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Higher Education >> Student and Community Life

by Jesse Bogue & Norman Burns — 1956
Controls over institutions of public education come from many sources. One form is the action of state legislatures. Other forms include administrative regulations of boards, federal legislation in such areas as vocational education and veterans' subsidies, the action of the people voting on bond issues or tax rates, the action of tax assessors and tax boards, and the decisions of courts. This list, while not exhaustive, gives some indication of the nature of the sources of controls which may legally be exercised over the administration of a public junior college.

by Leland Medsker — 1956
How much does it cost? How can we pay for it? These are the questions asked daily by literally thousands of American families about the goods or services they desire or must have. They are asked by the average high-school graduate as he contemplates his further education. They are asked by the older worker or housewife who sees the need for returning to school for one of many possible reasons. They are asked by the public about the services considered desirable for the welfare of all.

by Elbert Fretwell, Jr. — 1956
Middletown, New York, needed a college. The secretary of the chamber of commerce, officials of the city school system, and a local photographer-artist recently returned from military service knew this and were concerned. Their county was located only sixty-five miles from one of the world's great metropolitan centers, yet in proportion to population fewer young men and women there coninued their formal education past high school than in any other county of the state. Institutions of higher education were located in many !?arts of this relatively wealthy state, yet were failing to serve the great majority of youth of the Middletown· area. What to do?

by B. Johnson — 1956
In the preceding chapters we have noted certain social and technological trends which, along with an emerging public concern regarding the educational problems and needs of individuals, are uniting in a demand for sharply expanding provisions for post-high-school education; we have identified and interpreted the role and purposes of the public junior college; we have reported the growth and development of the two-year college; and we have noted some of the important problems of these institutions. In the light of these findings we have reported program practices and have suggested needed directions for improvement and development of public education at the junior-college level.

by Will French — 1942
Among the aspects of life ahead for which we should now plan is the education of American youth. This article discusses youth education and postwar democracy.

by Clarence Linton — 1942
This discussion focuses on the participation of youth in making the postwar world.

by Ernest Osborne — 1942
Educators today must face the challenges that an all-out war brings. This article discusses the task for educators.

by William Russell — 1941
“The Schools and the Defense” was a Symposium on Defense Activities, held at Teachers College, Columbia University, August 6, 1941. Paul R. Mort, Chairman.

by Clifford Brownell — 1941
“The Schools and the Defense” was a Symposium on Defense Activities, held at Teachers College, Columbia University, August 6, 1941. Paul R. Mort, Chairman.

by Lyman Bryson — 1941
“The Schools and the Defense” was a Symposium on Defense Activities, held at Teachers College, Columbia University, August 6, 1941. Paul R. Mort, Chairman.

by William Kilpatrick — 1931
IN THE history of civilization there emerge from time to time epoch-making reconstructions of world outlook.1 Classical Greece furnishes the best-known instance, when that gifted people first brought conscious criticism to bear upon their own culture and so laid the foundations of subsequent Western thought. Another occurred when Copernicus, Galileo, and Newton gave modern natural science to the world and along with it, ultimately, all that we know as modern industrialism. Still another was Darwinian evolution which, aided and abetted, to be sure, by other factors, is even now remaking our hitherto dominant moral and religious outlook. The latest instance of such epoch-making reconstruction has only just begun, as immediately before us we see the foundations of Newtonian science being destroyed by Einstein's relativity and the equally important breakdown of the atom.

by Elizabeth Stearns — 2009
This commentary reviews the evidence regarding the impact of interracial roommates on friendship diversity in colleges. It argues that policies designed to maximize interracial roommate assignment may foster better interracial relations on their campuses and perhaps throughout their students’ lifetimes.

by Andrea Hyde — 2011
This paper was part of a round-table dialogue, hosted at the 2009 annual meeting of the American Educational Studies Association (AESA), about how academia, as a totalizing institution, constrains intimate relationships. Here, a totalizing institution, in general, is one which extends its reach to all dimensions of experience. In this paper, I attempt to frame the issue of academia as a “totalizing” institution, and to probe the boundaries and dimensions of the conversations which surround it.

by Perry Zirkel — 2012
This commentary suggests a systemic solution to the pernicious problem of big-time college basketball and football.

by Pamela Felder, Walter Parrish, III, Joan Collier & Reginald Blockett — 2016
This work explores and addresses the programmatic support of doctoral student socialization via social media.

by Jeff Frank — 2018
Language matters. As the term snowflake spreads across our public discourse, we are creating a moral vacuum that doesn’t provide our college-age youth the education they deserve.

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