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“The joy of hard play”: Competitive Activities for College Women, 1920s–1950s

Martha H. Verbrugge

in Active Bodies: A History of Women’s Physical Education in Twentieth-Century America

Chapter 5 presents a comprehensive and innovative analysis of extracurricular sports for undergraduate women between the 1920s and 1950s. Why did some colleges and universities approve high-level ... More

Chapter 5 presents a comprehensive and innovative analysis of extracurricular sports for undergraduate women between the 1920s and 1950s. Why did some colleges and universities approve high-level female competition, while others opposed it? Why did like-minded physical educators at similar institutions reach different conclusions about women’s athletics? The chapter argues that both national and local factors played a role. As higher education and student populations changed, each institution’s mission and identity, demographic makeup, donor base, governance structure, and campus culture produced distinctive practices of “difference” along axes of gender, race, and class; these frameworks either facilitated or disallowed women’s athletics. The analysis includes case studies of diverse schools, including Agnes Scott, Milwaukee-Downer, Smith, Bryn Mawr, Stanford, Hampton, Tuskegee, and Spelman.Less

Designing Designers

Barry M. Katz

in Make It New: The History of Silicon Valley Design

Having demonstrated the increasingly important role of design in the Silicon Valley “ecosystem of innovation,” we turn in this chapter to the academic institutions that have, over the last 60 years, ... More

Having demonstrated the increasingly important role of design in the Silicon Valley “ecosystem of innovation,” we turn in this chapter to the academic institutions that have, over the last 60 years, assumed the task of training the next generation of designers. In order to explore alternative and competing approaches, it examines the philosophies of design education as they evolved in the context of an engineering school at an elite research university (Stanford), a public university with a populist mandate (San Jose State), and an art school (California College of the Arts). In each institution designers had to fight to establish the legitimacy of their curricula against the more established traditions of the fine arts, the applied arts, and the science-based engineering disciplines.Less

Academic Laboratories and the Reproduction of Proprietary Science: Modeling Organizational Rules through Autocatalytic Networks

Jeannette A. Colyvas and Spiro Maroulis

in The Emergence of Organizations and Markets

This chapter extends previous work analyzing the origins of academic entrepreneurship at Stanford with an agent-based model that simulates the rise and spread of patenting by research faculty, ... More

This chapter extends previous work analyzing the origins of academic entrepreneurship at Stanford with an agent-based model that simulates the rise and spread of patenting by research faculty, drawing on archival analysis of divergent approaches taken by different lab directors. In so doing, this chapter builds on the formal model of autocatalysis developed in Chapter 3, which enables this chapter to disentangle competing explanations. The results are quite surprising. Incentives or mimicry alone are less likely to account for academic embrace of patenting, whereas preemptive efforts to preserve scientific autonomy do play a large role. The pursuit of safeguards from commercial co-optation by other researchers has the transformative effect of making the emergence of proprietary science more likely.Less

An Interview with Donald Davidson

Donald Davidson

in Problems of Rationality

The last chapter is an interview Ernest Lepore, Director of the Rutgers Center for Cognitive Science and a friend of the Davidson family, has conducted with the author in 1988. In this interview, the ... More

The last chapter is an interview Ernest Lepore, Director of the Rutgers Center for Cognitive Science and a friend of the Davidson family, has conducted with the author in 1988. In this interview, the author speaks of his childhood, his student years at Harvard, and his service in the navy in the Second World War. He describes his academic career, which took him from Queens College to Stanford, Princeton, and Rockefeller University, and illuminates his personal and philosophical relationships with contemporary philosophers and logicians such as Quine, Dummett, Carnap, and Tarski. He finally clarifies Lepore's questions regarding the development of and relations between his philosophical programmes in the philosophy of action and the philosophy of language.Less

Communal Form of DNA Research

Doogab Yi

in The Recombinant University: Genetic Engineering and the Emergence of Stanford Biotechnology

Chapter 1 examines the establishment of Stanford Medical School’s Biochemistry Department. I detail how this “DNA Department” developed its own style of research management and collaboration ... More

Chapter 1 examines the establishment of Stanford Medical School’s Biochemistry Department. I detail how this “DNA Department” developed its own style of research management and collaboration involving the financial and material arrangements among faculty members. Stanford biochemists’ moral and political economies of sharing provide an important background with which we can examine the dynamics between experimental developments and research environments.Less

“To Qualify its Students for Personal Success”: The Rise of the University in the West

Charles Dorn

in For the Common Good: A New History of Higher Education in America

This chapter examines the rise of commercialism in American higher education. Popularly known as Stanford University, Leland Stanford Junior University was exceptional both because of the Stanfords' ... More

This chapter examines the rise of commercialism in American higher education. Popularly known as Stanford University, Leland Stanford Junior University was exceptional both because of the Stanfords' thirty-million-dollar endowment—the largest gift in the history of higher education up to that time—and because it represented the commercial fortune one couple could amass as a result of changes to the nation's political economy during the second half of the nineteenth century. Thus, when Stanford University opened to students in 1891, it served as a conspicuous manifestation of commercialism's rise in American higher education. Indeed, Stanford University's founding grant reflected the rise of a social ethos of commercialism in higher education when it stated that the institution's central “object” was “to qualify its students for personal success.” While scientific and technological advances increased the number of professions from which students could choose, the industrial age accelerated the growth of a commercial society.Less

. The Wind of Freedom Blows

Gerhard Casper

in The Winds of Freedom: Addressing Challenges to the University

This chapter presents former Stanford University president Gerhard Casper’s inaugural address on October 2, 1992. He explains the meaning of the “winds of freedom” as the short expression of ... More

This chapter presents former Stanford University president Gerhard Casper’s inaugural address on October 2, 1992. He explains the meaning of the “winds of freedom” as the short expression of principle to guide Stanford University. He says that a university’s freedom must first and foremost be pursuit of knowledge free from constraints as to sources and fields. A university must be free to challenge established orthodoxy and new orthodoxy; a university’s freedom must also be the freedom of its members, faculty, and students to think and speak for themselves.Less

. The Advantage of the Research-Intensive University

Gerhard Casper

in The Winds of Freedom: Addressing Challenges to the University

This chapter presents former Stanford University president Gerhard Casper’s speech at Peking University, Beijing, China, on May 3, 1998. He addressed the following question: What qualities are ... More

This chapter presents former Stanford University president Gerhard Casper’s speech at Peking University, Beijing, China, on May 3, 1998. He addressed the following question: What qualities are necessary to serve society through excellence? He attributes Stanford’s relations with Silicon Valley to its rigorous adherence to several fundamental but universal purposes and characteristics of a research-intensive university.Less

Early Vietnam Stirrings, Dean Allen's Departure, David Harris's Arrival, and Stanford's First Sit-in

in Stanford in Turmoil: Campus Unrest, 1966–1972

Stanford University cooperated with the U.S. government in the preparation for the Vietnam War, mainly by establishing fallout shelters that provided necessities such as food, first aid, and ... More

Stanford University cooperated with the U.S. government in the preparation for the Vietnam War, mainly by establishing fallout shelters that provided necessities such as food, first aid, and radiological-monitoring equipment. In addition to the war, student activism also focused on civil rights. On January 30, 1964, the Committee on Religion of the Associated Students of Stanford University and their Legislature (LASSU) issued a report urging the university to change its role in supporting religious activities. This chapter examines Stanford's involvement with the Vietnam War, the controversy between dean of women Lucile Allen and members of the Women's Council, Allen's eventual resignation, the creation of the Committee of Fifteen (C-15) at Stanford, Stanford's first sit-in, and the election and resignation of David Harris as student body president.Less

. Concerning Culture and Cultures: Campus Diversity

Gerhard Casper

in The Winds of Freedom: Addressing Challenges to the University

This chapter presents former Stanford University president Gerhard Casper’s speech on September 23, 1993, welcoming the Class of 1997 and their parents. He addresses some issues that have become ... More

This chapter presents former Stanford University president Gerhard Casper’s speech on September 23, 1993, welcoming the Class of 1997 and their parents. He addresses some issues that have become associated with diversity on college campuses.Less

. Affirmative Action

Gerhard Casper

in The Winds of Freedom: Addressing Challenges to the University

This chapter presents a speech by former Stanford University president Gerhard Casper on October 4, 1995, on the issue of affirmative action. He focuses on the specific subject of college admissions ... More

This chapter presents a speech by former Stanford University president Gerhard Casper on October 4, 1995, on the issue of affirmative action. He focuses on the specific subject of college admissions at Stanford. He says that all applicants receive careful consideration, and the admissions review takes the individual circumstances of the applicant into consideration. These efforts aim at a class characterized by diversity in terms of academic interests, artistic and athletic accomplishments, leadership qualities, and ethnic and social backgrounds.Less

Introduction

in Stanford in Turmoil: Campus Unrest, 1966–1972

This book focuses on the campus violence that rocked Stanford University in the late 1960s and early 1970s. Stanford's experience in those years was comparable to that of other universities, ... More

This book focuses on the campus violence that rocked Stanford University in the late 1960s and early 1970s. Stanford's experience in those years was comparable to that of other universities, especially the elite ones, but the troubles it had to endure did not attract as much attention as Harvard, Cornell, Columbia, and Berkeley. These troubles included arson and the notorious “Cambodia Spring” of 1970 in which dozens of police and students were hurt. Stanford's buildings suffered significant damage, the office of a university president was burned, and his successor resigned unceremoniously after only nineteen months in office for failing to contain the unrest. Paradoxically, Stanford's prestige and academic strength that had begun in the 1950s during the administration of President J. E. Wallace Sterling and Provost Frederick E. Terman continued to rise despite the crisis.Less

“An Unwanted Guest in America,” 1953–1961

Robert W. Cherny

in Victor Arnautoff and the Politics of Art

Arnautoff became more isolated in the 1950s. In 1955, he made national news when he was asked to remove a cartoon criticizing McCarthyism from an art show. The event brought a subpoena from the ... More

Arnautoff became more isolated in the 1950s. In 1955, he made national news when he was asked to remove a cartoon criticizing McCarthyism from an art show. The event brought a subpoena from the House Un-American Activities Committee and two hearings at Stanford to determine if he should be terminated. In a decision extending academic freedom, the faculty committee did not recommend termination. The California Labor School and the Russian American Society both closed down, and the Communist party shrunk significantly. Victor and Lydia again applied to emigrate to the Soviet Union, were accepted, and traveled there as tourists. Upon returning to the U.S., Lydia died in a car accident.Less

. Corry v. Stanford University: The Issue of Free Expression

Gerhard Casper

in The Winds of Freedom: Addressing Challenges to the University

This chapter presents a speech by former Stanford University president Gerhard Casper on March 9, 1995. He comments on the lawsuit filed by nine Stanford students—Corry v. Stanford University—which ... More

This chapter presents a speech by former Stanford University president Gerhard Casper on March 9, 1995. He comments on the lawsuit filed by nine Stanford students—Corry v. Stanford University—which challenged the Fundamental Standard interpretation titled “Free Expression and Discriminatory Harassment”. The Fundamental Standard has been the measure of conduct for Stanford students since 1896.Less

The Sterling-Terman Era

in Stanford in Turmoil: Campus Unrest, 1966–1972

In the early 1960s, Stanford University was a peaceful, rural campus known as “the Farm,” in reference to the place where trotting horses were raised by its founder, Senator Leland Stanford. The ... More

In the early 1960s, Stanford University was a peaceful, rural campus known as “the Farm,” in reference to the place where trotting horses were raised by its founder, Senator Leland Stanford. The university had been led by President J. E. Wallace Sterling since 1949 and Provost Frederick E. Terman since 1955. By 1960, Sterling and Terman had transformed Stanford from a respectable but largely regional institution into one of the world's premier universities. The remarkable rise in academic quality at Stanford changed the university's overall climate, including student politics. In 1962, Armin Rosencranz, a graduate student, was elected president of the student body. This chapter explores how Stanford fared under the Sterling-Terman Era, focusing on Rosencranz's campaign and Sterling's conflict with the Associated Students of Stanford University as well as the liberalization of the university rules regarding student organizations.Less

An Education for Women Equal to That of Men: Funding Colleges for Women

Joan Marie Johnson

in Funding Feminism: Monied Women, Philanthropy, and the Women's Movement, 1870-1967

Some women founded women’s colleges that were designed to offer a rigorous academic program on par with that at the best men’s colleges, such as Harvard. Chapter 4 examines four women’s college ... More

Some women founded women’s colleges that were designed to offer a rigorous academic program on par with that at the best men’s colleges, such as Harvard. Chapter 4 examines four women’s college founders of Smith College, Newcomb, Sweet Briar, and Scripps College, along with Jane Stanford, cofounder of coeducational Stanford University. They believed deeply in the abilities of women and the need to develop them through higher education. This chapter shows how these college founders defined women’s rights and desired access to education, not only for intellectual growth but also for financial independence. Chapter 4 demonstrates the enormous influence on women’s education that these women collectively had.Less

. Roles of a University President

Gerhard Casper

in The Winds of Freedom: Addressing Challenges to the University

This chapter presents a speech by former Stanford University president Gerhard Casper outlining the roles of a university president. He describes how being a university president involves at least ... More

This chapter presents a speech by former Stanford University president Gerhard Casper outlining the roles of a university president. He describes how being a university president involves at least nine jobs: (i) college president, (ii) university president, (iii) trustee, (iv) fiduciary for alumni relations and for fund-raising, (v) educator, (vi) scholar in university service, (vii) public figure, (viii) social worker, and (ix) entertainer.Less