Old main: Small colleges in twenty-first century America

Old Main: Small Colleges in Twenty-First Century America

Volumn , Issue , 2005, Pages 1-271

  Schuman, Samuel ^a  

^a NONE

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References (305)

1. This is a difficult figure to pin down: much depends upon who counts and what is counted. In the Carnegie Classification of Institutions of Higher Education, 2000 ed., 606 institutions, or 15.5 percent of all American postsecondary schools, were classified as "Baccalaureate Colleges." The other classes are Doctoral/Research Universities, Master's Colleges and Universities (which includes numerous colleges usually considered "liberal arts colleges"), Associate's Colleges, Specialized Institutions, and Tribal Colleges. Obviously, the actual number of students enrolled at the Baccalaureate institutions is going to be a smaller percentage, since those institutions tend to be significantly smaller. The average enrollment of Doctoral Research Universities is 16, 948, that of Baccalaureate Colleges just 1, 516. Based on the 1999 data from the National Center for Educational Statistics (NCES), 1.3 million students were enrolled in Baccalaureate Colleges, of an undergraduate national population of 14.8 million, or 9 percent. The smallest figure I have encountered is Steven Koblik's, which also dates from the year 2000: "Today only 4 percent of all American baccalaureate degrees are awarded at [residential liberal arts colleges]" (foreword to Distinctively American: The Residential Liberal Arts College (New Brunswick: Transaction Publishers, 2000), xv).
2. Obviously, Koblik's class of concern is slightly different than mine but overlaps with it. David Breneman (Liberal Arts Colleges: Thriving, Surviving, or Endangered [Washington, DC: Brookings Institution, 1994]) states that, in 1987, 4.4 percent of U. S. college students were enrolled in small liberal arts colleges. It is therefore possible to estimate that somewhere between 4 and 10 percent of contemporary undergraduate college students attend small colleges.
3. See, for example, George Keller, Academic Strategy (Baltimore: Johns Hopkins University Press, 1983).
4. Virginia Lee Burton, The Little House (Boston: Houghton Mifflin, 1942).
5. That is, the sorts of changes that Peter Eckel, Madeleine Green, and Barbara Hill call "adjustments", rather than " transformative", in On Change V (Washington, DC: American Council on Education, 2001), 6.
6. Community College of the Air Force Web site: www.au.af.mil/au/ccaf/ whoweare.html.
7. Breneman, Liberal Arts Colleges.
8. Interview, April 2003.
9. Ernest K. Boyer, College: The Undergraduate Experience in America (New York: Harper and Row, 1987).
10. Breneman, Liberal Arts Colleges. One of Breneman's major points is that the number of focused liberal arts colleges has shrunk.
11. Virginia Smith and Alison Bernstein, The Impersonal Campus (San Francisco: Jossey-Bass, 1979), x; my italics.
12. For example, in G. Grant and D. Riesman, The Perpetual Dream: Reform and Experiment in the American College (Chicago: University of Chicago Press, 1978).
13. David G. Winter, David C. McClelland, and Abigail J. Stewart, A New Case for the Liberal Arts (San Francisco: Jossey-Bass, 1981).
14. See also, even less "new", Sidney S. Letter, ed., New Prospects for the Small Liberal Arts College (New York: Teachers College Press, Columbia University, 1968).
15. Boyer, College, 146.
16. Winter, McClelland, and Stewart, New Case, 20.
17. National Survey of Student Engagement, 2002, 7.
18. Office of Institutional Research and Reporting, University of Minnesota, Students' Perspectives on Their Experiences at the University of Minnesota (report, November 2001).
19. Howard R. Bowen, Investment in Learning: The Individual and Social Value of American Higher Education (1978; rpt., Baltimore: Johns Hopkins University Press, 1997), 248.
20. Francis Oakley, Community of Learning (New York: Oxford University Press, 1992), 145.
21. A. M. Cohen, The Shaping of American Higher Education (San Francisco: Jossey-Bass, 1998), 10.
22. These and several other institutional descriptions are taken from Julia Cass-Liepman, ed., Cass and Birnbaum' s Guide to American Colleges, 17th ed. (New York: HarperCollins, 1996). Bluffton College is a Mennonite institution, founded at the very end of the nineteenth century. It is located in a small town, which is itself only abut 6 percent the size of Ohio State University, less than a two-hour drive away.
23. John D. Pulliam, History of Education in America, 4th ed. (Columbus: Merrill, 1987), 36.
24. Arthur Levine, Handbook on Undergraduate Curriculum (San Francisco: Jossey-Bass, 1978), 3 ff.;
25. Francis Oakley, Community, 25.
26. Richard Hofstadter and Wilson Smith, eds., American Higher Education: A Documentary History, 2 vols. (Chicago: University of Chicago Press, 1961), 1:2.
27. Cohen, American Higher Education, 62.
28. Donald Tewksbury, The Founding of American Colleges and Universities before the Civil War (New York: Teachers College Press, 1932), 28. Other estimates of the mortality of these early-nineteenth-century colleges are not quite this high.
29. David Breneman, Liberal Arts Colleges: Thriving, Surviving, or Endangered (Washington, DC: Brookings Institution, 1994).
30. Donald Scott, "Evangelicalism, Revivalism, and the Second Great Awakening", National Humanities Center, Teacher Serve, Web site, www.nhc.rtp. nc.us/tserve/tserve.htm.
31. Tewksbury, Founding, 1.
32. Erin J. Brock, Centenary College of Louisiana (Charleston, SC: Arcadia Publishing, 2000), 7-33.
33. Alan Jones, Pioneering: 1846-1996-A Photographic and Documentary History of Grinnell College (Grinnell, IA: Grinnell College, 1996), 12-20.
34. Anon., Southwestern: A University's Transformation (Georgetown, TX: Southwestern University, 1999), 2-4.
35. Irene Harwarth, Mindi Malne, and Elizabeth De Bra, Women's Colleges in the United States: History, Issues, and Challenges (Washington, DC: U. S. Government Printing Office, 1997).
36. See the information on small women's colleges in Charlyn Sewell Fisher, "An Analysis of Factors within Institutional Environments That Are Supportive of Women Students in Five Types of Small Colleges in the United States" (Ph. D. diss., Gonzaga University, 2001).
37. Helen Lefkowitz Horowitz, Alma Mater: Design and Experience in the Women' s Colleges from Their Nineteenth-Century Beginnings to the 1930s (New York: Knopf, 1985).
38. Harwarth, Malne, and DeBra, "Women's Colleges."
39. Encyclopedia Africana Web site, www.africana.com.
40. L. Dean Webb, Arlene Metha, and K. Fordis Jordan, Foundations of American Education (New York: Merrill, 1992) 135.
41. Webb, Metha, and Jordan, Foundations, 135.
42. Reprinted, in part, in Hofstadter and Smith, American Higher Education, 275-91.
43. Burton R. Clark, The Distinctive College: Antioch, Reed, and Swarthmore (Chicago: Aldine, 1970), 172.
44. Cohen, American Higher Education, 103; my italics.
45. Pulliam, History, 109.
46. George A. Baker, A Handbook on the Community College in America (Westport, CT: Greenwood Press, 1994), 7-10.
47. Leland L. Medsker, The Junior College (New York: McGraw-Hill, 1960), 11.
48. Carnegie Classification 2000 Web site.
49. Breneman, Liberal Arts Colleges, 20
50. Hofstadter and Smith, American Higher Education, 697-747, esp. 699.
51. Levine, Handbook on Undergraduate Curriculum, 28-53.
52. Levine, Handbook on Undergraduate Curriculum, 5.
53. Webb, Foundations, 147.
54. Cohen, American Higher Education, 105.
55. Christopher Jencks and David Riesman, The Academic Revolution (Garden City, NY: Doubleday, 1968), 13.
56. Gerald Graff, Professing Literature: An Institutional History (Chicago: University of Chicago Press, 1987), 1.
57. Graff, Professing Literature, 55.
58. Richard Ohmann, English in America: A Radical View of the Profession (New York: Oxford University Press, 1976), 242.
59. See also Wallace Douglas, "Some Questions about the Teaching of Works of Literary Art", ADE Bulletin 25(May 1970):31-45;
60. and William Riley Parker, "Where Do English Departments Come From?" College English 28(1967):339-51.
61. Ohmann, English in America, 260.
62. Cohen, American Higher Education, 187.
63. Breneman, Liberal Arts Colleges, 11-15.
64. Cohen, American Higher Education, 192.
65. Cohen, American Higher Education, 300-301.
66. Levine, Handbook on Undergraduate Curriculum, 359-63. Columbia and the University of Chicago initiated at this time similar curricular reforms that were somewhat less in the public spotlight than the Harvard developments.
67. "A Primer on the Associated New American Colleges", Web site, www.anac.vir.org/.
68. Paul Neely, "The Threats to Liberal Arts Colleges", Daedalus 129(Winter 1999):27 ff.
69. Reprinted in Koblik and Graubard, Distinctively American; and online at ELM Expanded Academic ASAP Plus.
70. Cohen, American Higher Education.
71. Stacy Teicher, "Twenty Six Renaissance Men", Christian Science Monitor, 19 February 2002;
72. Chronicle of Higher Education (September 2002).
73. Council of Public Liberal Arts Colleges, Prospectus: The Case for Public Liberal Arts Colleges (n. p., n. d.), 25.
74. Loren Pope, Colleges That Change Lives (New York: Penguin, 1996), 8.
75. Alfred T. Hill, The Small College Meets the Challenge (New York: McGraw-Hill, 1959);
76. Lewis B. Mayhew, The Smaller Liberal Arts College (New York: Center for Applied Research in Education, 1962).
77. S. Koblik and S. R. Graubard, eds., Distinctively American: The Residential Liberal Arts College (New Brunswick: Transaction Publishers, 2000).
78. Robert Nesbit Hillcoat, "Should and Can the Small American Liberal Arts Colleges Survive?" (Ph. D. diss., Wayne State University, 1982).
79. National Center for Educational Statistics Web site.
80. Howard R. Bowen, Investment in Learning: The Individual and Social Value of American Higher Education (San Francisco: Jossey-Bass, 1978), 248.
81. David W. Breneman, Liberal Arts Colleges: Thriving, Surviving, or Endangered? (Washington, DC: Brookings Institution), esp. 11-15.
82. This same figure, 212, is used throughout Koblik and Graubard, Distinctively American.
83. Carnegie Classification of Institutions of Higher Education, 2000, Web site, www.carnegiefoundation.org/Classification/CIHE2000/Tables.htm.
84. Colby-Sawyer College catalog, 2002-3, 2-3.
85. Grinnell College catalog, 2001-2, 2.
86. Interview, Provost David Prior, University of Wisconsin-Superior, 30 September 2002.
87. Westmont College catalog, 2002-3, 12-19.
88. George Fox University catalog, 2002-3, 9.
89. Chad J. Jolly, "The Relationship between the 'Official' and 'Operative' Identities of a Private Liberal Arts College" (Ph. D. diss., University of Missouri-Kansas City, 2001).
90. Yeshiva University Web site.
91. Burton R. Clark, The Distinctive College: Antioch, Reed, and Swarthmore (Chicago: Aldine, 1970), 99, 13-88.
92. Cited in Julia Cass-Liepman, ed., Cass and Birnbaum' s Guide to American Colleges, 17th ed. (New York: HarperCollins, 1996).
93. Richard Hersch, "Generating Ideals and Transforming Lives: A Contemporary Case for the Residential Liberal Arts College", in Koblick, Distinctively American, 180.
94. Ernest J. Pascarella, Patrick T. Terenzini, and Lee M. Wolfle, "Orientation to College", Journal of Higher Education 57(1986):155-56.
95. George D. Kuh, John H. Schuh, Elizabeth J. Whitt, and Associates, Involving Colleges (San Francisco: Jossey-Bass, 1991), 10.
96. Alexander Astin and Calvin Lee, The Invisible Colleges (New York: McGraw-Hill, 1972), 99.
97. Ernest J. Pascarella and Patrick T. Terezini, How College Affects Students (San Francisco: Jossey-Bass, 1991), 601.
98. Alexander Astin, What Matters in College: Four Critical Years Revisited (San Francisco: Jossey-Bass, 1993), 230.
99. National College Athletics Association 2001 Annual Membership Report.
100. See the fascinating discussion of the athletic tradition at Swarthmore in Clark, Distinctive College, 171-230.
101. Astin and Lee, Invisible Colleges, 47.
102. Fiscal data from Grinnell College and Wellesley College.
103. See, for example, E. F. Cheit, The New Depression in Higher Education (New York: McGraw-Hill, 1971).
104. This information is from the catalogs, in order, of Grinnell College, Wellesley College, the College of New Rochelle, Westmont College, Centenary College, Colby-Sawyer College, St. Andrews Presbyterian College, and George Fox University.
105. Alexander Astin, Achieving Educational Excellence: A Critical Assessment of Priorities and Practices in Higher Education (San Francisco: Jossey-Bass, 1985), 4.
106. Julia Cass-Liepmann, Guide to American Colleges, 680.
107. Astin and Lee, Invisible Colleges, 47.
108. Grinnell College catalog.
109. Westmont College admissions brochure, "Five Great Reasons to Choose a Christian College", n. d.
110. Mary Ellen Ashcroft, "Risky Business? Teaching Literature at a Christian Liberal Arts College", American Experiment Quarterly (Winter 1999-2000): 24.
111. Ashcroft, "Risky Business", 16.
112. Christopher Jencks and David Riesman, The Academic Revolution (Garden City, NY: Doubleday, 1968);
113. also see The Academic Revolution by Christopher Jencks and David Riesman for a full and thoughtful, if occasionally opinionated, discussion of American Catholic colleges.
114. Donald Tewksbury, The Founding of American Colleges and Universities before the Civil War (New York: Teachers College, 1932), 32-33.
115. Clark, Distinctive College.
116. Warren Wilson College, campus interviews, February 2003.
117. G. Grant and David Riesman, The Perpetual Dream: Reform and Experiment in the American College (Chicago: University of Chicago Press, 1978), 15-178.
118. Epigraph: Interview, 10 February 2003.
119. Interview with University Relations staff, Southwestern University, 12 February 2003.
120. Statement from the "Conference on the Growing Use of Part-Time and Adjunct Faculty", Washington, DC, 26-27 September 1997.
121. Eugene L. Anderson, The New Professoriate (Washington, DC: ACE, 2002), 13. In many cases the part-time employee is the spouse of a full-time faculty member in a two-career family.
122. Interview, April 2003.
123. NCES, figs. 62, 64, and 65.
124. National Study of Postsecondary Faculty, 1999.
125. Ernest Boyer, College: The Undergraduate Experience in America (New York: Harper and Row, 1987), 243.
126. NCES, fig. 139.
127. Anderson, New Professoriate, 3.
128. AAUP Web site, "Part-time and Non-Tenure-Track Faculty", www.aaupnet.org.
129. James Kissane, Mild Outbursts (Grinnell, IA: Grinnell College), 1996;
130. James Axtell, The Pleasures of Academe: A Celebration and Defense of Higher Education (Lincoln: University of Nebraska Press), 1998.
131. Howard R. Bowen, Investment in Learning: The Individual and Social Value of Higher Education (San Francisco: Jossey-Bass, 1978), 248.
132. See, for example, "The Measured Effects of Higher Education", Annals of the American Academy of Political and Social Science (November 1972): 1-20.
133. A. W. Chickering, "Institutional Size and Student Development" (presentation at the Council for the Advancement of Small Colleges annual meeting, 1965);
134. and "Personality Development and the College Experience", with John Mc-Cormick, Research in Higher Education 1(1973):43-70.
135. K. A. Feldman and T. M. Newcomb, The Impact of College on Students, 2 vols. (San Francisco: Jossey-Bass, 1969).
136. C. R. Pace, Evaluating Liberal Education (Los Angeles: University of California Press, 1974);
137. and Measuring Outcomes of College: Fifty Years of Findings and Recommendations for the Future (San Francisco: Jossey-Bass, 1979), 151.
138. D. A. Rock, J. A. Centra, and R. L. Linn, The Identification and Evaluation of College Effects on Student Achievement (Princeton: ETS, 1969).
139. Robert H. Knapp and Joseph J. Greenbaum, The Younger American Scholar: His Collegiate Origins (Chicago: University of Chicago Press, 1953);
140. Robert H. Knapp and H. B. Goodrich, Origins of American Scientists (New York: Russell and Russell, 1952).
141. Knapp and Greenbaum, Younger American Scholar, esp. 47.
142. Boyer, College, 75.
143. Alexander Astin, Achieving Educational Excellence: A Critical Assessment of Priorities and Practices in Higher Education (San Francisco: Jossey-Bass, 1985).
144. Russell Kirk, Decadence and Renewal in the Higher Learning (South Bend, IN: Gateway Editions, 1975), xv, xvi, 82.
145. Astin, What Matters in College: Four Critical Years Revisited (San Francisco: Jossey-Bass, 1993).
146. "How the Liberal Arts College Affects Students", in Distinctly American, 83.
147. Wellesley College view book, "Make a Difference", 37.
148. The George Fox University Annual Report, 2000-2001, fig. F-1. Similarly, at George Fox 344 of 345 entering freshmen reported themselves as having a protestant Christian denominational affiliation.
149. Interview, Southwestern University, 12 February 2003.
150. Clark, Distinctive College.
151. Deborah Jean Swiss, "The Evolution of a Small College Presidency: Bowdoin College, 1885-1978" (Ph. D. diss., Bowling Green University, 1993).
152. Gary Bonvillian and Robert Murphy, The Liberal Arts College Adapting to Change (New York: Garland, 1996).
153. Arthur F. Kirk Jr., "Strategies to Affect the Survival of a Small College: A Case Study" (Ed. D. diss., Columbia University, 1984).
154. Helen Lefkowitz Horowitz, Alma Mater: Design and Experience in the Women' s College from Their Nineteenth-Century Beginnings to the 1930s (New York: Knopf, 1985).
155. P. F. Kluge, Alma Mater: A College Homecoming (Reading, MA: Addison-Wesley, 1993).
156. Roger Kimball, Tenured Radicals: How Politics Has Corrupted Our Higher Education (New York: Harper, 1990), 2.
157. Charles Kors and Harvey Silvergate, The Shadow University: The Betrayal of Liberty on America's Campuses (New York: Free Press, 1998).
158. Rita Bornstein, Legitimacy in the Academic Presidency (Westport, CT: Praeger, 2003).
159. A sampling of studies of the American college presidency, especially at small colleges: F. Stuart Gulley, The Academic President as Moral Leader (Macon, GA: Mercer University Press, 2001);
160. James Fisher and James Koch, Presidential Leadership: Making a Difference (Westport, CT: Greenwood, 1996);
161. Mary Kay Murphy, The Advancement President and the Academy: Profiles in Institutional Leadership (Westport, CT: Greenwood, 1997);
162. Robert Birnbaum, How Academic Leadership Works: Understanding Success and Failure in the College Presidency (San Francisco: Jossey-Bass, 1992);
163. Ann Sontz, The American College President, 1636-1989: A Critical Review and Bibliography (Westport, CT: Greenwood, 1991);
164. Francis Oakley, Leadership Challenges of a College Presidency (Lewiston, NY: Edwin Mellin Press, 2002);
165. Joseph Crowley, No Equal in the World: An Interpretation of the Academic Presidency (Las Vegas: University of Nevada Press, 1995);
166. Peter Sammartino, The President of a Small College (Rutherford, NJ: Fairleigh Dickinson College Press, Associated University Presses, 1954);
167. Duane Dagley, ed., Courage in Mission: Presidential Leadership in the Church-Related College (Washington, DC: CASE, 1988);
168. James Fisher, The Power of the Presidency (New York: ACE, Macmillan, 1984);
169. Lyman A. Glenny et al., Presidents Confront Reality: From Edifice Complex to the University without Walls (San Francisco: Jossey-Bass, 1976).
170. Erin J. Brock, Centenary College of Louisiana (Charleston, SC: Arcadia, 2000), 45-46.
171. Wellesley College Web site, college president's page, www.wellesley.edu/PublicAffairs/President/president.html.
172. John Scholte Nollen, Grinnell College (Iowa City: State Historical Society of Iowa, 1953), 103 ff.
173. Nollen, Grinnell College, 107.
174. Rita Bornstein, Legitimacy in the Academic Presidency (Westport, CT: Praeger, 2003).
175. Bornstein, Legitimacy in the Academic Presidency, 13-14.
176. Newsweek, 5 January 2004, 78.
177. Epigraphs: Interview, Morehouse College, 16 January 2003;
178. Cardinal J. H. Newman, The Idea of a University (London: Longmans, Green, 1852), 146-48.
179. Campus visit, February 2003.
180. Zelda Gamson and Associates, Liberating Education (San Francisco: Jossey-Bass, 1984), 31.
181. Loren Pope, Colleges That Change Lives (New York: Penguin, 1996), 3.
182. Interview, April 2003.
183. Douglas A. Heath, Growing Up in College: Liberal Education and Maturity (San Francisco: Jossey-Bass, 1968), 241.
184. Alan E. Bayer, "Faculty Composition, Institutional Structure, and Students' College Environment", Journal of Higher Education 46, no. 5(September-October 1975):549-65.
185. Humphrey Doerman and Henry Drewry, Stand and Prosper (Princeton, NJ: Princeton University Press, 2001), 236.
186. National Center for Education Statistics (NCES), 2000 Digest of Educational Statistics Web site, www.nces.gov.
187. See also Association of American Colleges and Universities (AAC&U), American Pluralism and the College Curriculum: Higher Education in a Diverse Democracy (Washington, DC: AAC&U, 1995).
188. AAC&U, American Pluralism, xi.
189. The Compact Edition of the Oxford English Dictionary (Oxford: Clarendon Press, 1971), 702. A dictionary of sociology (Iverson' s WebRef Sociological Dictionary) notes that community is "the most ambiguous word used by sociologists!"
190. Gamson, Liberating Education, 170.
191. Morehouse College catalog, 2002-3, 75, 64, 95.
192. Bratton, Southwestern, 27-28.
193. Martin Van der Werf, "Money and Management: Mount Senario's Final Act", Chronicle of Higher Education, 14 June 2002, www.chronicle.com.
194. Colby-Sawyer College catalog, 2001-2, 2-5.
195. Wellesley Bulletin, 92, no. 1(September 2002):4.
196. Robert D. Putnam, Bowling Alone (New York: Simon and Schuster, 2000).
197. Putnam, Bowling Alone, 405.
198. Roger Barker and Paul Gump, in Big School, Small School: High School Size and Student Behavior (Stanford: Stanford University Press, 1964), similarly make the case that the qualities inherent in small high schools support characteristics that have been associated with effective high schools.
199. Howard R. Bowen, Investment in Learning: The Individual and Social Value of American Higher Education (San Francisco: Jossey-Bass, 1978), 142-57.
200. Bowen, Investment in Learning, 143.
201. See, for example, G. Gallop, Attitudes of College Students on Political, Social, and Economic Issues (Princeton: Gallup Poll, 1975)
202. Daniel Yankelovich, The New Morality (New York: McGraw-Hill, 1974).
203. Campbell, Converse, Miller, and Stokes, The American Voter (New York: Wiley, 1960).
204. Yankelovich, New Morality, 120-21.
205. Bowen, Investment in Learning, 248.
206. David G. Winter, David C. McClelland, and Abigale J. Stewart, A New Case for the Liberal Arts: Assessing Institutional Goals and Student Development (San Francisco: Jossey-Bass, 1981), 90-95.
207. Winter, McClelland, and Stewart, New Case for the Liberal Arts, 116-17.
208. D. A. Heath, Growing Up in College: Liberal Education and Maturity (San Francisco: Jossey-Bass, 1968).
209. This information about student participation opportunities is gleaned from the Wellesley College Web site, www.wellesley.com; the 2002 "Wellesley facts" brochure; and the 2002 Wellesley College view book.
210. Burton R. Clark, The Distinctive College: Antioch, Reed, and Swarthmore (Chicago: Aldine, 1970), 257.
211. Campus visit, March 2003.
212. Gamson, Liberating Education, 107.
213. Campus visit, December 2002.
214. Michael McPherson and Morton Owen Shapiro, "The Future Economic Challenges for the Liberal Arts Colleges", in Distinctively American: The Residential Liberal Arts College, ed. S. Koblik and S. R. Graubard (New Brunswick: Transaction Publishers, 2000), 71.
215. Ernest J. Pascarella, "Student-Faculty Informal Contact and College Outcomes", Review of Educational Research 50(Winter 1980):571.
216. Arthur Chickering and J. McCormick, "Personality Development and the College Experience", Research in Higher Education 1(1973):64.
217. Arthur W. Chickering and Zelda Gamson, "Seven Principles for Good Practice in Undergraduate Education", Wingspread Journal 9, no. 2(June 1987):1.
218. Eva T. H. Brann, "The American College as the Place for Liberal Learning", in Koblik, Distinctively American, 168.
219. Interview, April 2003.
220. Interview, 12 February 2003.
221. Interviews, Centenary College and Southwestern University, 10 and 12 February 2003.
222. Comment recorded during a conversation with a faculty member at Morehouse College, Atlanta, January 2003.
223. Richard Ekman, telephone interview, 21 January 2003.
224. William G. Perry Jr., Forms of Intellectual and Ethical Development in the College Years: A Scheme (New York: Holt, Rinehart and Winston, 1970), 213.
225. Francis Oakley, Community of Learning (New York: Oxford University Press, 1992), 152.
226. Francis Oakley, Community of Learning (New York: Oxford University Press, 1992), 171.
227. Jerry Gaff in conversation with the author, February 2003.
228. Zelda Gamson and Associates, Liberating Education (San Francisco: Jossey-Bass, 1984), 40.
229. Gamson, Liberating Education, 125-26.
230. Carnegie Foundation for the Advancement of Teaching, Missions of the College Curriculum: A Contemporary Review with Suggestions (San Francisco: Jossey-Bass, 1977).
231. See G. W. Hazzard, "Knowledge Integration in Undergraduate Liberal Learning", Forum for Liberal Education 2(1979):1-3.
232. Ernest Boyer, Scholarship Reconsidered: Priorities of the Professoriate (Princeton: Carnegie Foundation for the Advancement of Teaching, 1990), 54-55.
233. See, for example, Alexander Astin, "How the Liberal Arts College Affects Students", in Distinctively American: The Residential Liberal Arts College, ed. S. Koblik and S. R. Graubard (New Brunswick: Transaction Publishers, 2000), 77-100;
234. Arthur W. Chickering and Zelda Gamson, "Seven Principles for Good Practice in Undergraduate Education", Wingspread Journal 9, no. 2 (June 1987);
235. Richard Hersh, "Generating Ideals and Transforming Lives", in Koblik, Distinctively American, 173-94.
236. Interview during site visit, 10 February 2003, Centenary College.
237. Opening Convocation, Denison University, August 2001.
238. Richard Hersh, "Generating Ideals and Transforming Life: A Contemporary Case for the Residential Liberal Arts College", in Koblik, Distinctively American, 180.
239. Parker J. Palmer, The Courage to Teach (San Francisco: Jossey-Bass, 1998), 2, 167-68.
240. Campus visit, February 2003.
241. Virginia B. Smith and Alison R. Bernstein, The Impersonal Campus (San Francisco: Jossey-Bass, 1979), 17.
242. Centenary College view book, "Centenary: More than a College", 2002, 15.
243. Morehouse College view book, 2002, 13.
244. Wellesley College view book, 2002, 25-27.
245. Warren Wilson College view book, 2002, 25.
246. Martha Nussbaum, Cultivating Humanity: A Classical Defense of Reform in Liberal Education (Cambridge: Harvard University Press, 1997). This book won the Grawemeyer Award.
247. Geoffrey Canada, "The Currents of Democracy: The Role of Small Liberal Arts Colleges", in Koblik, Distinctively American, 121-22.
248. NSEE Annual Report, spring 2002, administration of the NSSE, by the Indiana University Center for Postsecondary Research and Planning, George D. Kuh, director, 35.
249. Richard Ekman, phone interview, 21 January 2003.
250. University of Minnesota, Office of Planning and Analysis; University of Minnesota, Morris, Office of Institutional Research, 2002-3.
251. Interview, April 2003.
252. Interview at Southwestern University, 12 February 2003.
253. Hersh, "Generating Ideals", 180.
254. See, for example, the exhaustive studies of student " involvement" in Alexander Astin, What Matters in College: "Four Critical Years" Revisited (San Francisco: Jossey-Bass, 1993).
255. This material is all from the "College Student Report" of the spring 2002 administration of the NSSE.
256. "How the Liberal Arts College Affects Students", in Distinctly American, 77-100, 83.
257. D. G. Winter, D. C. McClelland, and A. J. Stewart, A New Case for the Liberal Arts (San Francisco: Jossey-Bass, 1981), esp. 146.
258. The Compact Edition of the Oxford English Dictionary (Oxford: Clarendon Press, 1971), 1455.
259. Cardinal J. H. Newman, The Idea of a University (Garden City, NY: Image Books, 1959), 145.
260. Epigraph: Derek Bok, Higher Learning (Cambridge: Harvard University Press, 1986), 69.
261. The material about the College of New Rochelle is drawn from the campus visit; the college's Web site, www.cnr.edu; and the college's history, James T. Schleifer, The College of New Rochelle: An Extraordinary Story (Virginia Beach: Donning Co., 1994).
262. Deborah W. Thomas, "The Founding of the College of New Rochelle", fact sheet, 2.
263. Site visit and printed materials from George Fox University, esp. the George Fox University Annual Report: 2000-2001;
264. and Ralph K. Beebe, A Heritage to Honor, a Future to Fulfill (Newberg, OR: Barclay Press, 1991).
265. Saint Leo College Web site, www.saintleo.edu.
266. Virginia Smith and Alison Bernstein, The Impersonal Campus (San Francisco: Jossey-Bass, 1979), 28.
267. Centenary College of Louisiana catalog, 2002-3.
268. University of Wisconsin-Superior catalog, 2002-4.
269. Westmont College catalog, 2002-3.
270. NSEE Annual Report, 2002, 35. One assumes these percentages will continue to rise sharply.
271. National Study of Postsecondary Faculty, 1999.
272. Diane Balestri, "Stability and Transformation: Information Technology in Liberal Arts Colleges", in Distinctively American, 293.
273. See, for example, Eva Brann, "The American College Is the Place for Liberal Learning", in Distinctively American, 151-71.
274. Paul Neely, "The Threats to Liberal Arts Colleges", Daedalus 129(Winter 1999):27 ff.
275. Reprinted in Koblik and Graubard, Distinctively American; and online at ELM Expanded Academic ASAP Plus.
276. Neely, "Threats to Liberal Arts Colleges."
277. Joan Digby, Peterson' s Guide to Honors Programs (Princeton, NJ: Peterson's, 1977).
278. Samuel Schuman, Beginning in Honors, 3d ed. (Radford, VA: National Collegiate Honors Council Handbook, 1995).
279. Digby, Honors Programs, 340.
280. Calhoun Honors College, Clemson University, Web site, http://virtual. clemson. edu/groups/CUHONORS/.
281. Digby, Honors Programs, 379.
282. Alexander Meiklejohn, The Experimental College, intro. Roland L. Guyotte (1932; rpt., Madison: University of Wisconsin Press, 2001); hereafter cited in the text.
283. Miami University Web site, www.miami.muohio.edu/.
284. Karen Kellogg, "Learning Communities. ERIC Digest", ERIC Digests, ED43-512 (Washington, DC: ERIC Clearinghouse on Higher Education, 1999).
285. University of Missouri Web site, www.missouri.edu/.
286. University of Michigan Web site, www.umich.edu/: University Library and Living/Learning Communities.
287. Interview, April 2003.
288. Epigraph: Frank Aydelotte on becoming president at Swarthmore College, 1921;
289. cited in B. R. Clark, The Distinctive College (Chicago: Aldine, 1970), 186.
290. In discussion with the author, February 2003.
291. Campus visit, March 2003.
292. Campus visit.
293. MLA Newsletter (Spring 2003).
294. Preparing Future Faculty (PFF) national office Web site, www.preparingfaculty.org/.
295. Conversation with Jerry Gaff, director of the PFF program, February 2003.
296. Joseph A Kershaw, in The Very Small College (New York: Ford Foundation, 1976), concludes that smaller institutions, while facing rather different fiscal challenges than larger ones, do not, in fact, suffer from "economies of scale."
297. For an illuminating discussion, see Gordon C. Winston, "'Grow' the College? Why Bigger May Be Far from Better", Williams Project on the Economics of Higher Education, DP-60 (October 2001).
298. C. D. Spangler, Asheville, NC, 1992, quoted in the campus newspaper, the Blue Banner.
299. Bill Bryson, The Lost Continent: Travels in Small-Town America (New York: HarperCollins, 1989).
300. Arthur Vidich and Joseph Bensman, Small Town in Mass Society (Princeton, NJ: Princeton University Press, 1958); hereafter cited in the text.
301. E. F. Schumacher, Small Is Beautiful (London: Blond and Briggs, 1973); hereafter cited in the text.
302. Wendell Berry, The Unsettling of America: Culture and Agriculture (San Francisco: Sierra Club Books, 1977); hereafter cited in the text.
303. Sarah Susanka, The Not So Big House (Newtown, CT: Taunton Press, 1998); hereafter cited in the text.
304. An earlier version of this chapter was included in the second edition of A. Leigh Deneef and Craufurd D. Goodwin, The Academic's Handbook (Durham: Duke University Press, 1955), 17-28. Reprinted with permission of Duke University Press.
305. For example, "Coming out of Iowa you're not going to get a job at a research university", says [a new Ph. D. holder], who will happily take a job at [a small college in the Northwest] this fall. "You realize you're going to have to work your way toward those positions" (Chronicle of Higher Education, 27 July 1994, A16).