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In spring 2014 Peggy Kokernot Kaplan, a former Trinity University athlete and cofounder of the women’s track team, emailed her alma mater’s athletic department asking the school to post statistics from the team’s 1975 season. It’s no surprise that they couldn’t fulfill her request, for Trinity had sparse records from the 1970s—not just for track and field but for most performances by female athletes before 1991, when the school joined a NCAA Division III conference. What started as a humble email request nearly a decade ago has culminated in From the Sidelines to the Headlines: The Legacy of Women's Sports at Trinity University, an expansive book aimed at filling in the gaps in coverage of half a century of women’s intercollegiate sports. Former Trinity athlete Betsy Gerhardt Pasley and historian Doug Brackenridge, along with other members of the Trinity community, have collected hundreds of long-forgotten documents and conducted dozens of interviews with former students, coaches, and administrators to tell the fascinating, multifaceted story of women’s sports at this liberal arts school in San Antonio, Texas. While the book focuses primarily on the post–Title IX years between 1972 and 1999, its scope extends to Trinity’s founding in 1869, illuminating the century-long evolution of women in competitive sports, at Trinity and elsewhere, before Title IX. The story, told alongside the cultural shifts that formed the social and athletic context for female athletes of the day, also documents the decision Trinity and other institutions of higher learning faced after Title IX: Should they adhere to a commercial model, in which a focus on athletics often overshadowed academics, or strive for a more balanced student-athlete, nonscholarship model? Trinity chose the latter and has decades of national championships and academic accolades to show for it.
Describes the transformation of one of the nation's oldest public institutions of higher learning into a modern research university The history of the modern University of South Carolina (originally chartered as South Carolina College in 1801) describes the significant changes in the state and in the character of higher education in South Carolina. World War II, the civil rights struggle, and the revolution in research and South Carolina's economy transformed USC from a small state university in 1939, with a student body of less than 2,000 and an annual budget of $725,000, to a 1990 population of more than 25,000 and an annual budget of $454 million. Then the University was little more than a small liberal arts college; today the university is at the head of a statewide system of higher education with eight branch campuses. Henry H. Lesesne recounts the historic transformation of USC into a modern research university, grounding that change in the context of the modernization of South Carolina and the South in general. The half century from 1940 to 1990 wrought great changes in South Carolina and its most prominent university. State and national politics, the challenges of funding modern higher educations, and the explosive growth of intercollegiate sports are among other elements of the University that were transformed. Lesesne describes with candor and impressive research how the University of South Carolina and, indeed, all of the state's higher education system emerged from a past limited by racism and poverty and began to measure its aspirations by national educational standards.
How does education shape a person’s worldview and ultimate success? How does the traditional British education system that was imposed on many African territories compare to the education system in the United States? What role did Historically Black Colleges and Universities play during the Civil Rights Movement in the United States? What role do they and other kinds of non-traditional higher education institutions play today? There is one man who is uniquely qualified to answer these questions – Dr. Joel Nwagbaraocha. Evolution of an Educator is the story of a man whose education began in the British Cameroons and Nigeria, continued at Norfolk State University, a traditionally Black University in Virginia, and finished with a doctorate degree at Harvard. From there, Dr. Nwagbaraocha went on to have a stunning career in education that included 20 years of consulting at Historically Black Colleges and Universities, serving as an academic administrator and professor at three colleges and as president of a Liberal Arts College, and another twenty-five years at Strayer University as faculty, Provost and Chief Academic Officer, and Interim President. His story not only offers a unique perspective on higher education institutions but also is a very personal story about an African man who came to America with few belongings and no family, and yet found a way to both shape his own destiny and impact the American education system by espousing the principles of equality, integrity, and hard work.