The Trouble with the Old-Time Religion

The first decades of the twentieth century saw considerable controversy over the role of more traditional Christianity at major universities. Some popular critics warned the public that universities were becoming hostile to old-time religion. Catholic universities, which were outside the mainstream, remained conservative and strengthened defenses against modern thought with neo-Thomist philosophy. The new Methodist universities had some of the most prominent controversies. Vanderbilt University was moving toward more progressive Christian views, but these were opposed by some archconservative Methodists. The Carnegie Foundation for the Advancement of Teaching put pressure on schools to be nonsectarian and to sever denominational ties if they were to participate in the attractive faculty retirement program. Syracuse University, a Methodist school under Chancellor James R. Day, is the most revealing case of resistance to this pressure.

Can we cure our patients in palliative care?

With the publication of Flexner report in 1910 and implementation in 1913, with the Rockefeller Foundation and Carnegie Foundation behind it, all medical schools on the main continents of the planet (America, Europe, and Asia) had to adapt to follow the new model of a so-called scientific school. Schools that did not meet the Flexner criteria had to be closed, such as those teaching herbal medicine, naturopathy, homeopathy, etc and only 20% of the schools maintain working. The history of medicine in USA was written by King (1984) in the article entitled XX. The Flexner Report of 1910 [1].

Conceptualizing, Measuring, and Evaluating Improvement Networks

Educators and education-related organizations are increasingly joining and forming networks to improve learning opportunities and outcomes for students. The turn to networks reflects growing recognition in the education field that problems in education are too complex for any one educator or organization to solve on their own and that collaboration has the potential to accelerate improvement. While there is a history of networks in education to support informal sharing and collaboration, improvement networks are intentionally designed and structured to organize systematic inquiry that enables educators to learn how to better respond to a specific problem of practice. For example, Tony Bryk, Louis Gomez, and Alicia Grunow from the Carnegie Foundation for the Advancement of Teaching introduced the concept of the “networked improvement community” to the educational field. These networks bring together communities of educators, reformers, researchers, and leaders, and they provide a structure for organizing inquiry into the root causes and potential solutions to high-leverage problems, such as inequities in student achievement and college access. This article explores the improvement network concept and ways to measure and evaluate these networks. It is organized into four sections, three of which are further divided into subsections. The first section explores how to conceptualize improvement networks. It makes a crucial distinction between the social organization and technical work of networks, and this distinction is preserved and highlighted in subsequent parts of the article. The second section explores approaches to evaluating improvement networks. This is followed by a section on measuring the technical and social organization of networks. The article concludes with a selected set of cases of improvement network evaluations.

The development of an innovative mentorship experience for an online RN-to-BSN program

The Institute of Medicine, Carnegie Foundation and the American Association of Colleges of Nursing (AACN) initially accelerated the movement to increase the number of Baccalaureate (BSN) prepared nurses in the workforce. Research demonstrated lower mortality rates, fewer medication errors and positive outcomes linked to nurses prepared at the BSN and higher levels. The purpose of this article is to describe the steps utilized in the development of an innovative mentorship project that provides mentored clinical practice experiences to students enrolled in an RN-to-BSN program delivered 100% online. This mentorship project was developed with two main aims in mind: 1) To develop two quality clinical practice mentorship experiences for online RN-to-BSN students and 2) To provide a process for the implementation and evaluation of the clinical practice mentorship experiences.

O Conselho de Educação Superior nas Repúblicas Americanas

Este artigo tem como objetivo examinar a trajetória do Conselho de Educação Superior nas Repúblicas Americanas no período de 1958 a 1978. O Conselho, objeto ainda não investigado pela historiografia da educação brasileira, foi criado em 1958 pelo Institute of International Education (IIE) e sediado em Nova York. Era financiado, inicialmente, pela Carnegie Foundation, a Carnegie Corporation e a Ford Foundation. O Conselho abrigou, em seus quadros, intelectuais estadunidenses e latino-americanos com o intuito de elaborar recomendações para a solução dos problemas relativos ao ensino superior no continente americano. Através de uma pesquisa de caráter documental que examinou os Relatórios Anuais do IIE, o Arquivo Anísio Teixeira sob a guarda do Centro de Pesquisa e Documentação de História Contemporânea do Brasil da Fundação Getúlio Vargas e os Relatórios Anuais da Comissão de Aperfeiçoamento de Pessoal de nível Superior (CAPES) foi possível mapear as decisões do Conselho e avaliar o potencial de cooperação ou intervenção nas políticas públicas para ensino superior na América Latina.

Historia y retos de la formación de profesores (Algo más sobre Lee Shulman)

<span>Lee Shulman, autor de esta frase inicial, es el actual presidente de la Carnegie Foundation for the Advancement of Teaching. En una entrevista reciente, el Dr. Shulman (2006) nos dice: “Existe un principio universal: mientras más familiares estamos con cualquier cosa, lo menos que apreciamos la extraordinaria complejidad, así como la magia y el misterio de la misma. ¿Qué puede resultar más familiar a uno que tomar clases?</span>

Documenting and Disseminating Unconventional Scholarship

The Journal of Scholarly Engagement was developed to provide faculty an academic outlet to document and disseminate scholarship primarily in Boyer’s domains of application and integration. The foundation of this new academic journal is Boyer’s Scholarship Reconsidered. In 1990, Boyer and his colleagues at the Carnegie Foundation for the Advancement of Teaching responded to the then, and current, predominant definition of scholarship—one that primarily involves conducting discovery research and publishing results (Boyer, 1990; Moser, 2014). In rethinking what it meant to engage in scholarship, Boyer proposed a more comprehensive model, extending beyond a view limited to scholarship of discovery (i.e., empirical research), to recognize scholarship of integration, application, and teaching. This new model (frequently termed the “Boyer model”) expanded the definition of scholarship beyond merely “conducting discovery research” and “publishing results” to fully embrace the broader purpose of the professoriate.