College Movement Research Articles

Proletarian Drama: An Educational Tool of the American Labor College Movement

The stock market crash of 1929 and the subsequent Great Depression generated many radical efforts to dramatize the struggles of the working class. Plays began to assume themes of social reform, liberty, rebellion, social injustice, anti-fascism, and anti-war. Radical plays were produced in New York City by Artef (1927-37, 1939, 1941), the Theatre Collective (1933-36), the Theatre Union (1933-37), the Actors Repertory Theatre (1934-37), and, on a national basis, the Federal Theatre (193539), a WPA backed experiment. The New Theatre League, formed in 1935, previously known as the League of Workers' Theatres, represented the culmination of this theatrical activity. Across the country, some 300-400 theatres became affiliated with the New Theatre League, a United Front organization consisting of liberals, socialists, and communists.'

"Land-Grant College Legislation and Black Tennesseans: A Case Study in the Politics of Education"

OF AMERICAN SECULAR FAITHS, perhaps none has been more resilient than the belief in higher education as a means to a more fulfilling life. The land-grant college movement, initiated by the Morrill Act of 1862, has stood historically as one very tangible article of this faith. Rightly recognized as a revolutionary influence upon American education, this public college movement gave profoundly important impetus to tendencies that were apparent within the nation. A revolt against classical schooling was already under way. Belief in the efficacy of the sciences was gaining momentum. There were simultaneous demands for more practical learning that would emphasize agricultural and mechanical arts instruction. And pervading each of these tendencies was the growing insistence upon the democratization of educational opportunity. (1) Yet the first Morrill Act did vastly more than add impetus to existing attitudes. It also provided a legislative mechanism for synthesizing such ideas into an educational formula of inestimable importance. The federal government was thereafter obligated to support public land-grant colleges within the various states. A large measure of flexibility was added to the prescription, for the reciprocal obligations of the states were not so precisely defined. Agricultural and mechanical education were instructional requirements, yet there was no master organizational model for gauging either the curricular accent or the content of such requirements. Neither were there uniform standards established for governing academic performance. (2) The states' enthusiasm for this land-grant plan was immediately apparent. By 1870 there were thirty-seven states which had agreed to comply with the terms of the act. Within the succeeding decades it became impressively obvious that land-grant colleges had not only arrived, but were beginning to take on adaptable identities as well. Extension work and agricultural

WORKS HAVING A SIGNIFICANT IMPACT ON THE DEVELOPMENT OF THE COMMUNITY COLLEGE IN THE UNITED STATES

As a broad‐based educational movement with an inherent promise of social mobility as expressed through its open door, the development of the comprehensive community college in the United States has produced a large volume of literature. Moreover, the development of the community college movement has been influenced by a group of leaders identified in several previous studies. While the volume of literature on the community college is massive, is there a select body of literature to which the scholar and educational practitioner can turn for an understanding of the movement? If there is a significant body of literature on which college presidents and professors of higher education agree, were the significant works written by those persons previously identified as leaders of the movement? The above questions are answered in this analysis of works having a significant impact on the development of the community college in the U.S. The answers are provided by a survey of college presidents and professors who a...

Nursing and the community college movement.

Nursing ForumVolume 19, Issue 2 p. 181-192 NURSING AND THE Community College Movement Adebisi O. Fabayo, Adebisi O. FabayoSearch for more papers by this author Adebisi O. Fabayo, Adebisi O. FabayoSearch for more papers by this author First published: April 1980 https://doi.org/10.1111/j.1744-6198.1980.tb00708.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume19, Issue2April 1980Pages 181-192 RelatedInformation

Dateline '79 revisited

AbstractIn looking at the community college movement today, the visionary critic of 1969 still advises these schools to give education a central position in their operations.

Critics of the community college: An overview

AbstractCriticism of the community college has come primarily from universities. The result has been a body of literature that is detached, well researched, and of value to the community college movement.

The genesis of the junior college movement

As a distinctly American phenomenon, the two-year college, or the junior college, rapidly is becoming a dynamic force affecting the thought processes, habits, economic status, and social interaction of people from every walk of life in every part of the community. From obscure beginnings, the two-year college has become the fastest growing social and educational institution in the United States. Since 1901, when eight junior colleges enrolled fewer than 100 students, the number of junior colleges has increased to more than 1,000 with enrollments exceeding 3,000,000.1 While the two-year college is the product of some 125 years of historical development, actually, only three major stages characterize its development. The first and longest stage lasted from 1850 to 1920, during which time the idea and acceptable practice of the junior college, as a separate institution offering the first two years of baccalaureate curriculum emerged. During the second stage, spanning from 1920 through World War II, terminal and semi-professional education gained widespread currency in the junior colleges. The stillcurrent third stage, beginning with the close of World War II, was ushered in by an awakening to the broadened responsibility of providing equal opportunity for all who could profit from education. Within the limited scope of this study, I will investigate only the salient features of the first stage and the background thinking leading up to the following two stages.

Black Colleges: Opportunity for Non-Traditional Study

For over 120 years Black colleges alone produced most of this nation's Black graduates of higher education. Many mark the beginning of Black colleges with the founding of Lincoln University (earlier named Ashmum Institute) of Pennsylvania in 1854, and Wilberforce University of Ohio in 1856.1 Although these colleges were founded before the Civil War, the Black college movement was not pronounced until the post-Civil War era. During these years, a number of important Black colleges were founded, including Virginia Union and Shaw University (1865); Fisk University and Lincoln Institute (1866); Talladega College, Howard University, and Scotia Seminary (1867); Tougaloo College (1869); Alcorn College and Benedict College (1871); and, Tuskegee Institute (1881).2

Community College Faculty: Unwanted Stepchildren or Accepted Members of the Academic Family?

THE MOST dramatic development in higher education in the United States in the last quarter of a century has been the phenomenal increase in the number of junior or community colleges. Since the end of the Second World War, the Community College Movement, as it is sometimes called, has seen the establishment of approximately eight hundred two-year institutions; by the fall of 1975, more than 1200 private and public junior or community colleges opened for classes and enrolled nearly four million students.' And the end is not yet in sight as additional two-year institutions open and more are in the planning stage. The Carnegie Commission on Higher Education has recommended that access to higher education be expanded so that 95 percent of the American people will be within commuting distance of a community college and that residential colleges be established for those in areas too remote for commuting. The target date for achiev-

Norway's Regional Colleges

The regional college movement in Norway is in direct response to societal pressure felt worldwide to democratize and decentralize higher education. Created in 1969 as a three-college system coordinated by the Regional College section of the Ministry of Education, the current six institutions represent Norway's attempt to extend equal opportunity and employment-oriented education to rural and remote areas. Although initially established on a five-year experimental basis, the institutions appear to be in a solid position, having university endorsement as well as strong support of the local community constituencies.

Norway's regional colleges

The regional college movement in Norway is in direct response to societal pressure felt worldwide to democratize and decentralize higher education. Created in 1969 as a three-college system coordinated by the Regional College section of the Ministry of Education, the current six institutions represent Norway's attempt to extend equal opportunity and employment-oriented education to rural and remote areas. Although initially established on a five-year experimental basis, the institutions appear to be in a solid position, having university endorsement as well as strong support of the local community constituencies. Another prominent factor giving support to the regional college movement is the egalitarian nature of Norwegian society. The “folkekogskole” (folk high school or people's college) which had become the accepted preparation for teacher training institutions throughout Scandinavia, helped to strengthen the case for short-term career-oriented education. The regional colleges operate with a high degree of administrative autonomy to allow each institution maximum freedom to develop regional identities. From the beginning, innovation and experimentation have been officially encouraged. Faculty and students participate broadly in institutional policy development, and at several colleges, in the actual day-to-day decision making process. The Ministry and institutional leaders appear firmly committed to goals expressed in the planning reports and in the enabling legislation: to prepare students for immediate employment in specific occupations and for further education in universities and professional schools, and to offer educational opportunities, including general education, for adults. Consideration in long-range planning should be given to:

The Ante-Bellum College Movement: A Reappraisal of Tewksbury's Founding of American Colleges and Universities

FEW MONOGRAPHS in history of American higher education have been as influential or as frequently cited as Donald G. Tewksbury's Founding of American Colleges and Universities Before Civil War, With Particular Reference to Religious Influences Bearing Upon Movement. Frederick Rudolph, in a bibliographic essay on history of higher education, calls it the most durable and the most useful volume among several hundred titles in Teachers series, Contributions to Education. (1) Focusing on period from end of Revolution to beginning of Civil War, Tewksbury emphasizes extensive proliferation and exceedingly high rate of mortality of colleges, as well as religious influences upon them, sectarian competition, and concept of college. These themes have received prominent attention in discussions of ante-bellum in most subsequent histories of higher education. When Tewksbury's dissertation was published in 1932, virtually only general history of American higher education was Charles Franklin Thwing's narrative survey that had been published in 1906. Within past two decades, several histories have been published, beginning with Richard Hofstadter and Walter P. Metzger's influential study of academic freedom in American and universities. Hosftadter places blame for what he calls The Great Retrogression in The Old Time College primarily on multiplying and scattering of colleges as result of denominational sponsorship and sectarian competition. Frederick Rudolph, in his chapter entitled The Movement, also attributes college mania primarily to denominationalism, but he is not as negative as Hofstadter in assessing results. Although Theodore Crane,

Community Colleges and Social Stratification

The expansion of the community colleges in recent years repeats an American pattern that couples class-based tracking with "educational inflation." Shaped by a changing economy and by the American ideology of equal opportunity, community colleges are moving toward vocational rather than transfer curricula and are channeling first generation college students into these programs. The author examines the social forces behind the community college movement and the social processes within the community colleges that have produced a submerged class conflict in higher education.

Socialization Experience, Role Orientation, and Faculty Acceptance of the Comprehensive Community Junior College Concept

As several reviews of the historical development of the community college have demonstrated, the modern public community college has evolved from a college emphasizing transfer curricula paralleling the first two years of a senior institution to an institution characterized by comprehensive curricula (Medsker, 1960; Blocker, Plummer, & Richardson, 1965; Brunner, 1970; and Medsker & Tillery, 1971). Friedman (1966) argues that there is an ideology which has developed within the ranks of the community college movement concerning the nature and mission of the modem public community college. This ideology, commonly called the comprehensive community college concept, stresses that the curricular offerings of this type of institution include (1) transfer or preprofessional education, (2) occupational education, (3) general education for all students, (4) community service, including continuing education, and (5) the guidance and counseling of students. In addition, the predominant emphasis of the community college concept consists of community development activities as well as assisting a student clientele marked by widely varying ambitions, backgrounds, and abilities to their maximum personal and academic development. Because the community college as an institution has no obligation to conduct original research, but does have the obligation for community and student development, the ideology emphasizes that faculty within the community college should be selected and retained solely on the basis of a teaching orientation. Such an orientation includes a vital interest in students, a thorough awareness and sympathetic understanding of the kinds of problems that students face, an eagerness to communicate with them, and an active interest in the promotion of student organizations and activities (Pyle, 1968). In addition, many community college leaders stress that teachers in these institutions should also understand and support the community college concept (Medsker, 1960; Gleazer, 1967). Reviews of a number of empirical studies that have dealt with the degree of acceptance of the community college concept by community college faculty and with the degree to which they are student-oriented

Experiences of University Physicists Working with their Two-Year College Neighbors

The growth of the 2-year college movement has been rapid, probably because these institutions offer a wide variety of programs relevant to the needs of our technological society for highly trained workers in many different professional fields and career areas. Because 2-yr colleges are breaking new ground, they are encountering problems: (1) difficulties in articulating with degree-granting institutions; (2) students who are weaker academically and lower socioeconomically than typical 4-yr college students; (3) a shortage of suitable teaching materials; and (4) inadequate supplies of appropriately prepared teachers. Programs supported by the Esso Education Foundation and the National Science Foundation at the State University of New York at Stony Brook have been designed to minimize these problems for the physics departments of the New York 2-yr colleges.

Higher Education Administration Students’ Perception of Establishing a Community College

The recency of the community college movement has prevented large scale organization and dissemination of knowledge concerning the processes and steps required to establish a community college. There is, therefore, a need for means to incorporate contemporary evidence into the curriculum of prospective administrators of higher education. The purpose of this study was to compare Higher Education Administration students’ peceptions of a logical sequence of events for establishing a community college with a sequence of events for establishing a community college as determined by practice. The Edwards’ matched-pair technique was used to rank the perceptions of the students. A sequence of twenty-nine events was selected from the literature. Each event was matched with every other, thus providing 406 decision situations. From these decisions an ordering was obtained. Using the Spearman rho correlation technique, a coefficient of 0.82 was found between the sequence of events taken from the literature and rank or...

Collective Comprehensiveness: A Proposal for a Big City Community College

The decade of the sixties saw the full flowering of the community college movement. The continent was spanned and each of the fifty states acquired at least one community college as part of its educational hierarchy. Even before the domestic frontier had been conquered, the international export process was in full development: Canada, Japan, and Chile came within the sphere of influence of the American community college. Paralleling this conquest of geography there took place in the last decade an internal expansion of such magnitude that twoyear colleges now constitute more than a third of the number of institutions of higher education and over a quarter of the enrollment. With pardonable pride, the American Association of Junior Colleges this year commemorates the accomplishments of the decade-the establishment of a national network of two-year community colleges, the successful export of this American social invention, and the acquisition of a full partnership in higher education-as well as its own fifty years of leadership as a national association. At least one great task remains, however, and that is the successful application of the community college formula to the

Junior College English

We need to know more about junior college English instructors, departments, and programs across the country. In view of the impending shortage of trained instructors we will have to make recommendations for carrying on during the next decade. This probably means that we will have to find some acceptable means of training and using teaching associates. Let me say a few words about the larger scene as I see it. United States higher education projections to 1977 taken from The Chronicle of Higher Education, June 10, 1968, show that the most dramatic growth will occur in the junior college movement. For example, the total undergraduate population from 1967 to 1977 will increase from 5,317,000 to 8,259,000; whereas the two-year college population will go from 952,000 to 1,685,000. There are probably 14,000 junior college English instructors in the United States. A rough projection, but the best available at this time, indicates that we may have 30,000 by 1978. Allowing for instructor retirement, dropout, and death, we will probably need 18,000 new junior college English instructors by 1978, or 1800 per year during the next ten years. It is obvious that the M.A. in English will be almost the sole source of trained instructors in the junior college for some time to come, so we must ask if there will be an adequate supply of M.A.'s from the graduate departments. They, according to the Allen study, turned out 4800 M.A.'s in 1966. This fits another piece of data. They turned out 4443 in 1963-64. What about the 53 colleges not offering the Ph.D. that, according to the Allen report, have plans to offer the M.A. but do not specify exactly when? At present the 123 institutions not granting the Ph.D., grant an average of 726 M.A.'s per year. Clearly there will be an increase in the number of M.A.'s in English during the next ten years, but the numbers contributed by our 53 nonPh.D.-granting colleges will not be great, and as for their alleviating the junior college shortage, the increase is probably cancelled out by the number of those M.A. recipients who aspire to the Ph.D. and do not go into teaching. Since junior colleges will need 1800 M.A.'s per year, they would, provided that competition would allow, hire 37% of the new M.A.'s each year. The U-4's, who can compete perhaps better than the junior colleges, will need 1900 per year or 39% of the new M.A.'s. This does not take into account the high school departments which are not going to be denied a major share of the M.A.'s. America's high schools will be hiring about 12,500 new instructors each year; i.e., they-if they could-would consume 260% of the

Teacher Supply and Demand

The research on teacher supply and demand during the years from 1962 through 1966 was largely descriptive in nature. The major sources of data continued to be the publications of the National Education Association, Research Division.* Publications containing observations and proposals relative to the topic as well as reports of research studies were found in journal articles and in doctor's theses. The conclusions of these studies were generally complementary rather than contradictory. The literature selected for this chapter was limited to sources that appeared to have national implications for kindergarten through grade 12. For example, it was not possible to include a number of publications that were concerned with teacher supply and demand in the individual states throughout the nation. Space limitation did not permit coverage of teacher supply and demand in the rapidly developing community college movement. A further limitation was the exclusion of references that dealt in part with teacher certification, a topic to be discussed in a separate chapter. The review has been organized according to (a) background data, (b) sources of teacher supply and demand, (c) factors affecting teacher supply and demand, (d) recent innovations and proposals, and (e) needed research.

An Experiment with Grouping of Freshman English Composition Students

FOR AT LEAST a decade exciting developments have been taking place in the teaching of English at all levels. Whether stimulating, effective experi ences also have been the rule in student learning and the development of writing skills may still be somewhat in doubt, early returns appear to be en couraging. However, some disturbing e 1 e m e n ts are evident including the never-ending waves of en tering students and the reports of Kitzhaberand oth ers that all is not well in the teaching and learning of freshman English composition. Having followed Project English closely, English chairmen and freshman instructors were offered en couragement by early conclusions that ''Project English is producing. (1) That helpful results are even now in evidence and that the enormous influ ence of this movement and other efforts at improve ment of instruction are only beginning are hearten ing indeed. The inevitable question and classic challenge for those concerned with freshman English is, Of what value is it all if business at the old stand is run in the same old way? Attempting to meet this chal lenge, Augusta College began a search in early 1964 for a reasonable response to some of the develop ments in English instruction within the past few years. We begain with the question, must be our response to the freshman enrollment trends of to day? Students are entering college from a variety of high school programs, including the good and not so-good regular programs, special college prepar atory programs, and differing types of advanced or accelerated honors courses. Moreover, the rapid rise of the junior college movement throughout the country continues in reality to make every high school student a potential college preparatory stu dent What methods are colleges to use in ef f ec tively classifying this mass of students for instruc tional purposes? How are overflowing freshman English classes to be handled with students having such varied backgrounds? Can efficient, valid meth ods be divised for classifying the able student who already has a mastery of much of what is tradition ally taught in college freshman classes? Do chance scheduling or limited classification schemes place bright students with reasonably proficient writing skills in the teaching-learning situation conducive to continuing growth and stimulation ? Are average students wasting too much time in classes dominated by the gifted with rich backgrounds or by the less able who have inadequate backgrounds or poor po tential? Do the marked differences with respect to abilities, interests, motivation, and academic back ground of students in non-grouped classes enrich the teaching-learning of good writing skills, or should students be segregated in some way to make better use of the human resources available? If so, what are the discriminating criteria to be used? Do honor courses per se solve the problem or does this approach neglect the average student? Clear un equivocal answers to these and related questions would make the work of the college administration much more tolerable. That the resources of both faculty and students could be utilized more efficiently in classes of stu dents with similar abilities and motivation seem s to be plausible, but what evidence is there to support this hypothesis in the face of current trends? The inconclusive results of some efforts in the early 1930's to determine the effects of special grouping in higher education is recognized, but significant is the fact that no reported recent research of this type undertaken under conditions different from the pre vious efforts was found. Could the increased num ber of students from a variety of preparatory pro grams significantly change conditions under which freshman English should be taught today?