History of Higher Ed - Google Drive


1	Timestamp	id	title	description	startdate	enddate	high_threshold	importance	image	link	date_display	icon

2
3		edlf8651.2012-0001	Proposed first university in English America	Before the Mayflower landed at Plymouth Rock, before Harvard opened its doors for instruction, King James ordered bishops to collect thousands of pounds in support of a university to be established in the Virginia colony.	1/1/1618		51	41	http://www.dhr.virginia.gov/hiway_markers/images/3339_1.jpg	http://www.dhr.virginia.gov/hiway_markers/marker.cfm?mid=3339	ye	triangle_blue.png
4		edlf8651.2012-0002	Cohen Chapter 1: Establishing the Collegiate Form in the Colonies		1/1/1636	1/1/1789	52	45			ye	circle_green.png
5		edlf8651.2012-0003	Cohen Chapter 2: The Diffusion of Small Colleges in the Emergent Nation		1/1/1790	1/1/1869	52	45			ye	circle_green.png
6		edlf8651.2012-0004	Cohen Chapter 3: University Transformation as the Nation Industrializes		1/1/1870	1/1/1944	52	45			ye	circle_green.png
7		edlf8651.2012-0005	Cohen Chapter 4: Mass Higher Education in the Era of American Hegemony		1/1/1945	1/1/1975	52	45			ye	circle_green.png
8		edlf8651.2012-0006	Cohen Chapter 5: Maintaining the Diverse System in an Era Consolidation		1/1/1976	1/1/1993	52	45			ye	circle_green.png
9		edlf8651.2012-0007	Cohen Chapter 6: Privatiaztion, Corpratization and Accontability in the Contemporary Era		1/1/1994	1/1/2009	52	45			ye	circle_green.png
10		edlf8651.2012-0008	Thelin: Colleges in the Colonial Era		1/1/1636	1/1/1784	52	45			ye	circle_red.png
11		edlf8651.2012-0009	Thelin: Creating the "American Way" in Higher Education		1/1/1785	1/1/1860	52	45			ye	circle_red.png
12		edlf8651.2012-0010	Thelin: Diversity and Adversity: Reslilience in American Higher Education		1/1/1860	1/1/1890	52	45			ye	circle_red.png
13		edlf8651.2012-0011	Thelin: Captains of Industry and Erudition: University-Builders		1/1/1880	1/1/1910	52	45			ye	circle_red.png
14		edlf8651.2012-0012	Thelin: Alma Mater: America Goes to College		1/1/1890	1/1/1920	52	45			ye	circle_red.png
15		edlf8651.2012-0013	Thelin: Success and Excess: Expansion and Reforms in Higher Education		1/1/1920	1/1/1945	52	45			ye	circle_red.png
16		edlf8651.2012-0014	Thelin: Gilt by Association: Higher Education's "Golden Age"		1/1/1945	1/1/1970	52	45			ye	circle_red.png
17		edlf8651.2012-0015	Thelin: Coming of Age in America: Higher Education as a Troubled Giant		1/1/1970	1/1/2000	52	45			ye	circle_red.png
18		edlf8651.2012-0016	Thelin: A New Life Begins? Reconfiguring American Higher Education in the Twenty-first Century		1/1/2001	1/1/2013	52	45			ye	circle_red.png
19		edlf8651.2012-0017	Normal schools established across the United States	Normal schools, founded through the United States throughout the latter half of the 19th century and early decades of the 20th century, established normative practices for primary school teachers. Pictured here is Sherman Hall at Western Illinois State Normal College (later Western Illinois State Teacher's College). WIU founded 1899.	1/1/1899	1/1/1899	51	41	https://sphotos-b.xx.fbcdn.net/hphotos-snc7/380707_10151157585195718_1830196341_n.jpg	http://www.wiu.edu/	ye	triangle_blue.png
20		edlf8651.2012-0018	Chapter 1: Society	During the American Colonial period (1636-1789) settlers were influenced in great part by the opportunities presented by the land, religious reform, and the development of the American Dream. Settlers came from Western Europe looking for a new start to life and found space and freedom to explore new ways of doing things in the colonies. Eventually, these groups formed a unique American identity, eventually leading to the American Revolution.	1/1/1636		50	43	http://www.awesomestories.com/images/user/0c8df1255e.jpg	http://www.awesomestories.com/images/user/0c8df1255e.jpg	ye	halfcircle_black.png
21		edlf8651.2012-0019	Chapter 1: Institutions	This section begins by discussing European institutions and their affects on the colonial universities. It then goes on to discuss the colonial institutions in detail and how they varied from European institutions. Colonial institutions were founded based upon religion and every time a new church was formed so was a college. However, the colleges were not controlled by the church – were just influenced by the religion of a particular church. The colleges were controlled by a combination of the church and laymen. The colonists wanted do build communities that integrated religion and society. The section also discusses specific institutions. *Refer to pg. 25 for a chart of the 9 institutions, their original names and founding.	1/1/1636		50	43			ye	halfcircle_blue.png
22		edlf8651.2012-0020	Chapter 1: Students	In the early-to-mid eighteenth century, very few young men were attending the handful of colleges that had been established in colonial America. This was largely attributable to two factors; a family’s financial need for a son’s assistance on the family farm or in the family’s business, and the commonly-held belief that a college education provided little benefit or advantage in preparing a young man for a vocation. Many of the careers of the Colonial-Era (crafts, trades, farming, and business) were typically prepared for through imitation and apprenticeship. Based on the residential colleges in England (i.e. Oxford), the residential nature of the colonial colleges was formed out of necessity (and design). Quiet rural settings, dormitories, and communal dining halls, permeated with a sense of paternalism became the norm. The residential college became the preferred model for maintaining control of the students, merging extracurricular activities with formal learning. What began as a necessity (adolescent boys living together in isolated areas as a unified community) grew into the tradition of college residential life.	1/1/1636	1/1/1789	50	43		http://www.archives.upenn.edu/histy/features/1700s/students1757.html	ye	halfcircle_gray.png
23		edlf8651.2012-0021	Chapter 1: Faculty	During the colonial era, the establishment of the teaching profession in the colleges faced several challenges. The most pressing was the lack of sufficient numbers; early colonial colleges’ faculty bodies were comprised of the college president and several tutors, with professors arriving later. In contrast to the European idea of faculty as a collective, privileged, autonomous body, colonial faculty members were poorly compensated and their numbers were too few to wield collective authority.	1/1/1636		50	43			ye	halfcircle_orange.png
24		edlf8651.2012-0022	Chapter 1: Curriculum	Curriculum in the colonial colleges borrowed heavily from Europe. The seven liberal arts provided the base for study and church influence was still prevalent. Over time the focus of liberal arts courses shifted as society changed. Scholasticism gave way to experiments and experimental evidence.	1/1/1636		50	43			ye	halfcircle_yellow.png
25		edlf8651.2012-0023	Chapter 1: Governance	Established either publically (state legislature) or privately, the concept of a lay board of governance (control resting outside of the employees) became the standard. Many institutions may have a second board composed of faculty and staff, but these had little power and served in an advisory role. This was the established form of governance, continuing until after the American Revolution. The only difference between the schools was the abolishment of religious governance over public institutions.	1/1/1636		50	43			ye	halfcircle_white.png
26		edlf8651.2012-0024	Chapter 1: Finance	Financing colleges in early colonial times was by no means a set science. None of the earlier institutions (i.e. Harvard, Princeton, Yale, William & Mary) benefited from a profoundly large endowment in their early stages, which ultimately encouraged various forms of financial collection to survive. Institutions relied heavily on voluntary contributions, sponsors from church groups, private donors, legislative support. In order to show their appreciation and attract continued funding, several of these institutions of higher education named themselves after religious donors such as Reverend John Harvard (Harvard University).	1/1/1636		50	43			ye	halfcircle_purple.png
27		edlf8651.2012-0025	Chapter 1: Outcomes		1/1/1636		50	43	http://uppitynegronetwork.files.wordpress.com/2011/06/manifest-destiny1.jpg?w=300&h=234		ye	halfcircle_green.png
28		edlf8651.2012-0026	Chapter 2: Society	Upon gaining its independence, the new United States began to grow quickly in size and in numbers. The land west of the Appalachian Mountains opened to exploration, settlement, and American imagination. Government-sponsored railroads and canals, as well as the availability of inexpensive land, encouraged the western migration. In the original colonies, meanwhile, manufacturing (in the Northern states) and agriculture (in the South) were booming but the two regions came to disagree about the reach of the federal government and how new states/territories should be admitted to the Union – slave or free. Despite the new Constitution’s explicit stance against state-mandated religion, church membership also saw a dramatic increase during this period, as did several social reform movements.	1/1/1790	12/31/1869	50	43		http://uppitynegronetwork.files.wordpress.com/2011/06/manifest-destiny1.jpg?w=300&h=234	ye	halfcircle_black.png
29		edlf8651.2012-0027	Chapter 2: Institutions	Numerous loosely defined and largely unaffiliated colleges were founded between the late 18th century and the 1860s as Euro-American settlers moved west from the eastern seaboard and founded their settlements along the way. These colleges, many of which closed due to financial strain, tended to be affiliated with a particular religious order. For example, Presbyterian ministers founded Oberlin College and the town Oberlin in Ohio 1833, whose second president, Charles Finney, had ties to the 2nd Great Awakening and progressive notions such as the admission of women and African Americans. Initially, these schools followed the British and French model of education that emphasized the liberal arts, quite similar to the colonial colleges (Harvard, William & Mary, Princeton, etc…). In the latter half of the 19th century, the German university became the model for collegiate institutions. This era, marked by no regulation, western-expansion, and competing religious ideals, gave rise to a diversity of colleges. As Cohen states, “experimentation was everywhere, and with the hundreds of colleges opening and closing and trying different ideas to attract support, the variety in institutional type that was to become the hallmark of higher education was present” (p. 71). In the words of Reverend Absalom Peters to the Society for the Promotion of Collegiate and Theological Education at the West in 1851, “Our Country, in the whole extent of it, is to be a land of Colleges.” Or, as Frederick Rudolph states in the American College and University (1990), “college-founding in the nineteenth century was undertaken in the same spirit as canal-building, cotton-ginning, farming and gold-mining… not completely rational… [but] touched by the American faith in tomorrow, in the unquestionable capacity of Americans to achieve a better world, … the romantic belief in endless progress.” (both quotations from Victor Ferrall’s Liberal Arts at the Brink, 2011, p. 13).	1/1/1790	1/1/1869	50	43			ye	halfcircle_blue.png
30		edlf8651.2012-0028	Chapter 2: Students	Though there was a trend of increasing access for students during this era, patterns already established were also prevalent. The number of students increased from around 1,000 to 63,000. Some women and few African Americans were included in enrollment by the end of the era. Though there was a trend in increasing access for women, including the first coed institutions and institutions specifically for women, there was still a culture of mistrust toward women. The age of students also increased during this era. Though this seems like a large increase, in terms of population increase, the number of students did not rise as much. There were still about 50 bachelor’s degrees awarded per 1 million total people, equating to 2% of the population. One major change amongst students was how they were raised during this era. Many families moved from the farm to cities, and this changed the dynamic of the population. Additionally, many students started to move away from home to attend college. Students began to form clubs and organizations since this was the first time many had been away from home. This was the beginning of many fraternities, sororities, and secret societies. Though for the most part colleges encouraged these groups, there was an awareness of issues with organized misbehavior. Fraternities and sororities assisted colleges greatly by providing living quarters when residence halls could not be built.	1/1/1790		50	43			ye	halfcircle_gray.png
31		edlf8651.2012-0029	Chapter 2: Faculty	The trend was that being a faculty was becoming more of a profession rather than a side job. Faculties were becoming more specialized in a subject, developing allegiance to their academic discipline rather than an institution. Many influences came from the Germanic notions of professors as independent researchers who guided students. No matter professors were still members of the community and many were taking part in civic affairs, literary societies, and clubs.	1/1/1790		50	43			ye	halfcircle_orange.png
32		edlf8651.2012-0030	Chapter 2: Curriculum	The curriculum of higher education begins to change drastically during this era. Sciences, social sciences, and fines arts are introduced in spite of the opposition from Yale and other prestegious universities beginning in 1828. This shift also expands beyond education into social, vocational, and environmental aspects of life. As the new curriculum was implemented colleges across the country were struggling to gain support and had to make vast changes to various aspects of their curriculum to compete with the "modernization" of higher education curriculum.	1/1/1790		50	43			ye	halfcircle_yellow.png
33		edlf8651.2012-0031	Chapter 2: Governance	The format of governance set in the Colonial Era (non-academic board with a president) continues into the Emergent Nation Era. Three patterns of college founding arise and a distinction appears between private and public institutions. Faculties organize and create their own hierarchy but never have managerial authority.	1/1/1790		50	43			ye	halfcircle_white.png
34		edlf8651.2012-0032	Chapter 2: Finance	Within the emergent nation period, money was scarce and students paid very little tuition, if at all. College faculty and Presidents did the majority of fundraising via solicitations to private donors, but Insitutions in these early years were living on a year-to-year basis, many not surviving. States began contributing both land and cash to private and public institutions by the late 1800’s. Teachers were hardly awarded salaries, and those who earned income otherwise were expected to teach out of sheer honor of being affiliated with the college. Universities justified this seemingly blatant exploitation of faculty in saying that they were providing a public service in the communities.	1/1/1790		50	43			ye	halfcircle_purple.png
35		edlf8651.2012-0033	Chapter 2: Outcomes	Changes in higher education during the Emergent Nation Era were influenced by the growing size of the country and the economy. Increasingly, college attendance was considered necessary as preparation for a professional life. Educated young people responded to societal needs, including social reformers and engineers.	1/1/1790		50	43	http://www.sonofthesouth.net/texas/pictures/louisiana-purchase.jpg	http://www.sonofthesouth.net/texas/pictures/louisiana-purchase.jpg	ye	halfcircle_green.png
36		edlf8651.2012-0034	Chapter 3: Society	During the 75 years that define the University Transformation era, the population of the United States triples, growing from 40M people in 1870 to over 140M in 1945. This growth is fueled by immigration and the expansion of the national territory. Industrialization begins to transform the American way of life. Technological advances in agriculture, the discoveries of oil and metals, and the construction of railroads contribute to an economic expansion. Due to the lingering effects of the Civil War, the South struggles to keep up with the economic vitality of the North and West. The expansion of industry and capital formation brings excessive speculation, and fraud. Unrestrained, unregulated capitalism led to calls for reform, such as the Interstate Commerce Act and Sherman Anti-Trust Act. The Federal Reserve Bank and the Federal Trade Commission are established to control banks and industry behavior. The moral crusade of the Abolitionist movement continues, however, this doesn’t extend to the indigenous populations, who continue to be pushed off their lands and be exploited. Jim Crow laws keep blacks in lower socioeconomic class - there remains little opportunity for blacks even in the North. Rapid expansion of higher education starts in 1870. The number of college students grows from 63,000 to over 1.5M in the seventy-five years of the era. This expansion is fueled by the growth of the population and the notable change in perception regarding the value of higher education to the American people. At the close of the era, America is facing the economic tensions between private capitalism and the public good, and serious questions about its founding values (i.e. city on the hill, moral beacon).	1/1/1870		50	43			ye	halfcircle_black.png
37		edlf8651.2012-0035	Chapter 3: Institutions	This era was marked by a growth in research universities, modeled in German higher education. There was an increase in professional and graduate schools, as well as an increase in enrollment and funds for these universities. The basic ideals of colleges changed before becoming universities, with less focus on religion and philosophy, and more focus on sciences, agriculture and mechanics, and research. As universities began to develop, there was increased competition for students resulting in more endeavors to attract students, such as the construction of football stadiums, laboratories and residence halls. Along with an increase in research universities, institutions were also developed for specific populations, including African Americans and women. Junior colleges, normal schools/state colleges and vocational schools were also developed for students who were not able to attend research universities.	1/1/1870		50	43			ye	halfcircle_blue.png
38		edlf8651.2012-0036	Chapter 3: Students	During the University Transformation Era the number the nation’s eighteen-year-olds entering college grew dramatically from 2 percent in 1870 to 16 percent in 1940. There was also a marked increase in the number of women enrolled in colleges. These increases were fueled by several factors including an increasing population, a greater number and variety of institutions, higher numbers of high school graduates, and a greater need for training to enter many professions. This era also gave rise to the belief that education was a means of social and economic mobility from the lower to the upper classes.	1/1/1870		50	43			ye	halfcircle_gray.png
39		edlf8651.2012-0037	Chapter 3: Faculty	As universities began to develop, there was increased competition for students resulting in more endeavors to attract students, such as the construction of football stadiums, laboratories and residence halls.	1/1/1870		50	43			ye	halfcircle_orange.png
40		edlf8651.2012-0038	Chapter 3: Curriculum	Along with an increase in research universities, institutions were also developed for specific populations, including African Americans and women. Junior colleges, normal schools/state colleges and vocational schools were also developed for students who were not able to attend research universities.	1/1/1870		50	43			ye	halfcircle_yellow.png
41		edlf8651.2012-0039	Chapter 3: Governance	The University Transformation era embodied an increasingly evolving and secular one, where a system of higher education became held together by agreements, imitation, competition and rules of conduct than by legislation. Trustees, administrators, and faculty acquired greater responsibilities as the functionality of institutions became more organized and vast, and the inner-competition for resources and power became apparent. Presidents were appointed for strong leadership and ability to appease their supporters. Administrations grew to become bureaucratic bodies that birthed diverse academic departments with self-determined requirements and standards of achievement. States, not the Federal Government, fostered the greatest institutional development.	1/1/1870		50	43			ye	halfcircle_white.png
42		edlf8651.2012-0040	Chapter 3: Finance	During the late 19th and early 20th C, colleges continued to be funded by multiple sources. State support varied depending on the economy, but many successful institutions in the West received nearly half of their funding from state appropriations. Institutions began soliciting alumni donations more formally through organized campaigns and federal funding went beyond the Morrill Act to support various other purposes.	1/1/1870		50	43			ye	halfcircle_purple.png
43		edlf8651.2012-0041	Chapter 3: Outcomes	The outcomes of this era were both from new progressions and sampling a continuation of effects from the periods before it. Some of the major outcomes this era of higher education had were its contribution to the military, research in natural sciences and agriculture, becoming more focused on professionalization and preparing student for professions, and changing the meaning of what having a degree meant. During this time higher education institutions become fiscal engines. Those who were unhappy with what the higher education system was becoming had major critiques, however those critiques did not effect the path higher education was following.	1/1/1870		50	43			ye	halfcircle_green.png
44		edlf8651.2012-0042	Chapter 4: Society	The United States emerged from World War II as the most powerful and economically prosperous nation on earth. The U.S. used its international influence to forestall the rise of the Soviet Union as a new military power and limit the spread of Communism. At home, the executive and legislative branches of the federal government cracked down on the activities of citizens supposed to be sympathetic to Communism. The economy and the population expanded rapidly, leading to postponing of entry into the workforce; labor itself changed as jobs in heavy industry began to be replaced by the service sector. The G.I. bill led to increased enrollments and revenue for American higher education. There were many challenges to racial segregation, the most significant being Brown v. Board; federal bureaucracy expanded to enforce anti-discrimination policy and administer programs.	1/1/1945		50	43			ye	halfcircle_black.png
45		edlf8651.2012-0043	Chapter 4: Institutions	The era was a time for growth! The institutions changed, and grew in enrollment. The liberal arts decreased in enrollment and the public school grew in size, power, and prestige. Universities have become much more than a collectivity of students and professors. It was now a unique social force.	1/1/1945		50	43			ye	halfcircle_blue.png
46		edlf8651.2012-0044	Chapter 4: Students	Between 1945 and 1975, enrollments increased from 2 million to 11 million (500%), most dramatically at public institutions. Political and social forces granted greater access to minority populations, and after a spurt of growth in male attendance as a result of veteran enrollment (70% in 1950), differences between gender enrollment reached parity by the end of the era. Also by the end of the era, students were attending community colleges at an equal rate of enrollment with 4-year institutions. Increases in enrollment can be linked to the institutional growth of the era which was partially due to the desire to increase access but also in an effort to collect an ever-greater portion of the increasing federal and state financial aid during the era.	4/28/1905	5/28/1905	50	43			ye	halfcircle_gray.png
47		edlf8651.2012-0045	Chapter 4: Faculty		Activism also took center stage as a result of the political and social climates of the era, including reactions to the Vietnam and Korean wars, the civil rights movements of the era, and responses to social conservatism stemming from the Cold War and fear/excitement of communism.		50	43			ye	halfcircle_orange.png
48		edlf8651.2012-0046	Chapter 4: Curriculum		1/1/1945		50	43			ye	halfcircle_yellow.png
49		edlf8651.2012-0047	Chapter 4: Governance	Institutional governance during the mass higher education era was characterized by expanded role of state and federal governments, with a corresponding increase in bureaucracy within the academy. Numerous commissions were formed, which made recommendations aimed toward increasing access and giving the state a greater role in institutional size, budget, mission and other factors. The federal government subsequently passed numerous laws designating funds for campus facilities, certain academic programs, and student loans. The influence of state government increased with the formation of federally mandated coordinating bodies. With the advent of accreditation requirements and increased accountability to state and federal governments, bureaucracy within the academy increased and the role of university presidents shifted to fundraiser/figurehead, and students as well as faculty called for greater representation in governance.	1/1/1945		50	43			ye	halfcircle_white.png
50		edlf8651.2012-0048	Chapter 4: Finance	Cohen begins saying that colleges and universities did “quite well” during this 30-year era. Regardless of sector or institution size, substantial increases were seen in enrollments, total expenditures, and total revenues. Government support of higher education shifted from largely research to largely student aid, particularly after social change led to much influential legislation being enacted during the 1960s. Elite universities, however, continued to vie for research dollars. Philanthropic giving increased tenfold during the era thanks largely to corporate giving and charitable foundations. Expenditures rose, although dollars spent per student did not necessarily correlate. Another flurry of legislation created more “socially imposed costs,” but institutions survived by depending on diversifying revenue streams.	1/1/1945	12/31/1975	50	43	http://upload.wikimedia.org/wikipedia/commons/thumb/0/00/NIH_Clinical_Research_Center_aerial.jpg/250px-NIH_Clinical_Research_Center_aerial.jpg	http://upload.wikimedia.org/wikipedia/commons/thumb/0/00/NIH_Clinical_Research_Center_aerial.jpg/250px-NIH_Clinical_Research_Center_aerial.jpg	ye	halfcircle_purple.png
51		edlf8651.2012-0049	Chapter 4: Outcomes	In short, the values of higher education (individual & societal benefit, economic, personal development) did not necessarily align with reality (class stratification reproduction). However, by the end of 1975, America had a huge postsecondary education system that was unrivaled globally. Despite higher education’s shortcomings of the time, the following increased: college attendance, graduation, faculty research, prestige, diversity of institution type (more or less burgeoned into the current system we know) and external grant funding. It is deemed the Golden Era because it was flush with cash from federally funded research and student aid. Postsecondary education expanded to meet the needs of the baby boomers while being energized by the student activism/idealism of the 1960s. By the middle of the 1970s, population stabilizes, federal and state appropriations begin to decrease, and the student activism of the 1960s diminishes (perhaps due in part to the rise of disco).	1/1/1945		50	43			ye	halfcircle_green.png
52		edlf8651.2012-0050	Chapter 5: Society	During the Era of Consolidation the United States was facing an aging population, a growing gap between rich and poor, increased participation in education, more children being raised by one parent, and an increasing proportion of women in the workplace. This period also saw the end of the Cold War and the collapse of the Soviet Union. The federal debt continued to climb in part due to tax cuts implemented in the 1980s. Labor unions lost power and a larger portion of the workforce were part-time. An increasing number of groups vied for protection under equal opportunity laws.	1/1/1976		50	43	http://upload.wikimedia.org/wikipedia/commons/d/d4/Crane_removed_part_of_Wall_Brandenburg_Gate.jpg	http://upload.wikimedia.org/wikipedia/commons/d/d4/Crane_removed_part_of_Wall_Brandenburg_Gate.jpg	ye	halfcircle_black.png
53		edlf8651.2012-0051	Chapter 5: Institutions	Coming out of the Era of American Hegemony, there was little significant growth concerning the institution as a whole. Private institutions proved to be a driving force in American higher education as they proved many skeptics wrong. However, much of the growth during this time came in the graduate and professional related fields. The curriculum for undergraduate programs was being reformed due to the growth in graduate programs. The increase in enrollment in graduate programs lead to an increase in faculty and administrative positions at these institutions. A main reason for this growth is many occupations began to require a form of education higher then a bachelor’s degree.	1/1/1976		50	43			ye	halfcircle_blue.png
54		edlf8651.2012-0052	Chapter 5: Students		1/1/1976		50	43			ye	halfcircle_gray.png
55		edlf8651.2012-0053	Chapter 5: Faculty		1/1/1976		50	43			ye	halfcircle_orange.png
56		edlf8651.2012-0054	Chapter 5: Curriculum	In the latter part of the 20th C, higher education curriculum was characterized by a trend towards vocational degrees, women earning more degrees at the associate and bachelor levels, and men earning more doctorates, the rise of a new area of study called multiculturalism, and a strong desire to get more learning for less money, to make higher education more efficient. During this period, there was rising concern about the length of time it took students to earn a bachelor’s degree and states wanted to see more results of their investments. Accountability became more important, and as a result the search to create technology that would increase the productivity in education grew.	1/1/1976		50	43			ye	halfcircle_yellow.png
57		edlf8651.2012-0055	Chapter 5: Governance	Around this time the word compliance entered the vocabulary of higher education. The self-governing campus was a fading memory, as the big business of higher education became ever more subject to external management. The state became more involved in the running of institutions both through governing boards and legislation. They also used accreditation agencies to determine federal funding. The roles different institutional governing board played was influenced by how the members of the board received their position.	1/1/1976		50	43			ye	halfcircle_white.png
58		edlf8651.2012-0056	Chapter 5: Finance	In the Era of Consolidation, the finance of higher education is generally characterized by a shifting of revenues away from government funding towards a greater reliance on tuition and fees. As the effects of inflation and diminished state subsidies resulted in higher costs for institutions, universities sought increased federal funding in the form of research grants. With increases in tuition costs exceeding the rate of inflation (and the increases in family income) students and their families became more reliant on financial aid to bridge the gap in affordability. Student aid had grown from $550M in 1964 to over $26B by the end of the 1980s. Increasingly, this financial aid was in the form of student loans. As government subsidies for higher education diminished and pressures to keep tuition affordable increased, institutions attempted to control costs. Frequently, these cost cutting measures included: better resource utilization (i.e. summer sessions), early retirement programs for senior faculty, larger class sizes, and the elimination of lower enrollment classes. Despite their efforts, institutions are more effective at increasing revenues than they are at controlling costs.	1/1/1976		50	43			ye	halfcircle_purple.png
59		edlf8651.2012-0057	Chapter 5: Outcomes	This era marked an increase in the involvement of institutions of higher education in the public sphere. Universities made efforts to increase diversity of their campuses by increasing equity and access to minority populations and lower SES students. Research universities became increasingly involved with industries, primarily through biotechnology. This was a win-win situation in that universities gained additional research, while companies gained knowledge that could not be attained without the research efforts of the university. As more students matriculated and earned degrees, college degrees became more necessary in order to gain employment/to advance quality of life. However, degree holders were rarely wealthy. This is partially because of the nature of the professions that students pursued, but largely due to a lack of connection, or a lack of being born into a family that had the connections to attain wealth. As higher education became more involved with the public, assessment became important. Outside constituents wanted to know that colleges were making the contributions that they claimed to make.	1/1/1976		50	43			ye	halfcircle_green.png
60		edlf8651.2012-0058	Chapter 6: Society	The era between 1994 and 2009 might be characterized as an era of reinvigorated actions taken on behalf of the federal government. From partisan politics to military incursion, a tumultuous national debt and national security issues, higher education has had to navigate a political maze that has at times either complicated or streamlined institutional policies. The era saw a steady rise in the U.S. population with a corresponding number of students enrolled in higher education, and increases in the number of institutions, number of earned degrees, and institutional revenue.	1/1/1994		50	43			ye	halfcircle_black.png
61		edlf8651.2012-0059	Chapter 6: Institutions		1/1/1994		50	43			ye	halfcircle_blue.png
62		edlf8651.2012-0060	Chapter 6: Students		1/1/1994		50	43			ye	halfcircle_gray.png
63		edlf8651.2012-0061	Chapter 6: Faculty	Expectations of faculty grew during this era, as professors were expected to teach more students while maintaining their administrative responsibilities. Governance of the academy continued to shift to a more corporate style, which led to faculty now treated like managed professionals; their rights diminished as the rights of the institution increased. The majority of faculty positions were non-tenure track; administrators could save money, control academics, and respond to market demands efficiently using adjunct hires. Graduate students assumed a significant portion of teaching, especially at research universities. More women were being hired, though they continued to be paid far less than their male counterparts.	1/1/1994		50	43			ye	halfcircle_orange.png
64		edlf8651.2012-0062	Chapter 6: Curriculum	This period features several important shifts in curriculum. On the rise were programs in occupational studies, service learning, sustainability, and online learning. Multicultural curricular endeavors have tapered due to this renewed emphasis on professional/vocational programming. Cohen details an evolution in the academic ethos in which natural science, social science, and the humanities are in competition as social and political forces drive change. He concludes that egalitarianism is besting elitism and threatening traditional educational values of reason, culture, and excellence.	1/1/1994	12/31/2003	50	43	http://www.junque-ez.com/images/catalog/books/Book_Dictionary_of_Cultural_Literacy.jpg	http://www.junque-ez.com/images/catalog/books/Book_Dictionary_of_Cultural_Literacy.jpg	ye	halfcircle_yellow.png
65		edlf8651.2012-0063	Chapter 6: Governance	The broader neoliberal treatment of higher education (i.e. privatization and corporatization) has resulted in schools becoming more privatized → higher tuition prices, increased competition for students. This results in schools engaging in an arms race for qualified (academically or financially, preferably both?) students and therefore have become more complex organizations. Presidents are more managerial in their duties. Likewise accreditation and budgetary matters have become likewise complicated just as schools have organizationally.	1/1/1994		50	43			ye	halfcircle_white.png
66		edlf8651.2012-0064	Chapter 6: Finance		1/1/1994		50	43			ye	halfcircle_purple.png
67		edlf8651.2012-0065	Chapter 6: Outcomes	Questions to consider would be if you think this is sustainable, how could these situations be improved? How can colleges & universities, faculty & staff, respond better to the various internal and external pressures that affect the landscape? How should governance ideally operate? Should education be considered a public or private good, perhaps some hybrid?	1/1/1994		50	43			ye	halfcircle_green.png
68		edlf8651.2012-0066	College football	Between 1895 and 1905, a confluence of factors enabled Coach Amos Alonzo Stagg to build a historic and dominant football program at the University of Chicago. The thriving Midwestern city’s population supplied a wealth of players and spectators, many of whom were eager to win at all costs. John D. Rockefeller’s generous philanthropic support, William Rainey Harper’s academic entrepreneurial skills and Amos Alonzo Stagg’s athletic and organizational acumen combined to place Chicago among the athletic elites.	1/1/1895	1/1/1905	51	41		http://www.la84foundation.org/SportsLibrary/CFHSN/CFHSNv09/CFHSNv09n2h.pdf	ye	triangle_blue.png
69		edlf8651.2012-0067	University of Santo Domingo founded	Predating Harvard's first class by nearly 100 years, the Spanish established this institution of higher education in the colonial world.	1/1/1538		51	41		http://uasd.edu.do/html/website2/detalles/informacion_general.html	ye	triangle_blue.png
70		edlf8651.2012-0068	Rockfish Gap Report	Twenty-one commission met at Rockfish Gap, Virginia to propose a location for the University of Virignia. Funds for a state university had been appropriated by Virginia legislature in February of that year. Members of the commission, including Thomas Jefferson who wrote the final report, seated the University based on an analysis of the distribution of the White population in the state. The Blue Ridge Mountains, the Chesapeake Bay, the Ohio River and numerous county seats served as points of demarcation for the purpose of finding the center of the population.	8/1/1818		51	41	http://www.wvculture.org/history/teacherresources/WVVA06.jpg	https://shiva.virginia.edu/sites/all/modules/shivanode/SHIVA/go.htm?m=http://shiva.virginia.edu/data/json/918	ye	triangle_blue.png
71		edlf8651.2012-0069	The Yale Report of 1828	Often represented as an inherently conservative document, the Yale Report of 1828 simultaneously defends the discipline and furniture of the mind in classical terms, but also acknowledges the trend toward useful science and other curricular changes afoot in the early 19th century American colleges.	9/11/1827	9/9/1828	51	41		http://collegiateway.org/reading/yale-report-1828/	ye	triangle_blue.png
72		edlf8651.2012-0070	First administrative dean, Harvard		1/1/1870		51	41			ye	triangle_blue.png
73		edlf8651.2012-0071	First dean of men, Harvard		1/1/1890		51	41			ye	triangle_blue.png
74		edlf8651.2012-0072	First dean of women, Chicago		1/1/1892		51	41			ye	triangle_blue.png
75		edlf8651.2012-0073	Conference of deans of women		1/1/1903		51	41		http://etd.ohiolink.edu/send-pdf.cgi/Gerda%20Janice%20Joyce.pdf?bgsu1100290629	ye	triangle_blue.png
76		edlf8651.2012-0074	National association of deans of women		1/1/1916		51	41			ye	triangle_blue.png
77		edlf8651.2012-0075	Student Personnel Point of View		1/1/1937		51	41			ye	triangle_blue.png
78		edlf8651.2012-0076	First Morrill Act		1/1/1862		51	41		http://www.ourdocuments.gov/doc.php?flash=true&doc=33	ye	triangle_blue.png
79		edlf8651.2012-0077	Booker T. Washington becomes principal of the Tuskegee Normal Schooll		1/1/1881		51	41			ye	triangle_blue.png
80		edlf8651.2012-0078	Second Morrill Act		1/1/1890		51	41		http://www.csrees.usda.gov/about/offices/legis/secondmorrill.html	ye	triangle_blue.png
81		edlf8651.2012-0079	Hatch Act of 1887		1/1/1887		51	41	http://msucares.com/about_msucares/images/hatch.jpg	http://www.law.cornell.edu/uscode/text/7/361a	ye	triangle_blue.png
82		edlf8651.2012-0080	W.E.B. DuBois writes "The Talented Tenth"		1/1/1903		51	41		http://christopherbuck.com/Buck_PDFs/Buck_TalentedTenth_2010.pdf	ye	triangle_blue.png
83		edlf8651.2012-0081	SAT first administered	Adopted from the Army Alpha Test	1/1/1926		51	41			ye	triangle_blue.png
84		edlf8651.2012-0082	Reconstruction efforts in the Southern U.S.		1/1/1863	1/1/1877	51	41			ye	triangle_blue.png
85		edlf8651.2012-0083	Royal and Pontifical University and the University of San Marcos	Royal and Pontifical University and the University of San Marcos founded by Charles V of Spain. These early outposts in the Western Hemisphere would follow the Continental model by structuring the universities as a collection of graduate schools in the tradition of Salamanca. See John Tate Lanning's "Academic Culture in the Spanish Colonies."	1/1/1551		51	41	http://upload.wikimedia.org/wikipedia/commons/thumb/8/89/Titian_-_Portrait_of_Charles_V_Seated_-_WGA22964.jpg/378px-Titian_-_Portrait_of_Charles_V_Seated_-_WGA22964.jpg	http://quod.lib.umich.edu/cgi/t/text/text-idx?c=acls;idno=heb02769	ye	triangle_blue.png
86		edlf8651.2012-0084	Geiger: Reformation Beginnings	Roger Geiger's "The Ten Generations of American Higher Education" is featured in American Higher Education in the 21st Century: Social, Political and Economic Challenges (2011) [3rd Ed.]	1/1/1636	1/1/1745	52	45			ye	circle_blue.png
87		edlf8651.2012-0085	Geiger: Colonial Colleges	Roger Geiger's "The Ten Generations of American Higher Education" is featured in American Higher Education in the 21st Century: Social, Political and Economic Challenges (2011) [3rd Ed.]	2/1/1745	1/1/1775	52	45			ye	circle_blue.png
88		edlf8651.2012-0086	Geiger: Republican Education	Roger Geiger's "The Ten Generations of American Higher Education" is featured in American Higher Education in the 21st Century: Social, Political and Economic Challenges (2011) [3rd Ed.]	1/1/1776	1/1/1800	52	45			ye	circle_blue.png
89		edlf8651.2012-0087	Geiger: The Passing of Republic Education	Roger Geiger's "The Ten Generations of American Higher Education" is featured in American Higher Education in the 21st Century: Social, Political and Economic Challenges (2011) [3rd Ed.]	2/1/1800	1/1/1825	52	45			ye	circle_blue.png
90		edlf8651.2012-0088	Geiger: The Classical Denominational Colleges	Roger Geiger's "The Ten Generations of American Higher Education" is featured in American Higher Education in the 21st Century: Social, Political and Economic Challenges (2011) [3rd Ed.]	2/1/1825	1/1/1855	52	45			ye	circle_blue.png
91		edlf8651.2012-0089	Geiger: New Departures	Roger Geiger's "The Ten Generations of American Higher Education" is featured in American Higher Education in the 21st Century: Social, Political and Economic Challenges (2011) [3rd Ed.]	2/1/1855	1/1/1890	52	45			ye	circle_blue.png
92		edlf8651.2012-0090	Geiger: Growth and Standardization	Roger Geiger's "The Ten Generations of American Higher Education" is featured in American Higher Education in the 21st Century: Social, Political and Economic Challenges (2011) [3rd Ed.]	2/1/1890	1/1/1910	52	45			ye	circle_blue.png
93		edlf8651.2012-0091	Geiger: Hierarchical Differences between the Wars	Roger Geiger's "The Ten Generations of American Higher Education" is featured in American Higher Education in the 21st Century: Social, Political and Economic Challenges (2011) [3rd Ed.]	1/1/1911	1/1/1944	52	45			ye	circle_blue.png
94		edlf8651.2012-0092	Geiger: The Academic Revolution	Roger Geiger's "The Ten Generations of American Higher Education" is featured in American Higher Education in the 21st Century: Social, Political and Economic Challenges (2011) [3rd Ed.]	1/1/1945	1/1/1975	52	45			ye	circle_blue.png
95		edlf8651.2012-0092	Geiger: Regulation, Relevance and the Steady State	Roger Geiger's "The Ten Generations of American Higher Education" is featured in American Higher Education in the 21st Century: Social, Political and Economic Challenges (2011) [3rd Ed.]	2/1/1975	1/1/2000	52	45			ye	circle_blue.png
96		edlf8651.2012-0093	B&R: The Colonial College	In this section, Brubacher and Rudy present "Beginnings," "Early Patterns of Organization and Administration" and "Early Student Life."	1/1/1551	1/1/1854	52	45			ye	circle_black.png
97		edlf8651.2012-0094	B&R: Nineteenth-Century Innovations in the Colonial College	In this section, Brubacher and Rudy present "Multiplication and Variation of Colleges," "Early Methods of Instruction," "The Elective Struggle" and "The Period of Fraternities and Athletics."	1/1/1819	1/1/1970	52	45			ye	circle_black.png
98		edlf8651.2012-0095	B&R: The Rise of Universities in Nineteenth-Century America	In this section, Brubacher and Rudy present "The American State University," "The Development of the Graduate School," "Professional Education" and "The Federal Government and Higher Education."	1/1/1770	1/1/1970	52	45			ye	circle_black.png
99		edlf8651.2012-0096	B&R: Higher Education in the Twentieth Century	In this section, Brubacher and Rudy present "Articulation of Secondary and Higher Education," "Innovations in Curriculum and Methods," "The Philosophy of Higher Education," "Academic Freedom," "Reintegration of Curriculum and Extracurriculum" and "Enlarging Scope of the Administration of Higher Education."	1/1/1865	1/1/1975	52	45			ye	circle_black.png
100		edlf8651.2012-0097	B&R: In Perspective	In this section, Brubacher and Rudy present, "The University Transformed, 1975-1995," "American Higher Education at the Dawn of a New Millenium" and "Distinguishing Features of American Higher Education."	1/1/1975	1/1/1995	52	45			ye	circle_black.png
101		edlf8651.2012-0098	Radcliffe College		1/1/1894	1/1/1976			http://www.americaslibrary.gov/aa/keller/aa_keller_radcliffe_3_e.html
102		edlf8651.2012-0099	University of California Master Plan	<p>The state of California was founded in 1849 and was already experiencing significant population growth. Between 1850 and 1860 the state’s population grew by 310 percent to 380,000 residents and growth continued at 45 percent per decade for the next one hundred years.</p><p>This explosive growth led to problems in the state higher education system as early as the 1920s. By that time higher education had grown into a tripartite system consisting of junior colleges at the base, the state colleges in the middle, and the university system at the top. This system allowed for broad access to higher education for the state’s residents but caused friction among the three segments, allowed duplication of programs, and financial strain.</p><p>During the 1950s these problems were threating to topple the system. Clark Kerr, then president of Berkeley, decided there was a need for a plan to guide the higher education through coming decades. The process began with a proposal for a master plan introduced by Assemblywoman Dorothy Donahoe in 1959. The proposal called for the creation of a team to come up with a plan to present to the legislature in time for the next legislative session just seven months away.</p><p>The group was charged with addressing six issues in the master plan. Those were enrollment growth and distribution throughout the system, division of duties among the public segments, prioritizing and scheduling new campus construction, estimated cost of capital and annual operations, and assessing the ability of the state to pay for expansion. Of these, segmentation of duties and governance were the most contested.</p><p>The state colleges wanted their own governing board with a coordinating council that would oversee both the colleges and the universities. They felt this would offer them more independence from the universities and opportunities for growth. The universities favored a single board and to keep the colleges in their current position.</p><p>In regard to duties, the universities were strongly opposed to giving the colleges the ability to grant doctorates or perform research. The colleges declared that they would not recommend any of the other agreed upon changes if they did not achieve these abilities.</p><p>A draft of the plan wasn’t accomplished until 3 days before its due date. The competing sides agreed to a compromise where the colleges would be able to offer joint doctorates with the universities and would be able to perform basic research. With the colleges agreeing to those terms the universities agreed to back the creation of a new governing board for the colleges.</p><p>The final proposal was watered down within the state legislature but a master plan with all of the recommendations was eventually passed. On April 14th, 1960 the Master Plan for Higher Education in California was signed into law by Governor Pat Brown.</p>	4/14/1960	4/14/1960	52	45	http://upload.wikimedia.org/wikipedia/commons/7/7f/UCBerkeleyCampus.jpg	http://upload.wikimedia.org/wikipedia/commons/7/7f/UCBerkeleyCampus.jpg	ye	circle_orange.png


1	Chapter 1:
2	Chapter 1:	Institutions
3	Chapter 1:	Students
4	Chapter 1:	Faculty
5	Chapter 1:	Curriculum
6	Chapter 1:	Governance
7	Chapter 1:	Finance
8	Chapter 1:	Outcomes
9	Chapter 2:	Society
10	Chapter 2:	Institutions
11	Chapter 2:	Students
12	Chapter 2:	Faculty
13	Chapter 2:	Curriculum
14	Chapter 2:	Governance
15	Chapter 2:	Finance
16	Chapter 2:	Outcomes
17	Chapter 3:	Society
18	Chapter 3:	Institutions
19	Chapter 3:	Students
20	Chapter 3:	Faculty
21	Chapter 3:	Curriculum
22	Chapter 3:	Governance
23	Chapter 3:	Finance
24	Chapter 3:	Outcomes
25	Chapter 4:	Society
26	Chapter 4:	Institutions
27	Chapter 4:	Students
28	Chapter 4:	Faculty
29	Chapter 4:	Curriculum
30	Chapter 4:	Governance
31	Chapter 4:	Finance
32	Chapter 4:	Outcomes
33	Chapter 5:	Society
34	Chapter 5:	Institutions
35	Chapter 5:	Students
36	Chapter 5:	Faculty
37	Chapter 5:	Curriculum
38	Chapter 5:	Governance
39	Chapter 5:	Finance
40	Chapter 5:	Outcomes
41	Chapter 6:	Society
42	Chapter 6:	Institutions
43	Chapter 6:	Students
44	Chapter 6:	Faculty
45	Chapter 6:	Curriculum
46	Chapter 6:	Governance
47	Chapter 6:	Finance
48	Chapter 6:	Outcomes


1	Timestamp	Untitled Question