Cheating, plagiarism, lying, and stealing are all prohibited. For more information see honorcode.gmu.edu. Plagiarism includes “presenting as one’s own the works, the work, or the opinions of someone else without proper acknowledgement” or “borrowing the sequence of ideas, the arrangement of material, or the pattern of thought of someone else without proper acknowledgement.” Examples: getting your paper off the internet; turning in a paper that was written by somebody else; buying a paper; taking a written piece from someone else but rewording it so that it looks different; failing to cite secondary literature that has greatly influenced your argument. Plagiarism or cheating in my class is grounds for failure, and all violations of the Honor Code will be reported to the Honor Committee. Do not get yourself in trouble by failing to document correctly. If in doubt, document. If you have a question, ask! Students are responsible for verifying their enrollment in this class. Schedule adjustments should be made by the deadlines published in the Schedule of Classes. After the last day to drop a class, withdrawing from this class requires the approval of the dean and is only allowed for nonacademic reasons. Last day to add: Feb. 4th. Last day to drop: Feb. 20th. Course Schedule January 26 – Introduction Film: “Declining by Degrees: Higher Education at Risk” Short homework assignment for next time: o Find and compare university or college’s mission statements from two different sectors of higher education (e.g. public community college and private liberal arts). Print and bring to class. February 2 – The Colonial and Revolutionary Periods, 1636-1785 Thelin, 1-40 Vine, P. (1976). The social function of eighteenth-century higher education. History of Education Quarterly, 16(4), 409-424. JSTOR HOMEWORK DUE February 9 – LIBRARY RESEARCH: for book review and research paper topic February 16 – College-Building Boom, 1785-1860 Thelin, 41-73 Horowitz, H. L. (1987). College men: The war between students and faculty. In Campus Life: Undergraduate Cultures from the End of the Eighteenth Century to the Present. New York: Knopf, 23-55. Available on E-Reserve http://furbo.gmu.edu/OSCRweb/ The Yale Report of 1828. Available at http://assessment.uncg.edu/yalereport1828.pdf Lane, J. C. (1987). The Yale report of 1828 and liberal education: A neorepublican manifesto. History of Education Quarterly, 27(3), 325-338. JSTOR ABSTRACT DUE FOR PAPER; BOOK SELECTION DUE FOR APPROVAL February 23 – Diverse Needs and Solutions, 1861-1890 Thelin, 74-109 Johnson, E.L. Misconceptions about the Early Land Grant Colleges. Journal of Higher Education, 52(4), 222-233. JSTOR Scott, J.C. (1999). The Chautauqua movement: revolution in popular education. Journal of Higher Education, 70(4), 389-412. JSTOR Geiger, R.L. (1995). The era of multipurpose colleges in American higher education. History of Higher Education Annual, 15, 127-152. Available on EReserve http://furbo.gmu.edu/OSCRweb/ March 2 – The Emergence of the University Thelin, 110-154 Turner, J. & Bernard, P. (1993). The German model and the graduate school: The University of Michigan and the origin myth of the American university. History of Higher Education Annual, 13, 221-241. Available on E-Reserve http://furbo.gmu.edu/OSCRweb/ Snyder, R.C. (2000). The civic roots of academic social science scholarship in America. Higher Education Exchange (Spring), 5-16. Via email. Ratcliff, J.L. (1994). Seven Streams in the Historical Development of the Modern Community College. In G.A. Baker (Ed.), A handbook on the community college in American: Its history, mission, management. Westport, CT: Greenwood Press, 111-122. Available on E-Reserve http://furbo.gmu.edu/OSCRweb/ SHORT PAPER ASSIGNMENT DUE March 9 – SPRING BREAK March 16 – Early Twentieth Century: 1890-1920 Thelin, 155-204 Synnott, M.G. (1979). The admissions and assimilation of minority students at Harvard, Yale, and Princeton, 1900-1970. The History of Education Quarterly, 19(3), 285-304. JSTOR. Bowen, W.G. (2005). An equity and excellence time line. In Equity and Excellence in American Higher Education. Charlottesville: University of Virginia Press. Available on E-Reserve http://furbo.gmu.edu/OSCRweb/ BOOK REVIEWS DUE March 23 – Expansion and Reform, 1920-1945 Thelin, 205-259 Coleman, S.R. (2001). Dangerous outposts: progressive experiments in higher education in the 1920s and 1930s. In B.L. Smith & McCann (Eds.), Reinventing ourselves: Interdisciplinary education, collaborative learning and experimentation in higher education. Bolton, MA: Anker. Available on E-Reserve http://furbo.gmu.edu/OSCRweb/ Rudolph, F. (1962). The Rise of Football. In The American college and university, a history. New York: Vintage Books. Available on E-Reserve http://furbo.gmu.edu/OSCRweb/ March 30 – Post-War Higher Education, 1945-2000 Thelin, 260-362 Herbold, H. (1994-1995). Never a level playing field: blacks and the GI Bill. Journal of Blacks in Higher Education, 6, 104-108. JSTOR Kerr, C. The idea of a multiversity. In The uses of the university. Cambridge, MA: Harvard University Press, 1-33. Available on E-Reserve http://furbo.gmu.edu/OSCRweb/ Borden, V. (2004). Accommodating student swirl: when traditional students are no longer the tradition. Change, 36(2), 10-18. InfoTrac Onefile. April 6 – The Debate about Co-education Miller-Bernal and Poulson April 13 – The Rise of Identity Studies Rooks April 20 – Conservative Critiques of Higher Education D’Souza April 27 – Higher Education and the Middle Class Squeeze Newfield May 4 – What Should We Be Teaching? Bok FINAL PAPER DUE: May 11th at 4:30 in my mailbox (paper copy please).