DOCSLIB.ORG

Open Reinvention Jchaszar.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Open Reinvention Jchaszar.Pdf The Pennsylvania State University The Graduate School College of Education THE REINVENTION OF HONORS PROGRAMS IN AMERICAN HIGHER EDUCATION, 1955-1965 A Dissertation in Higher Education by Julianna K. Chaszar © 2008 Julianna K. Chaszar Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2008 The dissertation of Julianna K. Chaszar was reviewed and approved* by the following: Roger L. Geiger Distinguished Professor of Higher Education Dissertation Adviser Chair of Committee William Pencak Professor of American History David Post Professor of Higher Education Patrick T. Terenzini Distinguished Professor of Higher Education Dorothy Evensen Professor-in-Charge of the Higher Education Program *Signatures are on file in the Graduate School. ii Abstract A wave of interest in honors programs occurred at American colleges and universities in the late 1950s and early 1960s. Although honors education emerged in the U.S. some thirty years earlier, its scope had been limited primarily to private institutions and allowed upper division students to undertake independent reading and research in their major field. In contrast, the period of revitalization and new program formation beginning in the late 1950s was characterized by expansion in several directions, including the introduction of programs for freshmen and sophomores, creation of honors options in general education, adoption of honors education by major public institutions, and collaboration between colleges and secondary schools to identify and encourage academically talented students. The Inter-University Committee on the Superior Student (ICSS), led by Joseph W. Cohen at the University of Colorado at Boulder, was a significant force behind the renewal of interest in honors work during that period. This dissertation traces the formation and activities of the ICSS, which operated from 1957 to 1965 with financial support from major foundations and was succeeded by the National Collegiate Honors Council (NCHC). The study also explores ideals and practices regarding the organization, content, and role of honors education during the ICSS period, through the words of honors advocates and with specific examples from institutions. iii Table of Contents List of Figures ................................................................................................................... vi List of Tables ................................................................................................................... vii List of Abbreviations ..................................................................................................... viii Acknowledgments ............................................................................................................ ix 1 - Introduction ................................................................................................................. 1 Sociological and cultural aspects of honors education ................................................... 4 Methodology ................................................................................................................... 8 2 - The Origins and Early Growth of Collegiate Honors Education .......................... 10 Upper division honors: the norm into the 1940s ........................................................... 30 The beginnings of lower division honors ..................................................................... 39 3 - A Favorable Climate for the Growth of Honors Education in the 1950s ............. 44 Reforms in secondary schools ...................................................................................... 45 Higher Education in the 1950s ...................................................................................... 50 The challenges of rising enrollment .......................................................................... 51 Experimentation ........................................................................................................ 55 Excellence ................................................................................................................. 58 4 - The Formation of the Inter-University Committee on the Superior Student (ICSS) ............................................................................................................................... 63 A new approach to honors education ............................................................................ 71 5 - ICSS First Term of Operation .................................................................................. 79 Newsletter and Information Service ............................................................................. 81 Guidelines for Honors Programs .................................................................................. 83 Conferences .................................................................................................................. 86 Site visits ....................................................................................................................... 90 6 - Main Issues in Honors Education: Substance and Structure ................................ 97 Departmental and general honors ................................................................................. 97 C. P. Snow’s Two Cultures ..................................................................................... 103 iv Teaching Methods: Acceleration, Enrichment, and Special Class Formats ............... 108 Collaboration Between Secondary- and Higher Education ........................................ 110 7 - Organizational Variations ...................................................................................... 119 Honors in Professional Schools .................................................................................. 119 All-University Programs ............................................................................................. 125 Honors Colleges .......................................................................................................... 129 8 - ICSS Second and Third Terms............................................................................... 134 Research and Evaluation ............................................................................................. 135 Graduate and Professional Education ......................................................................... 139 The Education of Academically Talented Women ..................................................... 143 Third term: 1962-1965 ................................................................................................ 147 9 - A New Landscape: Quantitative Indicators of the 1950s Honors Movement .... 154 Programs for the lower division .............................................................................. 162 Participation at individual institutions .................................................................... 164 Summary of Quantitative Findings ............................................................................. 170 10 - The Spirit and Scope of Honors Education ......................................................... 172 Major actors in the honors movement ........................................................................ 177 Summary of main findings ......................................................................................... 184 Postscript: The National Collegiate Honors Council .................................................. 190 Appendix A. Comparison of ICSS and NCHC guidelines ........................................ 193 Appendix B. Cumulative Roster of ICSS Office Holders .......................................... 197 Appendix C. The Superior Student Table of Contents, Vols. 1-7 (April 1958-July /August 1965).................................................................................................................. 198 Appendix D. Condensed Data for Public Institutions ............................................... 211 Appendix E. Condensed Data for Private Institutions .............................................. 218 Bibliography .................................................................................................................. 226 v List of Figures Figure 1. Inaugural Year of Current (1960s) Honors Program, 1950-1963 .................. 159 Figure 2. Departmental Honors Participation at the University of Kansas, 1950-1964. .............................................................................................................. 169 vi List of Tables Table 1. Type A: Special work in addition to regular program (1925) ........................... 23 Table 2. Type B: Honors Courses Superceding Regular Requirements (1925) .............. 23 Table 3. Public Institutions with evidence of honors activity, 1925 & 1944 (Aydelotte), and self-reported start date of most recent honors program (ICSS Inventory, 1960-63) .................................................................................................. 33 Table 4. ICSS Conferences, 1957-1960 ............................................................................ 88 Table 5. All-University Programs listed in the ICSS Honors Inventory. ....................... 128 Table 6. Glossary of program types in honors education. .............................................. 133 Table 7. Honors Provisions Established Prior to 1950 (Self-Reported in 1960-63) ...... 156 Table 8. Honors Programs at Public Institutions – Self-reported
Load more

Recommended publications
  • Making of a College
    Making of the College 2.0 [Version of May 10, 2006] Anniversaries, especially round ones, are arbitrary points, but they can serve as significant moments of stocktaking and rearticulation. Hampshire College has just celebrated thirty-five years of educating students on campus; in 2006 we mark the fortieth anniversary of Franklin Patterson and Charles R. Longsworth’s The Making of a College. A New Departure in Higher Education;1 and in two years we can commemorate a fiftieth anniversary, the appearance of “The New College Plan” itself.2 As a classicist and student of Vergil, I cannot help but think: Tantae molis erat… -- “so great a task it was to found,” in this case, our college.3 And not inappropriately, for Hampshire College neither was nor is just any college. The subtitle of “The New College Plan” runs “A Proposal for a Major Departure in Higher Education.” Hampshire College was intended to be an experiment in post-secondary pedagogy, an alternative not only to the other four Pioneer Valley institutions that, since Hampshire’s founding, constitute, along with Hampshire, the Five College Consortium, but also to the then standard modes of delivering a liberal arts education. It was to embody many ideals and goals of the liberal arts, to be sure, but to do so in new ways. Students were to craft, with faculty advisors, customized concentrations, pursuing courses of study they did not merely select but created. No off the shelf majors and lists of required courses. Hampshire did away not only with the major in its traditional form and course credits or “hours”; gone were letter grades and discipline-based departments altogether.
    [Show full text]
  • Five College Yearbook 2012-2013
    YEARBOOK Report on 2012–2013 AMHERST | HAMPSHIRE | MOUNT HOLYOKE | SMITH | UMASS AMHERST FIVE COLLEGE CONSORTIUM TIMELINE 1910 1914 Committee on University Extension of the Connecticut Valley Colleges is established 1922 1920 to offer extension courses in Committee on University the Pioneer Valley. 1948 Extension sponsors the First joint faculty appointment, country’s first courses taught in economics, created. over radio. 1959 Literary magazine Massachu- 1958 setts Review founded with 1951 The New College Plan: consortium support. 1950 Four College Library coopera- A Proposal for a Major tion begins with the creation 1957 Departure in Higher Education First joint department, of the Hampshire Inter-Library First coordinator of Four College recommends the establishment astronomy, is established. Loan Center (HILC), a shared, affairs, Sidney R. Packard, of a fifth, experimental college There are now two joint circulating serials collection. begins term. in the Pioneer Valley. departments. 1965 1966 Latin American Studies, first First Five College Fellow joint area studies program, named. founded. 1961 1960 Four Colleges, Incorporated Four Colleges, Incorporated is Four College Bus system becomes Five Colleges, created. The campuses assist launched college. 1960 Incorporated after Hampshire with planning and fund-raising WFCR (Four College joins. for a new college. 1979 College Radio) Neill Endowment of $1 million begins broadcasting. is established by private donor to support visiting scholars. Consortium provides 1973 1978–79 subsidies to Pioneer Valley 1970 Student cross registration Five College Dance Transit Authority (PVTA) for free 1970 without additional fee or Department is established; transportation for students and Hampshire College admits inter-campus reimbursement operated previously as Five campus employees on its first students.
    [Show full text]
  • Minute 2: President Horton Introduced the New Members of the Faculty
    • - FACULTY OF HAVERFORD COLLEGE Regular Meeting September 21, 1959 President Borton, presiding 9:00 A.M. Minute 1: The minutes of the meeting of June 1, 1959 were approved as circulated. Minute 2: President Horton introduced the new members of the faculty. Minute 3: The Dean, reporting for the Academic Council, reported an amendment to the procedure on reappointment and promotion. The Academic Council, when acting on the reappointment or promotion of a department chairman, shall itself constitute the ad hoe committee to make a recommendation to the Presi- dent. When any member of the Council is under consideration for reappointment or promotion he shall withdraw from the discussion of his own case. Minute 4: President Horton reported action taken by the Board of Managers in the May 1959 meeting. a. An architectural firm has been retained by the College to survey the physical plant of the College. b. The Board has ruled that undergraduates may no longer be elected to membership in the Triangle anu Beta Rho Sigma Societies. c. The Board again appropriated funds for the Faculty Re- search Fund. Meeting adjourned: 9:45 A.M. Harmon C. Dunathan Secretary S . /444'W ^ &LAI oFoeit / ^ 49,) ^ REPORT OP , D1 I S S' ONS o CLASS OF 1963 1. Volume Freshmen Noo of Applications 552 Noo of Decisions 516 Noe Accepted 193 Noo of Matriculants 130 20 School Distribution Public Inaependent Decisions 317 199 Accepted 102 91 Matriculants 69 61 Noo of different schools in class 42 59 Clase Rank Distribution Public Sehollt Opintile Decisions ApMvsle Matriculants 1 228 89 5? 2 46 9 8 3 14 1 1 4 3 5 1 no rank 25 3 3 j^ndent Schoa1e ^uinti e Decisions hppgovals Matriculants, 1 72 48 29 2 56 26 21 3 29 10 6 4 9 2 2 5 12 3.
    [Show full text]
  • Ed 101 654 Title Pub Date Note Available Froi Edrs Price
    DOCUMENT RESUME ED 101 654 ME 006 259 AUTHOR Hatch, Winslow R., Comp. TITLE Student Involvement and the University. PUB DATE (75] NOTE 591p. AVAILABLE FROI Oregon State University Press, P.O. Box 689, Corvallis, Oregon 97330 ($5.00) EDRS PRICE MF-$1.08 HC-529.83 PLUS POSTAGE DESCRIPTORS Academic Standards; College Credits; *College Students; Curriculum Development; *Educational Experience; Educaticnal Objectives; Effective Teaching; Experimental Programs; Faculty; *Higher Education; Independent Study; *Student Participation; Study Abroad; Teacher Education; Teacher Role; Teaching Methods; *Universities ABSTRACT This volume presents 14 pamphlets in the New Dimensions in Higher Education series, first developed by the Department of Health, Education and Welfare during the1960's, The essays are prefaced with a discussion of theneed for involvement of students in the educational process, the role of teachers in the function of the university, and the goals of a university education. Topics of the essay include: independent study, effectivenessin teaching, the experimental college, standards, approaches to teaching, study abroad, quality credit systems, curriculum flexibility, and teacher training. (MJM) ....? u i 0111P4WIMINT OP NIALTIL trt f DUCOIONIVALPPOI NATTONM. TOOP C, !COMMON vt,%Dotko,AtNt HAS SEEN REPRO -4 OJCED FxAc ft v AS RECt,v10 MOM tWE Pf RiON DO OROANitat lotoNIGN ATI tO I T POINTS OT VIE. W ON OPiNIONS C, STAILD DO NOT NrCESSAiiit v Of PIK O"'"4 SENToi iicIAL NATIONAL INSTITUttoi C3 11.44C htION Post t MN OR POL IC v STUDENT INVOLVEMENT AND THE UNIVERSITY Compiled by WINSLOW R. HATCH Ql Distributed by 4)OREGON STATE UNIVERSITY PRESS O Lu Contents Introduction by Winslow R.
    [Show full text]
  • NOTE: Even As MC2.1 Circulates Ever More Widely, in Many Ways It Remains a Work in Progress
    NOTE: Even as MC2.1 circulates ever more widely, in many ways it remains a work in progress. I look to the community for corrections, suggestions for improvements, feedback – in other words, responses of all sorts. I have already profited from discussions at the Board of Trustees retreat and October faculty meeting, from small meetings with students and staff, and from written comments by a number of faculty. I anticipate additional rewarding discussion sessions involving members of the Hampshire family both on- and off-campus. Comments and suggestions will always be welcome, because the development and refinement of MC 2.1 will continue through the year even after this document is released formally at Family, Alumni and Friends. A web site to carry on the conversation on-line will soon be up, but in the meantime responses are best received via [email protected] or at the President’s Office. -- Ralph Hexter Making of the College 2.1 (Version of October 9, 2007, 5 p.m.) I am more than ever mindful that in sending into the public realm documents with titles like “Making of the College 2.0” or “2.1,” I am guilty of no little overreaching. Twenty months ago I shared with the community “Making of the College 2.0,”1 referring in the title to Franklin Patterson and Charles R. Longsworth’s The Making of a College. A New Departure in Higher Education,2 and the world of successive software releases. The latter has suggestive value, for we have embarked on a journey of ongoing improvement that may be virtually without end, but the analogy is not perfect.
    [Show full text]
  • Trinity Tripod, 1971-03-02
    ffhe -i i Vol. LXIX, No. 32 TRINITY COLLEGE, HARTFORD Tuesday, March 2, 1971 TCCPasses Theologian Calls For FelonMotion An adjudicative panel will decide whether Making Sex Human students, faculty, or administrators charged with or convicted of felonies by civil by Cathy Harris authorities should be allowed to remain at ex- the College under a proposed amendment to other"Man's iss wha yearnint makeg sto hi sharm humane in th. eSexualit lives oyf periencesrelationship, bots har pleasane foundet dan do nagonized shared. the judicial system. provides the physical basis for sharing and Pittenger said that in true mutuality, self Under the proposal passed by the Trinity for the union of life with life," according to control is determined not by external, im- College Council last Wednesday, the ad- Dr. Norman Pittinger, a theologian who posed rules, but by the loved persons needs judicative panel would determine whether a lectured Thursday night on "Sex: Making It and desires. He said that control merely for member of the community charged with or - Human." the sake of control is "ridiculous"; control convicted of a felony, would be able to The lecture, part of a one-and-a-half day must be used to create the most enriching continue his studies "without hurt to himself conference sponsored by the chapel com- experience for both persons involved. or to others." mittee, was followed the next day by Some persons in our society become The proposed amendment, classified as discussions with Pittinger dealing more scared of spontaneity because of the ex- major by the TCC, must be approved by thoroughly with the topic.
    [Show full text]
  • Trinity Tripod, 1971-03-02
    ffhe -i i Vol. LXIX, No. 32 TRINITY COLLEGE, HARTFORD Tuesday, March 2, 1971 TCCPasses Theologian Calls For FelonMotion An adjudicative panel will decide whether Making Sex Human students, faculty, or administrators charged with or convicted of felonies by civil by Cathy Harris authorities should be allowed to remain at ex- the College under a proposed amendment to other"Man's iss wha yearnint makeg sto hi sharm humane in th. eSexualit lives oyf periencesrelationship, bots har pleasane foundet dan do nagonized shared. the judicial system. provides the physical basis for sharing and Pittenger said that in true mutuality, self Under the proposal passed by the Trinity for the union of life with life," according to control is determined not by external, im- College Council last Wednesday, the ad- Dr. Norman Pittinger, a theologian who posed rules, but by the loved persons needs judicative panel would determine whether a lectured Thursday night on "Sex: Making It and desires. He said that control merely for member of the community charged with or - Human." the sake of control is "ridiculous"; control convicted of a felony, would be able to The lecture, part of a one-and-a-half day must be used to create the most enriching continue his studies "without hurt to himself conference sponsored by the chapel com- experience for both persons involved. or to others." mittee, was followed the next day by Some persons in our society become The proposed amendment, classified as discussions with Pittinger dealing more scared of spontaneity because of the ex- major by the TCC, must be approved by thoroughly with the topic.
    [Show full text]
  • An Introduction to Five Colleges, Incorporated
    An Introduction to Five Colleges, Incorporated Amherst College * Hampshire College * Mount Holyoke College Smith College *University of Massachusetts Amherst Published by: Five Colleges, Incorporated Spring, 2020 Welcome to the Five College Consortium! This guide offers an introduction to Five Colleges, Incorporated (our legal name, often referred to here as FCI) and its broad portfolio of activities, including an overview of the various administrative structures, funding sources, and processes used to initiate and sustain Five College agreements and programs. This guide is designed to be read (or skimmed) in a single sitting, and so detail is intentionally limited. Each section attempts to address the most common questions posed by those new to the Consortium (FCI staff, campus leaders, faculty, and others), and by other organizations preparing to embark on a collaborative undertaking. Please reach out for any additional information you may require. I’m glad you’re here. Sarah K.A. Pfatteicher, Ph.D. Executive Director June 2020 Table of Contents Preface: The Member Institutions 3 I. Five Colleges, Incorporated: A Historical Perspective 4 II. Structure, Governance, and Finance 6 Governance and Structure 7 Finance 8 III. Academic Collaborations 11 Student Interchange 11 Shared Academic Programs and Programming 13 Five College Departments and Majors 13 Five College Certificate Programs 14 Center for World Languages 15 Other Five College Curricular Programs 16 Faculty and Student Development 17 Other Academic Programming 19 Shared Faculty 20 Joint Appointed Faculty 20 Faculty Exchange/Borrow/Overload 21 IV. Enterprise Collaborations 22 Accessibility 22 Collegiate Catalyst Fund, LLC - CCF 22 Compliance and Risk Management - CRMP 23 Emergency Preparedness 23 Five College Net, LLC - FCN 24 Massachusetts Higher Education Consortium - MHEC 24 MIMSY / Next Generation MIMSY 24 Technology-Enhanced Learning 25 1 V.
    [Show full text]
  • Case Study of a Liberal Arts and Divestment Crisis at Hampshire College : Examining the Role of the Dean of Students
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1987 Case study of a liberal arts and divestment crisis at Hampshire College : examining the role of the Dean of Students. George A. Scott University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Scott, George A., "Case study of a liberal arts and divestment crisis at Hampshire College : examining the role of the Dean of Students." (1987). Doctoral Dissertations 1896 - February 2014. 4316. https://scholarworks.umass.edu/dissertations_1/4316 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]. CASE STUDY OF A LIBERAL ARTS AND DIVESTMENT CRISIS AT HAMPSHIRE COLLEGE: EXAMINING THE ROLE OF THE DEAN OF STUDENTS A Dissertation Presented by GEORGE A. SCOTT Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1987 School of Education © Copyright by George Andrew Scott, 1987 All Rights Reserved i i CASE STUDY OF A LIBERAL ARTS AND DIVESTMENT CRISIS AT HAMPSHIRE COLLEGE: EXAMINING THE ROLE OF THE DEAN OF STUDENTS A Dissertation Presented by GEORGE A. SCOTT S to stiyle and content by: Professor David Schuman, Chairperson of Committee V~7/X-aAAjn— _ Professor Marion Rhodes, Member Member Professor Mario Fant irti Dean, School of Education • • • 11 l ACKNOWLEDGMENTS I am indebted to the many members of the Hampshire College community who made this case study possible, espe¬ cially Sue Alexander, Chuck Collins and Matt Goodman.
    [Show full text]
  • Collaborations Among Tertiary Institutions
    GoodWork® Project Report Series, Number 75 Collaborations among Tertiary Organizations: State of the Art Alexis Brooke Redding Harvard Graduate School of Education August 2011 Howard Gardner, Series Editor COPYRIGHT 2011. All Rights Reserved. Collaborations among Tertiary Organizations: State of the Art Alexis Brooke Redding August 2011 Given the rapidly changing landscape of higher education, its ever increasing costs, and the uncertain global economic climate, collaborations1 are increasingly cited as a solution to many of the challenges faced by colleges and universities today. Consortia are seen as a way to expand resources, enhance curricular and extra-curricular offerings, and reduce costs through the sharing of services, facilities, and purchasing power. Ideally, by building these strategic partnerships, institutions are able to create a synergistic effect in which the consortium offers greater resources and opportunities – optimally at the same or even reduced costs – than any single school could provide to its students, faculty, and staff on its own. According to Anthony Marx, former President of Amherst College, “[a]s higher education’s business model, rising tuition, growing need for financial aid, reliance on less certain public financing, investment earnings and philanthropy, comes under increasing pressure, the advantages of collaboration are ever more apparent” (Reyes, 2010). Yet, despite the importance placed on the idea of cooperation among tertiary institutions and the possible benefits of these relationships, my survey suggests there is surprisingly little information about how to form these partnerships and guide them to a successful and readily sustained operation. Equally as significant is the lack of shared knowledge about the problems and pitfalls inherent in uniting different institutions with individual missions and values.
    [Show full text]
  • Draft of a Working Paper for Education at Brown University
    DRAFT OF A WORKING PAPER FOR EDUCATION AT BROWN UNIVERSITY by Ira Magaziner with Elliot Maxwell and Eleanor Saunders Jane Beckett Cathy Johnson Harlan Hurwitz Kenneth Ribet Arthur Grossman Laurel Overby Kathryn Au William Salganik George Lee Elwood Carter Laura Geller Cynthia Breitberg Bruce Blodgett H Theodore Cohen Susan Jamieson Ross Mcelwee Susan Boyd Bowman We would like to express our thanks to Mark Augenblick for his helpful suggestions and his much needed prodding on the many occasions that we failed to meet our deadlines, and to Chris Sweck, Sharron Swol, and Joyce Reback for their help in preparing the report. We would like to give special thanks to Dean Robert O. Schulze whose inspiration and advice have guided the writing of this report and whose financial support made much of the research and writing possible; and to Mrs. Winifred Sampson who braved illegible copy and almost impossible deadlines to type a manuscript of over four hundred pages. Finally, we would like to express our deepest gratitude to Mrs. Celia Lottridge without whose editorial help and comment, this report could never have been completed. It has been both intellectually rewarding and a great pleasure to work with her. Copyright, 1968, by Ira Magaziner, Elliot Maxwell, et.al. About this Copy of the Manuscript This copy of the manuscript was re-typed into a digital format by Thom Hastings while attending Eugene Lang College the New School for Liberal Arts, from the book of reference number LD632 -M33 cop. 2, which was taken out from The Library of Brown University by his cousin Edgar Woznica on November 13th, 2007, and due back on January 31st, 2008.
    [Show full text]
  • 32871778-MIT.Pdf
    A CAMPUS FOR NEW COLLEGE ON MOUNT WARNER Submitted as partial fulfillment of requirements for the Master in Architecture degree Massachusetts Institute of Technology May 23, 1960 James D. Morgan A.B. Kenyon College 1957 Lawrence B. Anderson, Head Department of Architecture One Melrose Street Boston 16, Massachusetts Dear Dean Belluschi, In partial fulfillment of the requirements for the degree Master in Architecture, I submit the following thesis entitled, -A Campus for New College on Mount Warner.9" Sincerely, James D. Morgan Pietro Belluschi Dean, School of Architecture and Planning, M.I.T. Cambridge 39, Massachusetts ABSTRACT A CAMPUS FOR NEW COLLEGE ON MOUNT WARNER In order to meet the increasing demand for college facilities and to put into practice as a total curriculum the experiments they have carried out, four colleges of the Connecticut River Valley (Amherst, Mount Holyoke, Smith, and the University of Massachusetts) have formed the New College Committee whose report of November , 1958, has been the basis for this project The site selected is a lovely hill in North Hadley with magnificent vistas of the Valley. It is three miles west of Amherst. The purpose of New College is to develop the indivi- dual student by asking far more initiative of him than is generally required in American colleges. The purpose of this project is to present an architectural framework for that development which not only respects the individual but gives him opportunity to learn to fulfill his obligations to society. -3- TABLE OF CONTENTS Abstract .. .. .. .a . page 3 Site . .... .0 .... 5 Thesis 8 Solution 1 .
    [Show full text]