One hundred semesters: My adventures as student, professor, and university president, and what i learned along the way

One Hundred Semesters: My Adventures as Student, Professor, and University President, and What I Learned along the Way

Volumn , Issue , 2009, Pages

  Chace, William M ^a  

^a NONE

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References (104)

1. Seymour Harris, A Statistical Portrait of Higher Education (New York: McGraw-Hill Book Co., 1972), pp. 7-8.
2. James Fallows, "The New College Chaos," Atlantic Monthly, November 2003, p. 106.
3. Table 183, "Total First-time Freshmen Enrolled in Degree-granting Institutions, by Attendance Status, Sex of Student, and Type and Control of Institution: Fall 1955 to Fall 2001," Digest of Education Statistics 2003 (National Center for Education Statistics, 2004, http://nces.ed.gov/).
4. Figures courtesy of the College Board.
5. The 2004 NACUBO (National Association of College and University Business Officers) Endowment Study (http://www.nacubo.org/x2321.xml). This study surveys institutions with endowments greater than $1 million.
6. Table 352, "Voluntary Support for Degree-Granting Institutions, by Source and Purpose of Support: Selected Years, 1959-60 to 2003-04," National Center for Education Statistics, http://nces.ed.gov/.
7. The survey conducted by the Independent Educational Consultants Association, as cited by the web publication Inside Higher Ed (http://www.insidehighered.com/) (August 9, 2005).
8. Table 246, "Degree-Granting Institutions, by Control and Type of Institution: 1949-50 to 2002-03," National Center for Education Statistics (http://nces.ed.gov/).
9. Michael Arnone, "Arizona State U. Plans to Build Additional Campus, to Help Accommodate 92,000 Students by 2020," Chronicle of Higher Education, April 9, 2004 (http://chronicle.com/daily/2004/04/2004040904n.htm).
10. State funding for state institutions dwindles with each year. As Ami Zusman has noted, ever since the economic recession of the early 1990s, higher education has had to compete (unfavorably) with other state services, particularly K-12 education, Medicaid, and prisons. "Issues Facing Higher Education in the Twenty-First Century," in American Higher Education in the Twenty-First Century, ed. by Philip G. Altbach, Robert O. Berdahl, and Patricia J. Gumport (Baltimore and London: Johns Hopkins University Press, 1999), p. 110. And one former president of the University of Michigan reports that in thirty years, state appropriations to that institution have dwindled from more than 60 percent of its operating budget to some 10 percent
11. James J. Duderstadt, A University for the 21st Century [Ann Arbor: University of Michigan Press, 2000], p. 311
12. Sam Dillon, "At Public Universities, Warnings of Privatization," New York Times, October 16, 2005, p. 12.
13. Corrected for inflation, that figure of $1,655 would be equivalent, in dollars, to $12,096, only a seven-fold increase.
14. U.S. Census Bureau, "Median Income for 4-Person Families," http://www.census.gov/hhes/www/income/4person.html, 2005. The exact figure is $62,732.
15. Atlantic Monthly, November 2003, for several informative essays on the admissions process.
16. Ross Gregory Douthat, Privilege: Harvard and the Education of the Ruling Class (New York: Hyperion, 2005), p. 9.
17. David Leonhardt, "As Wealthy Fill Top Colleges, New Efforts to Level the Field," New York Times, April 22, 2004, p. 1.
18. Table 174, "Total Fall Enrollment in Degree-Granting Institutions, by Attendance Status, Sex of Student, and Control of Institution: 1947 to 2001," National Center for Education Statistics (http://nces.ed.gov/).
19. Jonathan B. Weinbach, "College: Luxury Learning," Wall Street Journal, November 10, 2000, p. W1.
20. "Report of the Visiting Committee's Meeting with the Undergraduates, 4-19-57," in the Haverford College Library, Special Collections.
21. William Strauss and Neil Howe, Generations: The History of America's Future, 1584 to 2069 (New York: William Morrow and Company, Inc., 1991), p. 279.
22. Student enrollment at Berkeley was scheduled to reach a maximum of 27,500 by the end of the '60s. From 1960 to 1964, that enrollment grew from 18,728 to 25,454.
23. W. J. Rorabaugh, Berkeley at War: The 1960s (New York and Oxford: Oxford University Press, 1989), p. 12.
24. Clark Kerr, The Uses of the University (4th ed., Cambridge, MA, and London: Harvard University Press, 1995), pp. 2-3.
25. John H. Fenton, "The Emerging U.S. University Is Called a Model," New York Times, April 26, 1963, p. 18.
26. Kerr, Uses of the University, p. 78.
27. Kerr, Uses of the University, p. 32.
28. T. S. Eliot, "The Function of Criticism," in Selected Essays of T. S. Eliot (New York: Harcourt, Brace & World, Inc., 1960), p. 13.
29. Martin Trow, "Bell, Book and Berkeley," in The State of the University: Authority and Change, ed. by Carlos E. Kruytbosch and Sheldon L. Messinger (Beverly Hills, CA: Sage Publications, 1970), p. 306.
30. Kerr, Uses of the University, p. 78.
31. Martin Trow, "Bell, Book and Berkeley," p. 305.
32. Andrew Hacker, "The College Grad Has Been Short-Changed," New York Times Magazine, June 6, 1965, as reprinted in Beyond Berkeley: A Sourcebook in Student Values, ed. by Christopher G. Katope and Paul G. Zolbrod (Cleveland and New York: World Publishing Co., 1966), p. 205.
33. Kerr, Uses of the University, p. 78.
34. Clark Kerr, "Governance and Functions," in The Embattled University, ed. by Stephen R. Graubard and Geno A. Ballotti (New York: G. Braziller, 1970), p. 112.
35. Albert N. Whiting, Guardians of the Flame: Historically Black Colleges Yesterday, Today and Tomorrow (Washington, DC: American Association of State Colleges and Universities, 1991), p. 35.
36. Julian B. Roebuck and Komanduri S. Murty, Historically Black Colleges and Universities: Their Place in American Higher Education (Westport, CT: Prager Publishers, 1993), p. 13.
37. Free Speech Movement Archives http://www.fsm-a.org/stacks/covers/savio_cvr.html.
38. Peter Collier and David Horowitz, Deconstructing the Left: From Vietnam to the Persian Gulf (Lanham, MD: Second Thoughts Books and Center for the Study of Popular Culture, c1991), p. 27.
39. National Center for Education Statistics' Digest of Education Statistics, http://nces.ed.gov/programs/digest/d98/d98t286.asp, "Earned Degrees in English Language and Literature/Letters Conferred by Degree-Granting Institutions, by Level of Degree and Sex of Student: 1949-50 to 1995-96."
40. Lionel Trilling, "The Function of the Little Magazine," in The Liberal Imagination: Essays on Literature and Society (Oxford and Melbourne: Oxford University Press, 1981), p. 94.
41. Aldous Huxley, Proper Studies (Garden City, NY: Doubleday, Doran, 1927), pp. 169-70.
42. Kerr, Uses of the University, pp. 21-22.
43. Efforts to promote the importance of teaching in tenure decisions, and thus to mitigate the prestige of research, can have ironic results. A recent study (Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship, ed. by KerryAnn O'Meara and R. Eugene Rice, San Francisco: Jossey-Bass, 2005) suggests that calls to give more credit to teaching may simply wind up by becoming demands that faculty members be better in everything, including traditional models of research. ed. by KerryAnn O'Meara and R. Eugene Rice, San Francisco: Jossey-Bass, 2005)
44. Peter Givler, "Scholarly Books, the Coin of the Realm of Knowledge," Chronicle of Higher Education, November 12, 1999, p. 46.
45. Herbert L. Packer, "Academic Freedom and the Franklin Case," Commentary, April 1972, pp. 78-84.
46. Historical irony: in October of 1968, Mao expelled Liu Shao-chi from the party. With his departure, the Cultural Revolution ended. Mao had removed a potential rival in the party and saw no need for the Cultural Revolution to continue.
47. A Chronology of Stanford University and its Founders: 1824-2000 (Stanford, CA: Stanford Historical Society, 2001), p. 107.
48. Packer, "Academic Freedom and the Franklin Case," p. 78.
49. Franklin's "Teaching of Literature in the Highest Academies of the Empire," in The Politics of Literature: Dissenting Essays on the Teaching of English, ed. by Louis Kampf and Paul Lauter (New York: Pantheon Books, 1972), p. 102.
50. The introduction to the book The Essential Stalin (New York: Doubleday, Anchor Books, 1972)
51. Ian Watt, "The Humanities on the River Kwai," as reprinted in The Literal Imagination: Selected Essays," ed. by Bruce Thompson (Palo Alto, CA: The Society for the Promotion of Science and Scholarship, and Stanford, CA: The Stanford Humanities Center, 2002), p. 250.
52. Robin Wilson, "Contracts Replace the Tenure Track for a Growing Number of Professors," Chronicle of Higher Education, June 12, 1998. In 2002, the National Center for Education Statistics said: "that there has been an increase in the number and percentage of part-time faculty over the last 20 years is undeniable." See "Part-time Instructional Faculty and Staff: Who They Are, What They Do, and What They Think," http://nces.ed.gov/pubs2002/2002163.pdf.
53. W. B. Carnochan, The Battleground of the Curriculum: Liberal Education and American Experience (Stanford, CA: Stanford University Press, 1993).
54. Herbert Lindenberger, The History in Literature: On Value, Genre, Institutions (New York: Columbia University Press, 1990), p. 151.
55. Louis Menand, "The End of the Golden Age," New York Review of Books, October 18, 2001.
56. Menand, "The Demise of Disciplinary Authority," in What's Happened to the Humanities, ed. by Alvin Kernan (Princeton: Princeton University Press, 1997), p. 215.
57. As Andrew Delbanco has written, "while old works will always attract new interpretations from new readers, and the canon will continue to expand with the discovery of overlooked writers-a process that has accelerated enormously over the last twenty-five years with the entrance into the profession of women and minorities-the growth of English departments at anything like its former pace cannot be justified on the grounds that literary 'research' continues to produce invaluable new knowledge." "The Decline and Fall of Literature," New York Review of Books, November 4, 1999 http://www.nybooks.com/articles/318).
58. With the teaching often carried on in an atmosphere described by the literary critic Frederick Crews as made up of "epistemic relativism, pop-cultural leveling, radical proselytizing, and the tunnel vision of 'subject positions.' " December 1, 2005.
59. Todorov, "Crimes Against Humanities," New Republic, July 3, 1989, p. 30.
60. Lynn Hunt, "Democratization and Decline? The Consequence of Demographic Change in the Humanities," in What's Happened to the Humanities, ed. by Alvin Kernan (Princeton: Princeton University Press, 1997), p. 22.
61. David Pearce Snyder and Gregg Edwards, "Roller Coaster 2000: Forces Reshaping Daily Life and Work in America: 1990-2010," http://exploringleadershipcolloq.gsfc.nasa.gov/1998-99/snyder2.pdf.
62. Hunt, "Democratization and Decline?," p. 20.
63. Trilling, "On the Teaching of Modern Literature," in Beyond Culture: Essays on Literature and Learning (New York: Harcourt Brace Jovanovich, 1978).
64. "About 45 percent of all full-time faculty at Title IV degree-granting institutions were tenured in fall 2003 an additional 20 percent were nontenured but in tenure-track positions." See Staff in Postsecondary Institutions, Fall 2003, and Salaries of Full-Time Instructional Faculty, 2003-2004, report from the National Center for Education Statistics (http://nces.ed.gov/pubs2005/2005155.pdf).
65. Rosovsky, The University: An Owner's Manual (New York: W.W. Norton, 1990), pp. 213-14.
66. Lisa Wolfe, "Twenty Something," Vogue, September 1988, pp. 682-85, 754.
67. Richard J. Margolis, "The Two Nations at Wesleyan University," New York Times, Jan. 18, 1970, pp. 9, 49, 54, 60.
68. Richard Hofstadter and Walter Metzger, The Development of Academic Freedom in the United States (New York and London: Columbia University Press, 1955), p. 121.
69. Rodney T. Hartnett, "College and University Trustees: Their Backgrounds, Roles, and Educational Attitudes," in The State of the University: Authority and Change, ed. by Carlos E. Kruytbosch and Sheldon L. Messinger (Beverly Hills: Sage Publications, 1970), p. 63.
70. Kerr, Uses of the University, pp. 29-30.
71. Robert Birnbaum, "The Dilemma of Presidential Leadership," in American Higher Education in the Twenty-First Century, ed. by Philip G. Altbach, Robert O. Berdahl, and Patricia J. Gumport (Baltimore and London: Johns Hopkins University Press, 1999), p. 329.
72. Robert Birnbaum, "The Dilemma of Presidential Leadership," pp. 329 and 328.
73. Michael D. Cohen and James G. March, Leadership and Ambiguity: The American College President (New York: McGraw-Hill, 1974), p. 203. Michael D. Cohen and James G. March, Leadership and Ambiguity: The American College President (New York: McGraw-Hill, 1974), p. 203.
74. A recent study finds that eliminating affirmative action at elite schools would lower acceptance rates for African-American and Hispanic applicants by as much as one-half to two-thirds, while white applicants would gain little if these racial and ethnic preferences were removed. The greatest advantage would go to Asian applicants; they would take four out of every five seats created by accepting fewer African-American and Hispanic students. Acceptances for Asian applicants would go up from nearly 18 percent to more than 23 percent.
75. Thomas J. Espenshade and Chang Y. Chung, "The Opportunity Cost of Admission Preferences at Elite Universities," Social Science Quarterly 86:2 (June 2005): 293-305.
76. In fact, the Supreme Court decisions of June 23, 2003 (Grutter v. Bollinger et al. and Gratz et al. v. Bollinger et al.) allowed the inclusion of race as one of the factors that could be used in admission processes. Affirmative action would be permitted, provided that race would not be the only consideration.
77. As reported by David Leonhardt, "As Wealthy Fill Top Colleges, New Efforts to Level the Field," New York Times, April 22, 2004.
78. According to a study conducted in 2005 by the Institute for Diversity and Ethics in Sport at the University of Central Florida, of the 56 Division I-A football teams selected to participate in bowl games for that year, 27 schools or 48 percent did not have even 50 percent graduation rate for their football teams.
79. Paul Pain, "Help Wanted, Please: Applicant Pools for Top Administrative Posts Are Shrinking," Chronicle of Higher Education, December 10, 2004, p. A24.
80. Harold Shapiro, "University Presidents-Then and Now," in Universities and Their Leadership, ed. by William G. Bowen and Harold Shapiro (Princeton: Princeton University Press, 1998), p. 65.
81. J. McKeen Cattell, University Control (New York: Arno Press, 1977; reprint of original 1913 edition), p. 33.
82. Shapiro, "University Presidents-Then and Now," pp. 67-68.
83. My walks around the Emory campus told me that most of the people I saw working for the university were not, in fact, teaching at all. Those people made up the bulk of the Emory payroll-some 68 percent of it. Other schools showed the same thing. Employees who are not teachers comprise 75 percent of Harvard's total payroll, 80 percent at Princeton, and a whopping 85 percent at Vanderbilt. Professors, that is, constitute only a minority of university workers; the majority is made up of administrators of various sorts, fund-raisers, maintenance and clerical personnel, and myriad technical and support staff.
84. "2003 Fall Staff Survey" conducted by the Integrated Postsecondary Education Data System (IPEDS) of the National Center for Education Statistics, http://nces.ed.gov/ipedspas.
85. John Henry Cardinal Newman, The Idea of a University (New Haven & London: Yale University Press, 1996; originally published in 1852), p. 118.
86. National Survey of Counseling Center Directors, conducted annually by Dr. Robert P. Gallagher of the University of Pittsburgh, as reported by Mary Duenwald, "The Dorms May Be Great, but How's the Counseling?" New York Times, October 26, 2004, section F, p. 1.
87. A first-rate study of the many issues involved in this problem is: Donald G. Stein, ed., Buying In or Selling Out: The Commercialization of the American Research University (Piscataway, NJ: Rutgers University Press, 2004). In it more than a dozen experts look at the many complexities involving academic life and commercial possibilities.
88. The National Collegiate Athletic Association disclosed in early 2005 that almost one half of the top-level college football and men's basketball teams would likely graduate less than half of their athletes.
89. Chronicle of Higher Education, March 11, 2005, p. A40.
90. A Call to Action: Reconnecting College Sports and Higher Education: Report of the Knight Foundation Commission on Intercollegiate Athletics, June 2001, pp. 11, 20, and 13.
91. James L. Shulman and William G. Bowen, The Game of Life: College Sports and Educational Values (Princeton: Princeton University Press, 2002).
92. Murray Sperber, College Sports Inc.: The Athletic Department vs the University (New York: Henry Holt and Co., 1990), pp. 4 and 2.
93. William G. Bowen and Sarah A. Levin, in collaboration with James L. Schulman, Colin G. Campbell, Susanne C. Pichler, and Martin A. Kurzweil, Reclaiming the Game: College Sports and Educational Values (Princeton: Princeton University Press, 2003).
94. Arthur Levine, "Succeeding as a Leader; Failing as a President," Change, January/February, 1998, p. 43.
95. Julianne Basinger, "In a Surprise, Cornell Chief Steps Down," Chronicle of Higher Education June 24, 2005, p. A1.
96. The American Association of University Professors reports that, in 2004-05, the ratio of the salaries of presidents to average full professors at public doctoral institutions was 3.02 at the median and 5.07 at the maximum; at private doctoral institutions, the median was 3.27 and the maximum was 6.72. At some schools, then, the president was deemed almost seven times as valuable as the average full professor.
97. AAUP website: http://www.aaup.org/research/Index.htm.
98. Julianne Basinger, "High Pay, Hard Questions," Chronicle of Higher Education, November 9, 2004. In the 2004 fiscal year one university president received $1.33 million in total compensation from his institution, and he made an additional $275,000 by serving on five corporate boards.
99. Audrey Williams June, "College Presidents Break into the Million-Dollar Club," Chronicle of Higher Education, November 18, 2005, pp. B12-B14.
100. The American College President (Washington, DC: American Council on Education, 2002). This report, found at http://www.acenet.edu, says: "The average length of service as president remained steady at 6.3 years in 1986 and 6.6 years in 2001."
101. Presidents Make a Difference: Strengthening Leadership in Colleges and Universities (Washington, DC: Association of Governing Boards of Colleges and Universities, 1984), p. xii.
102. Like cancer itself, the budgetary growth of big-time athletics within the body of universities grows faster than almost anything else. A new NCAA subcommittee on fiscal responsibility, which sees that "current trends are not sustainable," and that presidents must act to stave off "a looming crisis," reports that, "for the 2001-03 period, athletics operating expenditures in each subdivision of Division I grew more than three times as fast as total university operating expenditures." See NCAA Presidential Task Force, "White Paper No. 1 (Draft)," October 10, 2005.
103. Richard Jenkyns, "Mother Tongue," Prospect Magazine, January 2005, http://www.prospect-magazine.co.uk.
104. James J. Duderstadt, A University for the 21st Century (Ann Arbor: University of Michigan Press, 2000), p. 303.