Week Six

1. Week Six

2. Agenda • Assignment Three • Readings from Week Five-Catch-up • Readings from Week Six

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

4. Lee • Myths • Asian students are whiz kids in college • Model minority • Reality • True from some Asian groups like Japanese, Koreans, and Chinese, some Vietnamese from the elite strata • Not True for the Hmong which was a minority group in Vietnam and Laos.

5. Wang’sAsian Americans in Higher Education • The 1852 Gold Rush and the Transcontinental railroad were two events that helped spark large waves of Chinese immigration to the US. During the 1852 Gold Rush, many Chinese came to the country to work in the gold mines in California. • The 1869 Transcontinental railroad was officially connected. This new linkage connected the eastern and western parts of US. Chinese laborers played a major role in helping to build the railroad.

6. The Chinese Puzzle

7. 1882 Chinese Exclusion Act • This act provided an absolute 10-year moratorium on Chinese labor immigration. For the first time, Federal law proscribed entry of an ethnic working group on the premise that it endangered the good order of certain localities. • The act required that immigrants obtain certification from the Chinese government that they were qualified to immigrate. But this group found it increasingly difficult to prove that they were not laborers because the 1882 act defined excludable as “skilled and unskilled laborers and Chinese employed in mining.” Thus very few Chinese could enter the country under the 1882 law. • The 1882 exclusion act also placed new requirements on Chinese who had already entered the country. If they left the United States, they had to obtain certifications to re-enter. Congress, moreover, refused State and Federal courts the right to grant citizenship to Chinese resident aliens, although these courts could still deport them.

8. Discrimination • Asian Americans were systematically excluded from public education and higher education during earlier periods of American life. • Some institutions placed an emphasis on attracting international Asian students while ignoring American born Asian students.

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

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

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

12. “Diversity” Within (2) Californios compared to Mestizo have had Different experiences attending and graduating from college. The former are defined as Mexican Americans who were predominately the descendants of the Spaniards. Mestizos are the descendants of the Spanish and Native tribes.

13. College Administration & Finances Two sources of philanthropy: (1)Organizations and (2)Individuals. Organizations/Foundations American Missionary Association Peabody Education Trust Individuals Matthew Vassar

14. Interregional Philanthropy • American Missionary Association helped develop Liberal Colleges in the West and private HBCUs. • Support for development of majority white and historically black institutions in the South.

15. Stakeholders

16. Other Forces Impacting the Undergraduate Curriculum

17. Ellis Island

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

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

20. Charter Institutions • Harvard • John Hopkins • Columbia • University of Chicago • University of California • Clark University • Cornell • Michigan • Stanford • Wisconsin • University of Penn • Princeton • Yale

21. Observations • What are your impressions of the characteristics of this list? • What institutions on the list are still considered exemplary?

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

23. Factors shaping rise • Industrial development and discretionary wealth • Religion • Gospel of Wealth

24. University Presidents:Key Characteristics • Long tenure in office (2) Aware of key political events (3)Excellent fundraisers

25. Characteristics of Great Universities • Philanthropy on large scale • Presidential presence • Professors as experts • Pedagogy • Curriculum • Professional schools • Professionalization of students • Dynamics of Academic enterprise

26. Professional Schools • University builders didn’t establish connection between undergraduate and professional organizations. • Funding major challenge for organizations in higher education.

27. Professional Schools:Success Stories • Agricultural • Mining • Civic Engineering • Forerunners of ROTC

28. Query • What impact did Land grant institutions have on Federal and State government?

29. Structure and Resources • Established Department of Agriculture • Interior Department • War Department The three departments brought resources to Land Grants.

30. Campus Life Before 1890 • Small size of institutions • Simplicity in mission and function • Generalist faculty After 1890 • Emergence or larger institutions due to physical plant, student body, and size of faculty. • General academic mission with multiple undergraduate and graduate programs. • Faculty specialization

31. Public Accountability:1890-1900 Query: What are the reasons that higher education was viewed as being unregulated?

32. Hawthorne, E. (1997) Institutional Contexts Abstract • Curriculum is how faculty organize what we teach, how [pedagogy] teach, and to whom [characteristics]. • Goal of the article is to examine the different factors of institutional contexts impacting curriculum development at different institutions.

33. Underlying Currents Six significant underlying currents have influenced different groups to create the diversity of curriculum in American higher education. The currents are: • Two opposing views of human nature • Religion and religious values • Application of knowledge and the aspirations to generate knowledge • Pragmatic and diverse nature of Americans • Local interests played major roles in the development of curriculum and institutions. • Currents emerged due to the actions of internal and external stakeholders.

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

35. Stakeholders

36. Student and the Curriculum Students help shape the curriculum in three ways: • Student demands for relevance in the curriculum during the sixties, seventies, eighties, nineties, and 21st century. What forces helped shape the student movements to impact the curriculum? • BGS, i.e. alternative BA/BS degree curriculum configurations that emerged. • Afro History departments at different majority white institutions • Women Studies departments • Latino Studies • Native American or First Nation Studies • Asian American Studies • GLBT Studies

37. Student and the Curriculum • Students developing new interests outside of the regular curriculum • Development of special curriculum

38. Other forces impacting the undergraduate curriculum

39. Community College Mission • The original mission and current mission are quite different. • Originally, the junior college role was to help students gain the first two years of college. The institutions attracted students from higher socioeconomic backgrounds. • Later, they emerged into institutions whose primary access mission was remedial education. • Currently, community colleges attract more under-academically prepared students from lower socioeconomic backgrounds.

40. Curriculum as Social Construction What do we mean by social construction? Social constructionism “Social constructionism is a general term sometimes applied to theories that emphasize the socially created nature of social life. Of course, in one sense all sociologists would argue this, so the term can easily become devoid of meaning. More specifically, however, the emphasis on social constructionism is usually traced back at least to the work of William Isaac Thomas and the Chicago sociologists, as well as the phenomenological sociologists and philosophers such as Alfred Schutz. Such approaches emphasize the idea that society is actively and creatively produced by human beings. They portray the world as made or invented–rather than merely given or taken for granted. Social worlds are interpretive nets woven by individuals and groups.” A Dictionary of Sociology | 1998 | GORDON MARSHAL

41. Levine, A. and Nidiffer (1997). Key Turning Points in the Evolving Curriculum. • Abstract • We have two major goals in this chapter: • First, authors seek to provide a 400-year overview curriculum at different institutions of higher education. • Second, the authors examine the cumulative impact of the evolving curriculum on American higher education.

42. Key points • Post modernism philosophical current impact on the emerging German research university. • How intellectuals perceived the nature of knowledge: • from something that was divinely revealed with perhaps the nature of knowledge • from something that was divinely revealed with perhaps magical qualities to something to be discovered based on empiricism. • Questions: • What do we mean by empiricism? • What impact did post-modernism have on the development of German University?

43. Key points • Emerging German research university’s: • Admission criteria • Earlier admission criteria took the form of institutions seeking intellectually most capable, not because of social standing. • American trained scholars from German institutions replicate their training in American colleges and universities. • Focus on graduate education, not undergraduate education • Shifting faculty role from teaching to research • Cementing roles of research, teaching, and service

44. Emergence of multiple meanings of being a “college graduate” • Development of intellectual skills to absorb knowledge • Downplaying moral development • Career and life enhancement

45. Q/A

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

47. Institutional Type

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

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

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