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In the 1960s and early 1970s, many innovative colleges and universities were founded as alternatives to the mainstream of American higher education. This book examines how these institutions have adapted and transformed in a changing social, political, and economic climate_and how many of them have preserved their founding missions. The author contends that the colleges and universities that grew out of the 1960s and 1970s reform period can serve as models for today's institutions as they prepare to meet new challenges appearing on the education horizon. A comprehensive master list of more than 300 distinctive campuses of the 1960s and 1970s is also included for those wishing to conduct further research.

Tabla de contenidos provista por Syndetics

• List of Tables and Figures(p. ix)
• Acknowledgments(p. xi)
• Introduction(p. xv)
• Chapter 1 Historical Background: The Rise and Fall of the Innovative Higher Education Movement(p. 1)
• Introduction(p. 1)
• Origins and Social Context of the Innovative College and University Movement(p. 1)
• Definition and Profile of Innovative Colleges and Universities(p. 5)
• Older Distinctive and Progressive Colleges: The Roots of Innovative Higher Education in the 1960s and 1970s(p. 8)
• The End of the Innovative College and University Movement: Shifts in the Economic, Political, and Social Climate(p. 9)
• Direction of This Study(p. 13)
• Notes(p. 14)
• References(p. 14)
• Chapter 2 Pitzer College: Innovation in the Social and Behavioral Sciences(p. 18)
• Background: Setting the Scene(p. 18)
• Organization of This Chapter(p. 22)
• Interview Participant Profile(p. 22)
• Distinctive Early Ideals at Pitzer College(p. 23)
• Endurance and Transformation of the Distinctive Early Ideals at Pitzer College(p. 31)
• Issues and Challenges to Innovation(p. 45)
• Conclusion: Summary and Implications(p. 52)
• Notes(p. 54)
• References(p. 55)
• Chapter 3 New College of the University of South Florida: Still a New College(p. 56)
• Background: Setting the Scene(p. 56)
• Organization of This Chapter(p. 60)
• Interview Participant Profile(p. 60)
• Distinctive Early Ideals at New College(p. 61)
• Endurance and Transformation of the Distinctive Early Ideals at New College(p. 65)
• Issues and Challenges to Innovation(p. 77)
• Conclusion: Summary and Implications(p. 80)
• Notes(p. 82)
• References(p. 83)
• Chapter 4 Hampshire College: An "Innovating" College in the Pioneer Valley(p. 85)
• Background: Setting the Scene(p. 85)
• Organization of This Chapter(p. 89)
• Interview Participant Profile(p. 89)
• Distinctive Early Ideals at Hampshire College: Knowledge as "The Poet of Our Dreams"(p. 90)
• Endurance and Transformation of the Distinctive Early Ideals at Hampshire College(p. 95)
• Issues and Challenges to Innovation(p. 106)
• Conclusion: Summary and Implications(p. 110)
• Notes(p. 111)
• References(p. 112)
• Chapter 5 The University of Wisconsin-Green Bay: "Eco-U" in the 1990s(p. 114)
• Background: Setting the Scene(p. 114)
• Organization of This Chapter(p. 117)
• Interview Participant Profile(p. 118)
• Distinctive Early Ideals at the University of Wisconsin-Green Bay(p. 118)
• Endurance and Transformation of the Distinctive Early Ideals at the University of Wisconsin-Green Bay(p. 125)
• Issues and Challenges to Innovation(p. 138)
• Conclusion: Summary and Implications(p. 141)
• Notes(p. 143)
• References(p. 144)
• Chapter 6 University of California, Santa Cruz: A Collegiate University(p. 146)
• Background: Setting the Scene(p. 146)
• Organization of This Chapter(p. 151)
• Interview Participant Profile(p. 151)
• Distinctive Early Ideals at the University of California, Santa Cruz(p. 151)
• Endurance and Transformation of the Distinctive Early Ideals at the University of California, Santa Cruz(p. 157)
• Issues and Challenges to Innovation(p. 168)
• Conclusion: Summary and Implications(p. 171)
• Notes(p. 173)
• References(p. 174)
• Chapter 7 The Evergreen State College: "No Carbon Copy of Other State Institutions"(p. 177)
• Background: Setting the Scene(p. 177)
• Organization of This Chapter(p. 183)
• Interview Participant Profile(p. 183)
• Distinctive Early Ideals at The Evergreen State College(p. 184)
• Endurance and Transformation of the Distinctive Early Ideals at The Evergreen State College(p. 191)
• Issues and Challenges to Innovation(p. 202)
• Conclusion: Summary and Implications(p. 205)
• Notes(p. 207)
• References(p. 208)
• Chapter 8 Conclusion: Cross-Campus Results and Implications(p. 211)
• Introduction(p. 211)
• Endurance and Transformation of the Distinctive Early Ideals across Campus Sites(p. 212)
• Factors That Facilitate the Endurance of Innovation across Campus Sites(p. 217)
• Factors That Enhance the Survival of Innovative Institutions of Higher Education(p. 220)
• Factors that Inhibit the Endurance of Innovation across Campus Sites(p. 222)
• Issues and Challenges at Distinctive Colleges and Universities(p. 224)
• Implications and Recommendations(p. 227)
• Suggestions for Future Research(p. 230)
• Future Outlook(p. 231)
• Notes(p. 232)
• References(p. 232)
• Appendix A Innovative College and University Consultant Panel(p. 235)
• Members of the Consultant Panel(p. 235)
• Definition of Innovative Colleges and Institutional Selection Criteria [consultant mailing](p. 238)
• Institution Nomination Form(p. 239)
• Appendix B Master List of Innovative Institutions of the 1960s and 1970s(p. 241)
• Criteria for Inclusion on the Master List(p. 241)
• Format and Organization of the Master List(p. 242)
• Note(p. 265)
• References(p. 266)
• Appendix C Candidate List of Innovative Institutions(p. 277)
• Appendix D Research Methodology(p. 281)
• The Qualitative Research Method(p. 282)
• Institutional Selection(p. 283)
• Gaining Entry to the Six Campuses(p. 286)
• Data-Gathering Techniques: Capturing the Dreams(p. 287)
• Establishing Trustworthiness(p. 290)
• Data Analysis(p. 292)
• Notes(p. 293)
• References(p. 293)
• Index(p. 297)

Notas de autor provistas por Syndetics

Joy Rosenzweig Kliewer is assistant director of the University Center for Graduate Studies and Life Long Learning and assistant professor of Health Professions Education, Western University of Health Sciences, Pomona, CA