DOCSLIB.ORG

The College President : Citizen and Symbol

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1974 The college president : citizen and symbol. Julian Hugh Murphy University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Murphy, Julian Hugh, "The college president : citizen and symbol." (1974). Doctoral Dissertations 1896 - February 2014. 2880. https://scholarworks.umass.edu/dissertations_1/2880 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE COLLEGE PRE SIDENT--C IT IZ EN AND SYMBOL A Dissertation Presented by Julian Hugh Murphy Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree DOCTOR OF EDUCATION Apr il 1974 Higher Education THE COLLEGE PRESIDENT — CITIZEN AND SYMBOL A Dissertation Presented by Julian Hugh Murphy (c) Julian Hugh Murphy 1974 All Rights Reserved i i THE COLLEGE PRESIDENT; CITIZEii AiH) SYM30L A Dissertation By Julian Hugh. Murphy April 1974 ACKNOWLEDGEMENTS No research is ever brought to closure without the support, both critical and affective, of one's academic mentors. I am particu- larly Indebted to Professor William Lauroesch, Chairman of ray Com- mittee, who allowed me the freedom—and the risk— to pursue vagueness before coming to grips with a fraction of the larger topic that was manageable. I still promise him my "Magnum Opus." I am equally in- debted to Professor Robert Wuerthner whose guidance on the original proposal and on methodology have made this study far more coherent than it might otherwise have been. My own Academic Vice President, Dr. Robert Campbell, a member of that Committee, has contributed in more ways than he knows. He has sustained me in some of the doldrums that must be a part of all research. As a former college president himself, his knowledge of the office has helped Immeasurably. To Professor William Kornegay, I owe especially the evening at Deerfield and his wit and wisdom that prevented, to some degree, a tendency to become "tendentious." Professor Frederick Brown, Jr., Dean of the Evening Division at Western New England College and my "independent rater," has been involved in this study in so many ways that no expression of gratitude is adequate. He has to be pleased that all is finished. Simultaneously, there are twenty-seven college and university presidents who gave generously of their time, interest, and knowledge iv V to make this study not only enjoyable but also an adventure into in- dividual perceptions. Their willingness to discuss sensitive issues delving into personal responsibility at this time of national soul- searching is encouraging. Research of this nature is also helped by ideas of others en' gaging in the same process. Granby House was the particular edifice in which Janet Owens, Allen Davis, Ed Harris, and Mike Schwartz, all students with me in the Higher Education Center in the School of Education, held my nose to the grindstone and made indefensible cer- tain propositions I would have liked to entertain. Their love of words and the content of ideas helped make this selection a reality. By no means the least are those members of one's family who suffer the agonies of a grumpy male fussing over ideas, words, and practical details. My wife has labored with these ideas and chores as much as I and, perhaps, some of the clarity is her achieve- ment. The children have missed fishing trips and other enjoyable pursuits to provide time that might have been rightfully theirs. Lastly, my strong sense of personal indebtedness is ac- knowledged to my own President, Dr. Beaumont A. Herman, who has en- couraged me in so many unrequired ways over many years of academic successes and failures. Without that encouragement and support, this document and its allied prerogatives might not have emerged. The College President— Citizen and Symbol April 1974 Julian H. Murphy, A.B., M.A. , Stetson University Ed.D., University of Massachusetts Directed by: Dr. William Lauroesch The purpose of this research was to examine the extent to which presidents of institutions of higher education felt a conflict existed between their respective roles as spokesman— the symbol of their institution— and as private citizen. Other related facets explored were as follows: (1) the relationship of the president's family to that role conflict; (2) the relationship between role conflict and specific reference groups; (3) the gains and losses incurred when enacting either or both roles; and (4) the primacy of one role over another. Twenty-seven presidents were interviewed in-depth to deter- mine if a conflict existed and if they would take, and have taken, stands on the following nine social issues through which the study was focused: partisan politics, busing, participation in public demonstrations, war, institutional investment policy, unjust laws, amnesty, abortion, and marijuana. Those interviewed headed institu- tions all of which are located in the Commonwealth. Eighteen head private institutions; nine are public presidents. Twenty represent vi vii secular colleges or universities; seven are sectarian. Three are from universities; sixteen represent four-year colleges; eight are from two-year colleges. The student bodies of seventeen are coeducational. Nine are women's colleges. One is a men's college. Sixty-three percent of the presidents believe that a con- flict exists. Public college and university presidents affirm its existence more strongly than other groups. Private college and university presidents are equally divided in their perceptions. Sectarian presidents do not generally affirm its existence; secular presidents do. Eighty-five percent thought they were always regarded by public and press as president. They believed, equally, that it was generally impossible for public and press to separate the presi- dent from his position. There appears to be some relationship between what presi- dents think they would do relative to social issues and what they actually do. Nineteen took action of some sort. War and politics generated the most action followed by abortion and participation in public demonstrations. Abortion, however, was the principal concern of sectarian presidents. Twenty-four presidents would not break the law. Three would. One did. Trustees and donors most influenced gains and losses. The losses identified in the presidential calculus are as follows: a sense of uneasiness, decrease in annual giving, and alienation of some segments of the college constituencies. Gains are measured as follows: better realtions with the trustees, counting as a private viil person, decreasing passion on campus, intact on Federal policy makers, increasing one's popularity with internal constituencies, and increasing donor support. While the tacit assumption of the problem statement that there is role conflict was confirmed, the extent to which that con- flict exists was found to be clearly influenced by several variables and possibly influenced by others identified in the course of the study. Within the methodological limitations and scope of the study, it is concluded that the extent of role conflict between the two roles of citizen and symbol is a function of seven variables: (1) public or private classification; (2) secular or sectarian affiliation; (3) the impact of felt obligations of the presidential office; (4) the nature of the social issue involved; (5) the in- fluence of particular reference groups; (6) the gains or losses achieved by taking a stand; and, (7) perception of the requirements of institutional leadership. Further, it may be related to two other variables; (1) time in office, and (2) the exercise of aca- demic freedom. Two variables have no impact on this type of role conflict; type of institution— two-year, four-year, or univer- sity—and sex of student body—men, women, or coeducational. TABLE OF CONTENTS Chapter I. THE COLLEGE PRESIDENT—A MAN IN THE MIDDLE 1 A Man in the Middle Need for the Study Statement of the Problem The Presidential Calculus II. COLLEGE AND UNIVERSITY PRESIDENTS—A REVIEW OF THE LITERATURE 12 Dimensions of the Literature The President's Job Biographical and Autobiographical Studies The Managerial Literature The Behavioral Literature The Function of Higher Education Citizen and Symbol in the Literature Institutional Neutrality Conclusion 111. METHODOLOGY 78 Definition of Terms Development of the Instrument Interview Sample Pretesting Protocol Administration of Protocol Treatment of Data Limitations of the Study IV. ANALYSIS OF THE DATA—DOES ROLE CONFLICT EXIST? ... 98 Institutional Data Does Role Conflict Exist? Always the President? The President's Family Summary V. ANALYSIS OF THE DATA— ISSUES AND ACTIONS 119 Social Issues Actions Taken Additional Issues Actions Contrary to the Law Summary XX X VI. ANALYSIS OF THE DATA—THE PRESIDENTIAL DECISION CALCULUS Reference Groups The Board of Trustees Act of Institutional Leadership Inhibit Debate Gains and Losses Summary VII. SUMMARY AND CONCLUSIONS 165 Summary Findings Limitations and Strengths of This Study Conclusion Discussion Future Research APPENDICES A. DEFINITIONS USED IN THIS STUDY 194 B. RESEARCHER'S CONTACT LETTER 198 C. STRATIFIED INSTITUTIONAL SAMPLE 200 D. INTERVIEW PROTOCOL 202 E. ADDITIONAL DATA--PERSON, POSITION, AND POWER ... 207 BIBLIOGRAPHY 244 LIST OF TABLES Table 1. College Presidents and Behavioral Styles 45 2. Presidential Tenure by Range of Years, Sex, Status, Affiliation, Tjrpe, and Student Body 101 3. Does Role Conflict Exist? IO 2 4. Role Conflict and Time in Office 110 5. Are You Always the President? 112 6 . Is the President's Family Also Involved? 115 7. Social Issues upon Which Presidents Would Act .... 120 8 . President's Who Have Taken No Stand on Any Issue . 124 9. Issues on Which Presidents Have Taken Stands 125 10.
Recommended publications
  • ERRS PRICE DESCRIPTORS the Tmergence.Of the Junior College In

    ERRS PRICE DESCRIPTORS the Tmergence.Of the Junior College In

    DOCUMENT RESUME ED 116.741 Ja 760 060 AUTHOR Cowley, W. H. TITLE The tmergence.of the Junior College in the EvolutiOn of American Education: A Memorandum for the Fund for / Advancement of Education. SPOTS AGENCY Ford Foundation, New York, N.Y. PUB DATE 10 Sep 55 NOTE 61p. ERRS PRICE MF-$0.76 HC-$3.32 Plus Postage DESCRIPTORS Change Agents; *Colleges; *Educational History; *Junior Colleges; Post Secondary Education; Professional Education; *Secondary-Schools; *Universities ABSTRACT In an/effort to elucidate the forces behind the emergence of the Ametican junior college, this document reviews the evolution of the structure of American education from 1874 to 1921. The historical review begins with 1874 because the decision made that year in the Kdlamazoo Case confirmed the right of communities to high schools by taxation. It ends with 1921 because two pisurrtt tal events occurred in that year: first, the organization of the American Association of Junior Colleges, and second, the establishtent of the first unitari.two..year junior college, namely, ,Modesto Junior College in Modesto, California. It reviews the historical development of secondary schools, liberal arts colleges, professional schools, universities, and junior colleges in that time period. The author/concludes that the junior college of today is an historical accident. A bibliography is appended. (DC) , *******************************************************t************ * Documents acquired by 'ERIC include many'-informal unpublished * * materials not available,from other sources. ERIC makes every effort*. * to obtain the bestopyNc available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * *via the ERIC Document Reproduction Servi9e (EDRS).
  • In Joint Session With

    In Joint Session With

    January 5, 2012 TO: Members of the Board of Regents Ex officio Representatives to the Board of Regents FROM: Joan Goldblatt, Secretary of the Board of Regents RE: Schedule of Meetings WEDNESDAY, JANUARY 11, 2012 3:30 p.m. 139 Gerberding HUB HARD HAT TOUR 5:30 p.m. President’s Residence DINNER FOR REGENTS, AND OTHER GUESTS THURSDAY, JANUARY 12, 2012 8:30 to 9:35 a.m. 142 Gerberding Hall ACADEMIC AND STUDENT AFFAIRS COMMITTEE: Regents Harrell (Chair), Barer, Cole, Gates, Knowles 9:45 to 10:35 a.m. 142 Gerberding Hall ACADEMIC AND STUDENT AFFAIRS COMMITTEE: Regents Harrell (Chair), Barer, Cole, Gates, Knowles in Joint Session with FINANCE, AUDIT AND FACILITIES COMMITTEE: Regents Smith (Chair), Brotman, Jewell, Simon 10:45 a.m. to 12:40 p.m. 142 Gerberding Hall FINANCE, AUDIT AND FACILITIES COMMITTEE: Regents Smith (Chair), Brotman, Jewell, Simon 1:00 p.m. Petersen Room REGULAR MEETING OF BOARD OF Allen Library REGENTS 2:15 to 4:00 p.m. Foege Building TOUR DEPARTMENT OF BIOENGINEERING To request disability accommodation, contact the Disability Services Office at: 206.543.6450 (voice), 206.543.6452 (TTY), 206.685.7264 (fax), or email at [email protected]. The University of Washington makes every effort to honor disability accommodation requests. Requests can be responded to most effectively if received as far in advance of the event as possible, preferably at least 10 days. 1.1/201-12 1/12/12 UNIVERSITY OF WASHINGTON BOARD OF REGENTS Academic and Student Affairs Committee Regents Harrell (Chair), Barer, Cole, Gates, Knowles January 12, 2012 8:30 to 9:35 a.m.
  • University of Washington Special Collections

    University of Washington Special Collections

    UNIVERSITY CHRONOLOGY 1850 to 1859 February 28, 1854 Governor Isaac Ingalls Stevens recommended to the first territorial legislature a memorial to Congress for the grant of two townships of land for the endowment for a university. (“That every youth, however limited his opportunities, find his place in the school, the college, the university, if God has given him the necessary gifts.” Governor Stevens) March 22, 1854 Memorial to Congress passed by the legislature. January 29, 1855 Legislature established two universities, one in Lewis County and one in Seattle. January 30, 1858 Legislature repealed act of 1855 and located one university at Cowlitz Farm Prairies, Lewis County, provided one hundred and sixty acres be locally donated for a campus. (The condition was never met.) 1860 to 1869 December 12, 1860 Legislature passed bill relocating the university at Seattle on condition ten acres be donated for a suitable campus. January 21, 1861 Legislative act was passed providing for the selection and location of endowment lands reserved for university purposes, and for the appointment of commissioners for the selection of a site for the territorial university. February 22, 1861 Commissioners first met. “Father” Daniel Bagley was chosen president of the board April 16, 1861 Arthur A. Denny, Edward Lander, and Charles C. Terry deeded the necessary ten acres for the campus. (This campus was occupied be the University until 1894.) May 21, 1861 Corner stone of first territorial University building was laid. “The finest educational structure in Pacific Northwest.” November 4, 1861 The University opened, with Asa Shinn Mercer as temporary head. Accommodations: one room and thirty students.
  • The University of Michigan

    The University of Michigan

    University of Michigan Law School University of Michigan Law School Scholarship Repository Michigan Legal Studies Series Law School History and Publications 1969 The niU versity of Michigan: Its Legal Profile William B. Cudlip Follow this and additional works at: https://repository.law.umich.edu/michigan_legal_studies Part of the Education Law Commons, and the State and Local Government Law Commons Recommended Citation Cudlip, William B. The nivU ersity of Michigan: Its Legal Profile. Ann Arbor: Univ. of Michigan, 1969. This Book is brought to you for free and open access by the Law School History and Publications at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Legal Studies Series by an authorized administrator of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. THE UNIVERSITY OF MICHIGAN: ITS LEGAL PROFILE THE UNIVERSITY OF MICHIGAN: ITS LEGAL PROFILE by William B. Cudlip, J.D. Published under the auspices of The University of Michigan Law School (which, however, assumes no responsibility for the views expressed) with the aid of funds derived from a gift to The University of Michigan by the Barbour-Woodward Fund. Copyright© by The University of Michigan, 1969 ACKNOWLEDGMENTS I suppose that lawyers are always curious about the legal history of any institution with which they are affiliated. As the University of Michigan approached its One Hundred Fiftieth year, my deep interest was heightened as I wondered about the legal structure and involvements of this durable edifice over that long period of time. This compendium is the result and I acknowledge the help that I have had.
  • Diversity Without Integration Kevin Woodson University of Richmond, Kwoodson@Richmond.Edu

    Diversity Without Integration Kevin Woodson University of Richmond, [email protected]

    University of Richmond UR Scholarship Repository Law Faculty Publications School of Law 2016 Diversity Without Integration Kevin Woodson University of Richmond, [email protected] Follow this and additional works at: https://scholarship.richmond.edu/law-faculty-publications Part of the Civil Rights and Discrimination Commons, Education Law Commons, and the Law and Race Commons Recommended Citation Kevin Woodson, Diversity Without Integration, 120 Penn State L. Rev. 807 (2016). This Article is brought to you for free and open access by the School of Law at UR Scholarship Repository. It has been accepted for inclusion in Law Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. Diversity Without Integration Kevin Woodson* Abstract The de facto racial segregation pervasive at colleges and universities across the country undermines a necessary precondition for the diversity benefits embraced by the Court in Grutter-therequirement that students partake in high-quality interracial interactions and social relationships with one another. This disjuncture between Grutter's vision of universities as sites of robust cross-racial exchange and the reality of racial separation should be of great concern, not just because of its potential constitutional implications for affirmative action but also because it reifies racial hierarchy and reinforces inequality. Drawing from an extensive body of social science research, this article explains that the failure of schools to achieve greater racial integration in campus life perpetuates harmful racial biases and exacerbates racial disparities in social capital, to the disadvantage of black Americans. After providing an overview of de facto racial segregation at America's colleges and making clear its considerable long-term costs, this article calls for universities to modify certain institutional policies, practices, and arrangements that facilitate and sustain racial separation on campus.
  • Law School of the University of Michigan

    Law School of the University of Michigan

    Michlgran Universily Lawo School LAW SCHOOL BUILDING. LAW SCHOOL OF THE UNIVERSITY OF MICHIGAN. BY HENRY WADE ROGERS, Dean of the Department of Law of ttheUniversity of Michigan. ception of the period in which he served the HEthe University two largest of Michiganuniversities is inone theof country as Minister to China, and more re- United States, and this position it has at- cently while he was acting as a member of tained within a comparatively few years. In the Fishery Commission intrusted with the June, 1887, it celebrated its semi-centennial ; delicate duty of attempting an adjustment of and the University Calendar this year issued the difficulties existing between the United shows a Faculty roll of one hundred and States and Great Britain. He has the satis- eight professors, instructors, and qssistants, faction of knowing that during his admin- as well as the names of eighteen hundred istration the University of Michigan has and eighty-two students. Harvard Univer- grown from an institution with eleven hun- sity, founded in 1636, and the oldest institu- dred and ten students and a Faculty roll of tion of learning in the country, celebrating thirty-six, to its present proportions. its two hundred and fiftieth anniversary The founders of the State of Michigan in November, i886, leads it in numbers and their descendants have kept in sacred by only seventeen students. In 1871 the remembrance that memorable article in the Hon. James 13. Angell, LL.D., became Ordinance of 1787, which proclaims that, President of the University of Michigan, "religion, morality, and knowledge being and from that time to the present has con- necessary to good government and the hap- tinued to act in that capacity, with the ex- piness of mankind, schools and the means 26 HeinOnline -- 1 Green Bag 189 1889 I90 The Green Bag.
  • It's My Retirement Money--Take Good Care of It: the TIAA-CREF Story

    It's My Retirement Money--Take Good Care of It: the TIAA-CREF Story

    INTRODUCTION AND TERMS OF USE TIAA-CREF and the Pension Research Council (PRC) of the Wharton School, University of Pennsylvania, are pleased to provide this digital edition of It's My Retirement Money—Take Good Care Of It: The TIAA-CREF Story, by William C. Greenough, Ph.D. (Homewood, IL: IRWIN for the Pension Research Council of the Wharton School, University of Pennsylvania, 1990). The book was digitized by TIAA-CREF with the permission of the Pension Research Council, which is the copyright owner of the print book, and with the permission of third parties who own materials included in the book. Users may download and print a copy of the book for personal, non- commercial, one-time, informational use only. Permission is not granted for use on third-party websites, for advertisements, endorsements, or affiliations, implied or otherwise, or to create derivative works. For information regarding permissions, please contact the Pension Research Council at [email protected]. The digital book has been formatted to correspond as closely as possible to the print book, with minor adjustments to enhance readability and make corrections. By accessing this book, you agree that in no event shall TIAA or its affiliates or subsidiaries or PRC be liable to you for any damages resulting from your access to or use of the book. For questions about Dr. Greenough or TIAA-CREF's history, please email [email protected] and reference Greenough book in the subject line. ABOUT THE AUTHOR... [From the original book jacket] An economist, Dr. Greenough received his Ph.D.
  • The Michigan Saga

    The Michigan Saga

    The Michigan Saga James J. Duderstadt President Emeritus University Professor of Science and Engineering The University of Michigan 2006 Institutional Saga Universities are based on long-standing traditions and continuity, evolving over many generations (in some cases, even centuries) with very particular sets of values, traditions, and practices. Burton R. Clark, a noted sociologist and scholar of higher education, has introduced the concept of organizational or institutional “saga” to refer to those long-standing characteristics that determine the distinctiveness of a college or university.1 Clark’s view is that “An organizational legend (or saga), located between ideology and religion, partakes of an appealing logic on one hand and sentiments similar to the spiritual on the other. Universities develop over time such an intentionality about institutional life, a saga, which then results in unifying the institution and shaping its purpose.” As Clark notes, “An institutional saga may be found in many forms, through mottoes, traditions, and ethos. It might consist of long- standing practices or unique roles played by an institution, or even in the images held in the minds (and hearts) of students, faculty, and alumni. Sagas can provide a sense of romance and even mystery that turn a cold organization into a beloved social institution, capturing the allegiance of its members and even defining the identity of its communities.”2 While all colleges and universities have social roles assigned to them, some have purposively reshaped these into compelling missions that over time achieve sufficient success and acclaim that they become an embracing saga. The appearance of a distinct institution saga involves many elements–visionary leadership, strong faculty and student cultures, unique programs, ideologies, and of course, the time to accumulate the events, achievements, legends, and mythology that characterize long-standing institutions.
  • New Wine in Old Wineskins: Social Structure and the Making of 19Th Century American Calvinism

    New Wine in Old Wineskins: Social Structure and the Making of 19Th Century American Calvinism

    NEW WINE IN OLD WINESKINS: SOCIAL STRUCTURE AND THE MAKING OF 19TH CENTURY AMERICAN CALVINISM By Justin Rowe A DISSERTATION Submitted to Michigan State University In partial fulfillment of the requirements for the degree of History—Doctor of Philosophy 2015 ABSTRACT NEW WINE IN OLD WINESKINS: SOCIAL STRUCTURE AND THE MAKING OF 19TH CENTURY AMERICAN CALVINISM By Justin Rowe The following analyzes the social structure and intellectual change of an American antebellum community. Essentially, this dissertation focuses on the Presbyterian Church in the early 19th century and suggests that by historically examining its structural dynamics historians and social scientists alike can better understand not only American intellectual history but also the sociology of ideological change. Using the Presbyterian Church as a case study, the project hypothesizes how the social organization of early American Presbyterianism influenced not only the Old and New School schism of 1837, but the transformation of American Calvinism in general. It theorizes that the reason Hopkinsian modifications to Westminster Calvinism successfully diffused across the Presbyterian Church was because the construction of the Erie Canal better connected many of the more progressive, innovative, presbyteries initially isolated on the frontier—thus increasing their capacity to influence the denomination as a whole. In essence, when the canal facilitated an enormous amount of material development in western New York during the 1820s, those presbyteries most affected were also the recipients of numerous Congregational immigrants who had adopted many of the Rev. Samuel Hopkins’ modifications to Calvinism. Thus, while these presbyteries were transforming economically and intellectually, they were also changing structurally as the canal elevated their standing within the church from “peripheral” status to a more influential and connected “semiperipheral” position which ultimately accelerated the diffusion of Hopkinsian theology and the creation of New School Calvinism.
  • The Black Power Movement and the Black Student Union (Bsu)

    The Black Power Movement and the Black Student Union (Bsu)

    THE BLACK POWER MOVEMENT AND THE BLACK STUDENT UNION (BSU) IN WASHINGTON STATE, 1967-1970 BY MARC ARSELL ROBINSON A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Program of American Studies AUGUST 2012 © Copyright by Marc Arsell Robinson, 2012 All Rights Reserved © Copyright by MARC ARSELL ROBINSON, 2012 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of MARC ARSELL ROBINSON find it satisfactory and recommend that it be accepted. _________________________________ David J. Leonard, Ph.D., Chair _________________________________ Lisa Guerrero, Ph.D. _________________________________ Thabiti Lewis, Ph.D. ii ACKNOWLEDGEMENT As I think about this dissertation and all the people who played some part in its creation, it is hard to know who to thank first. Yet, perhaps it would be fitting to begin with my dissertation chair, David J. Leonard, whose outstanding mentorship and support has been instrumental to this project. In addition, I was also honored to have Lisa Guerrero and Thabiti Lewis serve on my committee, therefore their service has also been appreciated. Several other Washington State University faculty and staff have made major contributions to my growth and development in the American Studies Ph.D. program including C. Richard King, chair of the Critical Culture Gender and Race Studies (CCGRS) Department, Rory Ong, director of the American Studies Program, and Rose Smetana, Program Coordinator for CCGRS. Moreover, all the faculty and staff of Comparative Ethnic Studies, Women Studies, and other departments/programs who worked with me deserve special acknowledgement for providing invaluable knowledge and guidance.
  • Duderstadt Peckham Chapter.Pdf

    Duderstadt Peckham Chapter.Pdf

    The Making of The University of Michigan 1817 - 1996 By Howard H. Peckham Chapter 16 Preparing for the 21st Century By James J. Duderstadt © The Millennium Project, The University of Michigan Ann Arbor, Michigan 1998 Preface Howard H. Peckham’s book, The Making of the University of Michigan, was first published to celebrate the 150th anniversary of the University of Michigan in 1967. Organized by chapters describing the era of each president of the University, from Henry Philip Tappan to Harlan Hatcher, the book became a popular source of information concerning the University’s history to students, faculty, alumni, and friends of the University. To celebrate the 175th anniversary of the University twenty-five years later, the University’s History and Tradition Committee com- missioned Professor Nicholas Steneck and Dr. Margaret Steneck to revise and up- date Peckham’s history, adding chapters on the presidencies of Robben F. Fleming and Harold T. Shapiro, adding numerous illustrations to the text, and revising somewhat the earlier draft. In part as an effort to pull together and organize my own experiences as presi- dent, during the late 1990s I drafted a chapter on “the Duderstadt era” from an au- tobiographical perspective using the Peckham style. Although this might appear to some as adopting the perspective of Winston Churchill who once stated that “History will be kind to me for I intend to write it!”, my rationale was to use the Peckham approach both to understand my tenure and to shape a more ambitious autobiographical project, The View from the Helm, published in 2007.
  • INDIANA MAGAZINE of HISTORY Volume XLVI DECEMBER,1950 Number 4

    INDIANA MAGAZINE of HISTORY Volume XLVI DECEMBER,1950 Number 4

    INDIANA MAGAZINE OF HISTORY Volume XLVI DECEMBER,1950 Number 4 Religious Influences in the Development of State Colleges and Universities Earle D. ROSS* The search for origins of American institutions, Euro- pean and colonial, has provided endless, as well as generally inconclusive, historical controversies. The pastime has been especially dear to antiquarian partisans of racial, regional, and sectarian interests. Due to notorious liberties in nomen- clature, educational history has been especially open to such indulgences. Thus, to come to the subject in hand, the ques- tion as to whether our state colleges and universities had their beginnings in colonial colleges presents but another exercise in semantics. Church establishments gave their colleges offi- cial sanction and virtual monopoly of higher education under the standing order. Beyond this grant of powers the govern- ment was not obligated. In no case was there the recognition of a responsibility for support and of a duty to promote gen- eral services as against that of safeguarding the doctrines and prerogatives of the particular sect.l To be sure the period was one of genesis, and it may be said that the colonial colleges were the forerunners of our state universities and land-grant colleges in the sense that the dame schools prepared the way for the kindergarten, the Latin grammar school fathered the * Earle D. Ross is a member of the department of history at Iowa State College of Agriculture and Mechanic Arts, Ames, Iowa. This paper was read at the session on “Religion and Education” at the forty-third annual meeting of the Mississippi Valley Historical Associ- ation at Oklahoma City, Oklahoma, on April 20, 1950.