Student Freedom in American Higher Education

Fülszöveg

m I
Student Freedom in American Higher Education
Louis C. Vaccaro James Thayne Covert Editors
Students want:
more influence on campus power structures,
fewer restrictions by campus authorities,
more freedom for political demonstrations,
more freedom from parietal rules. Do all students want all this? What more do they want? What do the administrators want? What are the chances of achievement, accommodation, compromise, disaster?
The contributors to this volume, including university deans, a Berkeley graduate student, a lawyer, and a Jesuit, examine the recent scene on campus, try to answer some of the questions posed above, and ask some of their own. Student governance, seen from many points of view, is the central topic of the book, but important tangential issues receive full and careful treatment: the campus sexual revolution, the church-related campus, due process.
It is perhaps symptomatic of this subject that the contributors are not always in agreement. As... Tovább

Fülszöveg

m I
Student Freedom in American Higher Education
Louis C. Vaccaro James Thayne Covert Editors
Students want:
more influence on campus power structures,
fewer restrictions by campus authorities,
more freedom for political demonstrations,
more freedom from parietal rules. Do all students want all this? What more do they want? What do the administrators want? What are the chances of achievement, accommodation, compromise, disaster?
The contributors to this volume, including university deans, a Berkeley graduate student, a lawyer, and a Jesuit, examine the recent scene on campus, try to answer some of the questions posed above, and ask some of their own. Student governance, seen from many points of view, is the central topic of the book, but important tangential issues receive full and careful treatment: the campus sexual revolution, the church-related campus, due process.
It is perhaps symptomatic of this subject that the contributors are not always in agreement. As Jacqueline Grennan, President of Webster College, points out in her Foreword, the essays reveal the same "range, difference, and even polarity of view" which characterize the dissenters themselves.
Beyond its immediate value as an investigation of the current situation, the editors hope this book will offer valuable guidelines for further research and study of the academic and social milieu of today's collegian.
LOUIS C. VACCARO, Vice President for Academic Affairs at the University of Portland, received his B.A. degree from the University of Southern California and his doctorate in Higher Education from Michigan State University in 1963. After teaching and serving in the administration at Marquette University, Dr. Vaccaro spent a year as a postdoctoral fellow at the University of Oregon before joining the staff at the University of Portland in 1967. He is author of Toward New Dimensions of Catholic Higher Education (1967) and numerous articles.
JAMES THAYNE COVERT is Associate Professor and Chairman of the Faculty of History at the University of Portland, from which he received his B.A. in 1959. He returned to Portland after completing the Ph.D. degree at the University of Oregon in 1967. Dr. Covert received the Culligan Faculty Award of 1968 for Outstanding Teacher of the Year at the University of Portland.


CROSSCURRENTS IN COLLEGE ADMISSIONS Humphrey Doermann
This book for the first time classifed the nation's annual crop of potential college candidates both by measured scholastic aptitude and by the ability of their families to pay for college education. It reports that the number of students each year who are bright enough to do good work at selective-admission colleges and prosperous enough to pay their college-going costs is much smaller than most observers have been estimating. The book provides tables, from 1955 to 1975 (projected), that can be used by individual colleges to appraise the size of their own particular candidate pools — defined by their own admission practices and by the level of their student fees. These colleges may then estimate whether their candidate pools in the past have been expanding or shrinking, as well as how these pools might change in response to specific changes which may be under consideration
in admission standards, student fees charged, or both. 1968 192 pp.
GENERAL EDUCATION IN HIGHER EDUCATION Aston R. Williams
The purposes and results of general education — various forms of the "liberal arts" program — have been debated throughout the, twentieth century. Yet, despite scholarly commotion and discussion, no single work has attempted to analyze the actual programs of general education as they are presented in major American colleges and abroad. The author examines the general education programs of Harvard, Yale, and Columbia Colleges, assesses the contributions of Great Britain, Russia, Germany, Africa, and other countries to the general educative process, and discusses the effects of general education on the later life of the student himself.
Institute of Higher Education
Teachers College, Columbia University 1968 244 pp.
EDUCATION AND STATE POLITICS: The Developing Relationships Between Elementary-Michael D. Usdan, David W. Minar, Secondary and Higher Education in American State Emanuel Hurwitz Politics
In this study of twelve key states, the relationship of elementary-secondary education to higher education is examined in the context of state politics. Outlining the causes for conflict between the levels, the authors discuss the problems of financing the schools, training teachers, and coordinating programs. Attention is given to the areas where the levels of education overlap: vocational-technical and junior college programs. The official and unofficial distribution of power and the ability of spokesmen for both levels of education to make their needs known to state legislators is des- ¦ , .
cribed for each of the twelve states. Various means of coordinating the efforts of educators in elementary-secondary and higher education are studied and their successes or failures are analyzed. Concluding the study is a forecast of trends and directions in educational policy-making. 1969 Vissza