So good afternoon, and welcome my name is tim bowman executive dean for administration and finance at the Harvard Engineering school of engineering and Applied Sciences. And in my six years of commissioner on the commission for institutes of Higher Education, and its my pleasure to welcome you to the afternoon session, and it is my honor to introduce to you our presenter and speaker for this session. Chuck im sorry already ive started off bad. Chuck door is associate dean for Academic Affairs and professor of education at Bowden College, after receiving his bachelor of arts from George Washington university chuck spent first ten years of his career as a High School Social studies teacher in maryland, california, and or very interestingly to me casablanca morocco received masters degree from stanford, university i think ive heard it have a harvard wannabe on west coast but im still looking that up and ph. D. From university of california berkeley. In 2012, 13 received a u. S. State to the university of cape town, south africa, and hes published had in the american journal of education diplomatic history, teachers, college, record, and history of education quarterly. And as author of american education, democracy and Second World War. Hes most recent book for his most recent book the common good a new history of Higher Educations in america was published this year by corp. Mel University Press and his next book which will be published in the spring is coauthored with university of rochester philosopher kurn and entitled Patriotic Education many a global age. Please join me in welcomeing chuck dorn. Thank you, tim thanks very much. And thank you all for being here today its my pleasure to have an opportunity to address you this afternoon i have to begin by exressing just one concern and that is that earlier this morning, i was told only thing standing between you and the holiday cookies and cocoa was me. [laughter] 3 00 in ballroom foyer to be besice so thats not a good place for a speaker to be so may be worthwhile for us to dispense with pleasantry and get down o business so theres not a rush out the door at the end here, and so ill do that u just by, you know, by jumping in and beginning to discuss with with you what you think you know in the 21st century that it is in crisis. In fact no area with the person that is not in crisis. There is as you know a financial crisis which is compromised of ever escalating tuition cost in a panic over student debt. Theres crisis of intellectual and Academic Freedom as you all know were experiencing controversies over free speech and Political Correctness as well as the censoring of curricular material and guest speakers on campus. Theres crisis involving curriculum itself and it depends a bit on who you talk to as to concern what compromises this particular crisis but it includes issues such as the decline of the humanities an dominance of Applied Science and mathematic, technology and engineering as well as unease over o relevance of what is being taught and certainly the political orientation of the Academic Program more broadly. Theres also a crisis to technological disruption and that technology has progressed to the point that college as it has existed for hundreds of years is at an unprecedented moment of profound transforms theres another crisis too on which theres a fair amount of reporting yet it seems at least in some sectors less concern compared to the attention being received by other elements of the Higher Education crisis. And that is the proportional decline of male enrollments in colleges and universities with the National Center for Education Statistics predicting that men will compromise just 40 of highser education enrollees by year 2020 which may already be the case on some of your campuses. And all of this has led some observers to predict that college as we know it and have known it for centuries is coming to an end. Now will i suggest theyre not a deal and compromise some crisis. Conas for predictioncerng the end of college their core ae challenges are truly unprecedented, that we have never seen anything like them before. And that we simply dont know how to respond. And they are awe flawed and so i would like to share an alternative interpretation a historical interpretation of the socalled contemporary crisis in american Higher Education today. How we might think of the issues that colleges and universities confront not as science of decline, but as historically predicted indicators of growth and of transforms indeed reason i was asked to be here todays is because i have recently published a new history of american Higher Education entitled for the common good an i would like to use my research in findings from this book as a starting point to take you on a journey back through time to a country called the United States of america. From a severe recession is experiencing significant social an political unrest. Combat zone as a result of a war that was quickly won but that never actually ended. At invest created a backlash and it is having a profound influence on labor market disrupting business in ways corpses and commercialism have come to seemingly dominate society. And as you can imagine, all of this ising having an acute impact on colleges and universities in america, in fact, it has triggered what one might call a crisis in Higher Education. What does this chris sice crisis look like . Tuition costs leaving stop feel that higher session becoming of the privilege and elite. Proportion of men enrolled in initials colleges and universities is declining. Leading some with a cap on womens enrollment. Controversies over o Academic Freedom erupting on carwas and are being widely reported on it in the press. Leading business figures learning that they have not a lot and at the least what theyre learning is irrelevant to the job market. Especially in such rapidly changing and unsettled time. And all of had, is causing quite a few americans to wonder whether a university dipma and does it pay land on corp. Of one of the nations most highly subscribed magazinesesome and in order emphasize at this moment in history, thing magazines editor doesnt get just anyone to answer it. The lead response is penned by a former president of the United States. What is the year . It is 1900. Who is the president . It is grover cleveland. And what is thing magazine . It is the saturday evening east. Now, the past may not be prologue but many of the elements of todays socalled crisis in Higher Education echo very strongly overtime. Throughout the past two centuries, controversies and debates have reoccurred time and again over College Access effectiveness and relevance and especially affordability. And so the obvious question for us today is what can we learn from the ways that americans have responded historically to these challenges . An youll be and to know thats not a rhetorical question because theres an answer. And the answer is that in the past when americans became disillusioned with colleges available to them, or from which they were fragrantly bard due to race ore gender welcome religion or other factors, they established entirely new kinds of institutions. Beginning with small all male mostly denominational colleges and education expanded to include Agricultural Colleges. Teacher education schools, historically black colleges and universities, womens colleges, research universities, military academies, Community Colleges, and a host of others. Consequently when we use the term Higher Education today, we may think we mean thing by it. But what were actually referring to is the sort of hodgepodge of institutional types and kinds that have developed over centuries. All of these institutions grew out of short shortcomings that e real and kind in universities that came before them. And it is important to note that central to that appraisal were the opportunities that these institutions provided for students personal success. This is clear to have students enrolled many college to get ahead. Whether eraing for the ministry, studying engineering or training to become a teacher, students have enrolled in colleges for the private often preprofessional or occupational advantages that highers education provided. And so it was hardly surprising uncovered rev to president ial reports that reflect concerns over o Higher Educations capacity to foster students personal advancement. What was surprising to learn is that was not from archives instead across two centuries of history a deep commitment to promoting the common good stands out as Higher Educations defining ethos. Spanning all institutional types and chronological eras it is this fund mental attribute that we need to understand if we want to appreciate both what Higher Education in america is today, as well as the challenges that are currently confronts. And so lets go a little further back in time to the Early National period. The opening of the 19th century. The year is 1802 and in a northern non contiguous part of the commonwealth of massachusetts called district of maine, people from miles around have come to the town of brunswick to witness what is a very rare occurrence in america. The official opening of a college. It is called Bowden College and its named in honor of a donors father we have a long history in the United States of doing this. The highlight of this event is inauguration of the first president , the reverend youssef mckean and what mckean has to say on this bright september morning is not specific to bowden, in fact, for decades scholars have interpreted mckeans inaugural address as emblematic of Higher Education at this moment in history. And in referring to the colleges central mission, mckean says this, this district may have of their own sons to fill the liberal professions among them in particularly to instruct them in the principle and practice of our holy religion is doubtless the object of this institution. What does he mean by that . That colleges mission is to prepare its male students is for ministry for law, from medicine, teaching and statesman ship or Public Service in the present day we would most likely characterize this mission as preprofessionallal, right . Under intuitions exist to provide an education related to students futures, including future occupations, while simultaneously existing for the purpose of advancing the common good and not students private advantage. You can call that attention, you can tall that a paradox, you can call that a contradiction, mckeen himself used the adjective, peculiar to to describe it but that is the essence of Higher Education in america. What does that look like in practice . Three colleges, all establish during the Early National period, all with a founding commitment to advance the common good. In 1801, a year before mcclean delivered his days at bowdoin. They proposed to to foster the good order and harmony of the whole community. Meanwhile, the clergy who founded the first Roman Catholic college in america locate neared the future cap of the United States, maintain the purpose of Georgetown University was to promote more effect actually the grand interests of society. How exactly did these leaders plan to educate students to advance the common good . By fostering among them mental discipline, virtual, and intel grit. Integrity. The curriculum was classic al. The pedagogy was merge memory highsation and recitation and that was the question to make the mind stronger. Student life and behavior was highly regulated. All the colleges had long lists of rules, where students could be, at what times, that they could and could not wear. The lists war remarkably extensive. How did thats go, you might wonder . The answer is the results were mixed at best, and i have to say here, there has never been a golden age in Higher Educations when all students showed up for class on time, took their studies seriously, and did the reading. Its a myth. Hasever existed. In fact, one could study the history of Higher Education through the lens of tension between students and faculty and administrators. Nevertheless, in returning to my central claim, i would like to note that for as many similarities as there were across these institutions, in defining a commitment to the common good, there were important regional differences, too. A crucial example is that as these institutions approached the outbreak of the civil war, South Carolina college adopts, in its curriculum, a defense of states rights, nullification, slavery, and eventually secession. , which is certainly never the case at bowdoin or georgetown. Of course, many of you have probably been reading at georgetowns investigation into the sale of enslaved people held on jesuit plantations in marylands Eastern Shore in order to support the college fortunately, which differs from South Carolina, which actually had enslaved people on campus, and that contrasts significantly with bowdoin college, which in 1826 graduate john brown, the third africa in the the third africanamerican in the United States to receive a College Degree. So very important regional differences. But also significant similarities. Such as overtime and by the 1840s, these early colleges are becoming increasingly exclusive. Admissions requirements continue to include proficiency in latin and greek and continued to frequently benefit privileged applicants who have received private tutoring in the classics. Tuition is on the rise so there are increasing concerns in the United States over College Access and affordable. Simultaneously theres a growing movement questioning the effectiveness and the relevance of a classical education, especially in a rapidly changing society, along with a greg skepticism of this sort of mind is a muscle philosophy. The skepticism is port of a Movement Including the rise of populism, critics call into question the colleges capacity to continue to contribute to the common good. One result is that a more accessible and affordable Higher Education, with a more practical orientation, gains a foothold in the United States. Along with of course the study that can condemn can den mom strain an application, and the newer model of higher occasion is institutionalized in america through the establishment of colleges and universities devoted to the the study of agriculture, mining, which and the military, what is later called a m, as in texas a m as well as teacher education, which is an element of practical reforms that is left out of the conversations historically. So, another way to understand the development is that as these early colleges, the bowdoins, the georgetowns, the South Carolinas, begin to change, they dont simply give into reformers demands and replace their traditional programs wholesale with a new educational model. Instead, they will slowly adopt these element outfields practicality into their collegiality programs over time. For reformers, however, that process is way too explore so entirely is too slow son constitutional types arise in america and they become part of american Higher Education. In the book, the two examples that i provide of this shift towards practicality are the Agriculture College of the state of michigan so presentday Michigan State university and the California State Normal School, present day, san jose state university. And there are many more that were stabbed during the antebellum period in the United States with the practical orientation, m. I. T. Would be an example, the u. S. Naval academy would be another one. Im not going to go into a do talladega history of michigan and california. Michigans Agricultural College the first Fouryear College in america to teach whats called scientific agriculture and becomes the prototype for the land grant institutions. So when u. S. Representative justin moral seeks a model on which to base the land grant act he looks to michigan. This is an institution that is intentionally more accessible to students. It eliminate latin and agreeing as admissions requirements and is far more attentive to socioeconomic class than any of the institutions that come before. Encourage this sons farmers to apply, for instance, and provides employment on the colleges expertam farms so experimental fathoms so students can pay and work through college and offers a practical curriculum which includes things like animal and vegetable physiology, entomology, and horticulture. The California State Normal School is designed to prepare students to become classroom teachers. The name nor norm wall school comes fro the french Training Institution and these institutions offer a combination of secondary coursework teacher education, including practice teacher in what were called model or laboratory, lab schools, that were complicessed of Grammar School age stunts. Normal schools eliminate latin and greek as admissions rites and. They provide free tuition to students who commit to teaching in the state for a prescribed number of years. Most importantly, and unlike michigan in its early years, normal schools are open to women, providing the first incident of Higher Education being made available to women on a large scale in the United States. Now, one could imagine that this mix on institutional types, the old collegiate institutions and these more practically oriented ones, could have actually southbound the nations needs for quite some time but the civil war will provide a turning point in many areas of American Life and the political, economic and social changes that result lead to a rise of a commercial ethos in the United States. What historian allen many years ago labeled the incorporation of america. Consequently, commercialism will come to predominate in the United States, and the effects witness ill have on Higher Education are complex. Some of these effects youre familiar with. Although many people tend to associate them with the post world war ii era, rather than the post civil war era. Let me give you an example front an economist and sociologist who published a book called the Higher Learning of america with a provocative subtiedle, memorandum on the conduct of universities by businessmen. Gives you an idea of the thesis of the book. You might be interested to in the original subtitle was a study in total depravity. And in language that could be used for Higher Education, he wrote peck tune area values pecuniary view us were on the campus and business proficiency replaced Higher Learning help wrote, it means a more or less effect to all diversion to the competitiving a we digs of wealth. An endeavor to substitute the pursuit of gain and expenditure in pce of the pursuit of knowledge as the focus of interest in the objective end in the modern intellectual life. And indeed, much of his work is about the influence of commercialism on colleges and universities in america. Now, devlin wrote the book while living in palo alto, california, and serving as an associate professor at stan understand, university that, at the time, was the epit me of the commercial ethos in Higher Education. And maybe should would argue continues today. In 1885, jane and leyland stanford, pictured here with the son, leyland, jr. , after whom the university is named, provided a 30 million founding endowment, the largest gift in history of Higher Education up to that moment in time. The gift was only made possible by the commercial empire that stanford has built in california, and the stanfords claim that their university existed to qualify for, quote, students personal success, end quote. However, they also claim that they established the institution to promote, quote, the public welfare, end quote. And so indeed when Stanford Opened in 1891, it was, if you can believe it, tuitionfree. The stanfords insist that awful qualified students, oddless of socioeconomic background were welcome to apply, which is in fact what allows an orphaned and soyoure economically disadvantaged young man named Herbert Hoover to receive a College Degree. Now, as you are all aware the civil war was a truly wrenching event in u. S. History, and it disrupted American Society in profound ways. It ushered in a commercial ethos to be sure but perhaps the most disrun runted consequence what the liberation of millions from enslavement. So here again, and in response to social, political and economic change, we witness the establishment of Higher Education institutions in reaction to what existed previously. Given the exclusion of black americans from most colleges and universities prior to the civil warring, reformerred gathered in washington, dc in 1866 to establish a university dedicated to the common good through the Higher Education of black americans, supported be and named for u. S. Freedmans bury re commissioner, oliver howard. Howard university was initially intended to educate preachers and teacher, in particular, to serve recently emancipated people. By the time the university opened, however, it encompassed almost every element of Higher Education in america at the time. It offered a traditional collegiate program. Howard himself was a bowdoin graduate and it hat a program in agricultural science and had a normal school. In short the university was meant tougher africanamericans precisely that from which most colleges and universities had excluded them up to that moment in time. Similarly this era witnesses the rise of the womens college, institutions that offer a Fouryear College education to women equivalent to that offered to men. Smith college is an example. Established in 1871 in massachusetts by smith, the college was, unlike normal schools, not designed to solely prepare women to teach. Instead it was intended to provide precisely the same kind of Higher Education that male students received at nearby amherst college, fouryear, intellectually rigorous program resultings in a bachelors degree in reaction to what came before and yet again a Higher Education institution that declared its dedication to advancing the common good. As smith wrote, it is my opinion that by the higher and more thorough Christian Education of women, what are called their wrongs w be redressed, their wages adjusted, their weight of fluence in reforming the evils of society will be greatly increased as teachers, at requirers, mothers, members of society, theyre power for good will be encal by enlarged there are ways in which this collection of Higher Education institutions is quite remarkable , during the first half to 20th under theyll century viv two world wars and a catastrophic economic depression. Talk about institutional resilience today. And yet in the years following the end of the Second World War, they become increasingly selective in their admissions policies. They become more expensive and one, partly as a result of the g. I. Bill, two, partly because americans are coming to vow a College Degree as a ticket to the american dream, and three, partly because Higher Education institutions come to be viewed as engines of Regional Economic growth, there are simply not enough of them. All of those factors will contribute to what has been labeled the golden age of american Higher Education. Between not 14 and 1970 enrollment increases by 227 . So that by 1970, over a third of americans between thegaves 18 and 24re enrolled. Public institutions willamette most of this demand. Either by expanding existing campuses or constructioning entirely new ones, such as the university of south florida in tampa. Established in 1956, usf was, at its first president , john allen, liked to claim, the first fouryear Public University conceived, planned and built in the United States in the 20th 20th century. When it opened to students in 1960, the university had a bugged of budget of 24000000, ten buildings, 341 employee, and fewer than 2,000 students. One decade later, usfs budget was 38. 4 million, and included 73 buildings, over 1700 employees, 834 fulltime fact can i and almost 18,000 students and a Branch Campus in st. Petersburg. Remarkable growth. Is designed intentionally to serve a, quote, nontraditional urban commuter student population. So these are students who for a variety of ropes, often financial, may not have previously pursued a College Degree. In fact, when usf opens it has no dormitories because the state wants to save money by not having to build them, and the expectation is that students will want to save money by living at home some commuting to school, and indeed theyre correct. But large urban public universities arent the only kinds of Higher Education institutions that experience explosive greg during this period. Between 1965 and 1969, more than one new Community College campus opened every week in the United States. In the become i write about rhode island junior college, presentday Community College of rhode island, and santa fe Community College, as examples of what amounts to the two eras of Community College history, when Community Colleges served primarily as junior colleges, providing the first two years of the undergraduate course of study, and when they then adopted a more vocational orientation. The Community College, which is really the only kind of Higher Education institution that americans can rightfully claim to have invented we imported the rest of the models from elsewhere but the Community Knowledge historically takes as its central concerning a ceifion affordability and relevant. You can see american Higher Education is characterized not by being an ivory tower, set aside from society, never changing, but in fact its characterized by institutional transformation, by reform and by change, which brings us to the toe the present and our sense that this is yet another transitional, if not transformational period in Higher Education history. So what if we were to apply the lessons of the past to today . What would be warren . What would be expect . Thats actually pretty clear. We would expect new kinds of institutional types to develop and assert themselves in response to calls for greater access, effectiveness, relevance, and affordability. And we would expect that none of this would happen easily. As i demonstrate in my book it wasnt consensus that character criesed these historic transdiscussional perioded. It was conflict and debate and consternation. Experimentation and would expect many manystream Higher Education institutions to initially resist the call for change and reform, but for them to indeed slowly adopt elements of these reforms over time. What does that look like today . Well, you possibly all have bet answers to that question than i do but but i would say probably looks Something Like this. And so, are we approaching the end of college . I dont think so. Not as long as Higher Education holds true to the ideal of advancing the common good, because that is the constant across the periods of transition and transformation throughout the history of american Higher Education. Now, lets be clear, and not naive. That con is open to legitimate critique. Indeed, i engage that critique in the book. College and University Officials have undoubtedly employed the rhetoric of the Public Interest over time, while simultaneously advocating policies and practices that did little to advance it. Yet, Higher Education institutions have also demonstrated a continuing dedication to the common good, even while historic social, political and smoke forces have unmined if not directly opposed that aim. At critical as Many Americans have become of Higher Education today, most colleges and universities in the present teach students how to reach conclusions supported by logic and evidence to conduct research that results in, for instance, medical discoveries that improve and extend our lives, and they encourage students to engage in active lives of service. Most have done this, moreover, while becoming ever more accessible to this who have historically and euphemistically been labeled nontraditional students. So i believe that as long as colleges and universities hold true to that core mission, they will produce more than just knowledge that can contribute to the next great technological innovation or work force that successfully competes in a global economy. These increasingly important institutions will foster personal advancement while, as people from the reverend mckeen to usf president john allen, claimed, promote the civic capacity and commitment to the public goodness for the life in america to flourish in the time to come. Thank you very much. [applause] i think we have time for questions. Think there are microphones throughout. Theres one two on either side of the room up to the front. If you could come to the microphone and ask the question. Thank you. The American College of greece. My question is simple. Do we find ourselves in an era when the public good as a concept is under attack . Yes. For sure. The way i frame out the history in the book is to talk about these four competing what described as the sort of social ethos in america over time and that we have four that are sort of in present and tension from early in the nations history and theyre civicmindedness, which i this one that most closely aligns of our conception of the common good practicality. Commercialism, and in the present what i describe as affluence, social ethos of affluence. I argue in the become that there was a time in history when civicminedness was the rule of the day and over time we have gone from practicality to commercialism and affluence. I dont see that in the are archival records. We see that present throughout history but during different moments in the nations history, one of those ideas, if you will, or themes, sort of steps forward and becomes the defining ethos of its time. Tells the definitive story of Higher Education at a particular moment in time. So, during the Early National period, i would argue, the ethos that is the defining statement of its time or idea of its time is civicmindedness, and today i would say its affluence, but that das not suggest that practicality and commercialism and even civicmindedness nor longer with us. In fact i think they are. Civicmindedness in particular. Think if we this is the sort of where the rubber hits the road but when i speak with groups of faculty at various colleges and universities, and i ask them whether or not the that do they do the work they do for own selfinterest . Is with whatter who aiming for . Snow one ever agrees to that claim. Theres always a driving sense that we do the work we do in Higher Education at least in part to advance the common good, and the public good. My guess is that would be true for the people in this room as well. So, is the common good or the a sense of the common good in america under attack . I think probably the it is. Has Higher Education sort our abandoned that commitment . I dont think it has. Dont think its the defining ethose of ethos of our time and its with news a real way and a moment of transition in Higher Education. Important that we hang on to that very tightly because that is the sort of longstanding commitment that our colleges and universities have had. Other questions . It feels like student debt is very different at this point in time than it was in the course of history your just shared with us do you see that as major disrupter or another piece that has to be addressed in how we esolve. Student debt. The cost offed of indication. Is a characterize this moment were in, in college and University History as sort of a moment of affluence, i think for sure the financial picture and piece is central to our trying to figure out how were going to move forward, but the claim i would make is that this is not new in american history. Going back to my initial sort of illustration of the saturday evening post asking this question, does a College Education pay . The value of a college or University Degree has been a question that has been with us for a long time. In at the present the question becomes has the cost of Higher Education gotten so far out of control, if you will, that it it starts to undermine the value or the value that people feel that they can get from it and what re does debt play in that. I dont know. I dont the student debt thing is so tricky. Often because of the way its reported on. I think broadly in the media, which is that the cost of the undergraduate student education is mixed up with the cost of professional education and graduate education professional degrees and wind up with claims for students its not worth getting an undergraduate degree because you come out 125,000 in debt. That is for the most part not the case. You know that. Thats for the most part not true. The average undergraduate debt in the United States today is about 25,000. We know that over the course of a lifetime, we have all seen that graph in terms terms of lie earnings, an ungraduate degree is certainly worth 25,000. So, how that will work in the future is a little unclear to me. Probably the best sort of reporting that ive seen on that recently is that its actually going to begin to control itself because our enrollment because of the demographic population in the United States and the number of students who will be applying to college because the number of students applying to colleges is actually going to shrink and so we are going to have a supply and demand problem and so the cost of college is actually going to come down relative to the past, and that may actually fix itself. So i dont know if thats a full answer to the question but thats at lest my sense of what has happened. If those have evolved over time and if we were able to analyze what those are and evolve them, if it would bring that, good perspective and, good perspective together. I think about data and analytics the ability to make decisions based on data or symptoms thinking or new perspectives that out of have always been part of the common good but they are going to be critical moving forward. Great question. My study of the curricular history and Higher Education one thing i found interesting is how much convergence there is. I give you an example, will go back to the early history of bowdoin college. Theres classical education being offered in the rational said it will foster mental discipline and integrity and virtue. And thats whats necessary to prepare students to the liberal professions at that point time. There have been changes in the way we conceive of how that works. There have been changes to the curriculum. It is not a stretch to imagine the college or university today say that we have a curriculum in place that exists to foster certain thing that will serve students and their future as they move into their professional careers. Yet, we have change the composition of the curriculum and even institutional structures in order to meet that. Will Higher Education incorporate these innovative, new developments . Sure. As it has done overtime. It will do that in a way that at times seems contradictory. A good example would be Higher Education in the late 19th century when the idea of a practical curriculum and orientation and Student Learning they will need to know, thats the conventional wisdom in Higher Education. What is the other thing that is created in Higher Education in the second half . The research universe. How do those fit together . Many ways they do not. One of the great capacities of Higher Education is it can take things seemingly in contradiction and integrate them into a Single Institution that may have multiple missions those may at times be in contradiction with one another. Takes a back to the claim that thes exi to advance the common good. And bowdoin exists to fulfill the liberal professions in the region. In some ways i guess you could call it the genius of american Higher Education. Thank you for your presentation. The parallels to the early a 20 century fascinating. You can see why that couldve been the case. I dont think anybody for saw the first or Second World War crushing economic depression. While many of us know what the usual suspects are for the disruption of higher and, would you care to speculate on what the great levelers or forces of change would be that most people are paying attention to . Wow. Im sharing a working group and my colleague each thinking about liberal Arts Education ten years out from now. One of the sub question is what are the forces that are going to affect Higher Education that will be to change ten years from the number one item on my list is inequality. I cannot imagine how Higher Education will continue to grapple with the kind of stratification that is developing in the United States. Its important to keep in mind that when we talk about inequality, at one level were talking about dollars and finances. At a deeper level were talking about the quality of peoples existence in the quality of their lives. We know that inequality compels stratification at the k12 level. We know it leads to greater segregation in schools. These have profound consequences for students education. The opportunity to learn. And how that will relate to what happens at the Higher Education i think its anyones guess. I think inequity and inequality essential to that. The reason i put the slide appear toward the end there for in another moment of transformation and heading somewhere something is going to be created in reaction of what came before, what would that look like . I dont know what that will look like. My hunch is that it has something to do with the way that they are using Information Technology to make Higher Education more accessible, affordable and relevant. How that will shake out is not clear to me. That is occurring only as a result of consternation and occurring with older establishments resisting, none of that its a surprise. That perfectly characterizes the moments of transformation we have experienced an american Higher Education. So we are groping toward the future it is not surprising. What the future will be is anyones guess. In the same way i would argue the Higher Education reformers who are really trying to break from a traditional collegiate model, they were really trying to break into that and do something new and innovative and to propose an Agricultural College or Teacher Training School was so different from what came before that they were quite a few people wondering what are you doing to Higher Education . You are destroying, if your vision comes true, that vision comes true you will destroy Higher Education in america. Thats in the archival record. We hear those conversations occurring today around these kinds of movements. Just because things went well in the past doesnt mean the local well in the future. History doesnt repeat itself all the time. Maybe we are going to destroy american Higher Education. My hunch is that it will not be that apocalyptic. I enjoyed walking through history and seen the tensions that went throughout. Theres been a significant change in the last 50 years the percentage of cohort that goes on to college than those that are returning at different ages. Have we made a mistake a society and assuming Everyone Needs a ba in allowing for the university thats there its oriented towards the degree is a necessary threshold to Enter Society successfully. Mentioned in the introduction i got my start is a High School Social studies teacher. I spent about a decade teaching at the high school level. Have had the experience of beginning mild career at the secondary level and now working in higher constantly being interested in the nature of the connections in the way we often overlook the power of k12 reform to have implications or influences on colleges and universities. When i was in Junior High School we took woodshop. Vocational education which shot. Its a long story. My mom and dad built their own home. But i had to take a course in woodshop to make like a shelf or Something Like this. And of course all the girls to call mac and thats another conversation. By the time mr. Teaching High School Vocational education was english, math, history. Occasional education, what had have been college prep is vocational education. The future vocations would require people have these critical abilities associated with reading, writing and that sort of thing. There is a way in which the pipeline, the k12 pipeline has led only in one direction. That is to a college that offers a primarily academic experience. Was that a mistake . I think we couldve had a more expansive view of what we meant by Higher Education. More expansive view of what we meant by education. A more informed view of what trade agreements were going to do to the economy and that sort of thing. I can speak from my personal experience saying college did more for mehan just prepare m for a job. There are many things i am today that im thankful for because i went to college. It is true with had this very narrow conception that has led us to some challenges. As you examine the evolution of our education system, could you Say Something about the governance structure and how it has evolved in the definition of faculty in the idea of experti expertise. The governance structure was your first. The United States has an interesting structure in Higher Education compared to European Countries that we borrowed our models from. The models, vigor cultural colleges, the residential liberal arts colleges, those we imported and then changed up a little bit. But its always been different because for the most part Higher Education has had to support themselves over time. Even Public Institutions over time have had to do a lot to support themselves. That led to a hierarchy that looks different from the hierarchy ocn Higher Education institutions in your. The idea of a board of trustees and a president selected by the board looks different in the United States. Even with the Public Institutions, South Carolinas good example. Yet a governing board that came from the political class. That looks different from what we would see elsewhere in the world. The story the faculty is interesting. Have a wonderful quote in the book from the late 1800s. The faculty member has written saying basically the role of the faculty member is like being a member of the crew on the ship. Of this hierarchy above me. They basically call me to ask for input was theyve already made the decision. So whichs t way i port going to steer . Will ask you for your input after we started steering the ship. The sense of the faculty as a secondclass group with a hired hands would be the metaphor came out of this for the second half of the century when Higher Education to become incorporated in the same way they wrote about the incorporation of america. We see it happening in interesting ways. The percentage of College President s coming from corporate ranks rather than ministerial drinks changes dramatically. They do become more corporate institutions. As they do the faculty see themselves as hired hands. That creates an interesting tension in Higher Education. This is the moment in which the colleges and universities begin to form in faculty join professional associations and have divided loyalties between the institutions and professional associations. As the second half of the 19th century cases like the edward ross case in which faculty are beginning to assert themselves as a professional body and begin to certain rights and protections. It comes out of that era. Going back to 1862 for a moment. And the reasons behind it why it was passed. About two years Later Congress passed the 70 landgrant act which is the first time we set aside land for the same side as it was passed. The benefit of the people in the good of society. In my mind those have been tied together. Whats interesting having that perspective. The way the parks became his lavatories is. Im curious to research, has that given you any insights into the tenuous connection between the two . In a lot of ways as they have grown and become major institutions does your research give insights to that . Thats a great question. One of the interesting things about the moral act this is a historical event that we think we know the history of and then we do digging in realize its not so true. The moral act was initially proposed and voted on prior to the civil war. Congress passed and the president vetoed it and it was dead. The reason was because of politics. Many of the Southern States that would eventually form the confederacy felt it was a violation of states rights. The federal government was overreaching by becoming involved in a states issue, education. Whether be k12 or Higher Education in the federal government should stay out of it. The landgrant tact was dead in the water. Why did it eventually pass . The war began. The Southern States withdrew from the union. Form the confederacy, now theyre not there to vote against itndt passed. I think thats a telling of the. The passage of this act that have profound ramifications for Higher Education really cannot be understated. Is essentially a product of the political dynamic of the time and how things changed. If theres anything i take from the study of that time in these major pieces of legislation, is the importance of the political contacts in which those things arise and interest in that are voted on in written into law. The moral act in and of itself had a profound influence in Higher Education in america. New institutions were created in previously existing institutions suddenly had an infusion of support that allowed them to do innovative things that they otherwise would not have done. Cornell university is a good example of that. Thank you for this discussion. Earlier today we heard the contentcontext of middleclass republicans questioning the value of Higher Education that has a was been a base for support for Higher Education, have you see a difference on how certain classes youd Higher Education . We went through really Interesting Times where theres been populist revolts against Higher Education. An example would be the rise of colleges. These all collegiate places they came to be seen by this is a crass example, but Andrew Jackson supporters they were seen as these privileged elite places that were passing out advantages to this wealthy privileged class. There are not benefiting america. The piece is crucial. The claim was not just that they were doing good for certain segment of American Society and not everyone, actually didnt have the capacity to promote the common good any longer. You had a creation of aew set of institutions that came out of the populist movements. Weve seen that many times. Another example is at the end of the 19th and beginning of the 20th century when college becomes popular. This is the rise of the college men and women. A whole fashion that becomes associated with being a college student. So although a small percentage of the American Population is going to college in 1900, theres an outside influence that theyre having in the american imagination so, we see that. That is, in ghana many different ways. At least in terms of the present moment, there are two things that are going on. One has to do with the perceived political orientation of the faculty at most colleges and universities is that maybe would not be surprising that a survey of people identified as republicans might not have as positive view of Higher Education today than other folks it seems to make sense. Another piece of the the other thing thats interesting is do these places do anything . What do they do for america . How do they contribute to the common good and the public good . How do they contribute to the nation . Thats a profound question to ask of Higher Education. To see there is a percentage of americans picking up as we go who are answering that question by saying maybe they dont contribute in a meaningful and profound ways thats a disturbing trend. I think a lot of that has to do with vocational listen. Do these places actually provide an education that is going to benefit my child, son or daughter after they graduate in the workforce. Explain to me how majoring in english is going to do that. Thats a question people are asking. The guy who works in my car asked it the other day. I give my answer, but. I think weve run out of time. [applause] heres a look at authors recently featured on afterwards. Our Author Interview program. John newman reflected on his career, first as a prosecutor and now is a federal appellate judge. Christopher scalia, son of Antonin Scalia shared collections of his fathers speeches. Scott kelly talked about his recordsetting year on the International Space station. In the coming weeks will discuss the birth and growth of the black lives matter movement. Former Clinton Administration official, will argue that u. S. Courts are using fines and fees to exploit the economically impoverished. The bigger thing about the fines and fees is not these madeup things are very low kind of violatis. The bigger things his drivers license suspension. More than half of these violations relates to that. Not necessarily something they did drive in their car. These it for a variety of things. Thats right. In some states, they can lose it for Something Like that. Whether or not the particular state, california which doesnt put people in jail for doing these things, but it does garnish the wages. It takes tax refund. He uses bill collectors to go after these people. In california theyve taken 4 million driver licenses away from people. Goes around the country, well over a million almost a million in virginia. So its a very big thing. They hook people exactly the same way the differences, you need your car. So go out there could see have to get to work. Take the kids to the dr. , or whatever. The new get arrested in another sentence. You more money. And it just goes on and on. But tv records hundreds of other programs for the country all year long. Heres a look at the events will be covering this week. On wednesday, law professor will be at the harvard coupe in cambridge massachusetts to discuss creativity and intellectual property. Theres a, were at the sixth and i historical synagogue and will washington, d. C. Will hear from michael wolf talk about president trump. Thats a look at some of the events will be covering this week. Many are open to the public. They will air in the near future but tv, on cspan2. Good evening. Welcome to the books and books in florida. 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