Nation's Campuses Research Articles

Religions and Politics of Asian Pacific Americans

The 2018 US elections continued the polarization over social and economic issues and the divides among races, geographies, religiosity, and education levels. There is, however, a less obvious dynamic – the increasing politicization of Asian Pacific Americans (APA) – that, in time, may contribute to more civil dialogue and consensus. Though APAs are diverse, a significant percentage are uniquely simultaneously inliberal and conservative camps. Like many liberals, they are urban or suburban, highly educated, and espouse social justice and tolerance. Like many conservatives, they are religious and embrace 'traditional values' (e.g., heterosexual marriage, 'pro-life'). APAs are a growing presence in electoral politics, but, perhaps more importantly, on the nation's campuses, where they interact with liberals, and in churches, where they discourse with conservatives, decreasing the social distance between these polarized groups and contributing to more tolerant, deliberative politics.

“There Can Be No Business as Usual”: The University of North Carolina and the Student Strike of May 1970

[ILLUSTRATION OMITTED] Students at the University of North Carolina at Chapel Hill, like so many of their counterparts across the nation's campuses, were caught unprepared for President Richard Nixon's speech on the evening of April 30, 1970. Nixon, elected in 1968 because of his campaign promises to end the war, announced that evening that U.S. ground troops would invade Cambodia to thwart North Vietnamese supply lines. Not only was Nixon not ending the war, but he was actually expanding the conflict. The anger over this betrayal fueled the escalation of antiwar activism at America's colleges and universities as appalled students turned indignation into action. On one of these campuses, Kent State University, the student protests became a national tragedy when the Ohio National Guard killed four protesters and wounded nine. The horrific images that flooded the airwaves, including the lifeless bodies of fellow college students, filled demonstrators with a mixture of sadness, fear, and rage. Student demonstrators forced hundreds of colleges to shut down as the May 1970 protests became the largest demonstration in the history of American higher education. UNC students too took part in the May 1970 protests. The UNC students, as did students on other campuses, had protested the Vietnam War since its inception, yet the conflict seemed unending. Believing that murders make it clear that protest in this society has become a matter of life and death, student leaders at UNC issued a statement that condemned the invasion of Cambodia, denounced the deaths at Kent State, and threatened to strike. For these students, there could be no business as usual until the government's policies changed, (1) and so for two weeks, thousands of UNC students demonstrated their outrage through marches, rallies, vigils, and sit-ins. During the student strike of May 1970, UNC students' voices were finally heard. The student protests of May 1970, both nationally and at UNC, can be viewed as the culmination of a decade-long rise in campus activism. Beginning on February 1, 1960, when four African American students braved segregation policies and refused to leave a Woolworth's lunch counter, activism became an increasingly growing part of campus life. As the decade progressed, those pioneering activists of the early 1960s were joined by others on campus as students began to challenge long-held policies, both de jure and de facto, that pervaded American society. Campus-based groups, such as the Student Nonviolent Coordinating Committee (SNCC) and the Southern Student Organizing Committee (SSOC), became integral to the successes of the Civil Rights Movement, while the Student Peace Union (SPU) and the Students for a Democratic Society (SDS) assumed leadership roles in the mounting opposition to the Vietnam War. Leaders within these organizations, such as Stokely Carmichael and Tom Hayden, became household names as images of student protests flooded the American media. (2) For some time, much of the discussion over the May 1970 student protests devalued the contributions of southern campuses. The common perception was that the South, with its strong martial heritage, was generally supportive of the Vietnam War. The South is home to more military bases than any other region and witnessed the greatest number of casualties during the Vietnam War. That said, recent studies have begun to show that, while many campuses in the South did lag behind other regions in their level of antiwar protests, southern students were heavily involved in student antiwar activism. In fact, UNC could boast levels of antiwar activism that rivaled universities considered the centers of student peace demonstrations: Berkeley, Wisconsin, Michigan, and Columbia. (3) As the largest university in North Carolina and the flagship of the University of North Carolina system, the institution had grown from one building in 1795 to a small regional campus throughout the nineteenth century, even closing its doors for a few years after the Civil War. …

The rise of gridiron university: higher education's uneasy alliance with big-time football

The quarterback sends his wide receiver deep. The crowd gasps as he launches the ball. And when he hits his man, the team's fans roar with approval--especially those with the deep pockets. Make no mistake; college football is big business, played with one eye on the score, the other on the bottom line. But was this always the case? Brian M. Ingrassia here offers the most incisive account to date of the origins of college football, tracing the sport's evolution from a gentlemen's pastime to a multi-million dollar enterprise that made athletics a permanent fixture on our nation's campuses and cemented college football's place in American culture. He takes readers back to the late 1800s to tell how schools embraced the sport as a way to get the public interested in higher learning--and then how football's immediate popularity overwhelmed campuses and helped create the beast we know today. Contrary to conventional wisdom, Ingrassia proves that the academy did not initially resist the inclusion of athletics; rather, progressive reformers and professors embraced football as a way to make the ivory tower less elitist. With its emphasis on disciplined teamwork and spectatorship, football was seen as a middlebrow way to make the university more accessible to the general public. What it really did was make athletics a permanent fixture on campus with its own set of professional experts, bureaucracies, and ostentatious cathedrals. Ingrassia examines the early football programs at universities like Michigan, Stanford, Ohio State, and others, then puts those histories in the context of Progressive Era culture, including insights from coaches like Georgia Tech's John Heisman and Notre Dame's Knute Rockne. He describes how reforms emerged out of incidents such as a section of grandstands collapsing at the University of Chicago. He also touches on some of the problems facing current day college football. The Rise of Gridiron University shows us where and how it all began, highlighting college football's essential role in shaping the modern university--and by extension American intellectual culture. It should have wide appeal among students of American studies and sports history, as well as fans of college football curious to learn how their game became a cultural force in a matter of a few decades. This book is part of the CultureAmerica series .

The Changing Profile of College Access: The Truman Commission and Enrollment Patterns in the Postwar Era

The 1947 President's Commission on Higher Education, popularly known as the Truman Commission, offered a remarkable vision, one of an expansive, inclusive and diverse system of postsecondary education in the United States. It appeared just as hundreds of thousands of former GIs poured onto the nation's campuses, taking advantage of a little heralded program to provide tuition and other benefits to veterans of the recently concluded World War II. As it turned out, both of these events signaled the beginning of a remarkable period of expansion in higher education. The postwar years have been described as the third great period of growth in the history of American education, a development that took decades to unfold. While the Commission suggested that nearly half of the nation's youth could benefit from collegiate education, it limited its projections to just thirteen years (to 1960). In fact, it took more than twice as long to approach such high levels of popular participation in higher education, and the most dramatic growth occurred in the 1960s and 1970s. In other respects, however, the President's commissioners' projections for change in enrollment patterns look remarkably prescient in retrospect. Even if they missed the timing of college growth and the significant role women played in it, their report still managed to anticipate a very broad process of change. By 1980 the collegiate student population had come to embody much of the inclusiveness and diversity that they had envisaged some thirty-three years earlier.

College of the Overwhelmed: The Campus Mental Health Crisis and What to Do About It (review)

Written for parents, students, college counselors, and administrators, College of the Overwhelmed is a landmark book that explores the stressors that cause so many college students to suffer psychological problems. The book is filled with insights and stories about the current mental health crisis on our nation's campuses and offers: A hands--on guide for helping students overcome stress and succeed in a college environment. An examination of the effects of such commonplace stress factors such as: identity development, relationships, sexuality, roommate problems, academic pressures, extracurricular demands, parental expectations, and racial and cultural differences that affect self--worth. Personal stories of students under stress and describes how they overcame a variety of problems. The warning signs and symptoms of common problems, including depression, sleep disorders, substance abuse, anxiety disorders, eating disorders, impulsive behaviors, and suicide. Order your copy now.

Taking Diversity Seriously: New Developments in Teaching for Diversity

The issue of diversity has experienced wide swings in public sentiment, but it remains a key issue in the quality of educational life on our nation's campuses.

Book Reviews: Critical Issues in Judicial Affairs: Current Trends in Practice

Several chapters in "Critical Issues in Judicial Affairs: Current Trends in Practice" contain important insights into student judicial affairs as well as legal and policy issues that influence higher education. As with most multi-authored monographs, however, the relevance and quality of the writing is uneven, and some major topics are not covered fully. Mercer and the other contributors have presented several key issues in judicial affairs, identified several of the difficulties facing judicial officers on the nation's campuses, and predicted some of the issues that will face administrators and their campuses in the future. Even with its faults, however, this monograph is worth owning and will be of particular value to those with and interest in judicial affairs and campus legal issues.

Are you prepared to S.A.V.E. your nursing student from suicide?

According to the most recently available data presented in the Statistical Abstract of the United States 1994 (United States Bureau of the Census, 1994), 17,100 young Americans (15 to 44 years old) died in 1991 due to suicide. At no other time during the life span were suicide rates so high. Suicide among college and university students is estimated by some to be 50% higher than for other Americans of comparable age (Westefeld & Pattilo, 1987). Not only is suicide considered by many authors to be the number one health problem on the nation's campuses (Mathiasen, 1988), but the suicide rate for this population has tripled over the past 25 years (Hardin & Weast, 1989). Professional nursing students could perhaps be at an even higher risk for suicide than other college students. Manicini, Lavecchia, and Clegg point out that "[n]ursing students are more doubtful than other college students about their academic performance. They encounter stress in adjusting to a rigorous program of theory and practice. The reality is often far different from a prospective student's image of it" (cited in Lampkin, Cannon, & Fairchild, 1985, p. 148). Because of the longevity of contact hours spent with nursing students in both lecture and clinical milieus, nursing faculty are in a uniquely favorable position to identify and assess those students who appear to be at risk for suicide. In addition, as most nurse educators provide supportive relationships, rich with caring and trust for their students, distressed students are usually open to talking to a faculty member. If a suicidal risk is found during the assessment interview, the faculty member should then provide an immediate referral for further psychiatric evaluation and intervention. To assist faculty in the quick recall of the essential components of this helping process the acronym S.A.V.E. is used: 1. S: Suicidal behaviors. 2. A: Assessment interview. 3. V: Value student. 4. E: Evaluation-Referral.

Book Reviews: Critical Issues in Judicial Affairs: Current Trends in Practice

Several chapters in "Critical Issues in Judicial Affairs: Current Trends in Practice" contain important insights into student judicial affairs as well as legal and policy issues that influence higher education. As with most multi-authored monographs, however, the relevance and quality of the writing is uneven, and some major topics are not covered fully. Mercer and the other contributors have presented several key issues in judicial affairs, identified several of the difficulties facing judicial officers on the nation's campuses, and predicted some of the issues that will face administrators and their campuses in the future. Even with its faults, however, this monograph is worth owning and will be of particular value to those with and interest in judicial affairs and campus legal issues.

Alcohol and the American College Campus: A Report from the Harvard School of Public Health

College Alcohol Study provide the first national picture in almost 50 years of just how widespread and harmful heavy episodic or drinking has become, not only for those students who abuse alcohol, but also for others in their immediate environment. The picture that emerges from this survey of over 17,000 students on 140 campuses nationwide is not a pretty one: • Fully 84 percent of all students surveyed reported drinking during the school year with nearly half 44 percent of all students qualifying as binge drinkers and 19 percent as frequent binge drinkers. • One-third of the schools surveyed qualified as high-binge campuses, which meant more than half of the responding students were binge drinkers. • The strongest predictor for binge drinking was found to be fraternity or sorority residence or membership an astonishing 80 percent of those who live in sorority houses and 86 percent of fraternity house residents qualify as binge drinkers. Since Drinking in College, the 1949 national study by Straus and Bacon, numerous surveys have documented the growth of problem drinking on the nation's campuses, but the studies did not provide a national representative sample of college drinking for a number of reasons: some were conducted on a single campus, or were administered to colleges in only one state, or to only those participating in a federal program, or did not use random samplings of students. By surveying a representative sample of students at a representative group of colleges, the Harvard study sought answers to three core questions: • How extensive is the problem of binge drinking among college students? • Who is affected by binge drinking? • What can be done about this problem? Findings concerning various aspects of this study have been published in medical, public health, and specialized alcohol, educational, and economics journals. This article summarizes the findings and discusses implications for action.

The Chalkboard-less Classroom

Classrooms are radically changing across the nation's campuses. Rooms that were once dominated by bright lights, chalkboards, and overhead projectors are being transformed into multimedia “Master Classrooms,” complete with task lighting, video projectors, visualizers, laserdisk and videotape players, soft boards, and computers. What are these pieces of equipment, how much do they cost, and how can they be implemented into horticultural curriculum? Just as our college students teethed on television programs such as Sesame Street when they were toddlers, they now are continuing to learn through a combination of audio, video, and kinesthetic stimulation in the classroom. Computer hardware and software empowers today's educator with a multimedia development studio on his/her desktop to create simple “slide” presentations or complex, interactive multimedia applications. However, it is not multimedia itself, any more than it was the chalkboard, that makes a powerfully educational presentation; rather it is the educator's creativity, utilization of instructional methods, and delivery. Interactive, multimedia development software allows the educator to address different styles and paces of learning as he or she develops a lesson. Through on-screen hot spots, movable objects, buttons, etc., the educator engages the learner's attention and provides the opportunity for the learner to rehearse a concept as often and repeatedly as necessary to encode the information for later retrieval and application to new concepts. Given the power of this new medium to visually and audibly present information, how does the educator avoid overloading the learner? Although multimedia applications readily engage the learner, it takes careful programming by the educator to maintain and direct the learner's attention to ensure transfer of the information from short- to long-term memory.

International and Historical Roots of American Higher Education

tistics he goes to the popular English-language press rather than to indigenous reports of higher value; for anecdotes he goes to published general histories and biographies but seldom to primary sources. And it must be said that some of his facts and figures fail to meet even a threshold test of reliability and that some of his case materials fail to add anything new to twice-told tales. This does not mean that shoppers for useful information about this subject must leave these pages empty-handed. They may well be edified to learn, for example, that the key factor in determining whether a nation's universities would be turned into military encampments (Britain's and America's were twice so deformed, France's and Germany's were not) was its degree of prewar pacifism (a large standing army equipped with its own facilities gives the strongest assurance that it will not have to bivouac in academe when war occurs). They may be surprised to discover that there were more authenticated or at least more publicized violations of academic freedom in Wilson's America than in Wilhelm's Germany during World War I. Still, attentive readers will regret that this author did not have the space or appetite for complex explanations and thick descriptions. There is much to ask of this kind of inquiry. Did the substitute student bodies recruited in time of war to compensate for American army call-ups (women, persons under and over draft age, members of underrepresented ethnic groups) permanently alter the demography of college-going in this country and thus contribute to its exceptional rates of enrollment growth? Is there reason to believe that the privileged deferment of engineering students and students in other war-related programs had more to do with the dethronement of the liberal arts on this nation's campuses than most students of the academic curriculum have perceived? To what extent do national differences in the governance and financing of universities account for their differences in responding to war emergencies; to what extent are national differences in these responses a function of nonacademic factors, such as differences in battlefield fortunes or in the character of political regimes? The answers to questions such as these await, not a more ambitious outline (this is hardly imaginable) but a

Immunizations in college health: the remaining tasks.

Abstract Vaccine-preventable diseases, particularly measles and rubella, continue to have an adverse impact on health on college campuses. During 1985, 354 cases of measles (12.6% of the national total) occurred on 26 campuses in 14 states and the District of Columbia. Nearly two-thirds of college students with measles in 1985 had inadequate evidence of immunity. A total of 65 students (18.4%) required hospitalization; 3 died, accounting for all measles-related deaths in 1985. In 4 outbreaks accounting for 103 (29.1%) college cases, the index case was a student who acquired measles while traveling abroad. During 1983–1985, 7 rubella outbreaks were reported on the nation's campuses with 132 cases (6% of the national total). Three-quarters of college students with rubella had inadequate evidence of immunity. Measles and rubella can be eliminated from college campuses if college health services, clinicians, and public health officials (1) work to maintain high immunization levels, (2) improve surveillance an...

Measles and rubella on campus: how far have we come?

Abstract Outbreaks of measles and rubella continue to occur on college campuses. In 1984, 67 cases of measles occurred on 17 campuses. During the first 19 weeks of 1985, 28% of all measles cases reported in the U.S. occurred on college campuses. In 1983 and 1984, 6 rubella outbreaks occurred on the nation's campuses. During 1984, rubella cases on campuses accounted for 13% of all rubella cases reported in the U.S. A survey of 1,861 of the nation's 3,600 colleges and universities in early 1984 showed that only 16% had immunization requirements. Significant progress has been made in the development of state laws and regulations and school requirements. Despite the absence of supporting evidence, many colleges remain uncertain towards adopting immunization policies for fear of losing students or the increased cost of the administrative effort.

The Political Leanings of College Teachers of Education in Eight Selected Universities and Colleges

I NCREASINGLY in recent years with the recruitment of professors into the services of state and national administrations and with the public's attention focused upon the difficulties on the nation's campuses, interest has been engendered as to the political attitudes and behaviors of professors in the institutions of higher learning. Robert K. Merton has noted that we have almost no knowledge of the role of the professional intellectual in our society,1 and Jacques Barzun has presented quite graphically the increasing role conflicts experienced by the academician.2 Eric F. Goldman, in a recent book dealing with a national administration, has concluded that when intellectuals both in and out of the universities attach themselves to things political, they can have a very heavy influence.3 The present paper attempts to examine the political leanings of college teachers of education.* A study of the political attitudes of incumbents of this academic specialty should be of importance in that in most institutions of higher learning today, the faculties in the schools and departments of education compose a very substantial part of the total institution's faculty.5 In addition, faculties of schools and departments of education probably come into direct contact with a greater number of professionals than any other faculty in that the over two million American public and private school teachers pass through their classrooms. Thus, the political leanings of education faculties may have very wide, if indirect, effect upon the larger community.

University of California receives Sea Grant Award

The University of California has received a Sea Grant institution award of $763,800 from the National Science Foundation for education, training, research, and public advisory service in the utilization of the oceans.Congressman George P. Miller, Chairman of the House Committee on Science and Astronautics, said ‘In the present stage of scientific advancement on the nation's campuses, studies in oceanography provide the data necessary for the preservation of the coasts of California and the ocean resources that lie offshore. Such studies also aid the fisheries of this state and related industries, and add to the economy of California.

Faculty Power and Academic Decision-Making

The numerous demonstrations and disruptions occurring on this nation's campuses this past year have attracted the attention of many persons who, a decade ago, would not have known the difference between an ombudsman and loco parentis/' This nation-wide problem has grown from a single disturbance in 1964 to today's daily newspapers reporting campus disturbances as regularly as they do the closing stock averages. Clearly, public concern over our nation's colleges and universities has never been higher. Indeed, the growing number of campus disturbances has caused many persons to focus their attention on this enterprise called higher education, and to ask some searching questions about how colleges and universities are actually governed. In sorting out the possible responses to these questions, one finds less than total agreement on how decisions are made within academe, and more importantly, who (what persons or groups) ought rightfully to have a share in making them. In short, as we are beginning to realize, the real issue underlying many of our current campus problems is governance. And, when one raises the issue of governance, one is facing the fundamental political question; Who decides what, where, when, and how? To find answers to this question, one might begin, as have others with an analysis of the changing roles of students, faculty, administrators, and other influential who desire to direct today's colleges and universities by shaping academic policy. However, in approaching the problem in this manner, one faces the danger of being overly influenced by tradition, political pressures, economic sanctions, and many other considerations of a socio/politico nature. For example, we have until recently assumed that only those persons who have earned a college degree should be involved in the governance of institutions of higher education and the result is that our view of what students and/or faculty members are capable of achieving is highly distorted. To avoid this danger, I believe it advisable to begin by analyzing how

Management by Objectives. Contemporary University Applications

The contemporary university will be the central focus of this paper. This arena was selected for two principal reasons. First, all of us here have at least one interest in this topic and most of us have two interests in it. The one interest we all likely share in this important topic is that of the role of citizen. We are all concerned and oftentimes angered and frightened at some of the things we see occurring on our nation's campuses. We see administrators and faculty members detained, we see buildings occupied, we see damage done to the physical resources, we see hallowed traditions coming down around our ears and possibly worst of all, we see bitterness and hatred in an institution supposedly devoted to man's noblest and highest ideals. Also, a part of this modern vignette are private institutions facing a crisis of funds, and public institutions at odds with increasingly cost conscious legislators. Thus, as citizens we share some puzzlement and yet an abiding interest in the events we see facing us in our modern institutions of higher learning. (In addition, many of us are closely connected formally to universities and therefore share the role of participant in these problems and challenges.) The second reason for focusing on the

A Letter to President Nixon from the Officers of the College Art Association of America

Such tragic deaths as those of the Kent State students, who represented the majority anti-war sentiment of men and women in American colleges, can only be prevented in the future by our total military disengagement. We would impress upon you the present unprecedented crisis on the nation's campuses which threatens life and our educational system. We are dismayed by the rising tide of anti-intellecualism in this country, which has been encouraged by inflammatory and divisive statements by leading members of the Administration. The concerns of our organization, not only with art but with the humanity that makes and profits from art, require that we strongly protest against the war's escalation and prolongation in the name of national self-interest.