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    Chapter 4

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    1. In the late 19th century, major American universities began to take shape and develop common structural characteristics under the influence of business practices and wealthy industrialists who became major donors. 2. Universities focused on attracting large-scale philanthropy from "captains of industry," establishing prominent university presidents, and developing professional schools and graduate programs to train experts. 3. While universities grew rapidly in size and offerings, what defined a "great" university remained unclear as institutions had different missions and levels of commitment to ideals like research and graduate education. Standardization efforts later emerged to define quality.

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    Chapter 4

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    1. In the late 19th century, major American universities began to take shape and develop common structural characteristics under the influence of business practices and wealthy industrialists who became major donors. 2. Universities focused on attracting large-scale philanthropy from "captains of industry," establishing prominent university presidents, and developing professional schools and graduate programs to train experts. 3. While universities grew rapidly in size and offerings, what defined a "great" university remained unclear as institutions had different missions and levels of commitment to ideals like research and graduate education. Standardization efforts later emerged to define quality.

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    1. In the late 19th century, major American universities began to take shape and develop common structural characteristics under the influence of business practices and wealthy industrialists who became major donors. 2. Universities focused on attracting large-scale philanthropy from "captains of industry," establishing prominent university presidents, and developing professional schools and graduate programs to train experts. 3. While universities grew rapidly in size and offerings, what defined a "great" university remained unclear as institutions had different missions and levels of commitment to ideals like research and graduate education. Standardization efforts later emerged to define quality.

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    Chapter 4

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    1. In the late 19th century, major American universities began to take shape and develop common structural characteristics under the influence of business practices and wealthy industrialists who became major donors. 2. Universities focused on attracting large-scale philanthropy from "captains of industry," establishing prominent university presidents, and developing professional schools and graduate programs to train experts. 3. While universities grew rapidly in size and offerings, what defined a "great" university remained unclear as institutions had different missions and levels of commitment to ideals like research and graduate education. Standardization efforts later emerged to define quality.

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    Captains of Industry and

    Erudition

    Abby Moss,
    Eden Driscoll, and
    Sarah Looman Thomson
    What are some of today’s
    “Great American Universities?”

    Why are they considered “great?”


    Slosson’s Great American Universities
    Harvard University Leland Stanford, Jr., University

    Johns Hopkins University University of Wisconsin

    Columbia University University of Pennsylvania

    University of Chicago Princeton University

    University of California Yale University

    Cornell University University of Illinois

    University of Michigan University of Minnesota


    The Quest for the Great American University
    ★ 1880-1910
    ★ Standard American universities started to develop
    ○ Association of American Universities founded in 1900
    ★ American business atmosphere brought to higher ed
    ○ Ambition and wealth without rules
    ★ Titans of industry became ‘captains of erudition’
    ★ Religious emphasis on “good works” led to increased philanthropy by
    wealthy people
    ○ Gifts to higher education increased 47% to 75%
    Campus Architecture and the University Spirit
    Structural Changes in Historical Perspective
    ★ Common structural /
    administrative
    characteristics
    ★ Designed according to
    philosophical views or
    whimsy?
    ★ Presidents and Donors =
    University Builders
    ○ “Ruthless pioneers”
    ★ Higher ed = “the ultimate
    unregulated industry”
    A Profile of Campus and Community: Chicago in 1893
    ★ University of Chicago
    ○ Funded by Rockefeller and local
    merchants
    ★ Embraced public relations
    ★ William Rainey Harper = new kind
    of president
    ○ Focus on fundraising and
    marketing
    Large-Scale Philanthropy: Giving as the Religion
    ★ No federal regulations on commerce = high stakes gains
    and losses
    ○ “Captains of Industry” that triumphed - Rockefeller, Carnegie,
    Vanderbilt, Cornell, Stanford
    ★ These Captains gave money to schools to support scientific
    and technology education before the Morrill Act (1862)
    ★ Financial support came from “friends” of the college
    ★ Civic Pride = Oprah for Colleges
    ★ Fund-Raisers - “Honorable Beggars”
    ○ Frederick Gates
    ■ Soliciting funds: Fishing Expeditions
    ■ Prospective Donors: Trout
    ■ About to give a lot of $$$: Big with Gift
    University Presidents as Entrepreneurs
    ★ Presidents were called “Giants”
    ○ Superb fund-raisers
    ○ Served for a long time
    ○ Public figures who influenced local, state, and national affairs
    ○ Advanced the private sector for social & humanitarian services
    ★ Presidential Publicity on the College
    ○ Construction projects were conspicuous
    ○ Some Presidents did theirs quietly
    ■ Charles Eliot of Harvard
    What are the pros and
    Discussion cons of major donors
    involvement in modern
    universities?
    Break Time!
    Characteristics of the Great Modern American University
    ★ Philanthropy on a Large Scale
    ★ Presidential Presence
    ★ Professors as Professional Experts
    ★ Pedagogy
    ★ Professional Schools
    ★ Curriculum
    ★ Professionalization of Students
    ★ Facilities
    ★ The Dynamics of the Academic Enterprise
    Analyzing the Great American Universities
    ★ “Great American Universities” raised as many questions as it
    answered
    ○ Faculty were expected to have Ph.D.s, but commitment to
    doctoral programs were uneven
    ○ Omission/Inclusion of schools
    ★ Professional schools - All talk, no action
    ○ Creation of “learned professionals”
    ○ Low enrollment in classes; very few doctoral students
    ★ Size didn’t impact greatness
    ○ Some colleges had more students than others
    ○ Different missions
    ★ What are budgets?
    ○ Keeping up with operational budgets
    ○ John’s Hopkins
    Land-Grant Universities: The Second Wave of Funding and
    Legislation
    ★ 1887-1914 added more land-grant
    institutions & more funding
    ★ New eligibility for land-grants for
    black and Southern state’s colleges
    ★ New approach - land-grant
    institutions focussed on applied
    research = legitimized their role in
    everyday life of local community
    (ex. Farmers brought fertilizer to
    Kentucky state colleges for quality
    control checks)
    The Academic Kitchen: Women as University Scholars
    ★ Great Midwest/West
    universities = commitment to
    coeducation
    ★ BUT (1) women “pigeonholed”
    in academic/social life (2)
    female graduates - trouble in
    academic job market (3) if
    faculty, then marginalized &
    w/o tenure & low salary
    ★ THEREFORE women (1) looked
    for other jobs (2) mentored
    other women “protegee chains”
    Vertical History to Horizontal History: The Great Foundations
    ★ Philanthropic donations to higher ed shifted from
    building institutions to establishing institutes for a
    specific area of study
    ★ “Foundation Directors” usually had different ideas
    regarding purpose/structure of institutes than the
    benefactors
    Heroic Chaos to Coordination and Standards
    ★ Concerns over quality in higher ed
    ★ Creation of standardized
    admissions tests
    ★ Ratings, rankings, & reputations
    ★ Foundations dictated curriculum
    be free of denomination
    ★ Abraham Flexner - 1910 analysis
    on U.S. medical education
    exposed reform problems to
    general public
    ★ = PROGRESSIVISM
    Conclusion
    ★ University building in the South - overlooked by
    researchers
    ★ Institutions 1890-1910 = fluid, uncertain, and
    diverse
    ★ Institutions added many new fields of study
    ★ Freestanding professional schools decreased
    ★ No government funding, but no interference;
    “The American
    allowed for innovation
    University of 1910 was
    ★ Foundations & accrediting groups created an adolescent - gangly,
    standardization practices energetic, and
    ★ Growth created need for academic bureaucracy enigmatic.”
    If you had your own
    university...
    ★ What do you think would be the top
    5 characteristics to focus on (from
    previous list) to make yours a

    ACTIVITY! ★
    “great” American university?
    Expand on what those 5
    characteristics would look like at
    your university and how they would
    help make your university “great.”
    ★ How would you seek out funding
    for your university?

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