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V. R. Cardozier provides a comprehensive and engaging look at the role played by colleges and universities in World War II, the contributions they made to the war effort, and the impact of the war on higher education institutions. He captures the wartime mood and spirit of the American people, something that is not easy to convey to younger readers who did not directly experience these times. During the war, American colleges and universities were dedicated to serving the needs of the military and all agencies of the government through training, research, and service. The Army, Navy, and Army Air Forces College Training Programs are discussed in separate chapters. Cardozier examines many adjustments colleges made: accelerating their calendars, adapting to losses in enrollment, and changing the curriculum. Military training programs on campuses and how they differed from college training programs are described, as well as the impact of the war on faculty: depletion of the teaching ranks, wartime research on campus, and faculty in the military and government service, especially in OSRD and OSS. The final chapter examines the overall impact of the war on higher education, such as financial problems due to loss of enrollment, issues of academic freedom, academic credit for military service, the GI Bill, and changes in curricula, teaching tools, and campus cultures.
Excerpt from The Work of a College During the War: Address at the Opening of the 118th Year of Middlebury College, September 20, 1917 But even if it were possible to divorce our thought from the stupendous events now occurring, and from the awakened passion of our nation to bear its part in the renovation of the world, it would not be patriotic for us to do so. As teachers and students we are still citizens, and even at the cost of considerable diversion from the educational endeavors which are our primary purpose, we must follow the course of the struggle, informing ourselves as best we may of the deeds of the armies and the eets, and still more carefully seek ing to work our way through to the real issues of the con ict and the principles which are being fought out for the world to live by after the great horror has passed. College men and women should allow none to excel them in patriotism, nor in patriotic interest in the problems and endeavors of their country. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works."
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This book provides a comprehensive overview of the impact of World War I on American higher education. Drawing from personal accounts and primary sources, the author examines changes in college curriculums, student demographics, and the financial challenges faced by universities during and after the war. It is an invaluable resource for scholars and anyone interested in the history of education in America. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Higher education always seems to be in crisis. Governments, foundations, professional associations, and the occasional scornful professor all tend to lament one or another problem plaguing America's colleges and universities. The more apocalyptic claims state that the United States is a "nation at risk," that our students' minds have been closed, or that radical faculty have run amok and are brainwashing our youth. In Get Real, William G. Tierney, a leading scholar of higher education, cuts through this noise, drawing on his experience and expertise to provide a thought-provoking overview of the many challenges confronting higher education and how to deal with them. In forty-nine short, engaging essays, he aims not to stoke the flames of controversy or promote a particular stance but to provoke creative, forward-looking public discussion about what higher education could and should look like in the twenty-first century. Tierney clearly distills and offers his take on critical issues—from diversity and free speech to the rise of for-profit colleges and student debt—but the goal is always to give readers the background and tools to form their own opinions. Written in a conversational tone and laced with personal anecdotes, Get Real is informed by scholarly literature without being weighed down by it and includes suggestions for further reading.
The Bryant College Service Club was formed in March 1942 by Bryant students for Bryant alumni serving their country during World War II. Its purpose was to send monthly packages of cigarettes, candy, cookies, letters, and knitted articles to Bryant men and women serving in the U.S. military. The club also sold war stamps and bonds and conducted first aid classes. When the club was formed there were about 80 Bryant men and women deployed throughout the world. Over a 3 year period this number grew to over 500 Bryant alumni/ae engaged in World War II. The nearly 1,400 letters received by the Bryant College Service Club from 1942 to 1945 were arranged in four scrapbooks, probably under the aegis of Miss Blaney, who was Director of the club in addition to her duties as Publicity Director and Director of Placement during this time.
Waging the Cold War's ideological battles on the gridiron
We Are a College at War weaves together the individual World War II experiences of students and faculty at the all-female Rockford College (now Rockford University) in Rockford, Illinois, to draw a broader picture of the role American women and college students played during this defining period in U.S. history. It uses the Rockford community’s letters, speeches, newspaper stories, and personal recollections to demonstrate how American women during the Second World War claimed the right to be everywhere—in factories and other traditionally male workplaces, and even on the front lines—and links their efforts to the rise of feminism and the fight for women’s rights in the 1960s and 1970s.
The "cold war university" is the academic component of the military-industrial-academic complex, and its archetype, according to Rebecca Lowen, is Stanford University. Her book challenges the conventional wisdom that the post-World War II "multiversity" was created by military patrons on the one hand and academic scientists on the other and points instead to the crucial role played by university administrators in making their universities dependent upon military, foundation, and industrial patronage. Contesting the view that the "federal grant university" originated with the outpouring of federal support for science after the war, Lowen shows how the Depression had put financial pressure on universities and pushed administrators to seek new modes of funding. She also details the ways that Stanford administrators transformed their institution to attract patronage. With the end of the cold war and the tightening of federal budgets, universities again face pressures not unlike those of the 1930s. Lowen's analysis of how the university became dependent on the State is essential reading for anyone concerned about the future of higher education in the post-cold war era.