scholarly journals Aberdeen's ‘Toun College’: Marischal College, 1593–1623

2007 ◽  
Vol 58 (2) ◽  
pp. 173-195
Author(s):  
Steven John Reid
Keyword(s):  
Educational Reform ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The Past ◽  
King's College ◽  
Reform Programme ◽  
Long Line ◽  
New Type ◽  
Type Of Institution ◽  
The Church

While debate has arisen in the past two decades regarding the foundation of Edinburgh University, by contrast the foundation and early development of Marischal College, Aberdeen, has received little attention. This is particularly surprising when one considers it is perhaps the closest Scottish parallel to the Edinburgh foundation. Founded in April 1593 by George Keith, fifth Earl Marischal in the burgh of New Aberdeen ‘to do the utmost good to the Church, the Country and the Commonwealth’,1 like Edinburgh Marischal was a new type of institution that had more in common with the Protestant ‘arts colleges’ springing up across the continent than with the papally sanctioned Scottish universities of St Andrews, Glasgow and King's College in Old Aberdeen.2 James Kirk is the most recent in a long line of historians to argue that the impetus for founding ‘ane college of theologe’ in Edinburgh in 1579 was carried forward by the radical presbyterian James Lawson, which led to the eventual opening on 14 October 1583 of a liberal arts college in the burgh, as part of an educational reform programme devised and rolled out across the Scottish universities by the divine and educational reformer, Andrew Melville.3

The Problem of the Past in the Modern University: Catholics and Classicists, 1860-1900

2002 ◽  
Vol 42 (4) ◽  
pp. 517-543 ◽  
Author(s):  
Kathleen A. Mahoney ◽  
Caroline Winterer
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Liberal Arts ◽  
University Presidents ◽  
Liberal Arts College ◽  
Late Nineteenth Century ◽  
Civic Leaders ◽  
The Past ◽  
New Type ◽  
Late Nineteenth

Between 1860 and 1900 Americans witnessed a revolution that ushered in a new type of university and a new academic order. During those years, the increasingly nonsectarian, scientific, and utilitarian university supplanted the denominationally affiliated liberal arts college as America's preeminent institution of higher learning. Many of the architects of this new university, whose ranks included university presidents, faculty, and civic leaders, christened it a “modern” institution of higher education, wrapping their academic innovations in the rhetoric of progress. Conversely, they often depicted their opponents and those associated with older collegiate traditions as academic relics wedded to retrograde practices and enamored of past ages. The popularity of the idea of progress in the late nineteenth century and its formative role in the rise of the modern university are well known. Less clear is the fate of representatives and elements of the older academic order during this period. If indeed the universities of the late nineteenth century were “modern” and “progressive,” what was to be the fate of the past—and educators and scholars committed to the wisdom of the past—within those institutions and higher education more generally?

scholarly journals Centering the Margins: Knowledge Production in the Introductory Archaeology Course

2020 ◽  
Author(s):  
Kylie Quave ◽  
Shannon Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Knowledge Production ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Course Structure ◽  
Student Reflection ◽  
The Past ◽  
The Us ◽  
Full Picture

Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the US and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We find that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology’s inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

Revising the Declension Narrative: Liberal Arts Colleges, Universities, and Honors Programs, 1870s-2010s

2014 ◽  
Vol 84 (2) ◽  
pp. 243-264 ◽  
Author(s):  
Bruce Kimball
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Liberal Arts College ◽  
Honors Programs ◽  
College Mission ◽  
The Past ◽  
Diversity In Higher Education ◽  
Arts Programs ◽  
The U.S

This article examines the prominent narrative asserting that liberal arts colleges have continuously declined in number and status over the past 130 years. Bruce A. Kimball identifies problems in this declension narrative and proposes a revision positing that the decline of liberal arts colleges began only after 1970. Further, he maintains that the fraction of the U.S. population enrolling in collegiate liberal arts programs has remained surprisingly consistent over the past two centuries. That same fraction continues after 1970 because universities began to replicate the liberal arts college by establishing honors programs, and student enrollment after 1970 shifted from liberal arts colleges to the new subsidized honors programs in universities. Kimball concludes that this shift does not ensure that the fraction of enrollment in collegiate liberal arts will continue to remain consistent in the future. There is reason to doubt the long-term commitment of universities to supporting honors programs devoted to the traditional liberal arts college mission of fostering culture, community, and character, although this mission grows more important and complex as access to and diversity in higher education increase.

What History is good for: Service-learning and studying the past

2009 ◽  
Vol 2 (3) ◽  
pp. 50-73 ◽  
Author(s):  
Michael Smith
Keyword(s):  
Service Learning ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Liberal Arts College ◽  
Scholarship Of Teaching ◽  
Reflective Process ◽  
Social Sciences And Humanities ◽  
The Past ◽  
The Social ◽  
Rich Data

Many disciplines in the social sciences and humanities can offer profound insights into what it means to be human. History, however, encompasses the totality of human experience: economics, politics, philosophy, art, ethics, sociology, science - all of it becomes part of history eventually. Therefore, the opportunities for incorporating service-learning (carefully integrating community service with academic inquiry and reflecting on insights derived from such integration) into history courses abound. Many historians have taken advantage of this opportunity. Few historians have undertaken a scholarly investigation of the learning taking place in their service-learning courses, however. Indeed, despite the fact that the reflective process so central to service-learning lends itself remarkably well to the scholarship of teaching and learning (it generates very rich data on both the affective and content-based learning students are experiencing), there has been little published SoTL research from any discipline about service-learning. Drawing on qualitative evidence from an honours course comprised of 16 students at a private liberal arts college in the northeastern United States, I argue that not only does service-learning in history lead to more active citizenship, but that it also leads to deeper appreciation of an historical perspective as a key ingredient for being an engaged citizen.

New Projects

1982 ◽  
Vol 75 (1) ◽  
pp. 69-70
Keyword(s):  
High Schools ◽  
Liberal Arts ◽  
Small Schools ◽  
Liberal Arts College ◽  
The Past ◽  
Large Schools

During each of the past ten years The School of the Ozarks. a private, four-year liberal arts college, has sponsored a scries of mathematics contests for high schools in the area. There are three divisions in the contest: large schools of 1000 or more enrolled in grades 9-12. medium schools with from 500 to 1000 enrolled, and small schools consisting of those with fewer than 500 students.

Personality Change in the Church-Related Liberal Arts College

1966 ◽  
Vol 19 (3_suppl) ◽  
pp. 1257-1258 ◽  
Author(s):  
Leslie R. Beach
Keyword(s):  
Sex Differences ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Personality Change ◽  
Developmental Status ◽  
Sharp Drop ◽  
Social Maturity ◽  
The Church

Four scales of the OPI (developmental status, impulse expression, social maturity and schizoid functioning) and the F and E scales were employed to measure personality change in 38 Ss during 4 yr. at a church-related liberal arts college. Significant increases were found in developmental status, but little change in impulse expression. Significant increase was found in social maturity, and significant decrease in schizoid functioning, especially during the last 2 yr. The F and E scales also showed significant decreases. Some sex differences were found in F and E scores (men showing greater decrease, especially during the last 2 yr.) and in schizoid functioning (women showing a sharp drop in the final 2 yr.). Changes observed during the last 2 yr. are at variance with most other research.

scholarly journals Centering the Margins

2020 ◽  
pp. 1-14
Author(s):  
Kylie E. Quave ◽  
Shannon M. Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Knowledge Production ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The United States ◽  
Course Structure ◽  
Student Reflection ◽  
The Past ◽  
Full Picture

ABSTRACT Teaching introductory archaeology courses in U.S. higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past, and they do not portray the contemporary and future relevance of the archaeological past. In this article, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the United States and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We found that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology's inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

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