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The distinguished historian Winton U. Solberg presents a detailed case study of one institution's transformation into a modern American university. The years 1894 to 1904 mark the stormy tenure of Andrew S. Draper as president of the University of Illinois. Draper, a successful superintendent of schools with no college or university experience and no credentials as a post-secondary administrator, presided over many crucial improvements in the university's physical plant, curricula, and other areas. However, he failed to infuse the university with a spirit of cohesion, and his term as president was fraught with conflict. From his inauguration on, the autocratic Draper collided with deans and faculty who opposed both the substance of his changes and the manner in which he presented and implemented them. This volume closely examines the Draper years from the perspectives of faculty, students, and administrators. Solberg outlines the administrative, faculty, staff, and physical infrastructure. He also reveals a vibrant and varied student life, including a whirl of social activities, literary societies, intercollegiate debate and athletics, hazing, religion, and increasingly prominent fraternities. A sharply delineated and detailed picture of a university in transition, The University of Illinois, 1894-1904 traces the school's shift from an institution known primarily as a training ground for engineers to a full-fledged university poised to compete on the national level.
What is genius? Define it. Now think of scientists who embody the concept of genius. Does the name John Bardeen spring to mind? Indeed, have you ever heard of him? Like so much in modern life, immediate name recognition often rests on a cult of personality. We know Einstein, for example, not just for his tremendous contributions to science, but also because he was a character, who loved to mug for the camera. And our continuing fascination with Richard Feynman is not exclusively based on his body of work; it is in large measure tied to his flamboyant nature and offbeat sense of humor. These men, and their outsize personalities, have come to erroneously symbolize the true nature of genius and creativity. We picture them born brilliant, instantly larger than life. But is that an accurate picture of genius? What of others who are equal in stature to these icons of science, but whom history has awarded only a nod because they did not readily engage the public? Could a person qualify as a bona fide genius if he was a regular Joe? The answer may rest in the story of John Bardeen. John Bardeen was the first person to have been awarded two Nobel Prizes in the same field. He shared one with William Shockley and Walter Brattain for the invention of the transistor. But it was the charismatic Shockley who garnered all the attention, primarily for his Hollywood ways and notorious views on race and intelligence. Bardeen's second Nobel Prize was awarded for the development of a theory of superconductivity, a feat that had eluded the best efforts of leading theorists-including Albert Einstein, Neils Bohr, Werner Heisenberg, and Richard Feynman. Arguably, Bardeen's work changed the world in more ways than that of any other scientific genius of his time. Yet while every school child knows of Einstein, few people have heard of John Bardeen. Why is this the case? Perhaps because Bardeen differs radically from the popular stereotype of genius. He was a modest, mumbling Midwesterner, an ordinary person who worked hard and had a knack for physics and mathematics. He liked to picnic with his family, collaborate quietly with colleagues, or play a round of golf. None of that was newsworthy, so the media, and consequently the public, ignored him. John Bardeen simply fits a new profile of genius. Through an exploration of his science as well as his life, a fresh and thoroughly engaging portrait of genius and the nature of creativity emerges. This perspective will have readers looking anew at what it truly means to be a genius.
In his twenty-two years as an Illinois congressman and in the years since he left office, Paul Findley has fought to eradicate famine, end wars, and eliminate bigotry in U.S. foreign policy. This sweeping political memoir opens with Findley’s early days in rural Pittsfield, Illinois, and chronicles his service during six administrations in Washington. His many accomplishments in Congress include authoring the Famine Prevention Act, coauthoring the 1973 War Powers Resolution, leading agricultural trade missions to the Soviet Union and China, and strongly opposing the Vietnam War. This autobiography is also a no-holds-barred critique of Israel’s lobby and its toll on the national interests of the United States. Few politicians are so openly critical of their government, and Findley’s opinions on what he believes to be disastrous foreign policy provide a unique behind-the-scenes perspective on the shaping of these policies in the latter half of the twentieth century.
How women coped with both formal barriers and informal opposition to their entry into the traditionally masculine field of engineering in American higher education. Engineering education in the United States was long regarded as masculine territory. For decades, women who studied or worked in engineering were popularly perceived as oddities, outcasts, unfeminine (or inappropriately feminine in a male world). In Girls Coming to Tech!, Amy Bix tells the story of how women gained entrance to the traditionally male field of engineering in American higher education. As Bix explains, a few women breached the gender-reinforced boundaries of engineering education before World War II. During World War II, government, employers, and colleges actively recruited women to train as engineering aides, channeling them directly into defense work. These wartime training programs set the stage for more engineering schools to open their doors to women. Bix offers three detailed case studies of postwar engineering coeducation. Georgia Tech admitted women in 1952 to avoid a court case, over objections by traditionalists. In 1968, Caltech male students argued that nerds needed a civilizing female presence. At MIT, which had admitted women since the 1870s but treated them as a minor afterthought, feminist-era activists pushed the school to welcome more women and take their talent seriously. In the 1950s, women made up less than one percent of students in American engineering programs; in 2010 and 2011, women earned 18.4% of bachelor's degrees, 22.6% of master's degrees, and 21.8% of doctorates in engineering. Bix's account shows why these gains were hard won.