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This volume explores the multifaceted and tumultuous transformation of American higher education that occurred between 1945 and 1970, while examining the changes in institutional forms, curricula, clientele, faculty, and governance.

The secularization of the curriculum is a fundamental feature of the emergence of the modern university. This book explores why the curriculum of Bryn Mawr College did not reflect the religious intentions of its Quaker founder and trustees. It shows how denominational faith ceded its ascendancy to 'Pan-Protestantism'.

This volume examines the evolution of higher education opportunities for African Americans in the early and mid-twentieth century

Change and Continuity in American Colleges and Universities explores major ideas which have shaped the history and development of higher education in North America and considers how these might inform contemporary innovations in the sector.

This work provides a critical reexamination of the origin and development of America's land-grant colleges and universities, created by the most important piece of legislation in higher education

Beginning in the twentieth century, American faculty increasingly viewed themselves as professionals who were more than mere employees. This volume focuses on key developments in the long process by which the American professoriate achieved tenure, academic freedom, and a voice in university governance.

This volume explores the multifaceted and tumultuous transformation of American higher education that occurred between 1945 and 1970, while examining the changes in institutional forms, curricula, clientele, faculty, and governance.

This volume provides unique insight into how American colleges and universities have been significantly impacted and shaped by college football, and considers how US sports culture more generally has intersected with broader institutional and educational issues.

This latest volume in Roger Geiger's distinguished series on the history of higher education begins with a rare glimpse into the minds of mid-nineteenth century collegians

Beginning in the twentieth century, American faculty increasingly viewed themselves as professionals who were more than mere employees