Showing papers in "Change: The Magazine of Higher Learning in 1972"

Open Admissions: Toward Meritocracy or Democracy?

Abstract: (1972). Open Admissions: Toward Meritocracy or Democracy? Change: The Magazine of Higher Learning: Vol. 4, No. 4, pp. 38-43.

Learning by Contract.

Abstract: Center for Assessment of Pharmaceutical Practices (CAPP). The center is involved in consultation with the Veterans Administration, the Centers for Disease Control, the Centers for Medicare and Medicaid Services (CMS), the pharmaceutical industry, and health care organizations (e.g. Blue Cross-Blue Shield). The center is dedicated to improving health care through research and consultation in the area of health outcomes assessment. The program's activities are based on an increased demand for new, patient-based assessment tools and methodologies for clinical management and in monitoring the quality, efficiency, and effectiveness of patient care. Established in 1998, the program provides research, consulting, and executive-education services. The principal goals of the center is to advance the use of patient-centered assessments of health to improve health outcomes; to integrate patient-centered measures with extensive pharmaceutical and health services databases; and to advance research efforts in the areas of health outcomes, cost-effectiveness analysis, technology assessment, disease management, and pharmaceutical administration/health care policy.

Bensalem: When The Dream Died

Abstract: It was not a new thought for Dr. Sewell. A Cambridge educated poet, critic and scholar of international fame, she had taught in six American colleges and at England's Manchester University. In the course of her wanderings she had collected a coterie of teachers, graduate students and undergraduates who hoped to live and work together. "We are Americans of Irish, Italian and Negro origin, Asian, English, Jewish, Moslem, Catholic, and Protestant. We lived from Los Angeles to Pakistan and were looking for an image of ourselves, as a way of understanding what we were about. The image we finally agreed on was that of the polis, the city of the mid-twentieth century, a scattered tiny world-city." In the fall of 1965, Elizabeth Sewell added a new and important member to her group, Father Leo McLaughlin, newly-appointed president of Fordham University, and a long-time friend. She met Father McLaughlin at dinner in New York and as they talked "it came to us, simultaneously we both agree, an idea." Elizabeth wrote to some of her friends in

Responses to the Newman Proposals

Abstract: In the May 1972 issue of Change, Frank Newman of Stanford University discussed his work as chairman of the HEW Task Force on Higher Education, with an accompanying commentary by Harold Hodgkinson. These two articles have been widely read and debated, with fifteen thousand reprints requested for campus discussions. The Newman Task Force's second phase–specific recommendations for federal actions to promote reform–is expected to be completed early in 1973. The two articles that follow represent critical appraisals of the federal task force's work by two authors prominent in American higher education.

Working With the Working Class

Abstract: T lo lo the typical New York City college professorthe one who was bar (or bas) mitzvahed in the proper fashion, who attended City College and a good graduate school, and who has since that time considered himself liberal and intellectualthe working class remains a great mystery. Fortunately, except for finding something to say to Uncle Jack, the only one of his father's brothers who didn't "make it," it was an abstract problem that did not affect his daily life. If he was a good liberal professor, he wanted to teach in the schools with the "best" students, and in those schools the working class appeared, interestingly enough, merely as workers. Even when his school began to recruit blacks from the inner city, they were a special case, people in need of help, and though their lack of appreciation for Balzac was regrettable, that is the price one had to pay for one's guilt. It is still possible for many college teachers to forget that a white working class exists in this country, but for those who remain in New York to teach, it is becoming more difficult. Open admissions in the City University, it now seems clear, has most benefitted neither the blacks nor the Spanish-speaking minorities but the white ethnics who would otherwise have gone either to St. John's and Pace or to a union

The Black Scholar in Academe

Abstract: Before exploring the problems of the black professor on a white college campus, we need to understand his past experiences which have brought him to the present circumstance. Historically, the black scholar first encounters white academia when he enters graduate school. Typically, he received his undergraduate training in a Negro college. The significance of his origin at a Negro college is that he likely as not received little preparation for graduate school, since most Negro colleges are known for their distaste for intellectual pursuits. This does not mean that the black graduate student is incapable of doing post-graduate work. Most of our distinguished black leaders are graduates of Negro colleges, among them W.E.B. DuBois, Whitney Young and Martin Luther King. But the combination of a poor undergraduate education and institutional racism poses special problems for the black graduate student. The first serves to deprive him of the necessary intellectual skills for pursuing high level academic work. The other strips him of the opportunity to get a college degree, or in the process of obtaining one makes him a bourgeois caricature of the white academic. While this traditionally poor undergraduate preparation at Negro colleges has now improved, David Riesman and Christopher Jencks, in their book The Academic Revolution, note that only five Negro colleges approximate the quality of the better white universities.

A Preview of the Second Newman Report.

Abstract: Less than three years ago, the federal government asked a Stanford University administrator, Frank Newman, to chair a task force on higher education. In March of last year, the nine-member group published their Report on Higher Education. Their findings have aroused more widespread interest than any similar effort in the modern history of American higher education. The group is now well into its second phase of recommending a series of federal implementations. Change asked Mr. Newman to answer a number of questions about the history of his two task forces and the main thrusts of the two reports. An early fall issue of Change will be devoted to reader response to the Newman proposals. These are hereby encouraged. Reprints of the Newman and Hodgkinson articles are available for discussion purposes.

The Wives of Academe.

Abstract: experienced high-school mathematics teacher moved to a community of three thousand and in ten years of residence there was never able to find another teaching job. A qualified advertising copywriter married and was unable to find employment except when her husband wasn't working. A PhD in history, head of a college history department, married and moved to the town where her husband was employed, effectively ending her academic career. A trained social worker commutes

A New Series: Blacks and Colleges: 1. The Dot and the Elephant.

Abstract: As recently as last year, I thought that “education”—the discipline—was too tiresome a subject to sustain my interest for more than a moment or two. I hastily abandoned this conviction after five minutes in front of a classroom. As a teacher, or as someone trying to teach, education became for me a living thing. By happy, unplanned circumstance, my teaching and the research for this project began at the same time. The two assignments have dovetailed in a way that no amount of planning could have forecast. This article is written from a black perspective—something which does not necessarily reside within a black skin. Retaining this perspective, particularly as a writer, requires among other things an agonizing bending of the mind. One is constantly obliged to see and weigh things including black education—from several points of view and finally to ask: “What does this or that event mean for black people at large—for ‘the movement’?“ The necessity for all of this is not readily understood by white people. ...

The Women’s Revolt in the MLA

Abstract: In 1969, responding to the women's movement, Modern Language Association (MLA) created the Commission on the Status of Women in the Profession, headed by Florence Howe of Goucher. MLA never officially sanctioned Women's Caucus for the Modern Languages (WCML). To appreciate how sharp a break with precedent these actions represented, one has only to glance at the study of the official MLA Discussion Groups, submitted by the Commission on Women to the 1971 convention. With the help of the Department of Health, Education and Welfare and women's groups, colleges and universities are beginning to adopt affirmative action plans to end discrimination against women and minority groups in faculty, staff, or custodial positions. The commission, WCML, and various women's groups are concerned primarily with these problems affecting the profession as a whole, even more than with the internal structure of MLA.