DOCSLIB.ORG

Master's Degree Programs and the Liberal Arts

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Master's Degree Programs and the Liberal Arts REPORT RESUMES ED 019 300 TE 500 093 MASTER'S DEGREE PROGRAMS At THE LIBERAL ARTS COLLEGE. REPORT AND RECOMMENDATIONS FOR FINCH COLLEGE. BY.. HAWKES. CAROL FINCH COLL.. NEW YORK, N.Y. PUB DATE SEP S7 EDRS PRICENF-$0.75 Hi...47.2 1SOP. DESCRIPTORS. *MASTERS DEGREES. *PROGRAM DESCRIPTIONS. *DEGREE 'REQUIREMENTS. *PROaRAM EVALUATION. *HIGHER EDUCATION. LIBERAL ARTS. DEGREES (TITLES). EDUCATIONAL RESEARCH. GRADUATE STUDY. PROGRAM CONTENT, EDUCATIONAL TRENDS. TEACHER CERTIFICATION. TEACHER EDUCATION. EDUCATIONAL NEEDS. PROFESSIONAL EDUCATION. STUDY ABROAD. COLLEGE ADMINISTRATION. PROGRAM ADMINISTRATION. FINCH COLLEGE. NEW YORK CITY. A STUDY-OF MASTER'S DEGREE PROGRAMS WAS CONDUCTED IN ORDER TO DETERMINE THE FEASIBILITY OF ESTABLISHING SUCH A PROGRAM AT FINCH COLLEGE. THE NEED FOR PROGRAMS ON THE GRADUATE LEVEL. TYPES OF MASTER'S DEGREES OFFERED. AND ADMINISTRATIVE POLICIES AND STANDARDS ARE DISCUSSED IN PART ONE. PART TWO "PROGRAMS IN OPERATION. DESCRIBES IN DETAIL AND ANALYZES (1) THE MA..-3 DEGREE, A THREE YEAR MASTER'S PROGRAM WHICH BEGINS IN THE JUNIOR YEAR, (2) MASTER'S DEGREE PROGRAMS IN EDUCATION, INCLUDING PROGRAMS FOR GRADUATES WITH EITHER A LIBERAL ARTS OR AN EDUCATION BACKGROUND AS WELL AS SPECIAL FEATURES AND DEVELOPMENTS IN THESE PROGRAMS. AND (3) MASTER'S DEGREE PROGRAMS ABROAD. PART THREE CONSISTS OF RECOMMENDATIONS FOR ..?INCH COLLEGE. THE GENERAL RECOMMENDATION IS THAT FINCH COLLEGE INSTITUTE AN M.S. DEGREE PROGRAM IN EDUCATION AND AN M.A. DEGREE PROGRAM IN TWU OR THREE ACADEMIC SUBJECTS. MORE SPECIFIC RECOMMENDATIONS ARE GIVEN ON PROGRAMS. STANDARDS, FACULTY. ADMINISTRATION. FACILITIES. AND STUDENT SERVICES. APPENDIXES INCLUDE 'GUIDELINES FOR PROGRAM EVALUATION' AND 'TEACHER CERTIFICATION POLICIES. STATE OF NEW YORK.' A BIBLIOGRAPHY AND A LIST OF INSTITUTIONS STUDIED ALSO ARE INCLUDED. (BN) i CI CI Pe\ U.S. INPUTIONT Of MALTA. MATO$ MAK CT OFFICE Of teinnoN em.i INS WWII NM MN IMMO,MIT AS Iff111111 FROM MI C) PIM 01 0111ANIZATION 0M611A11116 IT.POINTS Of 11W 01 OPINIONS C) STAILU 00 NOT IIKISSAITU MUNIMAI OM OF MOON W P011101 ON POKY. MASTER'S DEGREE PROGRAMS AND T1113 LIBERAL ARTSCOLLEGE Report and Recommendations for Pinch College cr 0 0 0 Prepared by CarolRawlins tr) September 1967 w i-- (;) FINCH COLLEGE 1967 "PENSION TO REPRODUCE TINS CV MATERIAL NAS NEI ff TO HNC AIM *MATIONSOPERATED UNDER WEEMS WITHTHE O.S. Of Of EDUCATION. FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM NOMPERMISSION Of TIE COPYRIGHT OWNER." PREFACE On April 8, 1965, President Roland R. De Marco met with theEducational Policy Committee of Finch College and the Doan, Dr. Rodney Felder,to discuss the possibility of master's degree work at Finch. Interest in the subject had been developing at the college for some time. The question had been raised more than once at faculty meetings, and it appears no less than five times in the minutes of the Educational Policy Committee for 1963-65. The chairman of the Committee had dis- cussed the matter with the Dean, who, with the President's approval, had prepared a preliminary survey. The meeting with President De gam) on April 8 was arranged to provide an opportunity forthorough discussion 4 and, if possible, agreement on a program to implement full investigation of the idea. Discussion confirmed the tact that a major study would be needed. In view of this, President De Marco made the following proposal: That a Finch faculty member be asked and, if willing, be appointed to study master's degree programs for small colleges and, in particular, to study the feasi- bility of establishing such a program at Finch College. This proposal months unanimous support of the Committee. On May 4, with Committee recommendation, it was brought before the Finch faculty and again received unanimous endorsement. I was then chairman of the Educational Policy Committee, and soon after faculty endorsement of the proposal I was asked by the President to undertake the study.I agreed, though fully aware of the difficulty and magnitude of the task, because I felt it to be of great importance to the college.Arrangements were made with the cooperation of my departmental chairman, Dr. Jeremy Bagster-Collins, to relieve me of part of my teaching load to provide time for the necessary research. On May 25 I spoke et a regular meeting of the Board of Trustees to inform them of the background of the study and its goals. No action of the Board was necessary at that time, but channels of communication were opened so that the Board might be kept informed as the study progressed. Since then, as sections of the report have been submitted to President De Marco, he has arranged for duplication and distribution to all members of the faculty, the administration, and the Board. -The orientation of the project from the beginning has been to place the question of master's degree work at Finch in the context of a broad understanding of master's degree programs in American education today.To evaluate the role of the small college, and of Finch in ii particular, it has been necessary tosee the larger background- -not in every detail but as it affects the function and structure ofvi_ 1c for the degree ina small institutional setting. Is there a present need for master's degreeprograms, and is a future need likely?What are the academic and professional functions of the degree? That is the relationship of the master's to undergraduate work? to doctoral programs? :'drat patterns have been established for master's degree programs, and what are the significant recent developments?Are trends discernible?What are the main poirts of difference betweenprograms at liberal arts colleges, especially the smaller colleges,and programs at large institutions?Can the colleges make any special contribution? What effect does the establishment ofa master's degree program have on a college, especially on the undergraduate program? How large a faculty is needed, and with what qualifications? What library and other educational facilities are required? What standards and guidelines have been established by accrediting associations,state departments of education, and other associations and advisory bodies? With such questions in mind, the studywas planned in three stages. The first would be a generalorientation,to be achieved primarily through wide reading in the literature of the subject,attendance at conferences, and discussions with educators broadly involved inthe field.The second would be a close examination of various types of programs in operation, especially important recent developments in master's degree work.This would be achieved through visits to selected institutions to observe theirprograms and talk with the ad- ministrators, faculty members, and students concerned; throughcorre- spondence with program directors at other institutions; and through supplementary reading and comparisons of program policy and structure. Finally, in the light of an evaluation of needs andresources, recom- mendations for Finch College would be made. These stages of investigation have become the main divisions ofthe report which follows.Part One surveys the subject for a comprehensive view.Part Two examines closely threesignificantdevelopments in master's degree work: "MA-3" programs, specialprograms in teacher education, and programs of study overseas. Part Three offers conclusions and recommendations. The approach throughout has been at the level of institutional policy, since the specifics of departmentalprograms would properly have to be developed by the departments concerned,working with the appropriate faculty-administrative committees. I can thank here only a few of the many persons who, through their knowledge and generosity, have contributed to the preparation of this report.At Finch College I should like to make grateful acknowledgment in particular to President Roland De Marco for his constructive and unfailing interest, to Dean Rodney Felder, to Dr. Jeremy Bagster-Collins, and to many other colleagues on the faculty and staff. I am appreciative of the opportunity given me by the Biddle States Association, especially by Dr. F. Taylor Jones and Dean Albert E. Meder, to participatein the iii Lehigh Univeriiity Cute Study of October 1966, from whichI learned much of value. I should like to thank Miss A. Jean Kennedy and other staff members of the New York State Department of EducE tion atAlbany for information on evaluation and certification policies; Mrs. Natalie Baddcm of the Fund for the Advancement of Education of the FordFounda- tion for information and literatureon experimental programs; Miss Sandra Krebs of Education and World Affairs for information andper- mission to use the files of that organization in studying American- sponsored programs overseas; and staff members of the Institute of International Education for lists and information aboutoverseas programs. At institutions I have visited, I am grateful for the generouscoopera- tion of administrators and members of the faculty: at the City University of New York, Dean Mina Rees of the Graduate School, Dean Ruth G. Vleintraub of Hunter College, Professors Max Eckstein and Ernest Schwartz oflueens College; at Columbia University, Dean Ralph S. Halford of the Graduate Faculties, Professor Raymond A. Ducharme, Jr., of Teachers College, and Dean Henry Boorse of Barnard; at Elmira College, Professor BarbaraW. Northrup; at Fairleigh Dickinson University at Wroxton4 England, Dean Loyd Haberly;:at Lehigh University, all who cooperated in the Middle States Case Study; at Mount Holyoke College, Dean Meribeth E.Cameron. and Prefer gore Mary S. Benson, Margaret Boyd, Jane L. Maxwell, and Jean Sudrann; at the New School for Social Research, Dean JosephL. Greenbaum and Professor Philip J. Nelson; at New York University, Dean Ralph A. Ranald; at Sarah Lawrence College, President Esther Raushenbush, Dean JacquelYn, Llattfeld, and members of the Committeeon Graduate Study; at Smith College, Dean Kenneth Sherk,and Professors Louis Cohn-Haft and Lawrence A. Fink; at Wagner College, Dean J. J. Boies; at Wells College, Professor Diether G. I1arkees, Dean Chester F. Natunewicz, and Professors D. Joy Humes, Marion K.
Load more

Recommended publications
  • 2011-2012 Catalogue
    MarymountManhattan a college of the liberal arts COLLEGECOLLEGE CATALOGUECATALOGUE 2011-20122011-2012 Letter from the President Dear Students, On behalf of the faculty, staff and administrators of Marymount Manhattan College, I am pleased to welcome you to our College and to this next phase of your academic journey. We believe that you have made a wise decision in choosing to attend Mary- mount Manhattan. We take pride in our mission, in the vigor of our academic programs and in the strength of our diverse community. We hope that as you come to know more about us through your ex- periences here, you will share in that sense of com- munity and take advantage of all that Marymount Manhattan has to offer you. As the President of MMC, I hope you share my enthusiasm about our College and my excitement about the opportunities it will afford you. I trust that you, like me, are looking forward to a year of challenges and opportunities for learning, not only in your classes, but also through your interaction with all of us and through your exploration of this dynamic city that is home to MMC. The “facts” about MMC are presented in the pages of this catalogue. I encourage you to get to know those facts; being well informed will help you make good decisions for yourself. As you learn about MMC, keep in mind that a strength of our community is the availability of individualized guidance. Speak with us about your issues, ask us your questions, present us with your new ideas. You will always find someone willing to listen and to assist you.
    [Show full text]
  • Liberal Arts Colleges in American Higher Education
    Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R.
    [Show full text]
  • ********W********************************* Reproductions Supplied by EDRS Are the Bestthat Can Be Made from the Original Document
    DOCUMENT RESUME ED 343 881 SP 033 682 AUTHOR Warren, Thomas, Ed. TITLE A View from the Top: Liberal Arts Presidentson Teacher Education. INSTITUTION Association of Independent Liberal ArtsColleges for Teacher Education. REPORT NO ISBN-0-8191-7981-7 PUB DATE 90 NOTE 177p. AVAILABLE FROM University Press of America, Inc., 4720 Boston Way, Lanham, MD 20706. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS College Faculty; *College Presidents;*College Role; Elementary Secondary Education; Excellence in Education; Futures (of Society); Higher Education; *Institutional Mission; *Liberal Arts; Private Colleges; *Teacher Education Programs; *Teaching (Occupation) IDENTIFIERS Professionalism; Reform Efforts ABSTRACT This monograph presents articles written bycollege presidents about teacher education in liberalarts settings. The publication is organized into 16 chapters (alphabeticalby institution) as follows: "LiberalArts College: The Right Crucibles for Teacher Education" (John T. Dahlquist,Arkansas College); "Teacher Education: Liberal Arts Colleges'Unique Contribution" (Thomas Tredway, Augustana College);"Presidential Involvement in Teacher Education" (Harry E. Smith, Austin College);"Dollars and Sense in Educating Teachers" (Roger H. Hul).,Beloit College/Union College); "Restoring the Balance" (Paulj. Dovre, Concordia College); "Small Is Beautiful: Teacher Education inthe Liberal Arts Setting" Oactor E. Stoltzfus, Goshen College);"Participatory Management: A Success Story" (Bill Williams, Grand Canyon
    [Show full text]
  • Why a Women's College?
    Why a Women’s College? By Collegewise counselors (and proud women’s college graduates): Sara Kratzok and Casey Near Copyright © 2016 by Collegewise This edition is designed to be viewed on screen to save trees and to be emailed to fellow students, parents, and counselors. You are given the unlimited right to distribute this guide electronically (via email, your website, or any other means). You can print out pages and put them in your office for your students. You can include the link in a newsletter, send it to parents in your school community, hand it out at an event for students or parents, and generally share it with anyone who is interested. But you may not alter this guide in any way, or charge for it, without written permission from Collegewise. Fifth Edition February 2016 www.collegewise.com A note from the authors In the time since we wrote this guide, women's colleges have been in the news a lot. So, we thought we’d review the latest updates in the world of women’s colleges with some tips on how to consider this news in your college search. The content of the guide hasn’t changed, but we hope this update will help you see women’s colleges in a new light. In March 2013, news broke that Sweet Briar College would be abruptly closing its doors at the end of the academic year. This wasn't the first, nor the only, women's college to close since we wrote this guide, but it captured the media's (and higher education's) attention.
    [Show full text]
  • Liberal Arts Colleges During the Great Recession
    University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 5-2013 Liberal Arts Colleges During the Great Recession: Examining Organizational Adaptation and Institutional Change Ashlie Junot Hilbun University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Higher Education Commons, and the Higher Education Administration Commons Recommended Citation Hilbun, Ashlie Junot, "Liberal Arts Colleges During the Great Recession: Examining Organizational Adaptation and Institutional Change" (2013). Theses and Dissertations. 798. http://scholarworks.uark.edu/etd/798 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. LIBERAL ARTS COLLEGES DURING THE GREAT RECESSION: EXAMINING ORGANIZATIONAL ADAPTATION AND INSTITUTIONAL CHANGE LIBERAL ARTS COLLEGES DURING THE GREAT RECESSION: EXAMINING ORGANIZATIONAL ADAPTATION AND INSTITUTIONAL CHANGE A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Higher Education By Ashlie Junot Hilbun Centenary College of Louisiana Bachelor of Arts in Psychology, 2006 Tulane University Master of Social Work, 2007 May 2013 University of Arkansas ABSTRACT Liberal arts colleges strived to adapt to environmental shifts at the turn of the twenty-first century and remain relevant
    [Show full text]
  • Library Chairman Issues Statement
    ntun {flefokeburrj - tttlmington 26TH YEAR • NO. 4 ■COPVRIGHT 1981 WllMINGION NEWS CO. INC WILMINGTON. MASS.. JANUARY 28, 1981 AIL RIGHTS RESERVED PUB NO. 635 340 6582346 32 PAGES Where will the Special mass at St. Thomas Library chairman A Mass of Thanksgiving for the celebrated on Thursday evening at axe fall first? release of the hostages will be soven o'clock at St. Thomas of Yillanova Church. issues statement Will Wilmington's ambulance Among the areas mentioned by Morris as vulnerable were rubbish service be cut because of Proposition The following statement was January 2. 1981, I received a memo 2'*? removal, library, recreation, am- In a dicsussion of possible cuts. bulance services, police specialties, submitted to the Town Crier by John from the town manager requesting family counseling, and possibly street McNaughton. chairman of the additional budget information. The Wilmington Town Manager Sterling memo reached me December 24. Morris Monday night told the lights. Wilmington Board of Library Morris said that probably 35 Trustees. Because of the holidays and other selectmen that he found the am- personal matters it was not possible bulance service "extremely positions would be eliminated, and Recent newspaper articles con- possibly another 15, just to pay for the to call an immediate meeting. On vulnerable." cerning the Wilmington Library are December 31, 1980, I telephoned the Morris said that the ambulance by unemployment costs. unfortunate and misleading. Finance Committee Chairman '—K board clerk and asked her to set up a state law must be manned by EMT's '. The role of the Board of Library meeting for Friday, January 2,1981 at (Emergency Medical Technicians) Walter Kaminski noted that the Trustees is to establish policy and discussion was "purely speculative.
    [Show full text]
  • Science at Liberal Arts Colleges: a Better Education?
    Thomas R. Cech Science at Liberal Arts Colleges 195 Science at Liberal Arts Colleges: A Better Education? T WAS THE SUMMER OF 1970. Carol and I had spent four years at Grinnell College, located in the somnolent farming com­ I munity of Grinnell, Iowa. Now, newly married, we drove westward, where we would enter the graduate program in chemistry at the University of California, Berkeley. How would our liberal arts education serve us in the Ph.D. program of one of the world’s great research universities? As we met our new classmates, one of our preconceptions quickly dissipated: Ber­ keley graduate students were not only university graduates. They also hailed from a diverse collection of colleges—many of them less known than Grinnell. And as we took our qualifying examinations and struggled with quantum mechanics problem sets, any residual apprehension about the quality of our under­ graduate training evaporated. Through some combination of what our professors had taught us and our own hard work, we were well prepared for science at the research university level. I have used this personal anecdote to draw the reader’s interest, but not only to that end; it is also a “truth in advertis­ ing” disclaimer. I am a confessed enthusiast and supporter of the small, selective liberal arts colleges. My pulse quickens when I see students from Carleton, Haverford, and Williams who have applied to our Ph.D. program. I serve on the board of trustees of Grinnell College. On the other hand, I teach undergraduates both in the classroom and in my research labo­ ratory at the University of Colorado, so I also have personal experience with science education at a research university.
    [Show full text]
  • How Broad Liberal Arts Training Produces Phd Economists: Carleton’S Story
    How Broad Liberal Arts Training Produces PhD Economists: Carleton’s Story Jenny Bourne Professor of Economics Carleton College (507) 222-4007 Department of Economics Carleton College Northfield, MN 55057 [email protected] and Nathan D. Grawe Professor of Economics Carleton College (507) 222-5239 Department of Economics Carleton College Northfield, MN 55057 [email protected] The authors thank participants at the American Economic Association meetings for helpful comments and feedback. Correspondence may be directed to Dr. Grawe. 1 Abstract Several recent studies point to strong performance of liberal arts colleges graduates in economics PhD programs. While every undergraduate program is unique and the likelihood of selection bias combines with small sample sizes to caution against drawing strong conclusions, we reflect on our experience at Carleton College to identify potentially generalizable principles. We believe our curriculum’s openness to non-majors, intense faculty supervision in student-driven research, intimate advising, and careful programming contribute to a part of our recent success in producing PhDs. While some of these programmatic choices can be easily adapted, we note large opportunity costs associated with many of these practices Classification codes: A23: Economic Education and Teaching of Economics: Graduate Stock et al. (2009a and 2009b) note the success of graduates from liberal arts colleges in navigating economics PhD programs. Although we do not propose a complete explanation of why this occurs, we offer Carleton’s story as an illustrative example of how we prepare our students for life after college. THE QUESTION OF VALUE ADDED Any discussion of how Carleton generates economics PhD recipients must begin by acknowledging that our department works with high-quality inputs in a campus environment that nurtures academic pursuits.
    [Show full text]
  • Nancy+ Azara+ CV
    A.I.R. NANCY AZARA CV website: nancyazara.com email: [email protected] EDUCATION AAS Finch College, N.Y. BS Empire State College S.U.N.Y Art Students League of New York, Sculpture with John Hovannes, Painting and Drawing with Edwin Dickinson Lester Polakov Studio of Stage Design, New York City SELECTED SOLO EXHIBITIONS 2021 High Chair and Other Works, A.I.R. Gallery, Brooklyn, NY 2020 Gold Coat with Red Triangle, Gallery Z, Windows Exhibition, New York, NY 2019 The Meeting of the Birds, curated by Robert Tomlinson, Kaaterskill Fine Arts Gallery, Hunter Village Square, NY 2018 Nancy Azara: Nature Prints, a cabinet installation, curated by Claudia Sbrissa, Saint John’s University, Queens, NY 2017 Passage of the Ghost Ship: Trees and Vines, The Picture Gallery at The Saint- Gaudens Memorial, Cornish, New Hampshire 2016 Tuscan Spring: Rubbings, Scrolls and Other Works, curated by Harry J Weil, A.I.R. Gallery, Brooklyn, NY 2015 Allegory of Leaves, (3 person show) The Harold B. Lemmerman Gallery, New Jersey City University, Jersey City, NJ 2015 I am the Vine, You are the Branches, St. Ann & the Holy Trinity Church, Brooklyn, NY 2013 Of leaves and vines . A shiing braid of lines, SACI Gallery, Florence, Italy 2012 Natural Linking, (3 Person Show) Traffic Zone Center for Visual Arts, Minneapolis, MN 2011 Spirit Taking Form: Rubbings, Tracings and Carvings, Gaga Arts Center, Garnerville, NY 2010 Spirit Taking Form: Rubbings, Tracings and Carvings, Fairleigh Dickinson University, Teaneck, NJ 2010 Nancy Azara: Winter Song, Andre Zarre Gallery, NYC, NY 2009 Nancy Azara, Suffolk Community College, Long Island, NY 2008 Nancy Azara, Sanyi Museum, Miaoli, Taiwan 2008 Maxi’s Wall, A.I.R.
    [Show full text]
  • 2010 Cosgrave Honoree in Class with Finch Founder
    NEWS FINCHSeptember 2010 A Publication for Finch College Alumnae and Friends Cosgrave honoree Lady Hilary Winant Glidewell and Sir Iain Glidewell Honoree Dr. Jeanne Chenault Porter, Dr. Richard James Porter, 1998 honoree Dr. Marshall W. Mount and Caroline Mount 2010 Cosgrave Honoree in Class With Finch Founder For honoree Lady Hilary Winant Cosgrave. Hilary and her husband founded Wabba Travel, Basking Ridge, Glidewell and her husband, Sir Iain traveled the longest distance for the N.J.; designs tours for art and architecture Glidewell, the 2010 Cosgrave event May Cosgrave reception and dinner at the patrons; has lived in Nigeria and 17 was a chance to reconnect with Finch Cosmopolitan Club. The other honorees: Australia; Finch ’60. Alumnae they had entertained in London Dr. Jeanne Chenault Porter: 17th More than 100 guests attended the several years ago. Century art scholar; Finch faculty 1972- 16th annual Cosgrave awards. All funds During a Finch/England visit planned 1974 preceding 32 years at Penn State; raised went to the Finch Grants, which by Thelma Wigoder Frye, 2001 Cosgrave inspired gallery owner, Nohra Haime, send outstanding women graduates of a honoree, Lady Glidewell and her husband Finch ’73 and Cosgrave ’01. two-year community college on to a four- gave a dinner at London’s New Cavendish Stephanie Brody-Lederman: B.S. in year campus to complete their bachelor Club, a private club that once catered to design from Finch, ’61; her paintings degrees. Cosgrave proceeds also help nurses serving in WWI. Finch Alumnae grace museums around the world; has provide for an annual Finch Scholar, a fondly remember the beautiful party, as studios in Brooklyn and Paris.
    [Show full text]
  • Connecticut College News Vol. 34 No. 26 Connecticut College
    Connecticut College Digital Commons @ Connecticut College 1948-1949 Student Newspapers 5-25-1949 Connecticut College News Vol. 34 No. 26 Connecticut College Follow this and additional works at: http://digitalcommons.conncoll.edu/ccnews_1948_1949 Recommended Citation Connecticut College, "Connecticut College News Vol. 34 No. 26" (1949). 1948-1949. Paper 26. http://digitalcommons.conncoll.edu/ccnews_1948_1949/26 This Newspaper is brought to you for free and open access by the Student Newspapers at Digital Commons @ Connecticut College. It has been accepted for inclusion in 1948-1949 by an authorized administrator of Digital Commons @ Connecticut College. For more information, please contact [email protected]. The views expressed in this paper are solely those of the author. ONNECTICUT liEGE EWS ~_N:- ..Oi· _2~6~:=:~~~:,;-=-;~~~~~N~-e~W~L~0:n~d~on~'~Co~nn:ec:ti~e~n~t.~":'~ed~n:eod::::a~l;'~\1~a~,~2:5:.~1~9~1~9~........; 1~0e:~'-:~eop~~, Reinhold Niebuhr Will Speak 31 A I C For Baccalaureate~ June' 19 st nnua ommeneem n Peril and Promis~ of I Mark Termination of Calupu the Future Is Topic of Professor's Talk Careers For Clas of 19 9 Reinhold Niebuhr, Professor of APplied Christianity at Union CIa.. Da). enior Theological Seminary, will speak .at Baccalaureate Service, June 19, Schedule of Events for Commellcemelll Ent rtainment To on the topic Peril and Promise of Weekend the Future. Professor Niebuhr dd To Festiv itv has spoken many times before at Thursday, June 9 Senior Banquet Location ttndtselosed CappNI md gO\\ ned nior of ~nege vespers, and his 'brother, tho Cia er t919 "Ill receive Richard, spoke at Baccalaureate Friday, June 10 thclr diplomas on Sunday 8rU·r· Student Exhibition of the 0 partment ot Art Bill Hall noon, June 12 at 3:30 in Palmer in June 1943.
    [Show full text]
  • For Bachelor's
    V .11 .011. a Social Science I. Requirements 4 . ForBachelor's- Degrees 0, Stud) ofAnthropology, 1. Economics,History,Political 41. Science, and t. Sociology in General Graduation°Requirements 4 byJENNINGSB.SANDERS Spec for SocialSciences \*All.e a BULLETIN MILNO. S U. S.DEPOSITORY COPY DO NOTDISCAR U. S.DWARTMENTOF HEALTH, EDUCATION,.AND WELFARE Arthur $.Flemming, seer, Mos ofEduction Lamina) G.Derthick,Commissioner- ' Foreword AlmN HEPRESENTSTUDY isallhaseofalarger investi- 1gation of highereducation curriculumsbeing planned by the Higher EdUcation ProgramsBranch, Divisionof Higher Education.This investigationwill seekab4terunder- standing thanwehavehadheretoforeof thecontent of differ- ent undergraduate,programsand willtry to find out the part played in theseprogramsby the humanities, thenatural sciences, and thesocial sciences, irrespectiveof subjects in which studentsmay.be majoring. Thesurveyjust completed Providesthe first dataever as- sembledon alarge scale of social sciencerequirements for bachelor's degrees.It shows theextent to which institu- tions of highereducation havesudh/requirements and the extentto which anthropology, economics, history,political science, and sociologyeachmay*be taken bythe student in satisfacti,on ofthem.It then proceedstoastudy in depth of thecourses mostfrequently taken bystudents fcir this purpose.The data thus assembledcanbe used by adminis- trators, department heads,and professors for reappraising the role of the socialsciences in general curricular'require- ments, and for re-examining thosecoursesshownto be the. onlyonesto whichamajority of studentsarelikelyeverto be exposed. 4 To theextent that the social wiences have00111ethillg of valueto offer in the general and citizenship educationof ool- legestudents.--i'ndtheir valtpx for thesepurposesis almost universally conceded---thestudynow,presented is of much signifiamm. LLOYD E. Butucit, SAssistant Commissioner for Higher Eduoation.4'. A.J. BRUXBAUGINI AW Consultant, Higher EducationPrograms Brandt, .
    [Show full text]