EDHI 657 – History of American Higher Education
College of Education, University of Maryland
Fall, 2008
Mondays, 4:15-7:00pm
2102 Benjamin
Instructor:
Dr. KerryAnn O'Meara
2202 Benjamin
(301) 405-5579
komeara@umd.edu
Office Hours: Mondays 2:00 to 4:00 PM or by appointment
Purpose:
This course explores the history of American higher education. Special attention will be given to the roles
colleges and universities have played in society and the manner in which social change has influenced their
development. Institutions have customs, values, and practices that have been shaped by history and influence
students, faculty, administrators, and trustees. Historical analysis helps us to understand the inception and
strength of institutional norms, the encounters between constraints and opportunities. Together, we will address
the historical question posed by Frederick Rudolph, "How, why, and with what consequences have American
colleges and universities developed as they have?” The class will read and learn to interpret both primary
documents and the work of historians.
Objectives:
The learning objectives of this course are:
 To gain a grasp of the long sweep of history since the medieval university as it relates to higher education.
 To seek understanding of the changes that occurred during that history.
 To serve as an introduction to the professional literature on the history of higher education.
 To develop understanding of and learn experientially the methods historians use to unpack and uncover
history.
 To challenge and revise what we take for granted about the nature of the university and its relationship to
society.
 To expand historical and contextual understanding of those higher education issues in which students are
most interested.
 To practice seeing current events and trends within a historical context.
Attendance
Because this course relies so heavily on classroom participation and interactive dialogue, it is essential to
attend all classes. If it is necessary to miss a class, please notify the professor as far in advance as possible.
Attendance will influence participation grades. Repeated lateness will also hurt the course grade.
In preparation for each class please visit the Blackboard site and particularly the Dual Historical timeline and
Historical Snapshots.
Course Assignments and Expectations
Students will be evaluated on:
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
The quality of classroom participation (10%) Contributions in class should reveal a substantial
familiarity with assigned readings, a capacity to analyze the issues and problems under discussion, and an
ability to listen, to incorporate, synthesize and constructively criticize the comments and work of
classmates. Class members are encouraged to bring questions, issues, critiques, and insights from the
readings and from professional experiences to every class. In addition, students will each sign up to lead
one-class discussion that incorporates a current article from the Chronicle of Higher Education that they
feel relates in some way to the period being discussed. Students should email the instructor one week in
advance of their assigned class with a one-paragraph description of issues that they will raise and
questions they will explore with the class for approximately 20 minutes. Failure to send this ahead of
time means it may not be able to be included in class or count for participation.

Reaction Papers (25%): Students will bring to each class and turn in a typewritten, two-three page (1.5
spaced) reaction paper that responds to a question posed by the instructor. The reaction will include a
brief answer to the question, using the readings' key points (2/3 of the paper) and thoughts about how
ideas match or differ from current trends in higher education (last 1/3 of the paper). On the day that a
student leads discussion, they do not need to hand in a reaction paper. An example reaction paper is
provided on Blackboard.

Short Research Project (25°%): Students will prepare a short (6-7 page) paper in which they critically
analyze several primary documents from an institution of higher education to understand a single event or
brief period of time. The purpose of the assignment is for students to learn some of the methods
historians use to uncover history. This assignment will be handed in October 6th. Students will choose
a class in the second half of the course to present their findings to the class in a brief 15 minute
presentation.

An Archival Research Paper (40%). Each student will prepare an 18-20 page archival research paper on
a subject of his/her choice using both primary and secondary resources. An outline of the paper, including
a one paragraph description of the topic and preliminary reference list will be due October 20th.
Whereas the Short Research Project focuses attention on a local event or character, the Archival
Research Paper should trace a regional or national story, with local examples. This is a semester
long project. There will be periodic discussions of your progress throughout the semester and everyone is
encouraged to consult with the instructor as needed. Final papers are due the last day of class,
December 15th. Blackboard has examples of previous papers and we will discuss development of strong
historical research questions in class.
All written assignments should be submitted in print form, not emailed as attachments or faxed.
Required Course Materials (Books available at tbe UMCP bookstore )

Thelin, J. (2004). A History of American higher education. Baltimore: Johns Hopkins University Press.

Goodchild , L.F. & Wechsler, H.S. (2007). History of American higher education, (Third Edition). ASHE
Reader Series. Boston, MA: Pearson Custom Publishing.
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Course Schedule
Class #1 – September 8th, 2008:
Introduction, Course Overview: Why is History Important? What is Historical Analysis?
Readings:
 Perkins, L. History of universities. (Goodchild & Wechsler, 2007, pp. 6-35).
 Goodchild, L.F. History of Higher Education in the United States. (Goodchild & Wechsler, 2007,
pp. 36-48).
Class #2 – September 15th, 2008:
The Legacy of the Medieval Universities, Oxford and Cambridge
Required Readings:
 Thelin, J. (1982). Certification and structure of medieval universities. P. 25-44 In Higher
education and its useful past. Baltimore: Johns Hopkins University Press.
 Grendler, P.F. (1990). The University of Padua: 1405-1600: A Success story. History of Higher
Education Annual, Vol. 10, p. 7- 18. (Blackboard)
 Magolda, P.M. (2003). Saying goodbye: An Anthropological examination of a commencement
ritual. Journal of College Student Development. 44 (6). P. 779-796. (Blackboard)
 Class Handout
Class #3 – September 22nd, 2008:
Colonial Higher Education in America (1539 -1789)
Required Readings:
 Thelin, 1-40.
 Herbst, J. From Religion to Politics: debates and confrontations over American college
governance in mid-eighteenth century America. (Goodchild & Wechsler, 2007, pp.75-92).
 Wright. B. For the children of infidels? American Indian education in the colonial colleges.
(Goodchild & Wechsler, 2007, pp. 104-111).
 Burton, J. (2003-2004). Collegiate living and Cambridge justice: Regulating the colonial
Harvard student community in the eighteenth century. (Goodchild & Wechsler, 2007, pp. 126138)
 Primary: Statutes of Harvard, 1646; The Harvard Charter, 1650 (Blackboard)
Recommended Readings:
 Vine, P. The social function of eighteenth century higher education. (Goodchild & Wechsler,
2007, pp.139-148).
Class #4 – September 29th, 2008
Developing Colleges and Universities Antebellum (1790-1860)
Required Readings:
 Thelin, 41-73.
 Church, R. & Sedlak, M. The Antebellum college and academy (Goodchild & Wechsler, 2007, p.
154-171).
 Tomlinson, S. & Windham, K. (2007). Northern piety and Southern honor: Alva Woods and the
problem of discipline at the University of Alabama, 1831-1837. Perspectives on the History of
Higher Education, 25, 1-42. (Blackboard)
 Primary: The Dartmouth College Case, 1819 (Blackboard)
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

Primary: The Yale Report of 1828 (Blackboard)
Primary: Newman, J. (original date, 1854) Edited for 1996. Discourse V and VI. In The Idea of a
university. New Haven, CT: Yale University Press. (Blackboard)
Recommended Readings:
 Lane, Jack C. The Yale report of 1828 and Liberal Education: A Neorepublican Manifesto
(Goodchild & Wechsler, 2007, pp. 184-192).
 Mattingly, P.H. The political culture of American’s antebellum colleges. (Goodchild &
Wechsler, 2007, pp. 237-254)
 Nash, M. Possibilities and limitations: Education and white middle-class womanhood.
(Goodchild & Wechsler, 2007, pp. 221-236).
 Potts, David B. “College enthusiasm!” as a public response: 1800-1860. (Goodchild &
Wechsler, 2007, pp. 172-183).
 Rudolph, F. (1990). The American college and university: A History. Athens, GA: Georgia
University Press. Three chapters: The Religious Life p. 68-85; The Collegiate Way, p. 86- 109;
Financing the Colleges , p. 177-200.
 Stites, Francis N. Private Interest & Public Gains: The Dartmouth College Case, 1819.
(Goodchild & Wechsler, 2007, pp. 193-203).
Class #5 – October 6th, 2008
Higher Education for African Americans in the 19th and 20th centuries & HBCUs
Required Readings:
 Perkins, L. The Impact of the cult of true womanhood on the education of black women.
(Goodchild & Wechsler, 2007, p. 213-220).
 Anderson, J. Training the apostles of liberal culture: Black higher education, 1900-1935.
(Goodchild & Wechsler. 1997, pp. 474-499). (Blackboard)
 Allen, W.R. & Jewell, J.O. A backward glance forward: Past, present and, future perspectives
on Historically Black Colleges and Universities. (Goodchild & Wechsler, 2007, pp. 662-674).
 Primary: W.E.B. DuBois. The Talented tenth. (Blackboard)
 Primary: Booker T. Washington. The Atlanta exposition address. (Blackboard)
 Primary: W.E.B. Dubois, Of Mr. Booker T Washington and Others. (Blackboard)
Recommended Readings:
 Wechsler, H.S. An academic Gresham’s law: Group repulsion as a theme in American higher
education. (Goodchild & Wechsler, 2007, pp. 442-456)
 Wagoner, Jr., J.L. The American compromise: Charles W. Eliot, Black education, and the new
South. (Goodchild & Wechsler, 2007, pp. 500-512)
 Gasman, M. W.E.B. Du Bois and Charles S. Johnson: Differing views on the role of philanthropy
in higher education. (Goodchild & Wechsler, 2007, pp. 513-528).
**Assignments Due:
 Short Research Project Due
Class #6 – October 13th, 2008
Higher Education for Women in the 19th and 20th centuries & Women's Colleges
Required Readings:
 Palmieri, P. From Republican motherhood to race suicide: Arguments on the higher education of
Women in the US 1820-1920. (Goodchild & Wechsler, 2007 pp. 204-212.)
 Ogren, C.A. Rehinking the “nontraditional” student form a historical perspective: State normal
schools in the late nineteenth and early twentieth centuries. (Goodchild & Wechsler, 2007, pp.
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391-406)
Eisenmann, L. A time of quiet activism: Research, practice, and policy in American Women’s
higher education, 1945-1965. (Goodchild & Wechsler, 2007, pp. 740-750).
 Markowitz R. J. (1990). Subway scholars at concrete campuses: Daughters of Jewish immigrants
prepare for the teaching profession, New York City, 1920-1940. History of Higher Education
Annual, Volume 10. p. 33-52. (Blackboard)
 Miller-Bernal, L. & Poulson, S. L. (2004). Going Coed: Women's experiences in formerly men's
colleges and universities, 1950-2000. P. 3-51. Nashville, IN: Vanderbilt University Press.
(Blackboard)
 Primary: Hall, C. S. (1904). Is it safe to send girls to college? In Adolescence. P. 636-640. New
York: Appleton & Co. (Blackboard)
Recommended Readings
 Gordon, L.D. From seminary to university: An overview of Women’s higher education 18701920. (Goodchild & Wechsler, 2007, pp. 529-553)
 Orgren, C. Where Coeds were co-educated. (Goodchild & Wechsler, 1997, p. 347-358).
 Solomon, B.M. (1985) In the Company of educated women. New Haven: Yale University Press.
Class #7 – October 20th, 2008

Rise of the Universities and Land-Grant Colleges, Extra-Curriculum (1860-1890)
Required Readings:
 Thelin, 74- 109.
 Gruber, C.S. Backdrop. (Goodchild & Wechsler, 2007, pp. 260-278).
 Vesey, L. (1965). The Lure of the German university. In Vesey, L. The Emergence of the
American University. P. 125-133. Chicago: University of Chicago Press. (Blackboard)
 Johnson, E. Misconceptions about the early land-grant colleges. (Goodchild & Wechsler, 2007,
p. 280-290).
 Hawkins, H. Toward System. (Goodchild & Wechsler, 2007, pp. 332-345)
 Peters, S. (2006). Changing the story about higher education’s public purpose and work: Land
grants, liberty and the little country theather. Ann Arbor, MI: Imagining America.
 Primary: The Morrill Act, 1862, (Blackboard)
Recommended Readings:
 Newfield, C. The rise of university management. (Goodchild & Wechsler, 2007, pp. 360-376)
 Leslie, W.B. The age of the college. (Goodchild & Wechsler, 2007, pp. 377-390).
 Stetar, J.M. In search of a direction: Southern higher education after the Civil War. (Goodchild
& Wechsler, 2007, pp. 291-309).
 Williams, R.L. The origins of federal support for higher education. (Goodchild & Wechsler,
2007, pp. 310-314)
**Assignments Due:
 Outline of Final Research Paper Due
Class #8 – October 27th, 2008:
Impact of WW I, Rise of the Professorate, Graduate Education ( 1890-1920)
Required Readings:
 Thelin, 110-154, 155-204.
 Geiger, R.L. Research, graduate education, and the ecology of American universities.
(Goodchild & Wechsler, 2007, pp. 316-331).
 Finkelstein, M. From Tutor to specialized scholar (Goodchild & Wechsler. 1997, p. 80-90.)
(Blackboard)
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
Schwartz. R. (2004). The Rise and demise of deans of men. Review of Higher Education, 26 (2)
p. 217-239. (Blackboard)
 Brubacher, J. & Rudy. W. Changes and increases in administrative personnel. (Goodchild &
Wechsler, 1997, p. 315-317). (Blackboard)
 Primary: 1940 Statement of principles (Goodchild & Wechsler, 2007, p. 562-567). (Blackboard)
Recommended Readings
 Boyer, E.( 1990). Scholarship over time. In Scholarship reconsidered. P. 1- 13. New York:
Carnegie Foundation.
 Jencks, C. & Riesman, D. (1968). The Academic revolution. P. 1-27. Chicago, IL: The University
of Chicago Press. (Blackboard)
 Leslie, W.B. (1990). When professors had servants: Prestige, pay, and professionalization, 18601917. History of American Higher Education Annual, Volume 10, p. 19-32.
Class #9 – November 3rd, 2008
NO CLASS – ASHE CONFERENCE
Class #10 – November 10th, 2008:
College Admissions, WW2, & G.I. Bill of Rights (1920- 1945)
Required Readings:
 Thelin, 205 -268.
 Levine, D. Discrimination in college admissions. (Goodchild & Wechsler, 2007, p. 510-523).
 Wright. W. (2006). Harvard 's secret court: The savage 1920 purge of campus homosexuals. P.
9-59. New York: St. Martin's Press. (Blackboard)
 Serow, R. (2004). Policy as symbol: Title II of the 1944 GI Bill. The Review of higher education.
27 (4) p. 481-500. (Blackboard)
 Onkst, D. (1998. Spring). First a negro…incidentally a veteran: Black world war two veterans
and the GI Bill of Rights in the deep south, 1944-1948. Journal of social history. Carnegie
Mellon University Press. (Blackboard)
 Hayes, W.E. (1945). The Postwar liberal arts college and the G.I. Bill: An analysis. Education.
Vol. 66. p. 45-49. (Blackboard)
 Primary: GI Bill of 1944. (p. 755-757). (Blackboard)
 NPR Audio Clip: GI Bill’s Impact Slipping. (Blackboard)
Recommended Readings:
 Cox, Matthews and Associates. (1997). From combat to campus: GI Bill gave a generation of
African Americans an opportunity to pursue the American dream. Black issues in higher
education. 14(13), p. 26-29. (Blackboard)
 Primary: Eliot, C. Liberty in education. (Goodchild & Wechsler, 1997, p. 365-372).
Class #11 – November 17th, 2008:
The Golden Age (1945-1960s): Expansion, Diversification of Institutional Types and The
McCarthy Era
Readings:
 Freeland, R. The World transformed: A Golden age for American universities, 1945-1970.
(Goodchild & Wechsler, 2007, p. 597-618).
 Hutcheson, P. The AAUP from 1946 to 1958: McCarthyism and reconstruction efforts.
(Goodchild & Wechsler, 2007, pp. 619-637).
 Beuttler, F. (2003-2004). Envisioning an urban university: President David Henry and the
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Chicago circle campus of the University of Illinois, 1955-1975. (Goodchild & Wechsler, 2007
pp. 703-723).
 Pedersen, R.P. Value conflict on the community college campus: An Examination of its historical
origins (Goodchild & Wechsler, 2007, pp. 564-574).
 Primary: Report of the President' s Commission on Higher Education. 1947, (Goodchild &
Wechsler, 1997 p. 758-772). (Blackboard)
 Primary: Allen, R. (1949). Communists should not teach in American colleges. Educational
Forum. 13, (4) html version. (Blackboard)
Recommended Readings:
 Douglass, J.A. Negotiating the master plan and fate of higher education in California.
(Goodchild & Wechsler, 2007, pp. 638-660).
 Primary: Summary of Major Provisions of the National Defense Education Act of 1958 and
Federal Support for University Research. Website: http://ishi.lib.berkeley,edu/cshe/ndea/info.
 Hutcheson, P. Higher Education and Justice in the Democracy: The Impact of the 1947
President’s Commission in Higher Education
 Williamson, J.A. “Quacks, quirks, agitators, and communists”: Black private college and the
limits of institutional autonomy. (Goodchild & Wechsler, 2007, pp. 675-693)
 Hutcheson, P. McCarthyism and the professorate: A Historiographic nightmare? (Goodchild &
Wechsler, 1997, p. 610-625).
Class #12 – November 24th, 2008
NO CLASS
Student Conferences with Instructor on Archival Papers
Class #13 – December 1st, 2008:
Federalism & the Protest Era (1960s-2000) Part I
Readings:
 Thelin, 317-362.
 Astin, A., Astin, H., Bayer, A., & Bisconti, A. Overview of the unrest era. (Goodchild &
Wechsler, 1997, p, 724-738). (Blackboard)
 Turner, J. (2001). From the sit-ins to Vietnam: The Evolution of student activism on Southern
college campuses, 1960-1970. History of Higher Education Annual Vol. 21, p. 103-136.
(Blackboard)
 Altbach, P.G. American student politics: Activism in the midst of apathy. (Goodchild & Wechsler,
2007, pp. 775-790.)
 Primary: The Higher Education Act of 1965, p. 773-780. (Blackboard)
**Assignments Due:
 Student Presentations
Class #14 – December 8th, 2008:
Federalism & the Protest Era (1960s-2000) Part II

Reyhner, J. & Eder, J. Higher education of American Indians. (Goodchild & Wechsler, 2007,
pp. 694-702).
 Ling-Chi Wang, L. Asian Americans in higher education. (Goodchild & Wechsler, 2007, pp.
751-756).
 MacDonald, V. & Garcia, T. Historical Perspectives on Latino access to higher education, 18481990. (Goodchild & Wechsler, 2007, pp. 757-774).
Student Presentations
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Class #15 – December 15th, 2008:
Placing Current Issues and Trends in a Historical Context
Conclusion, Synthesis, and Evaluation
Recommended Readings:
 Trow, M. American higher education: Past, present, and future. (Goodchild & Wechsler, 2007,
pp. 582-596).
 Lavin, D.E. & Hyllegard, D. Perspectives on open-access higher education. (Goodchild &
Wechsler, 2007, pp. 724-739).
 Lazerson, M. The disappointment of success: Higher education after World War II. (Goodchild
& Wechsler, 2007, pp. 792-800).
 Birnbaum & Shushok (2001). The “crisis” crisis in higher education: Is that a wolf or a pussycat
at the academy’s door? In Altbach, Gumport & Johnstone In defense of American Higher
Education. Chp. 3, pp. 59-84. Johns Hopkins University Press.
**Assignments Due:
 Archival Paper Due
 Student Presentations
Important Notes
In addition to these requirements, all students are expected to abide by the code of academic integrity throughout
this course. Academic dishonesty, such as students writing papers for each other or any type of plagiarism will be
reported to the Student Honor Council.
Special accommodations for students with disabilities and/or special learning needs are available upon request.
Likewise, please let the instructor know of anticipated missed classes for religious observances, which will also
be accommodated.
Written papers should follow the APA editorial style.
Late papers will not be accepted unless otherwise arranged with the instructor.
Summary of Course Assessment
Criteria
% of grade
Class Participation
Reaction Papers
Short Research Project
Final Archival Research Paper
10%
25%
25%
40%
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History of American Higher Education
Short Research Project (Due October 6th)
The goal of this assignment is to try to tell a short historical story about a small slice of time using a modest
number of primary sources:





Correspondence, memorandum,
Minutes of faculty and trustees meetings,
Official reports, accreditation materials, catalogues, student newspapers
Mission statements
Photographs, monuments, and memorials, letters, etc.
This paper is "local" rather than national in focus (like the final paper), that is, it should focus on what happened
at a particular institution, with a specific set of students, within a well-defined short time-frame. You could focus
on an institutional hero, a controversial event, the origins of a tradition, or some cultural element of the time.
This assignment requires you to first "tell the story" of what you learned through your research, citing your
sources appropriately. Try to triangulate, have multiple sources that bring you to conclusions, that is, a chain of
evidence leading the story along. This story should be 2/3 of the paper. Then in the last 1/3 reflect on the sources
themselves—that is, their strengths and limitations. Such a reflection at the end of the paper might address the
following questions:





What are the primary documents you reviewed? What was their purpose?
Who was the intended audience?
Are there any interesting "messages" written in between the lines?
Is the interpretation straightforward or are there questions about what they mean?
What are the limitations of these documents for understanding your historical question? What are the
strengths of the documents-either individually or together?
Good luck—I have example papers if you would like to review them.
Note for Fall 2008
We have a special opportunity, made available by campus archivist Anne Turkos, to study The Protest Era at the
University of Maryland for this project. While I will entertain alternate proposals, my strong suggestion is that
the class take advantage of the significant volumes of resources on this topic made available specifically for our
use. More on this in class.
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History of Higher Education
Final Paper Outline (Due October 20th)
The first purpose of this assignment is to encourage students to make progress on their final paper; so that the
final weeks before the assignment is due can be spent writing as opposed to researching for sources and reading.
A second purpose is for me to provide feedback on your historical question.
First, write a one-paragraph description of your paper topic and historical question.
Second, consider what you think the historical study will be here.
Third, sketch out an outline, or timeline of major events you will cover in your paper.
Fourth, attach a list of at least 15 references in APA for the paper.
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REACTION PAPERS
Reaction Paper for September 15: The Legacy of the Medieval Universities, Oxford and Cambridge
Describe three enduring legacies of medieval universities, Oxford, and Cambridge, described in the readings.
Provide details from readings on each one. Finally, how have any of these aspects of universities or traditions
changed over time?
Reaction Paper for September 22: Colonial Higher Education in America
Please choose ONE of the following assignments:
Group A
The Wright Piece is a critique on the purposes of higher education:
This article underscores the point that the purposes of higher education and the means to reaching them have
not always been noble. Wright reminds us that during the colonial period, our college founders used
philanthropic funds intended for Indian education to build their own institutions. In your reaction paper
summarize exactly how this was done, why it was done, and the lasting consequences described in the article.
Then consider whether there have been any other purposes of higher education or means to reaching them that
have not been so noble, mentioning recent events if possible and what you think should be done to curb such
activity.
Group B
After reading Wright, Thelin and Solomon, pretend that you are an admissions officer for one of the colonial
colleges. The year is 1770. What can you tell me as a parent of son Jacob, daughter Mary, and adopted
Native American son Joseph, about the potential for my children’s admittance, the curriculum they might
expect, campus life, and career placement? Be specific. Now consider what similar or different current
contexts might influence their education today.
Group C
How did Harvard and Cambridge work together to regulate the student community?
What were some of their biggest challenges? How did this change over time?
How is this similar or different to regulation of student behavior today?
Reaction Paper for September 29: Developing Colleges and Universities Antebellum
Please answer ONE of the following questions:
A. How did the Dartmouth case help to shape how we view private versus public institutions? What aspect
of this public/private debate influences institutions today?
B. Describe 3 major propositions put forward by the Yale Report of 1928 and whether you agree
Reaction Paper for October 6: Higher Education for African Americans in the 19th and 20th centuries & HBCUs
This week we will engage in a class debate. One-half of the class will be representing the perspective of Booker
T. Washington and the other W.E.B. Dubois on what should be done about the education of African Americans
immediately following the civil war.
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Briefly summarize the differences between Washington and Dubois in your primary assignments, and describe at
least three major reasons given by each author for their perspective. Given the situation at the time, what were the
strengths and limitations of each position?
Reaction Paper for October 13: Higher Education for Women in the 19th and 20thcenturies & Women’s Colleges
Please choose THREE of the following questions, answer them in your reaction paper, and link them to issues of
today:
A. Nineteenth Century advocates of women's higher education linked their cause to the idea of "cultured
motherhood.” What was cultured motherhood? (Sometimes referred to as the cult of true womanhood)
B. Edward Clarke, a professor from Harvard, argued that women were biologically ill-suited for higher
education. Why?
C. What did the term "race suicide syndrome" refer to?
D. What was "respectable spinsterhood?"
E. What was the "extraordinary woman" approach to defending women's higher education?
F. What did it mean when some argued that women could (in the 1920s, 1930s and
a. 1940s) "wear their learning lightly like a flower?"
G. Where did Hall believe women' s colleges should be located? Why?
H. Why are there no woman geniuses, according to one of your authors?
I.
What were some of the challenges experienced by the daughters of Jewish immigrants in obtaining a
higher education?
J. Were there any disadvantage s to the movement toward co-education?
Reaction Paper for October 20: Rise of Universities and Land Grant Colleges
Describe three common misconceptions about the development of the early land-grant institutions. How do these
misconceptions linger in our view of land grants today?
Reaction Paper for October 27: Rise of the Professoriate and Graduate Education
Please choose one of the following questions:
A. Describe three major shifts in the academic profession, (e.g. appointments, scholarship, career
progression, disciplines, workload) during this time. How have these shifts influenced where academic
careers are today?
B. One of the things we will discuss in class is how Student Affairs grew as a profession at a time when
faculty were shedding some responsibilities in lieu of others, and higher education was expanding.
Compare changes occurring among faculty to changes in Deans of Men. Is student affairs a discipline?
How specifically are you being "disciplined" to think and act like a student affairs administrator? What
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counts as knowledge? What are you expected to know, value and be able to do by the time you graduate?
How is this communicated explicitly and implicitly? What are the socialization processes?
Reaction Paper for November 10: Selective Admissions & and the G.I. Bill
Please answer ONE of the following questions:
A. Discuss the process of selective admissions used in the 1920s and 1930s. How did it work, who was
mainly discriminated against, and how? Do you think any of the admissions criteria used today is
discriminatory?
B. What details surprised you most about Harvard's secret court? Do you think there are any more subtle
ways we discriminate today?
C. What were the major accomplishments and legacies of the G.I. Bill? How did it fall short of intended
goals?
Reaction Paper for November 17: The Golden Age (1945-1960s)
Please choose ONE of the following questions
Read, Report of the President's Commission, 1947. Discuss three ideas presented that really seem significant to
you, given the state of higher education then, and today. To what degree did we accomplish some of the
objectives set forth in this report, and where did we fail?
Read Communists Should Not Teach in American Colleges (Allen, 1949). Consider the following questions: What
are three reasons Allen gives for why communist faculty should be barred from teaching in higher education? For
each of Allen's points, provide a rebuttal.
Reaction Paper for November 24: Week of Student Conferences with Professor
Watch the PBS Special Declining by Degrees. Describe three major indictments of higher education raised by the
movie. Try to relate/trace these three indictments of current higher education back to the periods of time we have
studied thus far. Also, critique the indictments when you feel they are not justified or backed up by the history we
have explored in class.
Reaction Paper for December 1: Federalism & the Protest Era (1960s-2000)
Reflect on the period of student protests through the following questions:
 What were the demographics of the students most likely to protest on college campuses?
 What were the topics most common to protests?
 What methods were used by college students and how are they similar or different than ones that
might be used today?
Reaction Paper for December 8: Trace three common narratives in the stories of access for American Indians,
Asian Americans, and Latinos.
Reaction Paper for December 15: Placing Current Issues and Trends in a Historical Context
Please respond to each question below:
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A. We are creating a historical archive of the fall, 2008 semester in higher education history. What do we need to
include to give historians 50 years from now a complete picture of higher education values, and trends of this
period in regard to our institutional types, key purposes, events, faculty, students, and curriculum? What
would you bring to put into our time capsule we send about the fall, 2008 semester? Why? What do the pieces
that you have chosen uniquely tell us about the character, flavor, people and or events of this time?
B. Please write 3 individual Jeopardy-type questions about an important aspect from this semester.
Example:
A. His Job was to whip disobedient students at Harvard in the 17th century.
Q. Who is Goodman Healy?
Choose one of the following areas and then outline four major shifts that occurred in it throughout the time we
studied:
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


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Institutional Types
Purposes of higher education
Curriculum
Who students are and why they are there
Faculty careers
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