Extensions of Remarks E177 HON. STEPHANIE TUBBS JONES HON
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A Timeline of Women at Yale Helen Robertson Gage Becomes the first Woman to Graduate with a Master’S Degree in Public Health
1905 Florence Bingham Kinne in the Pathology Department, becomes the first female instructor at Yale. 1910 First Honorary Degree awarded to a woman, Jane Addams, the developer of the settlement house movement in America and head of Chicago’s Hull House. 1916 Women are admitted to the Yale School of Medicine. Four years later, Louise Whitman Farnam receives the first medical degree awarded to a woman: she graduates with honors, wins the prize for the highest rank in examinations, and is selected as YSM commencement speaker. 1919 A Timeline of Women at Yale Helen Robertson Gage becomes the first woman to graduate with a Master’s degree in Public Health. SEPTEMBER 1773 1920 At graduation, Nathan Hale wins the “forensic debate” Women are first hired in the college dining halls. on the subject of “Whether the Education of Daughters be not without any just reason, more neglected than that Catherine Turner Bryce, in Elementary Education, of Sons.” One of his classmates wrote that “Hale was becomes the first woman Assistant Professor. triumphant. He was the champion of the daughters and 1923 most ably advocated their cause.” The Yale School of Nursing is established under Dean DECEMBER 1783 Annie Goodrich, the first female dean at Yale. The School Lucinda Foote, age twelve, is interviewed by Yale of Nursing remains all female until at least 1955, the President Ezra Stiles who writes later in his diary: earliest date at which a man is recorded receiving a degree “Were it not for her sex, she would be considered fit to at the school. -
Annual Report
COUNCIL ON FOREIGN RELATIONS ANNUAL REPORT July 1,1996-June 30,1997 Main Office Washington Office The Harold Pratt House 1779 Massachusetts Avenue, N.W. 58 East 68th Street, New York, NY 10021 Washington, DC 20036 Tel. (212) 434-9400; Fax (212) 861-1789 Tel. (202) 518-3400; Fax (202) 986-2984 Website www. foreignrela tions. org e-mail publicaffairs@email. cfr. org OFFICERS AND DIRECTORS, 1997-98 Officers Directors Charlayne Hunter-Gault Peter G. Peterson Term Expiring 1998 Frank Savage* Chairman of the Board Peggy Dulany Laura D'Andrea Tyson Maurice R. Greenberg Robert F Erburu Leslie H. Gelb Vice Chairman Karen Elliott House ex officio Leslie H. Gelb Joshua Lederberg President Vincent A. Mai Honorary Officers Michael P Peters Garrick Utley and Directors Emeriti Senior Vice President Term Expiring 1999 Douglas Dillon and Chief Operating Officer Carla A. Hills Caryl R Haskins Alton Frye Robert D. Hormats Grayson Kirk Senior Vice President William J. McDonough Charles McC. Mathias, Jr. Paula J. Dobriansky Theodore C. Sorensen James A. Perkins Vice President, Washington Program George Soros David Rockefeller Gary C. Hufbauer Paul A. Volcker Honorary Chairman Vice President, Director of Studies Robert A. Scalapino Term Expiring 2000 David Kellogg Cyrus R. Vance Jessica R Einhorn Vice President, Communications Glenn E. Watts and Corporate Affairs Louis V Gerstner, Jr. Abraham F. Lowenthal Hanna Holborn Gray Vice President and Maurice R. Greenberg Deputy National Director George J. Mitchell Janice L. Murray Warren B. Rudman Vice President and Treasurer Term Expiring 2001 Karen M. Sughrue Lee Cullum Vice President, Programs Mario L. Baeza and Media Projects Thomas R. -
ED370493.Pdf
DOCUMENT RESUME ED 370 493 HE 027 453 AUTHOR Young, Raymond J.; McDougall, William P. TITLE Summer Sessions in Colleges and Universities: Perspectives, Practices, Problems, and Prospects. INSTITUTION North American Association of Summer Sessions, St. Louis, MO. SPONS AGENCY Phi Delta Kappa, Bloomington, Ind.; Washington State Univ., Pullman. Coll. of Agriculture.; Western Association of Summer Session Administrators. PUB DATE 91 NOTE 318p. AVAILABLE FROMNorth American Association of Summer Sessions, 11728 Summerhaven Dr., St. Louis, MO 63146 ($8.50). PUB TYPE Reports Research/Technical (143) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS *College Programs; *Educational History; *Educational Practices; Higher Education; *Program Administration; Program Development; School Schedules; Summer Programs; *Summer Schools; Universities ABSTRACT This book offers normative information about various operational facets of collegiate summer activities, places the role of the modern day collegiate summer session in evolutioLary perspective, and provides baseline information produced by four national studies and one regir)nal study. The book's chapters focus on: (1)a global perspective and orientation to the topic of collegiate summer sessions and a research review;(2) the historical of the evolution of summer sessions;(3) various features of summer terms, including organization and administration, curriculum and instructional activities, students, and staff;(4) historical development and influence of the collegiate calendar and its relationship to summer sessions;(5) historical development, role, nature, and contribution of professional associations relating to summer sessions;(6) major problems, issues, and trends regarding collegiate summer sessions; and (7) evaluation of summer sessions. An appendix provides a brief program evaluation proposal. (Contains approximately 300 references.)(JDD) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. -
American Council of Learned Societies Annual Report, 2012-2013
C H H I S T O R I C A L S T U D I E S S O C I E T Y F O R M I L I T A R Y H I S T O A F R I C A N S T U D I E S A S S O C I A T I O N A M E R I C A N A C A D E M Y O F R Y S O C I E T Y F O R M U S I C T H E O R Y S O C I E T Y F O R T H E A D A R T S A N D S C I E N C E S A M E R I C A N A C A D E M Y O F R E L I G I O N V A N C E M E N T O F S C A N D I N A V I A N S T U D Y S O C I E T Y F O R T H E A M E R I C A N A N T H R O P O L O G I C A L A S S O C I A T I O N A M E R I C A N A N H I S T O R Y O F T E C H N O L O G Y S O C I E T Y O F A R C H I T E C T U R A L H T I Q U A R I A N S O C I E T Y A M E R I C A N A S S O C I A T I O N F O R T H E H I S T O R I A N S S O C I E T Y O F B I B L I C A L L I T E R A T U R E S O C I E I S T O R Y O F M E D I C I N E A M E R I C A N C O M P A R A T I V E L I T E R A T U T Y O F D A N C E H I S T O R Y S C H O L A R S W O R L D H I S T O R Y A S S O C R E A S S O C I A T I O N A M E R I C A N D I A L E C T S O C I E T Y A M E R I C I A T I O N A F R I C A N S T U D I E S A S S O C I A T I O N A M E R I C A N A C A N E C O N O M I C A S S O C I A T I O N A M E R I C A N F O L K L O R E S O C I E T A D E M Y O F A R T S A N D S C I E N C E S A M E R I C A N A C A D E M Y O F R Y A M E R I C A N H I S T O R I C A L A S S O C I A T I O N A M E R I C A N M U S E L I G I O N A M E R I C A N A N T H R O P O L O G I C A L A S S O C I A T I O N A I C O L O G I C A L S O C I E T Y A M E R I C A N N U M I S M A T I C S O C I E T Y M E R I C A N A N T I Q U A R I A N S O C I E T Y A M E R I C A N A S -
No. 8 2020 Strategic Coaching Builds More Successful Academic Leaders
TM No. 8 2020 Strategic Coaching Builds More Successful Academic Leaders Anthony Knerr Getting Your Story Right Libby Morse Arts and Strategy: Reflections on Cultural Planning in the Modern University András Szántó Reclaiming the Global in Higher Education Vishakha Desai Interview Timothy L. Killeen President, University of Illinois System Notable Books STRATEGY MATTERS STRATEGY EXCEPTIONAL STRATEGY, REMARKABLE RESULTS Established in 1990, AKA|STRATEGY (AKA) is a strategy consultancy that partners with leading universities and colleges, arts & cultural institutions, and other nonprofit organizations in the United States and around the world. AKA is distinctive in the scope and interrelationships of our consulting services. Each of our services—strategic planning, strategic institutional counsel, and strategic executive coaching—enriches and complements our expertise in the other two. It is a pleasure to share this edition of Strategy Matters and with it our commitment to contribute to the conversations about the evolving and challenging world of higher education, arts & culture, and nonprofit organizations. We welcome comments and reactions to this edition on our website— www.akastrategy.com— where you may also subscribe to our email list to receive future publications and AKA news. Our site also provides considerable information about our services, our consulting team, our clients, case studies of selected assignments, and our approach. We look forward to hearing from you and hope you will enjoy this issue of Strategy Matters. 590 Madison Avenue, 21st Floor New York, NY 10022 212.302.9600 www.akastrategy.com 1 STRATEGY MATTERS No. 8 | 2020 TABLE OF CONTENTS ARTICLES 2 Strategic Coaching Builds More Successful Academic Leaders Anthony Knerr 6 Getting Your Story Right Libby Morse 10 Arts and Strategy: Reflections on Cultural Planning in the Modern University András Szántó 15 Reclaiming the Global in Higher Education Vishakha Desai INTERVIEW 17 Timothy L. -
A Yale Book of Numbers, 1976 – 2000
A Yale Book of Numbers, 1976 – 2000 Update of George Pierson’s original book A Yale Book of Numbers, Historical Statistics of the College and University 1701 – 1976 Prepared by Beverly Waters Office of Institutional Research For the Tercentennial’s Yale Reference Series August, 2001 Table of Contents A Yale Book of Numbers - 1976-2000 Update Section A: Student Enrollments/Degrees Conferred -- Total University 1. Student Enrollment, 1976-1999 2. (figure) Student Enrollment, 1875-1999 3. (figure) Student Enrollment (Headcounts), Fall 1999 4. Student Enrollments in the Ivy League and MIT, 1986-1999 5. Degrees Conferred, 1977-1999 6. Honorary Degree Honorands, 1977-2000 7. Number of Women Enrolled, University-Wide, 1871-1999 8. (figure) Number of Women Enrolled University-Wide, 1871-1999 9. Milestones in the Education of Women at Yale 10. Minority and International Student Enrollment by School, 1984-1999 Section B: International Students at Yale University 1. International Students by Country and World Region of Citizenship, Fall 1999 2. (figure) International Graduate and Professional Students and Yale College Students by World Region, Fall 1999 3. (figure) International Student Enrollment, 1899-1999 4. (figure) International Students by Yale School, Fall 1999 5. International Student Enrollment, 1987-1999 6. Admissions Statistics for International Students, 1981-1999 Section C: Students Residing in Yale University Housing 1. Number of Students in University Housing, 1982-1999 2. Yale College Students Housed in Undergraduate Dormitories, 1950-1999 3. (figure) Percentage of Yale College Students Housed in the Residential Colleges, 1950-1999 Section D: Yale Undergraduate Admissions and Information on Yale College Freshmen 1. -
The Citizen's Almanac
M-76 (rev. 09/14) n 1876, to commemorate 100 years of independence from Great Britain, Archibald M. Willard presented his painting, Spirit of ‘76, Iat the U.S. Centennial Exposition in Philadelphia, PA. The painting depicts three generations of Americans fighting for their new nation’s freedom, one of whom is marching along though slightly wounded in battle. Willard’s powerful portrayal of the strength and determination of the American people in the face of overwhelming odds inspired millions. The painting quickly became one of the most popular patriotic images in American history. This depiction of courage and character still resonates today as the Spirit of ‘76 lives on in our newest Americans. “Spirit of ‘76” (1876) by Archibald M. Willard. Courtesy of the National Archives, NARA File # 148-GW-1209 The Citizen’s Almanac FUNDAMENTAL DOCUMENTS, SYMBOLS, AND ANTHEMS OF THE UNITED STATES U.S. GOVERNMENT OFFICIAL EDITION NOTICE Use of ISBN This is the Official U.S. Government edition of this publication and is herein identified to certify its authenticity. Use of the ISBN 978-0-16-078003-5 is for U.S. Government Printing Office Official Editions only. The Superintendent of Documents of the U.S. Government Printing Office requests that any reprinted edition clearly be labeled as a copy of the authentic work with a new ISBN. The information presented in The Citizen’s Almanac is considered public information and may be distributed or copied without alteration unless otherwise specified. The citation should be: U.S. Department of Homeland Security, U.S. Citizenship and Immigration Services, Office of Citizenship, The Citizen’s Almanac, Washington, DC, 2014. -
Inaugural Symposium the Power of the Liberal Arts
INAUGURAL SYMPOSIUM THE POWER OF THE LIBERAL ARTS Friday, October 16, 2015 Pickard Theater Bowdoin College • Brunswick, Maine Welcome Clayton S. Rose, president of the College Keynote Hanna Holborn Gray, Harry Pratt Judson Distinguished Service Professor Emerita of History and president emerita, University of Chicago Panel 1: Yes, It Still Matters: Why and How We Teach the Liberal Arts William D. Adams, chairman, National Endowment for the Humanities, and president emeritus, Colby College Camille Z. Charles, Edmund J. and Louise W. Kahn Term Professor in the Social Sciences, University of Pennsylvania Adam S. Weinberg ’87, president, Denison University Mary Lou Zeeman, R. Wells Johnson Professor of Mathematics, Bowdoin College moderator Jennifer R. Scanlon, William R. Kenan Jr. Professor of the Humanities and interim dean for academic affairs, Bowdoin College Intermission Panel 2: Making a Living and Making a Life: The Liberal Arts in Commerce and Citizenship Kenneth I. Chenault ’73, H’96, chief executive officer and chairman, American Express Ruthie Davis ’84, president and designer, Ruthie Davis Shelley A. Hearne ’83, visiting professor, The Johns Hopkins Bloomberg School of Public Health George J. Mitchell ’54, H’83, former United States senator moderator Andy Serwer ’81, journalist and editor-in-chief, Yahoo Finance Hanna Holborn Gray, Keynote Hanna Holborn Gray is a historian with special interests in the history of humanism, political and historical thought, church history, and politics in the Renaissance and the Reformation. Born in Heidelberg, Germany, Gray earned her bachelor’s degree from Bryn Mawr College in 1950 and, after holding a Fulbright scholarship at Oxford, her Ph.D. -
RF Annual Report
The Rockefeller Foundation Annual Report 1913-14 TEE RO-.-K'.r.'.'.I £E 7- 1935 LIBRARY The Rockefeller Foundation 61 Broadway, New York © 2003 The Rockefeller Foundation ^«1 \we 2003 The Rockefeller Foundation July 6, 1915. > To the Trustees of the Rockefeller Foundation: Gentlemen:— I have the honor to transmit to you herewith a report on the activities of the Rockefeller Foundation and on its financial operations from May 14,1913, the date on which its charter was received from the Legislature of the State of New York, to December 31, 1914, a period of eighteen months and a half. The following persons named in the act of incorporation became, by the formal acceptance of the Charter, May 22, 1913, the first Board of Trustees: John D. Rockefeller, of New York. John D. Rockefeller, Jr., of New York. Frederick T. Gates, of Montclair, N, J. Harry Pratt Judson, of Chicago, 111. Simon Flexner, of New York. Starr J. Murphy, of Montclair, N. J. Jerome D. Greene, of New York. Wickliffe Rose, of Washington, D. C. Charles 0. Heydt, of Montclair, N. J. To the foregoing number have been added by election the following Trustees: Charles W. Eliot, of Cambridge, Mass.1 8 A. Barton Hepburn, of New York. G Appended hereto are the detailed reports of the Secretary and the Treasurer of the Rockefeller Foundation and of the Director General of the International Health Commission, JOHN D. ROCKEFELLER, JR., President. 1 Elected January 21, 1914. 9 Elected March 18, 1914. 2003 The Rockefeller Foundation 2003 The Rockefeller Foundation To the President of the Rockefeller Foundation: Sir:— I have the honor to submit herewith my report as Secretary of the Rockefeller Foundation for the period May 14, 1913, to December 31, 1914. -
Academic Faculty Address-2017
A Ressourcement Vision for Graduate Theological Education Academic Faculty Address-2017 Thomas A. Baima Mundelein Seminary August 11, 2017 I want to welcome everyone to the first of our Academic Faculty meetings for the 2017- 2018 school year. I hope all of you had a refreshing summer. This meeting is the result of comments by some of you that the academic department did not have the same opportunity as the formation department for planning and interaction. It is for this reason that I added this morning to the meetings at the opening of the school year. We do need time to work together as a group on the common project of seminary education. Those of you who are more senior will remember that we used to meet for two full days at the opening of the school year and again at the opening of the beginning of the new year. Without those meetings, we have lost much of the time we used to work together. So, I hope this morning will restore some of that, and at the same time not wear everyone out. Here is my plan for the morning. First, I’m going to do some introductions of our new members. Next, I want to offer some remarks about the vision of higher education. I do this because the academic department is entrusted with the responsibility for the intellectual pillars and shares responsibility for the pastoral pillar 1 with Formation. As such, we are part of the larger higher education enterprise both of this country and of the Catholic Church internationally. -
Academic Freedom and the Modern University
— — — — — — — — — AcAdemic Freedom And — — — — — — the modern University — — — — — — — — the experience oF the — — — — — — University oF chicA go — — — — — — — — — AcAdemic Freedom And the modern University the experience oF the University oF chicA go by john w. boyer 1 academic freedom introdUction his little book on academic freedom at the University of Chicago first appeared fourteen years ago, during a unique moment in our University’s history.1 Given the fundamental importance of freedom of speech to the scholarly mission T of American colleges and universities, I have decided to reissue the book for a new generation of students in the College, as well as for our alumni and parents. I hope it produces a deeper understanding of the challenges that the faculty of the University confronted over many decades in establishing Chicago’s national reputation as a particu- larly steadfast defender of the principle of academic freedom. Broadly understood, academic freedom is a principle that requires us to defend autonomy of thought and expression in our community, manifest in the rights of our students and faculty to speak, write, and teach freely. It is the foundation of the University’s mission to discover, improve, and disseminate knowledge. We do this by raising ideas in a climate of free and rigorous debate, where those ideas will be challenged and refined or discarded, but never stifled or intimidated from expres- sion in the first place. This principle has met regular challenges in our history from forces that have sought to influence our curriculum and research agendas in the name of security, political interests, or financial 1. John W. -
Boyer Is the Martin A
II “BROAD AND CHRISTIAN IN THE FULLEST SENSE” WILLIAM RAINEY HARPER AND THE UNIVERSITY OF CHICAGO J OHN W. B OYER OCCASIONAL PAPERS ON HIGHER XVEDUCATION XV THE COLLEGE OF THE UNIVERSITY OF CHICAGO William Rainey Harper, 1882, Baldwin and Harvey Photographic Artists, Chicago. I I “BROAD AND CHRISTIAN IN THE FULLEST SENSE” William Rainey Harper and the University of Chicago INTRODUCTION e meet today at a noteworthy moment in our history. The College has now met and surpassed the enrollment W goals established by President Hugo F. Sonnenschein in 1996, and we have done so while increasing our applicant pool, our selectivity, and the overall level of participation by the faculty in the College’s instructional programs. Many people—College faculty, staff, alumni, and students—have contributed to this achievement, and we and our successors owe them an enormous debt of gratitude. I am particularly grateful to the members of the College faculty—as I know our students and their families are—for the crucial role that you played as teachers, as mentors, as advisers, and as collaborators in the academic achievements of our students. The College lies at the intellectual center of the University, an appropriate role for the University’s largest demographic unit. We affirm academic excellence as the primary norm governing all of our activities. Our students study all of the major domains of human knowledge, and they do so out of a love of learning and discovery. They undertake general and specialized studies across the several disciplines, from the humanities to the natural sciences and mathematics to the social sciences and beyond, This essay was originally presented as the Annual Report to the Faculty of the College on October 25, 2005.