556 10 9760 https://caspercollege.cvlcollections.org/files/original/a15a76964b14cbddd9db3588f90c0a79.pdf 2f04c8509e7dd722e3a86530830f1e74 PDF Text Text Wishes. Arranged. Chad Hanson Department of Sociology & Social Work Casper College The plane leaves the ground and it carries me into the air over the city of Newark. When I look down 1 see patterns. Roofs aligned in rows. Driveways, set in between the public and private versions of ourselves. Bluegrass lawns with the blades cut off at two and three quarter inches. Roads paved on a neat grid, able to cany us away or home. From the window of the plane I look down onto hope. Millions of aspirations, set into groves among the tamarack and pine. 106 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_68 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>You Are Here: The Journal of Creative Geography</em> is published by the University of Arizona https://caspercollege.cvlcollections.org/files/original/47f740b684322b2b7479c3b22f91830e.pdf 54f7e7239dfcdb58e82f51104c48e28c PDF Text Text EDUCATION Ivory Tower Blues: A University System in Crisis, by James E. Cote and Anton L. Allahar. Toronto, CA: University of Toronto Press, 2007. 251pp. $60.00 doth. ISBN: 0802091814. Chad Hanson Casper College chanson@caspercollege.edu Authors Cote and Allahar suffer from a case of the blues, although they also stand upon Contemporary Sociology 37, 3 �280 Education summits of personal achievement. Both au­ thors are professors of sociology at the Uni­ versity of Western Ontario. They enjoy social and economic privileges only dreamed about by most of the world’s inhabitants. Yet, in the course of their work they are forced to per­ form the most unpleasant of tasks—they teach undergraduates. Ivory Tower Blues is a treatise on the trou­ bles associated with widespread access to post-secondary schools. According to Cote and Allahar, the root of the crisis lies in the level of emphasis placed on baccalaureate education in nations such as the U.S. and Canada. Gone are the days when crafts­ people apprenticed their way to appropriate stations in society. Here in the twenty-first century, people from all walks of life are finding their way to the doors of universities, and for these authors, therein lies the prob­ lem. In sections of the book titled, “The student as reluctant intellectual,” and “Learning to live with student disengagement,” Cote and Allahar document their displeasure with the students they face in their classrooms. They use anecdotes to make the case for the idea that their pupils are ill-prepared for academ­ ic work, and they also reference U.S.-based studies of student engagement to bolster ±e claim that undergraduates are not making the most of the university experience. The picture of ill-prepared and disen­ gaged students will seem familiar to teachers. Complaints of student indifference are a part of everyday life on our campuses. Even so, I doubt if a generation has ever entered mid­ life or old age without looking down upon young people with some level of antipathy. In Ivory Tower Blues, readers will find long ruminations on the dismal state of North American youth, but I could not help notic­ ing the book is missing a discussion of teach­ ing methods or the dynamics of the class­ room. When presented with underprepared or disengaged students, good teachers take stock of their pupil’s needs, they listen care­ fully to their interests, and they devise new strategies to fill in where old tactics fail. Cote and Allahar mention none of the above. Instead, ±e authors yearn for the "hard-sorting” systems characteristic of Euro­ pean nations, systems that limit opportunities for students that fall short on standardized aptitude tests. The line of reason gives the Contemporary Sociology 37, 3 impression that university faculty presuppose that their skills are wasted on large numbers of undergraduates, and thus most chapters read like tired cases of ivory tower egotism. Furthermore, when you consider the author’s “crisis” in the context of other institutions, the problem and its potential solution turn dis­ tasteful. For example, in the field of medicine, what would happen if physicians decided their skills were too valuable to waste on pa­ tients with serious illnesses? With respect to the law, what if counselors limited their cas­ es to merely those that present a minimal set of challenges? In Ivory Tower Blues, Cote and Allahar suggest as much for educators. De­ spite a closing chapter replete with platitudes extolling the virtue and necessity of liberal arts education and the formation of wellrounded citizens, the book’s central thesis hovers close to the notion that loo many stu­ dents earn bachelor’s degrees, and on that I point I could not disagree more. In the minds of a growing number of higher education scholars, a consensus is forming around the thought that public edu­ cation ought to be extended to include levels K-16. That said, Cot^ and Allahar are proba­ bly right to point out that universities are not good places to pursue the last four years of a K-16 education. The authors stop short of is­ suing policy statements, but the tenor and logic of the book lead one to believe that un­ dergraduates should be directed to other in­ stitutions—colleges, perhaps. Colleges have the luxury of hiring generalists with back­ grounds in the study of leaching methods, as opposed to technicians trained in narrow sub-fields of disciplines. Technicians with limited pedagogical skills should not be forced to educate under­ graduates, in particular those in need of inspirational teachers. Although Cot^ and Allahar make no mention of their teaching methods, astute readers can draw their own conclusions, given that the authors’ experi­ ence in the classroom has resulted in a perennial case of the blues. Ironically, if you like students and care about the quality of baccalaureate education, you will see red if you decide to read this book. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>Ivory Tower Blues: A University System in Crisis</em> Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2008-05 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_69 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Contemporary Sociology: A Journal of Reviews</em> is published by Sage Publishing https://caspercollege.cvlcollections.org/files/original/a6006ec2cb94f7022428a7086c7cff2e.pdf f0356ea360eae541364e61b126dac912 PDF Text Text THE NEA HIGHER EDUCATION JOURIEAL 127 From Anxious Intellectuals to Ardent Activists Anxious Intellects: Academic Professionals, Public Intelle ctuals. and Enlightenment Values. By John Michael Durham, NC: Duke University Press. 2000. Reviewed by Chad M. Hanson of the contemporary int< llectual as here is irony in the opening a university-based techn icrat oper­ sentence of John Michael’s ating in a moral vacuum. lost withAnxious Intellects. He notes, out a political compass ir popular “The most surprising thesis this agenda. book advances is the one funda­ Throughout the boo l, Michael mental to its project: the thesis that we need another book on intellectu­ implores academics to enter the arena of popular politics. But in als.” light of the post-Reaga 1 political Perhaps it’s not surprising that climate, he also sugges ts leaving the author should be anxious about the cultural baggage of the left at his own book. The question of whether or not the world needs home. another book about intellectuals is For more than two iecades it legitimate. But despite his anxiety, has been difficult to stan 1 on a left­ wing platform without somehow John Michael knows the answer is being aligned with K irl Marx, yes. Anxiety looms whenever the Fidel Castro, or the ent re host of villains that brought us ihe former subject is intellect. Who would dare claim the title of “intellectual”? Soviet Union. After all, what does it mean to be Accordingly, whil( Michael stops short of specifying 1 course of an intellectual? The questions sur­ face often in Michael’s work. He action for the new class 3f intellecexplains, “Intellectuals generally— tuals he envisions, he rel es on a set and left intellectuals peuticularly— of universal guiding i rinciples, seem confused and at odds about those of the Enlightenm< int. Ostensibly transceiding the what they are supposed to profess, and why after all, anyone should politics of left and righ t, Michael want to listen.” suggests: “The fun iamental Michael suggests that intellec­ grounding of any intellec tual’s poli­ tuals have retreated, primarily to tics ... must always an 1 do come colleges and universities and the from certain strains witi in the varpublish-or-perish world of speaking ied and vexed traditii ns of the and writing in discipline-specific Enlightenment” jargon. He paints a familiar picture However, the Enlij htenment T �128 THOUGHT & ACTION values he refers to are not political­ ly neutral; they are the stock-intrade of the left. He is talking about “justice, equality, solidarity, compassion, rationality, and the rest.” His plea for a return to Enlightenment val­ ues is not opaque; his agenda is clearly progressive. He is asking authors and academics to step out into popular politics, with Enlight­ enment values under one arm and a commitment to social justice under the other. Michael suggests there are groups in the academy who are moving toward the politics he describes, He notes: “It is the poli­ tics toward which many academic professionals in cultural studies specifically, and in the humanities and social sciences more generally, aspire.” But while he consistently pro­ motes the idea of an activist form of scholarship, in the end, Michael himself comes up short. On one hand, the goal of this book is to inspire scholars from across the disciplines, to prompt people to engage in relevant public service. On the other hand, the work is written from the increasingly unique perspective of cultural stud­ ies, and in the prose style of acade­ mic literary criticism. The subjects of Michael’s work, the lens through which he views them, and the hand he writes in all reveal his own posi­ tion in the academy as an associate professor of English. Despite the book’s title, I was surprised to find few references to the Enlightenment. In the body of the book Michael visits the work of a number of contemporary thinkers: Theodor Adorno, Cornel West, Paulo Freire, and Stephen Hawking, among others. All are important scholars in theii own right, and Michael handles them with skill, but these are h irdly Enlightenment figures. The remarkable history i if the Enlightenment is that the i move­ ment shook the very foundati wms of science, culture, and economics. Enlightenment scholars ch{ nged the way men and women v: ewed nature, themselves, and the societies they hved in. Folks like West, Freire and Hawking may embody the sp rit of the Enlightenment in that they have been more successful than most academics when it con es to capturing the minds and imj gination of the American public. But Michael overestimates the r )le of academics in forging public p rception. He portrays college anc uni­ versity faculty as the great h >pe of the American left; but the p: esent truth is they’ve been deci ledly bested by those who write and speak from a conservative base: Dinesh D’Sousa, William Be inett. and even Rush Limbaugh. Conservatives have leame d the value of engaging the publie, and have developed a popular voic} that resonates with Americans- -even when the message does not i match the interests of readers or list mers. In order for the Enlightei ment project to continue, the move ment needs spokespeople that the tublic pays attention to. Academics looking to Ar. xious Intellects for a manual on h 5w to use the works of Locke or V( Itaire to transform themselves into )ublic philosophers will be left wa iting. The book is, for the most pa rt, an academic exercise itself. Each of the subjects are seen through a theoretical frami work drawn from the work of Mi chael �THE NEA HIGHER EDUCATION JOLW AL Berube, Stanley Fish, and others who work in the genre of literary criticism. The analysis is well exe­ cuted, but it is presented in a fash­ ion that is best appreciated by Eng­ lish department faculty. Therefore, in response to Michael’s original question, “Do we need another book about intellectu­ als?” the answer is yes. We need this book, but we also need anoth­ er—one that follows the form that Michael only suggests. We still need an unabated guide for knowledge workers, one that prescribes entry into the world of popular politics and public engagement, but one that draws on the strength and character of his­ toric Enlightenment figures, and one that is written for a general 129 audience. That’s a tall order bu these are tough times. Anti-intellectualism persists as a threat to ar y progres­ sive agenda. In order t( meet the challenge, faculty will h ive to put both academic pretense «nd acade­ mic prose aside. Only the i will they be welcomed to take par. in public discourse. ■ Chad M. Hanson teaches <ociology at Northcentral Tech in Wausat. Wisconsin, His research interests include tthe study of two-year colleges as sites for » cial change, and the role of higher educati >n in Ameri­ can culture, politics, and econ mics. He is also author of recent articles < ppearing in The Teaching Professor and I he National Teaching and Learning Forun . � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>From Anxious Intellectuals to Ardent Activists</em> Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_70 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>The NEA Higher Education Journal</em> is published by the National Education Association https://caspercollege.cvlcollections.org/files/original/51ca4a404eec0980f95cc280307a7fca.pdf 44ae779375c7350342795f5abb674280 PDF Text Text home I overview t read reviews | contact editors contribute reviews * guideiines & criteria * subscribe to announcements Barnett, Ronald. (2003). Beyond All Reason: Living With Ideology in the University, Buckingham, UK: Society for Research into Higher Education and the Open University Press. Pp.231 $34.95 (cloth) ISBN 0-335-20894-0 Reviewed by Chad Hanson Casper College, Casper, WY March 8, 2004 Beyond All Reason is the most recent book by Ronald Barnett, professor of Higher Education, University of London. The present volume is the latest in a series of Barnett’s books published by the Open University Press. Other titles include The Idea ofHigher Education (1990), Improving Higher Education (1992), The Limits of Competence (1994), and Realizing the University in an Age of Supercomplexity (1999). Each book is devoted to a specific aspect of university life: the history of the higher learning (1990), total quality management (1992), competency-based curriculum (1994), and the issue of technology transfer (1999). But despite a steady focus on substantive concerns, the most notable feature of Barnett’s work is the sociological nature of his analysis. In each text, Barnett uses a broad theoretical framework to demonstrate that higher education is, above all else, a social institution. His work sheds a revealing light on the beliefs and practices common to universities, and in the process he puts forth a case for understanding higher education as a component of the wider society. Specifically, in Beyond All Reason Barnett turns his attention to ideology. Here, he describes the culture that shapes the stories we tell ourselves about who we are and what our work is for in higher education. Barnett probes our sense of institutional identity, and he examines the ideological forces that shape our sense of purpose. Like a trained arborist he unearths the roots that give rise to the codes and values that we live by. The text is scholarly. But the book is more than a formal academic tome. In a style consistent with the other volumes in the series, a thread of social criticism is woven through the work. Although, I would point out that Barnett breaks with the tradition of many critical theorists, often content to �disapprove and run. Barnett stays the course until he’s offered an alternative to the present state of affairs. The book serves, in part, as a call to arms. In the end, Barnett makes a plea for faculty to use the power of ideology to remake the university. Barnett begins by describing how higher education was insulated from the interests and demands of other institutions, over most of its 800 year history. In the past, the role of the university was singular and clear. Universities existed to advance and disseminate knowledge. Faculty and staff saw themselves as servants of scholarly and disciplinary interests. However, Barnett suggests the recent withdrawal of public financial support for higher education moved universities into a unique historical era. Waning public support forced universities to buttress their budgets with funds from private sources. In the process, Barnett claims that universities directed their attention away from their historic interest in pursuing knowledge for its own sake, and toward applied pursuits with practical applications for business. Barnett is not the first to make such a claim (Slaughter and Leslie, 1997), but his work is distinctive because he goes beyond an analysis of the financial and organizational changes that accompany the shift from public to private funding. His analysis includes an examination of the change in norms, roles, and values that accompany the shift. Barnett portrays the university as an institution that defines itself in entrepreneurial terms; an institution that maintains itself along the lines of corporations in the free market. In short, he describes the university as an institution drunk with the ideology of “entrepreneurial^^” (2003, p. 73). In the ongoing quest to raise support for its operations, the university has abandoned the lonely ivory tower and refashioned itself as an integral part of the global economy. Changes in faculty hiring practices, increased reliance on sources of external funding, and the vocationalization of the curriculum are all documented here as symptoms of the wider cultural transformation of the university. But for Barnett, these changes are the least of our concerns. He suggests, in the process of turning itself into what is largely an engine of economic development, the university is undergoing a fundamental change in its identity. He claims: The entrepreneurial university is engaged ... on an especially risky course. It may be risking more than it understands for it may be risking itself. In coming to be a different kind of institution, it risks coming to live by new sets of values. (2003, p. 66) Barnett questions the place of free market or entrepreneurial values in an institution meant to serve a higher purpose than the typical organization in �the private sector, which we understand to be focused on the bottom line. But his primary concern is the insidious nature of the move toward entrepreneurial values. He suggests that the move has taken place without public debate, or even debate among university professionals closest to the change. According to Barnett, the debate has been stifled because entrepreneurialism produces consent. Within our current culture, the norms and values of the free market are accepted carte blanche, they seem natural to faculty and staff. Consequently, the changes associated with the recent transformation of higher education are rarely held up to scrutiny. Barnett stops short of suggesting that the values inherent to capitalism are altogether bad, but he maintains that the adoption of an entrepreneurial model is risky, and he contends that we have failed to examine the consequences of our efforts to reform and restructure the university along free market lines. According to Barnett, our silence on this matter is antithetical to the spirit of critical inquiry that was vital to higher education in the past. He suggests, on one hand, “The risk may be felt to be worthwhile,” but he hastens to add, “that consideration implies that the risk to the university’s value structure has been actually identified and weighed” (2003, p. 66). His concern is that the language and ideology of industry have breached and transformed the university, unchallenged. Administrators and faculty think in terms of “innovation, flexibility, and adaptation” (Barnett 2003, p. 67). We use words and phrases like, “efficiency, productivity, accountability, competition, and total quality management” to talk about our work (Bean, 1998, p. 497). The vocabulary of our vocation has changed incrementally and quietly. But Barnett points out that even though the changes have been inconspicuous, they are not paltry or innocent. He uses the current emphasis on “quality” as an illustration of the consequences that accompany the changes in our language and our way of thinking about the university. He writes: If higher education is felt to be a matter of producing highly qualified manpower for the labour market, a definition of quality is likely to result that plays up employability as a measure of quality. (2003, p. 95) Barnett is quick to point out that, “Quality is not neutral,” and he goes on to suggest that, “it is not... independent of wider socioeconomic interests” (2003, p. 95). On the contrary, words have the ability to veil interests, and they are used to wield power (Said, 1994). Under the cover of terms that are hard to find fault with, terms like “quality,” we move along without questioning the motives for changes in curriculum, hiring practices, or course delivery methods. We tend not to question. We are apt to see quality �as something that is prearranged, but quality is not a given. The definition of quality involves a negotiation of power. Anyone in a position to define quality is in a position to determine what is good and what is not good. That is a big distinction, and the people who make it wield power. In the words of Robert Pirsig, “Quality for sheep is what the shepherd says” (1974, p. 392). Barnett’s overarching thesis is that ideology has the power to shape our understanding of what constitutes good practice in higher education, and in the process, alternative visions for the institution are undermined or cast aside. In short, ideology has the effect of limiting discourse. Rational conversations about the best future for the university are seen as quaint distractions from the real business of forging ahead, increasing productivity. Barnett’s image of the modem university is not flattering. It’s an image of an institution hardened into a pattern of fund raising and cost accounting; an institution incapable of fostering a dialogue critical enough to expose the current culture of higher education for what it is—a potent manifestation of free market ideology. At present, free market beliefs and practices seem cemented in place. But Barnett offers hope for readers uncomfortable with the current language, norms, and values embodied by the university, he asks: ... why let the devil have all the best, or at least the loudest, tunes? If ideology can be a force for dubious ends, so it can be a force for positive ends. (2003, p. 62) Despite the fact that universities are under pressure to accept the values of ‘academic capitalism’ (Slaughter and Leslie, 1997), Barnett suggests that “universities enjoy large pools of space in which to take up value positions of their own” (2003, p. 119). Barnett’s plea is for faculty to use those pools of space to communicate a set of values with the potential to redefine the university as an institution that can challenge private interests and work toward the public good. He acknowledges that such an effort is bound to be fraught with problems. In an institution committed to value-free inquiry, the very notion of values is suspicious. For academics, the realm of values is often thought to lie “beyond all reason” (Barnett 2003, p. 121). But as far as Barnett is concerned, that characterization has kept academics quiet on too many issues of public importance. Within the void of silence, universities have slipped into the habit of disregarding social problems. We spend considerable time and energy developing technology with applications for the military, but less time �contemplating strategies for peace; we put significant effort into streamlining industrial processes, but we put less effort into alleviating the effects of industrial waste; we have thrown ourselves headlong into the advancement of medicine, but we forget the public health risk that occurs when a large segment of the population lacks basic access to care. Barnett calls for a recalculation of our priorities. He calls for a new language of resistance. His plea is for academics to resist the temptation to serve established economic and political power. The goal is to remake the university into an institution where reflexivity and enlightenment are valued. The aim is to create a future where the university incites progressive discourse. Beyond All Reason is a thoughtful examination of the norms, roles, and values shaping higher education. In this book, Barnett takes a hard-edged look at the way culture, politics, and economics impact upon the university. He is not content with what he sees, but instead of lapsing into scorn or cynicism, he presents readers with an invitation to reinvigorate the promise of research and teaching for the greater good. In sum, Barnett offers a vision for a new institution; an institution willing to engage in politics, capable of challenging economic interests, and given to addressing social problems. References Barnett, Ronald. (1990). The Idea ofHigher Education. Buckingham, UK: Society for Research into Higher Education and the Open University Press. Barnett, Ronald. (1992). Improving Higher Education. Buckingham, UK: Society for Research into Higher Education and the Open University Press. Barnett, Ronald. (1994). The Limits of Competence. Buckingham, UK: Society for Research into Higher Education and the Open University Press. Barnett, Ronald. (1999). Realizing the University in an Age of Supercompexity. Buckingham, UK: Society for Research into Higher Education and the Open University Press. Bean, John. (1998). “Alternative Models of Professorial Roles: New Languages for Reimagining Work.” The Journal ofHigher Education, 5, 496-512. Pirsig, Robert. (1974). Zen and the Art ofMotorcycle Maintenance: An Inquiry Into Values. New York: William Morrow and Company. �Said, Edward. (1994). Cultureand Imperialism. New York: Random House. Slaughter, Sheila and Larry Leslie. (1997). Academic Capitalism: Politics. Policies, and the Entrepreneurial University. Baltimore, MD: Johns Hopkins University Press. About the Reviewer Chad Hanson Chad Hanson teaches sociology at Casper College. His research interests are focused on the social and political aspects of higher education. His essays, articles, and reviews have appeared in The Teaching Professor, Thought and Action, College Teaching, and The Journal ofHigher Education, among others. ER home | Resenas Educativas j Resenhas Educativas overview | reviews | editors | submit | guidelines | announcements � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Website Article (website not available or unknown) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>Beyond All Reason: Living With Ideology in the University</em> Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2004-03-08 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_71 Format The file format, physical medium, or dimensions of the resource Searchable PDF https://caspercollege.cvlcollections.org/files/original/f0b0623ad4df58f719946bcf9aeb28e5.pdf 797648a2290eecd5fadb01c3a2eac046 PDF Text Text Christopher Uhl and Dana Stuchul Teaching as if Life Matters; The Promise of a New Education Culture. Baltimore, MD: Johns Hopkins University Press, 2011.224 pp. $25.00 (paperback). ISBN: 978-1421400396 Reviewed by: Chad Hanson, Casper College, USA DOI: 10.1177/009205SX12463194 Uhl and Stuchul’s volume on teaching is wedded to a perfect title. The authors assume the same thing about education that we assume about soci­ ety: It is greater than the sum of its parts. Although, I would argue, within the current scholarship of �Book Reviews teaching and learning, we tend to focus more on the parts than we focus on the greatness. Even as sociologists, we are prone to reducing studies of students to psychometrics (Arun and Roksa 2011). Therefore, Teaching as if Life Matters offers a refreshing view of undergraduates as whole and multifaceted people in the midst of becoming professionals. The book begins with a familiar observation. The authors paint a picture of their classrooms by describing “young people who seem to be resigned to following a soul-numbing life script consisting of attending classes, getting a degree, finding a job, paying off loan debt, working a job for forty­ plus years, and then retiring” (p. 2). Their anecdo­ tal depiction of student culture matches what we find in research on the undergraduate population (Carey 2012). Uhl and Stuchul call the situation an “impoverishment of spirit,” but they do not blame students for their condition (p. 2). Instead, they cite the cause as an “impoverished environment” in colleges and universities (p. 2). Uhl teaches biology and Stuchul is a chemist by training. Yet, they take a more sociological approach to higher education than we often see within the field of sociology (Hanson 2005). Uhl and Stuchul examine the norms, roles, and values at play in the production of everyday life in schools. This approach allows them to see how education changed over the course of history. During the past 50 years, our institutions were transformed, from ivy groves insulated from society-at-large to knowledge factories, “in lock­ step with the dominant culture and its emphasis on competition, materialism, individualism, and speed” (p. 14). More so than most, Uhl and Stuchul accept that postsecondary schools act as socializing institu­ tions. They insist that “schools are important loci of socialization” (p. 14). This approach allows them to avoid the traditional emphasis on cognitive outcomes and the question, “What do our students learn?” Within the scholarship of teaching and learning, outcomes are Conceived as products, but Uhl and Stuchul focus on the process of becoming an educated person. Instead of merely asking what students learn, they ask readers to consider how teachers and students relate to one another and why our interactions often fall into patterns 379 that make for less than exciting experiences in classrooms. The attention to the question of how students and teachers relate to one another provides a back­ ground for concrete suggestions with respect to teaching strategies. For example, the authors offer an exercise where students examine the posture and nonverbal communication of leaders (p. 38). In another case, they describe how they make use of Saint Benedict’s admonition to “listen with the ear of our hearts” when we read from a text (p. 68). In this venture, students are asked to treat reading as a form of meditation. They also describe a tech­ nique that allows students to wrestle with the ques­ tion of what it takes to discover their “calling,” where their values align with their choice of voca­ tion (p. 73). Throughout this work, the authors guide read­ ers toward building an environment where students have a chance to think about who they are and what they become as a result of their education. Questions of self -and identity are central to the book. Uhl and Stuchul do not cite or refer to authors who write in the tradition of symbolic interaction, but those familiar with the interactionist perspective will find a lot to like about their orientation. Uhl and Stuchul stop short of crediting the well-known interactionist. Manford Kuhn (1960), for example, but they pointedly encourage teachers to press students with the question, “Who are you?” (p. 83). In a chapter titled “Seeing Our­ selves with New Eyes,” they provide a framework for engaging students with questions such as: “Are you your possessions? Are you your body? Are you your beliefs? Are you what you do for a liv­ ing?” (p. 86). In keeping with the focus on the relationships between schools, students, and society, Uhl and Stuchul crafted a book with the intent to help us fulfill what they see as our core purpose—to help our institutions “serve as places of inspiration, exploration, discovery, and the making of meaning” (p. 170). In contrast, much of the work that fits within the scholarship of teaching and learning is bent toward 1950s behaviorism. We conceive teach­ ing and learning as a stimulus and a response. Even the eminent behaviorist, B. F. Skinner, understood the pitfalls associated with this method, however. He wrote, “Education is what survives after we have �forgotten what we learned” (Skinner 1964:484). Cognitive learning outcomes wither beside the change-in-self that occurs through the course of an education. The complex dramaturgy of the classroom is merely one component of the larger rite of passage that we call the baccalaureate. I spent the past semester reading many of the newly released books on postsecondary schools. When I picked up this title, it felt like stepping from black and white into color. Some of the chap­ ters contain new age-isms that will make hardnosed empiricists uncomfortable, but the book does a fine job tapping the spirit that motivated many of us to become teachers. In the end, readers will find a reasoned call to examine the current culture of education and a practical guide to reinvigorating life in the classroom. a i 1 < 1 i i i i i 1 i j < ] REFERENCES Arun, Richard and Josipa Roksa. 2011. Academically Adrift: Limited Learning on College Campuses. Chicago; University of Chicago Press. Carey, Kevin. 2012. “Academically Adrift: The News Gets Worse.” The Chronicle of Higher Education, February 17 2012, p. A64. Hanson, Chad. 2005. “The Scholarship of Teaching and Learning—Done by Sociologists: Let’s Make That the Sociology of Higher Education.” Teaching Sod- C oZogy33(4):421-24. Kuhn, Manford. 1960. “Self-attitudes by Age, Sex, and Professional Training.” Sociological Quarterly l(l):39-56. * * ’ 1 I £ j S Skinner, B. F. 1964. “New Methods and New Aims in Teaching.” New Scientist 122(5):483-84. I i I � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <i><span style="font-weight: 400;">Teaching as if Life Matters: The Promise of a New Education Culture </span></i> Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2012-10 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_72 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Teaching Sociology</em> is published by Sage Publications https://caspercollege.cvlcollections.org/files/original/b4c9b97dda8198b5bc0c913255c80573.pdf 6895ac4f5150051fa8e24422d8ce8bb7 PDF Text Text Book Reviews 357 Globalizing the Community College: Strategies for Change in the Twenty-First Century by John Levin. New York, NY: Palgrave, 2001. 193+ pp. $35,00. CHAD M. HANSON, Casper College, Casper, WY When I saw John Levin’s Globalizing the Community College on the bookstore shelf I thought “Oh no, here we go again.” Here’s another treatise full of tips on how to make colleges leaner and meaner. I expected the usual talk about how institutions can find their market niche, do more with less, get more bang for their buck, and so on. Just a few months before, in the fall 2000 issue of the Community College Review, Levin (2000) foretold his position, or so it seemed. In cold, dispassionate terms, he described the future of two-year schools: ... community colleges will function more on a model compatible with busi­ ness norms: a fluid organization, with little reverence for academic tradi­ tions, little evidence of a dominant professional class of faculty and more ev­ idence of a professional managerial class, more emphasis on technology and less on full-time labor (p. 21). I have been an instructor at community and technical colleges for nine years. As I read this passage the first time I thought about my profession, my students, and my discipline. I heard a death knell ringing. When the full-length book was released, I presumed there would be plans therein. I expected to find strategies for automating community colleges to the point where they dispense credentials like candy from a coin-operated vendor, but I was pleasantly surprised. When community college professionals pick up Levin’s new volume, what they’ll hold in their hands is not a set of strategies at all. Instead they will hold in their hands a mirror. In these pages readers will see a clear reflection of what com­ munity colleges are today, and an image of what two-year schools may become if steps aren’t taken to reverse current trends. Globalizing the Community College is built on a mass of data collected at seven institutions in the western U.S. and Canada. The study followed a “quali­ tative multiple case study design” which involved “document analysis, inter­ views, informal conversations, observations and the use of informants” (p. 7). The study focused generally on the changing role, mission and organization of community colleges during the decade of the 1990s. Specifically, the study was designed to shed light on the “external forces that influenced or precipitated in­ ternal change” (p. 6). Those forces include politics and electronic information, along with the broader push of cultural and economic globalization. Levin uses an eclectic theoretical framework to interpret data collected over three years, 1996 to 1999. At times, the analysis is informed by the venerable tradition of Max Weber, made contemporary in the sociology of Paul Dimaggio and Walter Powell (1983). At other times, the analysis bends more toward the canons of freshman literature courses, Charles Dickens (1988) and Thomas Hardy (1958). In between, there is a mixed bag of citations, owing much to the research on community colleges in both the U.S. and Canada (Dennison & Gal­ lagher, 1989; Kent, 1995). Occasionally, the approach feels stretched between disparate perspectives. Yet, the wide range of views and data do not detract from the analysis, given the broad, indeed “global” nature of the subject. 'T.CO'i:, �358 The Journal of Higher Education In short, Levin suggests the cultural and economic globalization of the 1990s created a landscape on which community colleges were transformed as institu­ tions. In some cases, such as that of shrinking public support for higher educa­ tion, community colleges were forced to change in response to a new fiscal cli­ mate. In other cases, decision-makers in community colleges precipitated changes on their own, without direct external pressure. Through the process of identifying themselves as corporate board members, college officials initiated changes in their institutions that largely reflected the interests of business and industry. This was a major switch, as the guiding values of two-year schools had previously been tied closely (in the 1960s and 1970s) to the social and de­ velopmental interests of students, along with the needs of the local community. In Levin’s words, “the shift was from community service to private sector inter­ ests” (p. xx). His description of this shift is the most significant thesis in the book. In a myriad of ways. Levin documents the change in our cultural under­ standing of the two-year school: from that of a community resource designed to further social goals and nurture citizens, to that of a public, tax-supported means to train workers for the private sector. Through the course of describing this change. Levin provides a much-needed perspective on the “learning revolution” now sweeping North American col­ leges. From its beginning in the middle 1990s, the “learning college” concept has shaken the foundations of institutional culture in two-year schools (O’Banion, 1997). In the process, community college professionals have been polar­ ized into camps, “true believers” that recite learning college rhetoric with un­ compromising zeal, and “naysayers” that question the social and cultural consequences of the agenda set forth in the learning college literature. At present, true believers have the upper hand, as the basic tenants of the learning college concept are very nearly sacrosanct. Still, Levin suggests the learning college paradigm is largely ideological. Even though the learning rev­ olution is touted as a universally positive movement, it represents a partisan and conservative view of the community college, a direct challenge to the most cherished values inherent in the liberal view of education. With the concept of a learning college emerging as a beacon of change, the purposes of the institution decidedly moved from individual and community betterment to economic ends: development sites for workforce preparation (p. 170). Institutional rationales paralleled the view of education and training as a commodity, students as customers, and business and industry as clients—all reinforcing market ideology (p. 17). The changes that took place in the community college during the decade of the 1990s stand in stark contrast to the spirit of human development that drove the institution’s expansion in the 1960s and 1970s. Although Levin appears to lament the shift in our understanding of the commimity college’s role in society, readers are left to believe the future holds little promise of improvement. Despite the book’s title, there really are no Strategies for Change offered here; there is no agenda for a renewed sense of institutional mission, no program poised to overttim the changes of the 1990s. The exclusion of a sound strategy for change is curious given the book’s title, but the omission is more than a mere oversight. In the face of the overwhelming changes taking �Book Revie'^s 359 place in community college education, it is easier to point out the partisan and problematic nature of current attempts to reform or restructure, than to offer genuine alternatives. In my own professional life I found it easier to leave insti­ tutions flooded by the new “learning college” rhetoric than to face the prospect of fighting to save the dignity and tradition of academic culture in a college that is willfully succumbing to the forces of market ideology. Most recently I left a secure post at a technical college in order to find a two-year institution where academics were still respected, a place where the liberal arts were still welcome and honored. The good news is I found such a place. There are two-year schools that main­ tain a strong student focus and also challenge themselves to offer the finest lib­ eral education available. From my present position I can say with pride there are community colleges where being focused on the welfare of one’s students means more than the promotion of “learning for the sole purpose of earning” (Levin, p. xx). In other words, there is hope. However, one thing remains clear, community colleges underwent broad and decisive changes during the decade* of the 1990s. Levin’s work stands as a resolute confirmation of those changes. Globalizing the Community College is a thoughtful look at a respectable data set, but readers truly won’t find Strategies for Change or a program for the fu­ ture here. There are no calls for action. There are no plans for reemphasizing the role of two-year schools in a strong democracy, only reflections on where com­ munity colleges came from, and an accurate, research-based depiction of what they are today. Descriptive research of this kind is instructive. It can inform policy deci­ sions; it may even prompt some to alter their professional practices. But this book also reminded me that research cannot change institutions for the better by itself, even when it is well conceived. After reading this report it remains obvi­ ous that students are served, traditions are preserved, and colleges are improved by people who work in and care about them. If you count yourself among those who care about the role and future of community colleges, Levin’s work be­ longs on your shelf. You’ll be left to devise your own strategies for combating corporate culture on campus, but this book confirms that your cause is just. References Dennison, J. & GallagherP. (1986). Canada's Community Colleges. Vancouver: University of British Columbia Press. Dickens, C. (1988). The Speeches of Charles Dickens. Edited by K.J Fielding, 2nd ed. Hemel Hempstead, U.K.: Harvestor. Dimaggio, P. & Powell W. (1983). The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organizational Fields. American Sociologi­ cal Review 48, 147(160. Hardy, T. (1958/ Far From the Madding Crowd. New York: Heritage Press. Kent, P. (1995). National Profile of Community Colleges: Trends and Statistics. Washington, D.C.: American Association of Community Colleges. Levin, J. (2000). The Revised Institution: The Community College Mission at the End of the Twentieth Century. Community College Review 28(2), 1(25. O’Banion, T. (1997). A Learning College for the 21st Century. Phoenix: Oryx Press. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>Globalizing the Community College: Strategies for Change in the Twenty-First Century</em> Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2003 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_73 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available The Journal of Higher Education is published by Taylor & Francis Group, LLC https://caspercollege.cvlcollections.org/files/original/c2fc24aca34fa22bdfd330fb90ab4eb3.pdf 5ddef25018c5b36fe6f1aea102bef3c0 PDF Text Text CHAD HANSON AND PATRICK AMELOTTE Cracking Open the Curriculum Lessons from a Community College COMMUNIPf COLLEGES comprise the largest single sector of the US higher education net­ work. Forty percent of undergraduates attend one of our two-year schools. Some estimates suggest that, since the turnover is quicker than on four-year campuses, two-thirds of the students who attend a college at all attend a community college. For many of those stu­ dents, open-access institutions are where they are exposed to the liberal arts: science, com­ position, mathemat­ ics, the humanities, and so forth. Yet, general education in the two-year school receives scant attention in A group of fifteen scholarly publications, and even less in the faculty and two staff popular media. members embarked Lately, however, the liberal arts have been receiving attention on the Casper College on a journey to campus. In the fall of 2009, we created a com­ assess^ discuss, mittee charged with evaluating and chang­ and ultimately ing the school’s general education program. recreate the liberal We will not speculate about the motivation for the wholesale reassessment, but we will arts core within cite a common local assumption: the cur­ our curriculum riculum ought to change with the times. We realize that assumption is arguable, but our program had been in place for three decades, and the college administration had been talk­ ing about “cracking open’’ general educa­ tion for at least five of those years. Thus, a group of fifteen faculty and two staff members embarked on a journey to assess, discuss, and ultimately recreate the liberal arts core within our curriculum. As of this writing, the group is midway through its third year of deliberation. In that time, we have met with some success, but the CHAD HANSON is instructor of sociology, and PATRICK AMELOTTE IS instructor of English, both at Casper College. 44 Liberal Education Winter 2013 team has also faced a series of challenges. We trust that our discussion of the process of cur­ ricular change at Casper College will sound familiar to those who have undertaken a simi­ lar endeavor. We also are confident that our example will prove helpful to those who have yet to engage in the process. In what follows, we share some of the lessons we have learned. Consider the history of the community college The study of history is a cornerstone of general education. Across the country, and around the world, we ask students to study history under the assumption that the present and the future rest on a foundation built by previous generations. Ironically, our committee did not take time to discuss the history of general education in the two-year school. Our situation is hardly unique, however. One of the quirks of higher education is the practice of hiring full-time educators without a background in the study of edu­ cation. A comparison with other profes­ sions makes the situation seem uncanny. For example, a hospital would not hire a medical doctor who had not made a formal study of medicine; law offices do not hire counselors who have not studied the law. But we rou­ tinely hire teachers without a background in the study of teaching. This practice sends the message that matters of education and cur­ riculum do not require rigorous thought or analysis. After close to three years’ worth of arguments among members of our committee, we are certain that assumption is untrue. At a minimum, if we would have taken time to study the role of the liberal arts in two-year schools, we could have developed an understanding of the reasons why committee members often found themselves at odds with �<• Hi O HI M a* Hl Casper College each other. Even a brief examination of the com­ munity college suggests that the institution has a unique relationship with general education. Historically, two-year schools were liberal arts colleges, patterned after the University of Chicago. In the late eighteen hundreds, William Rainey Harper, then president of the univer­ sity, divided undergraduate studies into junior and senior colleges. That split the four-year baccalaureate. The first two years introduced students to the arts and sciences, while the third and fourth years immersed them in a particular subject. In 1901, with Harper’s support, the first junior college opened its doors at a site in Joliet, Illi­ nois. The school was the first to offer the associ­ ate degree. Harper chose the term “asstxiate” to suggest that the degree’s value was to be realized when it was “associated” with in-depth study in a single discipline. For three decades, the model used in Illinois served as the national standard. By the middle of the twentieth century, junior colleges began transforming themselves into community colleges. That meant a shift away from the liberal arts, toward a more com­ prehensive mission. The schtx)ls sought to bal­ ance the goals of general education, vocational training, and community outreach. In the new era, the associate degree was no longer thought to represent the first half of the baccalaureate. In many cases, two-year degrees became terminal. Programs were divided between the liberal arts and a major. That trend continues to this day. 46 Liberal Education Winter 2013 The problem is that students still must earn roughly sixty-four credits to qualify for the associate degree. Major requirements account for at least a third of those credits, though many majors use up fully half the space in a degree program—and some would like to take up even more. In certain depart­ ments, major coursework could account for all sixty-four credits. Thus, in the community college, we argue about the size and shape of general education. The changing mission of the institution put a squeeze on the curriculum. As a conse­ quence, there is no easy way to settle the argument over the number of credits it takes to complete general education in a two-year course of study. But it is helpful to know that the debate has roots in the fact that we are asking associate degrees to perform roles for which they were not originally intended. In other words, the problem is historic and structural, and therefore not unique to the psychology of any particular members of a curriculum committee. Examine the assumptions behind your intentions—even the good ones More S(.) than other student populations, com­ munity college students attend class and pursue their education in the face of hardships. Some students are swimming in debt. Others are struggling to learn parenting skills at the same time they are trying to learn to write effectively. �There are For some, the walk to class questionable presents a physical challenge, assumptions that and some are unfamiliar with the underlie the tendency basic workings of a computer. to steer community Community college teachers are compassionate. When we college students see students in trouble, we want toward courses in to help. Therefore, when we basic life skills as serve on committees designed opposed to the to restructure curricula, we see the role as a chance to lend a liberal arts hand. The tendency is to require students to take courses in the areas where we have seen them struggle. We could all cite a case where a student would have benefitted from a course on personal finance or parent­ ing skills or computer basics. For that reason, we are glad our college and most others offer such courses, but in a liberal arts program, especially one of limited size, courses in basic skills often take the place of courses in the arts and sciences. For some faculty, substituting one type of course for another seem,s appropriate, but there are questionable assumptions that underlie the tendency to steer community college students toward courses in basic life skills as opposed to the liberal arts. One of the assumptions is that two-year college stu­ dents cannot meet the demands of challeng­ ing academic courses. Another assumption is that those same students will not rise into positions where they would make use of cre­ ativity, critical capacities, or higher-order thinking skills. Both assumptions require an unsavory lack of confidence in students, their potential, and their ability. In other words, we sell our students short, and in so doing we limit their potential to contribute to society. Keep learning outcomes In their place Early on, the majority of our committee mem­ bers agreed that we should begin by listing the knowledge and skills our graduates ought to possess. The discussion of outcomes enjoyed a place of primacy in our meetings. During our conversations, we made good use of the Essential Learning Outcomes offered as part of the Association of American Colleges and Universities’ Liberal Education and America’s Promise (LEAP) initiative (AAC&.U 2007). We also found support in Mary J. Allen’s (2006) Assessing General Education Program.s. Our efforts culminated with a list of eighteen different outcomes, which were discussed and then approved by our faculty senate. The next step included making decisions about where students would achieve the outcomes. Ultimately, we had to decide which courses they would take. On this matter, we did not reach a consensus. We had been focused on assem­ bling a set of learning outcomes. Then, when we finished, we went looking for places where students could achieve our objectives. But it turned out that the range of places was broader than many of us had imag­ ined. For example, students learn to think critically in our welding courses. They improve their writing skills in classes on marketing. On our campus, computer networking courses involve teamwork, and it is possible to dem­ onstrate responsibility by taking workshops to improve safe practices in coal mining. On one level, we were glad to find out that a range of courses address the outcomes typi­ cally linked to the liberal arts. Yet, it also began to look like our students might com­ plete their general education without taking a single course in the arts and sciences. More­ over, from the perspective of certain depart­ ments, it started to look like students would not have to take any courses outside of the major. We believe in the importance of mea­ suring outcomes, but the assessment of liberal arts outcomes is no substitute for a liberal arts curriculum. It is important to place general education outcomes in context—the context of the arts and sciences. Disciplines matter—history, philosophy, biology, mathematics. Each field in the acad­ emy offers a unique perspective and method of inquiry. With regard to the history of higher education, Romans created the collegium to collect a diverse group of scholars in a single place. As a result, students and society both have benefitted from access to a range of means to frame and then confront problems. Our committee started out by thinking small. We began by assembling a set of learn­ ing outcomes. If instead we had begun with a discussion of the disciplines students should engage with as part of their general education, however, then in the end we could have enlisted faculty from tho.se areas to help establish Liberal Education Winter 2013 47 u lU «> te w �M 111 O 111 w OS III appropriate goals and objectives. That was not our path, but it is an approach worthy of consideration. Remember, two-year college students transfer Four-year institutions enjoy a high level of freedom when it comes to their curricula. They can offer and require a unique mixture of classes. They can put a distinctive stamp on their liberal arts program, and, in the end, after completing the requirements, their stu­ dents earn bachelor’s degrees. Community colleges work under a differ­ ent set of circumstances. We offer a general education program that will potentially serve as a component of a four-year degree in any one of the nation’s baccalaureate-granting institutions. Late in our process, we discov­ ered that, between 2008 and 2010, students transferred from Casper College to 199 differ­ ent institutions—from Middlebury College in Vermont to the University of Hawaii. Most two-year schools can make similar claims. 48 Liberal Education Winter 2013 and when community colleges drift away from a traditional core group of classes, gradu­ ates find it difficult to transfer. For instance, a two-year college may require an introduction to Microsoft Word as part of the general edu­ cation program, but that course will not likely transfer as part of a university’s liberal arts curriculum. From the standpoint of students, it is vital that they receive general education credit for their general education. Apply the argument for labor force development carefully As is typical of any committee, on any campus, our curriculum committee included members who believe the liberal arts are unnecessary, that they are a distraction from the business taking place in the “real world.” A number of us made the case that employers value the outcomes of a general education. Hence, we held several discussions about the best means to prepare students for success in the labor force. We are happy to say that, near the end of the process, the majority of our committee �If the benefits of a general education are members came to agree that the liberal arts serve graduates going to be realized, in the workplace. they are going Through the course of our to be realized, meetings, however, no one made in large part, on the case that the goals of a college education relate to two-year campuses anything but employment. The faculty geared toward workforce development argued for the necessity of vocational compe­ tence. The liberal arts faculty argued that gen­ eral education plays a role in preparation for careers. Nobody argued that students are more than one-dimensional workers. Nobody claimed that education entails more than job training. In the process of making the case that the liberal arts are valued in the workplace, fac­ ulty unwittingly support the assumption that colleges exist solely for economic purposes. Of course, the arts and sciences are useful on the job, but they also help fulfill a higher purpose: human development. The liberal arts provide resources to help people ask and struggle to answer questions that relate to ethics, logic, and what it may take to produce a just and peaceful future. Ideally, supporters of general education can divide their atten­ tion, and make the case that the liberal arts are preparation fi^r both life and work. Focus on enduring questions As a nation, we place faith in the idea that we can use higher education to address social problems. Elected officials rarely give a speech without mentioning the role of education in solving one of our pressing concerns. Likewise, our committee spent time trying to decide how our general education program would contribute to the nation’s recovery from the recession that began in 2007. Our interest in solving the financial crisis led to an even longer discussion about the cause of our cur­ rent predicament: consumer incompetence, Wall Street greed. Democrats, supply-side economics, and so on. Some of the discus­ sions were brutal, and worse, they were un­ necessary. By focusing on the problems that occupied our attention at the moment, we became distracted. We were kept from dis­ cussing the issues and questions that are most pertinent to a liberal arts program: the big, enduring questions. The purpx^se of a general education is to give students a chance to wrestle with the issues that have dogged humanity since the beginning. Do we possess free will, or is our behavior determined? What are the standards for beauty? Is science the best or only way to know the truth? Are morals relative or absolute? What are the defining features of our age? Are freedom and equality compatible? What is our responsibil­ ity to each other, to the earth, or to animals? When students are given an opportunity to address such broad, durable questions, the end result is a careful type of introspection. Well-designed liberal arts programs create a place and time for students to ask, what should 1 care about and why? Or, to what use should I put my life? It is only through the process of grappling with such questions that students can move in the direction of living well, as opposed to simply making a living. Conclusion When we think of the liberal arts, many of us think of liberal arts colleges. We picture marble columns and creeping vines on brown­ stone walls. Most undergraduates do not attend private, four-year institutions, however. Statisti­ cally, most students attend community colleges. Thus, if the benefits of a general education are going to be realized, they are going to be real­ ized, in large part, on two-year campuses. That places a grave responsibility on faculty and staff. In our experience, however, that is a challenge that the personnel of two-year schools can meet. Through careful planning, sound choices, and frank conversations, the community college holds the potential to make good on the promise of the arts and sciences. To respond to this article, e-mail liberaled@aacu.org, with the authors’ names on the subject line. REFERENCES Allen, M. J. 2006. Assessing General Education Programs. Bolton, MA: Anker. AAC&U (Association of American Colleges and Universities). 2007. College Learning for the New Global Century: A Report from the National Leader­ ship Council for Liberal Education and America’s Promise. Washington, 1X2: AAC&iU. Liberal Education Winter 2013 49 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Magazine Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cracking Open the Curriculum: Lessons from a Community College Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2013 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson and Patrick Amelotte Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_21 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Liberal Education Magazine</em> https://caspercollege.cvlcollections.org/files/original/2dec9dfc7d2e61c073600b7815f726c9.jpeg 3d893e63097d11df1833e47de0c16eda Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Kevin Dye Crimson Dawn Army Rescue Photographs Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Date Created Date of creation of the resource. 1971 Description An account of the resource This digital collection page contains 39 digitized photographic prints of the Army search and Rescue of epileptic nine-year-old boy Kevin Dye on Casper Mountain and around Crimson Dawn. The photographs show both people invovled with the search and subsequent rescue of Dye. They were taken by Charles "Chuck" Morrison and can be found in his collection. The search lasted for 11 days between July 7 and July 18, 1971. Morrison sent photographs to Life, some of which may have been published with their first and follow-up interview with Kevin Dye. It is understood from a piece of correspondence that Life was sending Morrison his prints back but may have misplaced his negatives. It is also possible that the negatives are in the repository if they were eventually returned to him. Also available through the repository are also all of the newspaper articles that Morrison collected on the search and rescue. Type The nature or genre of the resource Text and Image Creator An entity primarily responsible for making the resource Chuck Morrison and Casper Star Tribune Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Charles "Chuck" Morrison Collection NCA 01.v.1998.01 US WyCaC, separated into the Morrison Alternative Photographs Collection, Box 4 Identifier An unambiguous reference to the resource within a given context NCA 01.v.1998.01 US WyCaC_Kevin_Dye_Rescue References A related resource that is referenced, cited, or otherwise pointed to by the described resource. https://time.com/archive/6639116/the-nation-a-child-is-lost/ https://www.nytimes.com/1971/07/26/archives/a-frightened-boy-plays-hideandseek-with-his-searchers-in-wilds.html https://www.rockymountainrescue.org/whats-new/2023/2/19/75th-anniversary-public-presentation;%20Kevin%20Dye%20part%20of%20video%20starts%20at%2057:06-1:15:42 https://fal-1.tripod.com/Frontier_News1971AugSep.pdf Has Format A related resource that is substantially the same as the pre-existing described resource, but in another format. TIF Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photographic print Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Kevin Dye Crimson Dawn Army Rescue Photograph Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Date Created Date of creation of the resource. 1971 Description An account of the resource Photograph of the Crimson Dawn Army Search and Rescue of epileptic nine-year-old boy Kevin Dye on Casper Mountain, lasting 11 days from July 7, 1971-July 18, 1971. Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Charles " Chuck" Morrison Is Part Of A related resource in which the described resource is physically or logically included. Charles (Chuck) Morrison Collection. Goodstein Foundation Library, Casper College Archives and Special Collections (Western History Center), Casper, WY 82601 Identifier An unambiguous reference to the resource within a given context NCA 01.v.1998.01USWyCaC_Photos_17 Format The file format, physical medium, or dimensions of the resource JPEG https://caspercollege.cvlcollections.org/files/original/583ca29c0eaff256e7a83bddb640fe8e.jpg d70e1fc9ba600a9a72d42c7d600b9171 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charles Starkweather and Caril Ann Fugate Case Photographs Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. The Charles "Chuck" Morrison Collection are open for research use and may be reproduced following repository policy. The family expressed that the materials in the collection be made available to the public. The repository will digitize and make materials created by Morrison available to as wide a range of users as possible. It will observe its Publication and Fees policy until it moves these records to the Public Domain on 2061-05-14. Date Created Date of creation of the resource. 1958 Description An account of the resource This collection contains photographs of the Charles Starkweather and Caril Ann Fugate case from 1958. Starkweather and Fugate, then only 19 and 14 respectively, went on a killing spree in Wyoming and Nebraska where they were eventually caught and arrested near Douglas, Wyoming. Starkweather was convicted and executed, and Fugate was granted parole from her prison sentence in 1976. Pictured or otherwise involved individuals include Sheriff Bill Romen, Liantha Jacket, James Garett, Douglas Police Chief Bob Ainsley, Converse County Sheriff Earl Heflin, and Ann Fugate. Photographs from this collection can be found in the Charles "Chuck" Morrison Collection accessible through the Casper College Western History Center. The Charles "Chuck" Morrison Collection includes hundreds of photographs, articles, correspondence, and other documentary items pertaining to Wyoming history from 1920-1980 and Chuck Morrison's life, career as Wyoming State Representative, writings, photography, and military service in WWII. Creator An entity primarily responsible for making the resource Charles "Chuck" Morrison Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Charles "Chuck" Morrison Collection, NCA 01.v.1998.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.v.1998.01 Publisher An entity responsible for making the resource available Casper College Archives and Special Collections (Western History Center) Relation A related resource <a href="https://caspercollege.cvlcollections.org/collections/show/149" target="_blank" rel="noopener">https://caspercollege.cvlcollections.org/collections/show/149</a> Is Referenced By A related resource that references, cites, or otherwise points to the described resource. <a href="https://oilcity.news/community/2023/02/28/backstory-new-docuseries-sheds-light-on-infamous-starkweather-fugate-murder-spree/">Oil City News Article "Backstory: New docuseries sheds light on infamous Starkweather/Fugate murder spree" by Dan Cepeda, 2023</a>. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photographic print Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charles Starkweather and Caril Ann Fugate Case Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. The Charles "Chuck" Morrison Collection are open for research use and may be reproduced following repository policy. The family expressed that the materials in the collection be made available to the public. The repository will digitize and make materials created by Morrison available to as wide a range of users as possible. It will observe its Publication and Fees policy until it moves these records to the Public Domain on 2061-05-14. Date Created Date of creation of the resource. 1958 Description An account of the resource Photograph of Caril Ann Fugate in a vehicle. The window was shot through by a bullet shot by Douglas Police Chief Robert Ainslie and Converse County Sheriff Earl Heflin in the chase. The image is from a collection of photographs of the Charles Starkweather and Caril Ann Fugate case from 1958. Starkweather and Fugate, then only 19 and 14 respectively, went on a killing spree in Wyoming and Nebraska where they were eventually caught and arrested near Douglas, Wyoming. Starkweather was convicted and executed in 1959, and Fugate was granted parole from her prison sentence in 1976. Photographs from this collection can be found in the Charles "Chuck" Morrison Collection accessible through the Casper College Western History Center. The Charles "Chuck" Morrison Collection includes hundreds of photographs, articles, correspondence, and other documentary items pertaining to Wyoming history from 1920-1980 and Chuck Morrison's life, career as Wyoming State Representative, writings, photography, and military service in WWII. Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Charles "Chuck" Morrison Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Charles "Chuck" Morrison Collection, NCA 01.v.1998.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.v.1998.01_StarkweatherandFugateCase_15 Format The file format, physical medium, or dimensions of the resource JPG Publisher An entity responsible for making the resource available Casper College Archives and Special Collections (Western History Center) Relation A related resource <a href="https://caspercollege.cvlcollections.org/collections/show/149" target="_blank" rel="noopener">https://caspercollege.cvlcollections.org/collections/show/149</a> https://caspercollege.cvlcollections.org/files/original/7a429c264d4127373d6e962262ea8f82.pdf e58f833649741c14edd3c510d47f8b2f PDF Text Text THE ASSOCIATED PRESS POST OFFICE BOX 1158 CHEYENNE, WYO. too WEST 21 STREET June 20, 1957 Dear Chuck, Thanks for sending us the pictures of the Colter Bay storm damage, etc., hut we were unable to use any of them. have. Feel free to send us along any other pictures you may We generally pay about $5 a print for those that we use. Many thanks. erely Leeright � https://caspercollege.cvlcollections.org/files/original/ad724bb6faf807b5e5841551a8cde542.jpeg ae57878314533a586d964eb65e120e3c https://caspercollege.cvlcollections.org/files/original/fd60101ce7ff44ed3bcda78de9ebe626.jpeg fedb82811333100717e0656d7ba12544 https://caspercollege.cvlcollections.org/files/original/a52890713bac2d26065c83f42eaa6dd7.jpeg c72a22e76e0fbc50dda514ccd1110d74 https://caspercollege.cvlcollections.org/files/original/1b584dbad11d53ec0134d318dec0ec8a.jpeg 66644cace42aa2ed014107e40d3acfeb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chuck Morrison Teton National Park and Yellowstone Photographs Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Subject The topic of the resource Grand Teton National Park; Grand Teton Mountains; Wyoming -- Grand Teton National Park Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Charles "Chuck" Morrison Is Part Of A related resource in which the described resource is physically or logically included. Charles (Chuck) Morrison Collection. Goodstein Foundation Library, Casper College Archives and Special Collections (Western History Center) Identifier An unambiguous reference to the resource within a given context NCA 01.v.1998.01_TetonNationalPark_F1 Format The file format, physical medium, or dimensions of the resource JPG Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colter Bay Storm Damage Photographs Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Date Created Date of creation of the resource. 1957 Description An account of the resource This digital repository record contains copies of 4 photographs of storm damage at Colter Bay in the Grand Teton National Park. These photographs were taken by Chuck Morrison in 1957 and sent to the Associated Press, who was unable to use any of them at the time. The Chuck Morrison collection includes records from the Cole Creek Wreck including passenger lists, obituaries, and correspondence; records of New York Oil Company in Casper; District Court correspondence and files; Personal Correspondence between Wyoming State Representative Chuck Morrison and other Wyoming Representatives; Chuck Morrison writing to his family and friends, etc ; letters Chuck Morrison received and sent to various ski and outdoor clubs; ski and wildlife magazines; Chuck Morrison's historical stories and articles he wrote while working for the Casper Star-Tribune newspaper; photographs taken and collected by Chuck Morrison of Wyoming's historical sites, churches, neighborhoods, cemeteries, local flora and fauna, etc. ranging from the 1920s to the 1980s; personal photographs of Chuck Morrison's family, property, etc.; boxes of negatives related to the rest of the photos and photo rolls; Chuck Morrison's WWII credentials, awards, and photographs from his time in WWII; a special collection of letters of correspondence between Chuck Morrison, his mother, his father, and his friends, written during his time in World War II; and a special items box containing some of the plaques and awards Chuck Morrison earned over the years for writing, sportsmanship, photography, etc. Type The nature or genre of the resource Text; Image Creator An entity primarily responsible for making the resource Charles "Chuck" Morrison Is Part Of A related resource in which the described resource is physically or logically included. Charles (Chuck) Morrison Collection. Goodstein Foundation Library, Casper College Archives and Special Collections (Western History Center) Subject The topic of the resource Grand Teton National Park; Wyoming -- Grand Teton National Park Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Archivists are happy to assist anyone with accessing the physical or electronic copies of photographs. The Casper College Goodstein Foundation Library is glad to grant uses of this material that it actively manages and cares for and will provide its publication policy upon request.