within a single institution They also curtailed power of faculty and strengthened the power of presidents College financing was well intended but insufficient = tuition was needed Philanthropy - from educating “savages” to “flexible interpretation of wills and bequests” and donations from pirates. Naming after benefactors: the Yale example Fund-raising begins early
value of a higher education lay not in professional training but elsewhere. It derived from the belief that a course of learning endowed those who completed it with cultural attributes that were signs of superior status . This was by no means a crude , calculating attitude , but rather one composed of multiple , scarcely conscious , sets of values . The ability to quote a Greek maxim in a legal brief was not essential but helpful. More important was the prevailing conviction that those who had sharpened their minds on the complexities of Greek thought would be better able as a result to deal with the day - to - day problems of trespass and contract. Most important was the awareness that colonial society still put a premium on and assigned practical rewards to people who could display such signs of gentlemanly rank as command of the classics. Thelin, John R.. A History of American Higher Education (p. 36). Johns Hopkins University Press.
education is not a National effort but a state one 1785 University of Georgia 1789 University of North Carolina 1819 University of Virginia Hilltop Colleges
2. Religion has nothing to fear from science 3. Remote utility is quite as worthy to be thought of as immediate advantage 4. The best scholars will almost invariably be those who make special attainments on the foundation of a broad and liberal culture 5. The best teachers are usually those who are free, competent and willing to make original researches in the library and the laboratory. Daniel Coit Gilman
in the experience of Henry Adams, the brooding Boston patrician and Harvard history professor who was puzzled by American popular culture. In 1876 an undergraduate matter-of-factly told Adams that “a degree from Harvard was worth money in Chicago.” Although Adams was bothered by this observation, most Americans were not. College-going was rising in popularity, for several reasons. It was a means of socioeconomic mobility and hence an experience coveted by an increasing number of adolescents. In addition to increasing earning power, a bachelor’s degree was perceived as a way for a nouveau riche family to gain social standing. An education at a prestigious college was most likely to be prized by a father who had made a fortune but had not gone to college himself. The self-made man wanted his sons to have the shared campus experience that would position them to associate with young men from established, educated families. Thelin, John R.. A History of American Higher Education (p. 155). Johns Hopkins University Press.
be stability of funds over a period of years so that long-range programs may be undertaken. 2. The agency ... should be composed of citizens selected only on the basis of their interest in and capacity to promote the work of the agency. 3. The agency should promote research through contracts or grants to organizations outside the Federal Government. It should not operate any laboratories of its own. 4. Support of basic research ... must leave the internal control ... to the institutions themselves. This is of the utmost importance. 5. While assuring complete independence and freedom of research carried on in the institutions receiving public funds, and while retaining discretion in the allocation of funds among such institutions, the Foundation proposed herein must be responsible to the President and the Congress.
distribution skew 3. “Rich got richer” 4. Hard money versus Soft money 5. Grants don’t pay for teaching 6. Bayh-Dole Act of 1980 7. This situation still persists Alberts et al. 2014
2. Universities are not research institutions per se 3. Curriculum is rigid 4. Admission requires creative approach 5. Student = slave apprentice (in good sense)
later) 2. Be relentless in getting papers and grants out 3. View start-up as your lottery ticket 4. Be a peer to your spouse 5. Tenure is a not an institutional problem 6. There is bad advice 7. What is the worst thing that can happen?
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