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The wealth and energy between 1880 and 1910 was a unique and dynamic period in higher education. During this time the stock market was volatile and the rules that governed higher education were mostly absent. In addition, there was an abundance of industrial wealth, and a new level of philanthropic generosity toward higher education. Uncertainty and diversity were characteristics of this time period. Discuss the dynamics of university-building in the formative decades between 1880 and 1910. Reflect on the actions and influences of Slossen’s book Great American Universities (Links to an external site.) Links to an external site. and the Association of American Universities. What were some of the historical, political, and economic reasons that these associations had so much influence? Are there similar associations in higher education today? Assignment Details Must be at least a page in length and must contain Scholarly sources APA format, as well as at least 3 References .

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For more classes visit www.snaptutorial.com EDU 657 Week 1 Colonial Higher Education, 1636-1784 EDU 657 Week 1 DQ 1 Colleges in the Colonial Era EDU 657 Week 1 DQ 2 Colonial Revival Colleges EDU 657 Week 1 Reflective Journal EDU 657 Week 2 DQ 1 Creating the American Way EDU 657 Week 2 DQ 2 Resilience in American Higher Education EDU 657 Week 2 Higher Education, 1785-1890 EDU 657 Week 3 DQ 1 Captains of Industry EDU 657 Week 3 DQ 2 America Goes to College

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Students will individually participate in creating and constructing a virtual museum exhibit on the subject of American History from 1863 to the present. The assignment will be completed and turned in as the final exam grade for this class. Each student will select a minimum of 10 display items in the form of images, artifacts, photographs etc. They must then be arranged in such a way that is meaningful, historically, to construct an analytical argument relevant to the selected theme assigned to you. In 1200 words [CS1] · Provide brief but succinct, captions for each item on display. Each caption should identify the following display item and its origin (citation regarding where you obtained the item and it must clarify the relation to the larger argument you are presenting). [CS2] · Provide a summary overview of the collection’s theme and inclusion of its argument; in other words, explain how it all fits together in the larger context. Examples to follow. Introduction: Include a paragraph (150 words or so) that explains how the collection fits into the overall exhibition message. For example, what themes would you emphasize, what is the point you are attempting to get across to add to the visitor experience, if you were arranging the whole exhibit. Discussing possible themes can be a group effort but the written product where you articulate your point of view must be yours alone. Make certain that your page has a cohesive and descriptive title or name. Hence, you are required to draw from our readings and class discussions, and you are required to do outside research to address context and to support your argument. Additionally, a bibliography is required formatted to the Chicago Manual of style (Turabian). American Diversity The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the United States. American Identity Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American. Culture Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society. Demographic Changes Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks. Economic Transformations Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism. Environment Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion. Globalization Engagement with the rest of the world from the fifteent ...

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Tozer, S., Senese, G., & Violas, P. (2013). School and Society - Historical and Contemporary Perspectives (7th ed.). McGraw-Hill. ISBN: 9780078024405 Chapter 4 Chapter Objectives Early school textbooks left little room for individual interpretation. Among the objectives that Chapter 4 seeks to achieve are these: 1. Students will understand and be able to evaluate the massive shifts in political economy, ideology, and schooling that took place at the beginning of the 20th century. 2. Students will also develop a deeper and broader base from which to evaluate the history of racial and ethnic prejudice in the United States. They should be able to compare progressive educational responses to ethnic differences with the responses to Irish Americans identified in Chapter 3 and later with the responses to African Americans identified in Chapter 6. 3. This chapter provides opportunity to assess the degree to which scientific management in the industrial workplace served the interests of workers and was or was not consistent with democratic ideals—including the role of women in society. Students will also be able to assess whether progressive social reform was consistent with democratic ideals. 4. The chapter also helps students evaluate the degree to which modern liberal ideology was consistent with specifically articulated conceptions of democracy, such as Jeffersonian participatory democracy and Dewey’s developmental democracy. 5. Students will consider the degree to which domestic social order was achieved by the exercise of the force of arms and by political and economic control of schooling, thus calling into question a “consensus” theory of social order. 6. Students will be able to distinguish among different strands of progressive education and evaluate the interests served by those different camps. 7. Finally, the chapter enables students to consider the degree to which all population groups of students were or were not equally well served by the four progressive educational aims of social stability, employable skills, equal educational opportunity, and meritocracy. (Page 83) Beginning Page 84 Introduction: “Traditional” versus “Progressive” Education In 1918 a team led by researchers Abraham Flexner and Frank Bachman evaluated the school system of Gary, Indiana, an industrial city of 50,000 inhabitants located 27 miles southeast of Chicago. In their report, The Gary Schools: A General Account, Flexner and Bachman took pains to prepare readers for the fact that Gary’s was no “traditional” school system, but rather a “progressive” system, and that traditional conceptions of the school would not be useful in understanding Gary’s schools.1 The student who comes to understand all the elements of the following excerpt from the report will understand a great deal about progressive education in the United States in the early 20th century. The Gary schools can be properly understood only when they are viewed in the light of the general educ ...

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The wealth and energy between 1880 and 1910 was a unique and dynamic.docx

1. The wealth and energy between 1880 and 1910 was a unique and dynamic period in higher education. During this time the stock market was volatile and the rules that governed higher education were mostly absent. In addition, there was an abundance of industrial wealth, and a new level of philanthropic generosity toward higher education. Uncertainty and diversity were characteristics of this time period. Discuss the dynamics of university-building in the formative decades between 1880 and 1910. Reflect on the actions and influences of Slossen’s book Great American Universities (Links to an external site.) Links to an external site. and the Association of American Universities. What were some of the historical, political, and economic reasons that these associations had so much influence? Are there similar associations in higher education today? Assignment Details Must be at least a page in length and must contain Scholarly sources APA format, as well as at least 3 References

The wealth and energy between 1880 and 1910 was a unique and dynamic.docx

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