Deans of men in American colleges and universities were created in the late nineteenth and early twentieth centuries to help manage a growing student population. The early deans often had a personality that allowed them to engage easily with students. Over time, many deans saw their offices increase in size and responsibility. The profession grew slowly but by the 1940's drew several hundred men to annual conferences and many more were members. Deans of men and women were significant figures for college students; many students saw them as the "face" of the college or university. Schwartz traces the role and work of the deans and how they managed the rapidly growing culture of the American college campus in the twentieth century.

Deans of men in American colleges and universities were created in the late nineteenth and early twentieth centuries to help manage a growing student population. The early deans often had a personality that allowed them to engage easily with students. Over time, many deans saw their offices increase in size and responsibility. The profession grew slowly but by the 1940's drew several hundred men to annual conferences and many more were members. Deans of men and women were significant figures for college students; many students saw them as the "face" of the college or university. Schwartz traces the role and work of the deans and how they managed the rapidly growing culture of the American college campus in the twentieth century.

American educators have consistently splintered our humanity into pieces throughout higher education’s history. Although key leaders of America’s colonial colleges shared a common functional understanding of humans as made in God’s image with a robust but vulnerable moral conscience, latter moral philosophers did not build upon that foundation. Instead, they turned to shards of our identity to help students find their moral bearings. They sought to create ladies and gentlemen, honorable students, and finally, good professionals. As a result, fragmentation ensued as university leaders pitted these identity fragments against each other inciting a war of attrition. As the war of identities raged, its effects spilled out beyond the bounds of the curriculum into the co-curricular dimension that struggled with moving beyond being en loco parentis. The major identity they cultivated was that of being a political citizen. Thus, the major identity and story of students’ lives became the American political story of democracy—what I call Meta-Democracy. In higher education guided by Meta-Democracy, students lose their autonomy to administrators who reduce the student identities they try to develop along with the range of virtues that comprise the good life. The Dismantling of Moral Education: How Higher Education Reduced the Human Identity explains why and how we arrived at diminishing ourselves.

Beginning in the twentieth century, American faculty increasingly viewed themselves as professionals who were more than mere employees. This volume focuses on key developments in the long process by which the American professoriate achieved tenure, academic freedom, and a voice in university governance.Christian K. Anderson describes the formation of the original faculty senates. Zachary Haberler depicts the context of the founding and early activities of the American Association of University Professors. Richard F. Teichgraeber focuses on the ambiguity over promotion and tenure when James Conant became president of Harvard in 1933. In "Firing Larry Gara," Steve Taaffe relates how the chairman of the department of history and political science was abruptly fired at the behest of a powerful trustee. In the final chapter, Tom McCarthy provides an overview of the evolution of student affairs on campuses and indirectly illuminates an important negative feature of that evolution the withdrawal of faculty from students' social and moral development.This volume examines twentieth-century efforts by American academics to establish themselves as an independent constituency in America's colleges and universities.

The first in-depth look at how women have shaped the history and legacy of Indiana University. Women first enrolled at Indiana University in 1867. In the following years they would leave an indelible mark on this Hoosier institution. However, until now their stories have been underappreciated, both on the IU campus and by historians, who have paid them little attention. Women at Indiana University draws together 15 snapshots of IU women's experiences and contributions to explore essential questions about their lives and impact. What did it mean to write the petition for women's admission or to become the first woman student at an all-male university? To be a woman of color on a predominantly white campus? To balance work, studies, and commuting, entering college as a non-traditional student? How did women contribute to their academic fields and departments? How did they tap opportunities, confront barriers, and forge networks of support to achieve their goals? Women at Indiana University not only opens the door to a more inclusive and accurate understanding of IU's past and future, but also offers greater visibility for Hoosier women in our larger understanding of women in American higher education.

This book explores how deans of women actively fostered feminism in the mid-twentieth century through a study of the career of Dr. Emily Taylor, the University of Kansas dean of women from 1956-1974. Sartorius links feminist activism by deans of women with labor activism, the New Left movement, and the later rise of women's studies as a discipline.