Santa Clara UniversitySchool of Education, Counseling Psychology and Pastoral Ministries (ECPPM)

Department of Education

Education 386 History and Philosophy of Higher Education [3 units]Spring 2009

Instructor: Les GoodchildEmail: lgoodchild@scu.edu

Office & Contact Information: University Reading and Learning Center, 755 Franklin Street, 408-554-4464

Office Hours: Thursday 3-6 PM and by appointmentCourse Meeting Dates: Monday 6-9 PM and Fieldtrips

Mission and Goals of the Department of Education The mission of the Department of Education is to prepare professionals of competence, conscience, and compassion, who will promote the common good as they transform lives, schools, and communities.  Rooted in the Jesuit tradition at Santa Clara University, core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

Department of Education Goals:1. To prepare professionals who will work competently with individuals who have a variety

of strengths; experiences, and challenges, those with diverse backgrounds, and those in greatest need;

2. To develop positive habits of mind, identify, and apply best practices in the field, and engage in critical reflection on practice;

3. To demonstrate mastery-level knowledge and skills in teaching and learning; and

4. To become leaders sensitive to the ethical and social consequences of their decisions.

Course Description:Higher education in the United States has been molded and influenced by

a variety of historical forces. On the one hand, there are the patterns and traditions of higher learning which have been brought over from Western Europe. On the other hand, we find the native American conditions which have affected and modified the development of these transplanted institutions. Out of this interaction of these two essential elements, and most important, out of the growth

of democracy in every area of American life, has developed a truly unique system of higher education.

- John S. Brubacher and Willis Rudy, Higher Education in Transition: A History of American Colleges and Universities, 1636-1976 (1976).

By comparing the elements making up an even with those making up its antecedents, the historian can get sense of the changes in scope and intensity that characterize the transition from past to present. Some elements, which seem very important in the antecedent work, become relatively remote and insignificant in later periods. Other elements, dramatically emphasized in the hierarchy of a later event, will have been prefigured only vaguely, or by some minute aspect, in the past. The historian has to make decisions about the treatment of such changes from obscurity into prominence, which parallel the "forward" movement of history.

- Dale H. Porter, The Emergence of the Past: A Theory of Historical Explanation (1981)

The history and philosophy of American higher education as an area of inquiry began by the twentieth century. While many institutional histories were written before this time, the modern beginnings commenced with the publication of Hastings Rashdall’s The Universities of Europe in the Middle Ages in 1895. His extensive use of archival research produced a new overview of the beginnings of the medieval university.

In large part, the slow development of the history of American higher education occurred because of its numerous academies, colleges, and universities. Generalizations about their growth required reviewing up to now as many of the 4,200 institutional histories as possible. Early efforts to overcome this difficulty saw the publications of: Andrew Ten Brook’s American State Universities, Their Origin and Programs (1875); Edward Eggleston’s The Transit of Civilization to America in the Seventeenth Century (1900); and Charles F. Thwing’s A History of Higher Education in America (1906).

Between the 1930s and 1960s, general histories, specialized studies, and institutional histories provided a broad-based field of literature upon which the current "classics" have their foundation. Such works as Richard Hofstadter and C. Dewitt Hardy’s The Development and Scope of Higher Education in the United States (1952), Richard J. Storr’s The Beginnings of Graduate Education in America, Richard Hofstadter and Walter P. Metzger’s The Development of Academic Freedom in the United States (1955), John S. Brubacher and Willis Rudy’s Higher Education in Transition: A History of American Colleges and Universities, 1636-1976 (1st edition, 1958), Frederick Rudolph's The American College and University (1962), and Laurence R. Veysey, The Emergence of the American University (1965) provided the conceptual frameworks and factual descriptions for the state of the contemporary field. However, now more than forty years later, these mid-century classics are coming under fire from new archival and conceptual investigations. Moreover, these general works have mostly gone out of print and have not, with the exception of Roger L. Geiger’s excellent two volume overview of the American research university, To Advance Knowledge: The Growth of American Research

Universities, 1900-1940 (1986) and Research and Relevant Knowledge: American Research Universities Since World War II (1993), been replaced.

This course acknowledges how these foundational works have assisted in our basic interpretation of the history and philosophy of American higher education. We shall use two major strategies to explore this area through our readings in this course. We shall review seven major eras and areas in the history of American higher education: (1) the colonial colleges, 1636-1789; (2) the pioneering colleges, 1790-1869; (3) the modern U.S. university, 1870-1944; (4) democratic colleges and universities; (5) mass higher education, 1945-1975; (6) contemporary higher education, 1976-2000; and (7) the new American college and civic engagement, 2000 to present. At the same time, we will explore the related ideas comprising a philosophy of higher education for these eras: (1) governance; (2) public versus private higher education; (3) research, professionalism, and academic freedom; (4) the culture of aspiration and institutional standardization; (5) federalism, public policy, and student power; (6) vocationalism and public good; and (7) civic engagement. The still definitive work by John S. Brubacher, On the Philosophy of Higher Education (revised edition, San Francisco: Jossey-Bass, 1982) offers insight into these key ideas. Fundamental changes to American higher education occurred during these eras and profound shifts in the ideas about the purpose and nature of higher education resulted.

To aid our efforts in understanding the diversity of American higher education, we will conduct three field visits to critical institutions. We will visit Mills College to further understand women’s education, the University of California—Berkeley to explore the development of the modern research university and the birth place of contemporary student freedoms in the 1960s, and DeAnza College to understand the multipurpose mission and vocationalism of the contemporary American community college.

The rationale for this approach is to provide the historical background for six functional themes within the study of higher education: (1) the organizational development of higher education, (2) shifts in institutional governance as well as state and federal control, (3) faculty life and concerns, (4) the development of curriculum, (5) student life, (6) special clienteles and sponsorship within American higher education. This approach was used to organize the readings in my own third edition of the Association for the Study of Higher Education reader, The History of Higher Education (2007). Such an exploration enables graduate learners to understand how American higher education developed up to the present time, to have a basic historical framework of the functional areas within higher education, and major philosophical ideas pervading these institutions in the United States for their understanding and use in other graduate courses.

Required Texts (modified APA Style):Cohen, Arthur M. The Shaping of American Higher Education: Emergence and Growth of the

Contemporary System. San Francisco: Jossey-Bass Publishers, 1998.

Goodchild, Lester F., ed. The History and Philosophy of Higher Education. Santa ClaraUniversity, Course Pack of Readings, 2009.

Learning Strategies:Various classroom and individualized learning strategies are used to achieve course

objectives. In the classroom, lectures, seminar discussions, and group discussions constitute the instructional methods. Fieldtrips to understand different institutional types and their development is also part of the course. We will be traveling to Mills College in Oakland to understand all women’s higher education, University of California Berkeley (double class) to explore the development of research universities and the 1960s, as well as DeAnza College to understand the California system of community colleges. Lectures provide an overview of each class theme. Seminar discussions explore primary and secondary readings, background of various periods, biography, significant events, and shifts in organizational development under study. Learners are expected to assume an active role in seminar and group discussions by reading required and recommended readings, being familiar with their theses, and being able to discuss them with their colleagues.

References for the Course:For each week of the course, you will find secondary readings helpful should you be

interested on reserve in the University Library. See: Goodchild, Lester F., and Wechsler, Harold S., eds. The History of Higher Education, 2nd ed. Needham Heights, MA: Simon and Schuster, 1997. Use this volume to do additional reading for the weekly Journal (classes 2-6).

If you are interested in primary readings, such as the 1828 Yale Report and more than 300 others such documents, please go to the website (http://www.pearsoncustom.com/mi/msu_ashe) for our 3rd edition of Wechsler, Harold, S., Goodchild, Lester F., and Eisenmann, Linda, The History of Higher Education (Boston: Pearson Custom Publishing, 2007). As an alternative to secondary readings, you may go to a primary document source either in my The History of Higher Education (see end of syllabus) or on the website for the weekly Journal (classes 2-6).

Reserve at University LibraryTo assist you with other readings for the course and especially your final project, I have

put a number of standard works on reserve in the library, please see you handout list.

Bibliographies:Goodchild, Lester F. “Bibliography.” from The History of Higher Education, 2nd ed.

(1997), 781-798—see full text on University Library reserve.

Journals:American Historical ReviewHarvard Educational ReviewHigher EducationHistory of Higher Education AnnualHistory of Education QuarterlyJournal of Higher EducationNew England QuarterlyTeachers College RecordCourse Objectives/Expectations/Learning Outcomes:At the end of this course, higher education students will have explored and understood the following learning goals:

1. To develop an overview of the history and philosophy of American higher education (Department of Education Goal 1);

2. To understand the critical issues and problems which have brought about the great debates, ideas, and institutions within American higher education system (Department of Education Goals 2, 4);

3. To have a knowledge of the major events, persons, conditions, ethnic and racial groups, and influences which have brought about the diversity of institutional types and missions within American higher education (Department of Education Goals 1, 2);

4. To participate in a seminar forum which enables master's levels to take an active role in their learning and to develop a scholarly exchange with their colleagues (Department of Education Goal 3); and

5. To improve their composition and writing skills (Department of Education Goal 3).

Course Requirements/Assignments/Evaluation:Upon successful completion of this course, graduate learners should be able:

1. To demonstrate a general knowledge of the history and philosophy of American higher education, its significant leaders, the experience of various student groups, and major institutional changes;

2. To understand the major ideas that have shaped American higher education; and

3. To take an active role in the learning process and demonstrate to one's peers a basic competence about the history and philosophy of American higher education.

Evaluation of the learning achieved in this course is determined in three ways:1. A Course Journal on weekly readings for the first part of the course. Students will

analyze each reading by (1) writing up at least three major ideas from the reading, (2) discuss the most valuable idea or knowledge that you gained in the reading for understanding the development of American higher education, (3) identify one weakness in the reading, (4) explore additional secondary reading (by using Goodchild Reader on University Library reserve) or a primary reading from the historical era, and (5) develop a discussion question for the group discussion. Journal entries are to be done for class weeks 2 through 6. They are due by Saturday at 06:00 p.m. Please post the journals on Angel for me to review and comment on. Then take your responses from Questions 2 and 4 and share them with your Wiki Team Members. Next two members of your team will also present two questions (Question 5) to your team by this same time. Each member is to respond at least once to one of these questions by Monday noon. Try to create some dialogue on these questions. The mid-term grade for the course will be based on the performance in these journals as well as classroom and Wiki participation—

which you will hand in the entire journal in paper for Class 6 as your midterm project. This is a progressive assignment where I comment on your journals and your revise them and then hand in the completed journal as the midterm project.

The Course Journal essays will be evaluated according to the following ratings (a preliminary rubric): (1) replicating the ideas from the articles (Knowledge and Comprehension ratings on Bloom’s taxonomy; (2) explaining the ideas and providing some contemporary application to higher education in the United States (Application rating on Bloom’s taxonomy), (3) an advanced analysis or synthesis of the articles and themes in the four areas of the assignment (Analysis and Synthesis ratings on the Bloom taxonomy). Please submit the entire five week journal on Class 6 then in paper so that feedback may be given on your writing style and expression.

2. A final research paper and power point presentation for Class 10. Selection of topics due on Class 6—to be shared with class and development of two person research teams.

There are four options to choose from:

A. Discuss the history of your baccalaureate institution, the history of your major, and the educational background and educational philosophy of your favorite professor in your major (paper and interview).

B. Discuss the history, mission, and purposes of one of three fieldtrip institutions (Mills and women’s colleges, Berkeley and research universities, DeAnza and American community colleges)—also use the history of higher education literature to examine an initial national context for these groups of institutions and the contemporary problems that they face.

C. Present biographical paper on a major university president or an important contemporary higher education scholar by analyzing their background and writings and contributions for contemporary higher education.

D. Historical background and philosophical ideas related to a new trend in American higher education—such as, civic engagement and service learning, for- profit higher education, distance education, professional and academic ethics, undergraduate core curricula, vocationalism, graduate education, etc.

E. Special topics (designed by student and approved by me beforehand).

3. Class participation includes class discussions, group discussions, Wiki team responses.

Course grades will be determined by the following guidelines: mid-term journal is 40% of grade, research paper is 40% of grade, and class participation is 20% of grade. Evaluation of projects are based on completeness and accuracy. Only emergency circumstances will be considered for an extension. A grading rubric for the midterm and final projects will be given out in Classes 2 and 3, respectively, of the course.

Please use APA as the standard style manual for papers. The syllabus is in Chicago Manual of Style so that you might know the first name of the authors.

Departmental and University Policies

Attendance: Students are required to attend all classes; however, penalties for absences are left to the discretion of the instructor. Students are held accountable for all assignments in each course, whether or not the assignment was announced during their absence. Students must be present for 80% or 8 sessions of a course to be eligible to receive a grade. Instructors who teach and face a holiday should meet during finals week to make up for the holiday taken or lengthen each class period to equal a total of 30 hours for the quarter.

Accommodations for a Disability: The Santa Clara University values all learners. Should you have a disability needing accommodations, please contact Disability Resources at 408-554-4109 (voice) or 408-554-5445 (TDD). If we receive a request for disability accommodations for a student in my course, I am obligated by law (Americas With Disabilities Act-ADA) to provide the necessary accommodations for this student. If you are unsure on how to make these accommodations, call Disabilities Resources at 554 4318.

Academic Integrity: As in all institutions of higher learning, academic ethics is an important part of the university ethos. At Santa Clara University, if a student is guilty of a dishonest act in an examination, course paper, or other required work for a course, or assists others in such act, they are subject to disciplinary action. They may receive a grade of “F” for the course or be dismissed from the University. Students who violate copyright laws, including those covering of the copying of software programs, or who knowingly alter official academic records from this or any other institution may also face similar disciplinary action. Please contact the Executive Director Janice Chavez in the Department of Education for consultation if you have any questions about this issue at jachavez@scu.edu

Course Topic Outline:

Class 1 [March 30]:Ancient, Medieval, and Early Modern European Higher Education: The Background and Establishment of Universities

Spotlight: University of Paris and Oxford UniversityPresentation: Gloria Hofer, Media Specialist Librarian, University Library

Required Readings (read in the order presented):Cohen, Arthur M. “Introduction: A Framework for Studying the History of Higher Education.” In

The Shaping of American Higher Education: Emergence and Growth of the Contemporary System. San Francisco: Jossey-Bass Publishers, 1998, pp. 1-8 [hereafter listed as Cohen].

Course Pack:Bok, Derek. “The American System of Higher Education.” In Higher Learning (Harvard

University Press, 1986), 8-34.

Goodchild, Lester F. “History of Higher Education in the United States.” In Higher Education:An Encyclopedia, edited by James Forest and Kevin Kinser. Denver: ABC-Clio, Inc., 2002, 319-333.

Class 2 [April 6]:The Colonial Colleges and the American Revolution Era, 1636-1789

Spotlight: Harvard College/UniversityPhilosophical Theme: Governance

Required Readings (read in the order presented):Cohen, American Higher Education, Chapter 1, pp. 9-50

Course Pack: John Thelin, “Colleges in the Colonial Era,” In A History of American Higher Education

(Baltimore: Johns Hopkins University Press, 2004), pp. 1-40.

John D. Burton, “The Harvard Tutors: the Beginning of an Academic Profession, 1690-1825,”in Perspectives on the History of Higher Education (New Brunswick, NJ: Transaction Publishers, 1996).

Class 3 [April 20]:The Pioneering Colleges: The New American College, Governance,

Curriculum, and Faculty, 1790-1869

Spotlight: Yale College/University and Oberlin CollegePhilosophical Theme: Private versus Public Higher Education

Required Readings (read in the order presented):Cohen, American Higher Education, Chapter 2, pp. 51-96

Course Pack: David B. Potts, “‘College Enthusiasm!’ as Public Response, 1800-1860,” Harvard Educational

Review 47, no. 1 (1977).

Jack C. Lane, “The Yale Report of 1828 and Liberal Education: A Neorepublican Manifesto,”History of Education Quarterly 27, no. 3 (1987): 325-338.

Class 4 [April 27]:The Emergence of American Universities: Land-Grant Universities and

Research Universities, 1870-1944

Spotlight: Iowa State University, Johns Hopkins University,and the University of Chicago

Philosophical Themes: Research, Professionalism, and Academic Freedom

Required Readings (read in the order presented):Cohen, American Higher Education, Chapter 3, pp. 97-109, 124-133

Course Pack: Roger L. Geiger, “Research, Graduate Education, and the Ecology of American Universities: An

Interpretive History,” in The European and American University Since 1800: Historical and Sociological Essays, edited by Sheldon Rothblatt and Bjorn Wittrock (Cambridge: Cambridge University Press, 1993).

Samuel Haber, “The Professors: A Profession in an Academic Bureaucracy,” in The Quest forAuthority and Honor in the American Professions, 1750-1900 (Chicago: University of Chicago Press, 1991): 274-293.

Class 5 [May 4]:Democratic Colleges, Standardization, and Curricular Innovation in

American Higher Education during the First Two Decades of this Century:Women’s Colleges, Black Colleges, and Catholic Colleges, 1885-1948

Field Trip: Mills College in OaklandPresentation: Dr. Marianne Buroff Sheldon

Spotlight: Wellesley College, Howard University, the University ofNotre Dame, and Georgetown University

Philosophical Themes: Democratization and Standardization

Required Readings (read in the order presented):Cohen, American Higher Education, Chapter 3, pp. 109-124, 133-174.

Course Pack: Marianne Buroff Sheldon, “Revitalizing the Mission of a Women’s College: Mills College in

Oakland, California,” in Challenged by Coeducation: Women’s Colleges Since the 1960s, edited by Leslie Miller-Bernal and Susan L. Poulson (Nasville, Tenn.: Vanderbilt University Press, 2006): 175-207.

Walter R. Allen and Joseph O. Jewell, “A Backward Glance Forward: Past, Present, and FuturePerspectives on Historically Black Colleges and Universities,” Review of Higher Education (2002).

Lester F. Goodchild, “The Turning Point in American Jesuit Higher Education: TheStandardization Controversy Between the Jesuits and the North Central Association, 1915-1940,” History of Higher Education Annual 6 (1986): 81-116.

Classes 6-7 [May 11]:The Academic Revolution, Federalism, and the Rise of Mass Higher Education,

1945-1975

Field Trip and Spotlights: University of California—Berkeley and Kent State UniversityPresentations:

Archivist David Farrell, University Archives, Bancroft Library Dr. John Aubrey Douglass, Center for the Studies in Higher Education

Philosophical Themes: Federalism and Student Freedoms

Required Readings (read in the order presented):Cohen, American Higher Education, Chapter 4, pp. 175-290.

Course Pack: Marin Trow, “Federalism in American Higher Education,” in Higher Learning in America, 1980-

2000, edited by Arthur Levine (Baltimore: Johns Hopkins University Press, 1993): 39-66.

John Aubrey Douglass, “Negotiating the Master Plan and the Fate of Higher Education in California,” in The California Idea and American Higher Education: 1850 to the 1960 Master Plan (Stanford: Stanford University Press, 2000): 265-297.

Class 8 [May 18]:Contemporary Higher Education, Students, Faculty, Curricular Developments,

Alternative Higher Education, and Civic Engagement, 1976-1998—I

Spotlights: Columbia University and University of PhoenixPhilosophical Theme: Nontraditional and Adult Higher Education

Required Readings (read in the order presented):Cohen, American Higher Education, Chapter 5, pp. 291-312, 314-372.

Course Pack: Derek Bok, “Purposes,” in Our Underachieving Colleges: A Candid Look at How Much

Students Learn and Why They Should Be Learning More (Princeton: Princeton University Press, 2006), 58-81.

Anne Colby, Thomas Ehrlich, Elizabeth Beaumont, and Jason Stephens, “Bringing Moral andCivic Learning to Center Stage,” in Educating Citizens: Preparing America’s Undergraduates for Lives of Moral and Civic Responsibility (San Francisco: Jossey Bass/Wiley and Carnegie Foundation for the Advancement of Teaching, 2003), 276-287.

DUE: Outline of Final Papers and Team Work Sessions (30 minutes)

Class 9 [June 1]: Contemporary Higher Education, Policy, Governance, Accreditation, and Community

Colleges, 1976-1998--II

Field Trip: DeAnza CollegePresentations: Dr. Brian Murphy, President

Spotlight: Joliet Junior CollegePhilosophical Theme: Student Market

Required Readings (read in the order presented):Cohen, American Higher Education, Chapter 5, pp. 312-314, 372-433.

Course Pack: Robert T. Pedersen, “Value Conflicts on the Community College Campus: An Examination of

its Historical Origins,” in Managing Community and Junior Colleges: Perspectives for the Next Century, edited by Allan M. Hoffman and Daniel J. Julius (College and

University Personnel Association, 1993). Philip G. Altbach and Robert Cohen, “American Student Politics: Activism in the Midst of

Apathy,” in Student Politics in America (Greenwood Publishing Group, 1997).

DUE: Early Draft of Final Papers and Team Work Sessions (30 minutes)

Class 10 [June 8].The Past Nine Years in American Higher Education: The New American College,

A New Student Diversity, Assessment, and Public Higher Education Retrenchment.Last comments on American Higher Education and the Future

Spotlight: Alverno CollegePhilosophical Theme: Assessment as Learning Outcomes

Required Readings (read in the order presented):Cohen, American Higher Education, Chapter 5 and Conclusion, pp. 433-436, 437-458.

DUE: Final Papers and Short Power Point Presentations (10 minutes max)

RECOMMENDED READINGS WEEKS 1-6

Class 1—Recommended Reading (on reserve):Perkin, Harold. “History of Universities.” The History of Higher Education—the 1997 edition

[hereafter, ASHE History Reader], pp. 3-32.

Class 2—Recommended Readings (on reserve):

GeneralCremin, Lawrence A. “College.” ASHE History Reader, pp. 35-52.

Vine, Phyllis. “The Social Function of Eighteenth Century Higher Education.” ASHE HistoryReader, pp. 115-125.

SpecificA. On Native American education and the colonial colleges: Bobby Wright. “’For the

Children of the Infidels’?: American Indian Education in the Colonial Colleges.” ASHE History Reader, pp. 72-79.

B. On colonial college students: Kathryn M. Moore. “Freedom and Constraint in Eighteenth Century Harvard.” ASHE History Reader, pp. 108-114.

C. On colonial curricula: Sloan, Douglas. “The Scottish Enlightenment and the American College Ideal.” ASHE History Reader, pp. 94-107.

Primary Readings on Harvard: ASHE History Reader, pp. 125-128.

Class 3—Recommended Readings (on reserve):Church, Robert L., and Sedlak, Michael W. “The Antebellum College and Academy.” ASHE

History Reader, pp. 131-148.

Whitehead, John S., and Herbst, Jurgen. “How to Think About the Dartmouth College Case.”ASHE History Reader, pp. 162-172.

Primary Reading: “The Yale Report of 1828.” ASHE History Reader, pp. 171-178.

Class 4—Recommended Readings (on reserve)

GeneralGruber, Carol. “Backdrop.” ASHE History Reader, pp. 203-221.

Specific—Lang Grant UniversitiesJohnson, Eldon L. “Misconceptions About the Early Land-Grant Colleges.” ASHE History

Reader, pp. 222-233.

Hoeveler, Jr., David J. “The University and the Social Gospel: The Intellectual Origins of the‘Wisconsin Idea.’” ASHE History Reader, pp. 234-246.

Primary Reading: “The Morrill Act, 1862.” ASHE History Reader, pp. 362-364.

Specific—Research UniversitiesGeiger, Roger L. “Research, Graduate Education, and the Ecology of American Universities:

An Interpretive History.” ASHE History Reader, pp. 273-289.

Ross, Dorothy. “The Development of the Social Sciences.” ASHE History Reader, pp. 290-314.

Brubacher, John S., and Rudy, Willis. “Changes and Increases in Administrative Personnel.”ASHE History Reader, pp. 315-317.

Primary Readings: Charles W. Eliot. “Liberty in Education.” ASHE History Reader, pp. 373-380;Gilman, Daniel Coit. “The Nature and Function of a University.” ASHE History Reader, pp.

373-377.

Class 5—Recommended Readings (on reserve)

GeneralWechsler, Harold. “An Academic Gresham’s Law: Group Repulsion as a Theme in American

Higher Education.” ASHE History Reader, pp. 416-431.

Specific—Women’s Higher EducationPalmieri, Patricia A. “From Republican Motherhood to Race Suicide: Arguments on the

Higher Education of Women in the United States, 1820-1920.” ASHE History Reader,pp. 173-182.

Gordon, Lynn. “From Seminary to University: An Overview of Women's Higher Education,1870-1920.” ASHE History Reader, pp. 473-498.

Specific—Black Higher EducationAnderson, James. “Training the Apostles of Liberal Culture: Black Higher Education, 1900-

1935.” ASHE History Reader, pp. 432-459.

Wagoner, Jr., Jennings L. “The American Compromise: Charles W. Eliot, Black HigherEducation, and the New South.” ASHE History Reader, pp. 459-472.

Specific—Native American, Latino, and Puerto Rican Higher EducationOlivas, Michael. “Indian, Chicano, and Puerto Rican Colleges: Status and Issues.” ASHE

History Reader, pp. 677-698.

Specific—Professional Higher EducationBrubacher, John S., and Rudy, Willis. “Professional Education.” ASHE History Reader, pp.

379-393.

Lagemann, Ellen Condliffe. “Surveying the Professions.” ASHE History Reader, pp. 394-415.

Cremin, Lawrence A. “The Education of the Educating Professions.” ASHE History Reader,pp. 403-415.

Class 6—Recommended Readings (on reserve)

GeneralTrow, Martin. “American Higher Education: Past, Present, and Future.” ASHE History

Reader, pp. 571-586.

Specific ReadingsHutcheson, Philo A. “McCarthyism and the Professoriate: A Historiographic Nightmare?”

ASHE History Reader, pp. 610-627.

Kerr, Janet C. “From Truman to Johnson: Ad Hoc Policy Formulation in Higher Education.”ASHE History Reader, pp. 628-652.

Freeland, Richard. “The World Transformed: A Golden Age for American Universities,1945-1970.” ASHE History Reader, pp. 587-609.

Astin, Alexander W.; Astin, Helen S.; Bayer, Alan E.; and Bisconti, Ann S. “Overview of theUnrest Era.” ASHE History Reader, pp. 529-543.

Fass, Paula S. “The Female Paradox: Higher Education for Women, 1945-1963.” ASHE History Reader, pp. 699-723.

Primary Readings: “G. I. Bill of Rights,” “Report of the President’s Commission on Higher Education for Democracy, 1947”; and “Higher Education Act of 1965." ASHE History Reader, pp. 755-780.