Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.003.0005
- Subject:
- History, American History: 20th Century, American History: 19th Century
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 ...
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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
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.
Barry M. Katz
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780262029636
- eISBN:
- 9780262330923
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262029636.003.0005
- Subject:
- Business and Management, Business History
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, ...
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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
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.
Jeannette A. Colyvas and Spiro Maroulis
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691148670
- eISBN:
- 9781400845552
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691148670.003.0016
- Subject:
- Sociology, Economic Sociology
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, ...
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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
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.
Donald Davidson
- Published in print:
- 2004
- Published Online:
- August 2004
- ISBN:
- 9780198237549
- eISBN:
- 9780191601378
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198237545.003.0015
- Subject:
- Philosophy, General
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 ...
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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
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.
Charles Dorn
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780801452345
- eISBN:
- 9781501712616
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801452345.003.0007
- Subject:
- Education, History of Education
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' ...
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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
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.
Doogab Yi
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780226143835
- eISBN:
- 9780226216119
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226216119.003.0001
- Subject:
- History, History of Science, Technology, and Medicine
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 ...
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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
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.
Gerhard Casper
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780300196917
- eISBN:
- 9780300207064
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300196917.003.0002
- Subject:
- Sociology, Education
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 ...
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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
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.
Gerhard Casper
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780300196917
- eISBN:
- 9780300207064
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300196917.003.0008
- Subject:
- Sociology, Education
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 ...
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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
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.
- Published in print:
- 2009
- Published Online:
- June 2013
- ISBN:
- 9780804760799
- eISBN:
- 9780804771016
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804760799.003.0003
- Subject:
- History, American History: 20th Century
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 ...
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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
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.
Gerhard Casper
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780300196917
- eISBN:
- 9780300207064
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300196917.003.0007
- Subject:
- Sociology, Education
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 ...
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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
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.
Robert W. Cherny
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780252040788
- eISBN:
- 9780252099243
- Item type:
- book
- Publisher:
- University of Illinois Press
- DOI:
- 10.5406/illinois/9780252040788.001.0001
- Subject:
- Art, Art History
Victor Arnautoff, an artist, was born in 1896 in the Russian empire. After serving as a cavalry officer in WWI and then in the White Siberian army during the Russian Civil War, he became part of the ...
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Victor Arnautoff, an artist, was born in 1896 in the Russian empire. After serving as a cavalry officer in WWI and then in the White Siberian army during the Russian Civil War, he became part of the Russian diaspora, working for a Chinese warlord, studying art in San Francisco, and working with Diego Rivera in Mexico. Returning to San Francisco, his art was acclaimed during the 1930s, especially his public murals, most financed by New-Deal art programs. He joined Stanford University’s art faculty. He and his wife became citizens and secretly joined the Communist party (CP). They threw themselves into work for Russian war relief during WWII and became active in Communist front groups. After WWII, the rise of abstract expressionism marginalized Arnautoff’s social realism, and he found a new cultural home in the California Labor School. Arnautoff’s activities in Communist front groups brought FBI surveillance. He was called before a HUAC sub-committee, and the Stanford administration tried unsuccessfully to terminate him in a case involving standards of academic freedom. After retiring from Stanford and the death of his wife, Arnautoff emigrated to the Soviet Union. There he created several large public murals before his death in 1979.Less
Victor Arnautoff, an artist, was born in 1896 in the Russian empire. After serving as a cavalry officer in WWI and then in the White Siberian army during the Russian Civil War, he became part of the Russian diaspora, working for a Chinese warlord, studying art in San Francisco, and working with Diego Rivera in Mexico. Returning to San Francisco, his art was acclaimed during the 1930s, especially his public murals, most financed by New-Deal art programs. He joined Stanford University’s art faculty. He and his wife became citizens and secretly joined the Communist party (CP). They threw themselves into work for Russian war relief during WWII and became active in Communist front groups. After WWII, the rise of abstract expressionism marginalized Arnautoff’s social realism, and he found a new cultural home in the California Labor School. Arnautoff’s activities in Communist front groups brought FBI surveillance. He was called before a HUAC sub-committee, and the Stanford administration tried unsuccessfully to terminate him in a case involving standards of academic freedom. After retiring from Stanford and the death of his wife, Arnautoff emigrated to the Soviet Union. There he created several large public murals before his death in 1979.
Doogab Yi
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780226143835
- eISBN:
- 9780226216119
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226216119.001.0001
- Subject:
- History, History of Science, Technology, and Medicine
This book examines the history of biotechnology when it was new, especially when it was synonymous with recombinant DNA technology. I focus on the academic community in the San Francisco Bay Area ...
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This book examines the history of biotechnology when it was new, especially when it was synonymous with recombinant DNA technology. I focus on the academic community in the San Francisco Bay Area where recombinant DNA technology was developed and adopted as the first major commercial technology for genetic engineering at Stanford in the 1970s. This book examines the scientific and political genealogy of recombinant DNA technology, which encompassed the economic and legal transformations that triggered the technology’s commercialization, and the realignment of the public obligations and the moral life of academic scientists amid the rise of commercial biotechnology. Its close examination of the changing scientific agendas, legal practices, and moral assumptions about commercialization in the academic community of the Bay Area tells a much broader story of the reconfiguration of both academic institutions and commercial enterprise in biomedicine. The attempts of Stanford scientists and administrators to demonstrate the relevance of academic research were increasingly mediated by capitalistic conceptions of knowledge, medical innovation, and the public interest, resulting in legal shifts and moral realignments that encouraged the privatization of academic research for public benefit. This book argues that biotechnology was initially a hybrid creation of academic and commercial institutions held together by the assumption of a positive relationship between private ownership and the public interest.Less
This book examines the history of biotechnology when it was new, especially when it was synonymous with recombinant DNA technology. I focus on the academic community in the San Francisco Bay Area where recombinant DNA technology was developed and adopted as the first major commercial technology for genetic engineering at Stanford in the 1970s. This book examines the scientific and political genealogy of recombinant DNA technology, which encompassed the economic and legal transformations that triggered the technology’s commercialization, and the realignment of the public obligations and the moral life of academic scientists amid the rise of commercial biotechnology. Its close examination of the changing scientific agendas, legal practices, and moral assumptions about commercialization in the academic community of the Bay Area tells a much broader story of the reconfiguration of both academic institutions and commercial enterprise in biomedicine. The attempts of Stanford scientists and administrators to demonstrate the relevance of academic research were increasingly mediated by capitalistic conceptions of knowledge, medical innovation, and the public interest, resulting in legal shifts and moral realignments that encouraged the privatization of academic research for public benefit. This book argues that biotechnology was initially a hybrid creation of academic and commercial institutions held together by the assumption of a positive relationship between private ownership and the public interest.
Robert W. Cherny
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780252040788
- eISBN:
- 9780252099243
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5406/illinois/9780252040788.003.0010
- Subject:
- Art, Art History
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 ...
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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
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.
Gerhard Casper
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780300196917
- eISBN:
- 9780300207064
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300196917.003.0005
- Subject:
- Sociology, Education
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 ...
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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
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.
Richard W. Lyman
- Published in print:
- 2009
- Published Online:
- June 2013
- ISBN:
- 9780804760799
- eISBN:
- 9780804771016
- Item type:
- book
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804760799.001.0001
- Subject:
- History, American History: 20th Century
This book provides a rare insider's look at one school's experience of dramatic political unrest during the late 1960s and early 1970s. It provides a unique perspective on the events that roiled the ...
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This book provides a rare insider's look at one school's experience of dramatic political unrest during the late 1960s and early 1970s. It provides a unique perspective on the events that roiled the campus during this period—a period in which the author served as Stanford University's vice president, provost, and then president. In a cross between memoir and history, the book guides us through major cases of arson, including the destruction of the president's office, the notorious “Cambodia Spring” of 1970—when dozens of students and police were injured—and the forced resignation of another Stanford president after just nineteen months in office. Remarkably, Stanford's prestige and academic strength grew unabated throughout this time of crisis. How this came to pass is the central theme of this book.Less
This book provides a rare insider's look at one school's experience of dramatic political unrest during the late 1960s and early 1970s. It provides a unique perspective on the events that roiled the campus during this period—a period in which the author served as Stanford University's vice president, provost, and then president. In a cross between memoir and history, the book guides us through major cases of arson, including the destruction of the president's office, the notorious “Cambodia Spring” of 1970—when dozens of students and police were injured—and the forced resignation of another Stanford president after just nineteen months in office. Remarkably, Stanford's prestige and academic strength grew unabated throughout this time of crisis. How this came to pass is the central theme of this book.
- Published in print:
- 2009
- Published Online:
- June 2013
- ISBN:
- 9780804760799
- eISBN:
- 9780804771016
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804760799.003.0001
- Subject:
- History, American History: 20th Century
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, ...
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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
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.
- Published in print:
- 2009
- Published Online:
- June 2013
- ISBN:
- 9780804760799
- eISBN:
- 9780804771016
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804760799.003.0002
- Subject:
- History, American History: 20th Century
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 ...
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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
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.
Joan Marie Johnson
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781469634692
- eISBN:
- 9781469634715
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469634692.003.0005
- Subject:
- History, American History: 20th Century
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 ...
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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
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.
Gerhard Casper
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780300196917
- eISBN:
- 9780300207064
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300196917.003.0004
- Subject:
- Sociology, Education
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 ...
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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
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.
Gerhard Casper
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780300196917
- eISBN:
- 9780300207064
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300196917.003.0001
- Subject:
- Sociology, Education
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 ...
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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
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.
