Reflecting on 50 years: The University Without Walls and integrative interdisciplinary learning

Context Specific ◽

The University Without Walls experiment on the University of Massachusetts, Amherst campus, began in 1971. The central animating concepts of the original experiment include the value of knowledge that is learned both within and without ‘the walls’ of the university. These various knowledge sources are integrated into the student’s individualized plan of study within an interdisciplinary analytic framework. This approach is described here as integrative interdisciplinary studies and its on-going strength as an approach to adult learning is in the synergy of these approaches. An integrative interdisciplinary approach supports transformative learning within a context-specific understanding of knowledge.

Life cycle assessment and environmental building declaration for the design building at the University of Massachusetts

10.2737/fpl-gtr-255 ◽

2018 ◽

Author(s):

Hongmei Gu ◽

Richard Bergman

Keyword(s):

Life Cycle Assessment ◽

Life Cycle ◽

Society and Power: Five New England Towns, 1800-1860, by Robert DohertySociety and Power: Five New England Towns, 1800-1860, by Robert Doherty. The University of Massachusetts Press, Amherst, 1977. 128 pp. $10.00.

Canadian Journal of History ◽

10.3138/cjh.14.1.124 ◽

1979 ◽

Vol 14 (1) ◽

pp. 124-126

Author(s):

Richard Reid

Keyword(s):

New England ◽

Academia's Golden Age

10.1093/oso/9780195054644.001.0001 ◽

1992 ◽

Cited By ~ 2

Author(s):

Richard M. Freeland

Keyword(s):

World War Ii ◽

General Education ◽

Graduate Education ◽

World War ◽

Boston College ◽

Boston University ◽

Close Study ◽

National Trends ◽

This book examines the evolution of American universities during the years following World War II. Emphasizing the importance of change at the campus level, the book combines a general consideration of national trends with a close study of eight diverse universities in Massachusetts. The eight are Harvard, M.I.T., Tufts, Brandeis, Boston University, Boston College, Northeastern and the University of Massachusetts. Broad analytic chapters examine major developments like expansion, the rise of graduate education and research, the professionalization of the faculty, and the decline of general education. These chapters also review criticisms of academia that arose in the late 1960s and the fate of various reform proposals during the 1970s. Additional chapters focus on the eight campuses to illustrate the forces that drove different kinds of institutions--research universities, college-centered universities, urban private universities and public universities--in responding to the circumstances of the postwar years.

The Roman Retail Revolution

10.1093/oso/9780198769934.001.0001 ◽

2018 ◽

Cited By ~ 4

Author(s):

Steven J. R. Ellis

Keyword(s):

Interdisciplinary Approach ◽

Vital Role ◽

Archaeological Material ◽

Roman World ◽

The Social ◽

History Of ◽

Food And Drink ◽

Bodies Of Evidence ◽

Definition Of ◽

Tabernae were ubiquitous among all Roman cities, lining the busiest streets and dominating their most crowded intersections, and in numbers not known by any other form of building. That they played a vital role in the operation of the city—indeed in the very definition of urbanization—is a point too often under-appreciated in Roman studies, or at best assumed. The Roman Retail Revolution is a thorough investigation into the social and economic worlds of the Roman shop. With a focus on food and drink outlets, and with a critical analysis of both archaeological material and textual sources, Ellis challenges many of the conventional ideas about the place of retailing in the Roman city. A new framework is forwarded, for example, to understand the motivations behind urban investment in tabernae. Their historical development is also unraveled to identify three major waves—or, revolutions—in the shaping of retail landscapes. Two new bodies of evidence underpin the volume. The first is generated from the University of Cincinnati’s recent archaeological excavations into a Pompeian neighborhood of close to twenty shop-fronts. The second comes from a field survey of the retail landscapes of more than a hundred cities from across the Roman world. The richness of this information, combined with an interdisciplinary approach to the lives of the Roman sub-elite, results in a refreshingly original look at the history of retailing and urbanism in the Roman world.

The University of Massachusetts: A History of One Hundred Years

The Journal of Higher Education ◽

10.1080/00221546.1963.11774866 ◽

1963 ◽

Vol 34 (9) ◽

pp. 526-526

Author(s):

Everett M. Rogers

Keyword(s):

History Of ◽

Case files of the medical toxicology fellowship at the university of Massachusetts Medical Center in Worcester, Massachusetts: Stumbling through a blue haze

Journal of Medical Toxicology ◽

10.1007/bf03160981 ◽

2009 ◽

Vol 5 (1) ◽

pp. 40-45

Author(s):

Richard J. Church ◽

Edward W. Boyer

Keyword(s):

Medical Center ◽

Medical Toxicology ◽

Case Files ◽

Richard M. Martin. On acting on a belief. Studies in the philosophy of Charles Sanders Peirce, Second series, edited by Edward C. Moore and Richard S. Robin, The University of Massachusetts Press, Amherst1964, pp. 212–225.

Journal of Symbolic Logic ◽

10.1017/s0022481200092392 ◽

1970 ◽

Vol 35 (1) ◽

pp. 132-132

Author(s):

J. Jay Zeman

Keyword(s):

Charles Sanders Peirce ◽

Organizational change for sustainability education: a case study of one university’s efforts to create and implement institution-wide sustainability competencies

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-09-2019-0285 ◽

2021 ◽

Vol 22 (3) ◽

pp. 497-515

Author(s):

Vanessa R. Levesque ◽

Cameron P. Wake

Keyword(s):

Organizational Change ◽

Sustainability Education ◽

Similar Process ◽

Future Research ◽

Content Type ◽

Institutional Level ◽

Institutional Sustainability ◽

Context Specific ◽

Purpose The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution. Design/methodology/approach This paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified. Findings Very few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies. Originality/value This paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education.