In the Wake of Laurence Veysey: Re-examining the Liberal Arts College

2005 ◽  
Vol 45 (3) ◽  
pp. 420-426 ◽  
Author(s):  
Helen Lefkowitz Horowitz

In The Emergence of the American University, Laurence R. Veysey enriched our understanding of the American university at its creation in the second half of the nineteenth century. He demonstrated how this new institution drew on German approaches and valued experimental, empirical methods of knowledge. The university introduced the lecture and seminar. It valued graduate school training above all; the doctoral dissertation required that its students become creators of new knowledge, preferably by experimental methods. Veysey helped us understand the emerging American university by creating a useful ideal type.

2006 ◽  
Author(s):  
Amanda Turlington ◽  
Tami Hoogestraat ◽  
James Mours ◽  
Clark D. Campbell

1972 ◽  
Vol 5 (04) ◽  
pp. 432-435
Author(s):  
William C. Yoels

As any recent Ph.D. recipient can attest, the writing of a doctoral dissertation is at times a process fraught with uncertainty and anxiety over the “meaning” of one's work and its implications for the growth of knowledge in the discipline. The dissertation usually marks the first opportunity for a graduate student to exercise a great deal of independence and autonomy on a research project of one's own choosing; and the successful defense of the completed dissertation represents the final phase in a socialization process designed to initiate the newcomer into the sacred “holies” of academic folkways and mores.From its inception in 1861, when Yale became the first American university to grant the Ph.D. degree, the doctoral degree was viewed as a “research degree” and the writing of a dissertation was justified in terms of making an “original contribution” to the scholar's own discipline. A casual glance through several recent graduate school catalogues indicates that the official rhetoric concerning the dissertation continues to stress the notion of an “original contribution.”


Humanities ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 77 ◽  
Author(s):  
Jane Beal

This essay explores the value of the undergraduate English major today in terms of the knowledge and skills it develops, graduate school and employment opportunities it provides, and self-actualization and social improvement it fosters. From the perspective of an English department chair, this essay stresses both the tangible and intangible benefits of the study of literature and writing, and it does so as a defense against those that seek to cut funding or devolve English departments. With reference to data from both a small, private, liberal arts college in southern California and national sources to give context, the essay shows how the English major is not only perennially valuable, but particularly valuable today in the midst of the world-wide coronavirus pandemic and the protests that aim to arrest police brutality against African Americans and their communities.


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