The sixties and the Cold War university: Madison, Wisconsin and the development of the New Left

Levin, Matthew The University of Wisconsin - Madison 2009 해외박사(DDOD)

The history of the sixties at the University of Wisconsin-Madison is both typical of other large universities in the United States and, at the same time, distinctive within the national and even international upheaval that marked the era. Madison's history shows how higher education transformed in the decades after World War II, influenced deeply by the Cold War struggle with the Soviet Union. Universities became increasingly important to the Cold War effort, with many schools developing close ties with the federal government and especially its national security agencies. The Cold War also helped underwrite a massive expansion of university enrollment in the 1950s and 1960s, while universities offered a space for anti-Cold War dissent. These tensions in Cold War-era higher education were exposed during the war in Vietnam, and they fueled and focused the campus-based protest movement that emerged in the sixties. In Madison, two of the era's most important protests, a 1966 draft sit-in and a 1967 demonstration against interviewers from Dow Chemical Company, indicated how the struggle over the Cold War university contributed to the New Left. Madison's New Left also had its own distinctive development. Students in the 1950s maintained a critique of American foreign and domestic politics, while signs of a New Left emerged by the middle and later years of the decade. Madison developed a vibrant intellectual community during these years, the result of Wisconsin's Progressive political tradition, a number of irreverent and sometimes even radical faculty members, and a mix of students that included Wisconsin radicals and out-of-state Jews. Established in 1959, the journal Studies on the Left was one product of this community, its development highlighting the importance of 1950s student politics in the emergence of the New Left even as its criticism of American imperialism and liberalism spread outside of Madison.

An exploration of the consequences of two alternatives on women's needs for higher education in Saudi Arabia: A women's independent university and a women's open university

Mengash, Sarah Abdullah The University of Wisconsin - Madison 2001 해외박사(DDOD)

The study was designed to assess the perceptions of faculty members, policy-makers, and female students concerning two models of universities for women—an independent university and an open university—and their effects on meeting women's needs for higher education in Saudi Arabia. This was done to develop foundation criteria for selecting the model that can best meet women's needs and address the major limitations in the existing system. A survey instrument was devised by the researcher to gather data from a sample of 340 participants studying or working in King Saud University, women's colleges, the University of Imam Mohammed Bin Saud, the Ministry of Higher Education, and the General Presidency of Girls' Education in Riyadh. The responses were analyzed using statistical methods and tests such as the Log-Rank Test, the Chi-Square Test, and the Logistic Regression Model. Most participants identified the women's independent university as the preferred way to meet women's higher education needs and to address most important limitations in the current system. An independent university would best provide women with a supportive environment for learning and acquiring knowledge and skills important to national development. An independent university was also judged to face fewer obstacles to its establishment than the open university. Insufficient experience among women in making major decisions and leading higher education institutions were seen as major obstacles to the establishment of the independent university. However, these problems could be lessened through adequate preparation and training focusing on effective female leadership.

Engaging 21st century audiences through innovative and interactive performance: Reflections on implementing a course on community engagement and suggestions for future programming at the University of Wisconsin-Madison

Page, Julie Elizabeth The University of Wisconsin - Madison 2012 해외박사(DDOD)

The Doctoral Performance and Research submitted by Julie E. Page, under the direction of Professor Martha Fischer at the University of Wisconsin-Madison, in fulfillment of the requirements for the degree Doctor of Musical Arts consists of the following. I. Recital, December 8, 2009, Morphy Hall: Sonata for Bassoon and Piano - John Steinmetz; Violin Sonata in D minor, Op. 108 - Johannes Brahms; Cello Sonata in B flat major, Op. 71 - Dmitri Kabalevsky. II. Recital, March 26, 2010, Morphy Hall Hungarian Dances Nos. 2, 3, 6, 7 - Brahms; Zwei Gesange, Op. 91 - Brahms; Vier ernste Gesange, Op. 121 - Brahms; Liebeslieder Waltzes, Op. 52 - Brahms. III. Recital, January 30, 2011, Morphy Hall: Sure on this shining night - Samuel Barber; Three Songs, Op. 45 - Barber Hermit Songs, Op. 29-Barber; Duets, Op 43 - Robert Schumann; Dichterliebe, Op. 48 - Schumann. IV. Recital, April 25, 2011, Capitol Lakes: Suite, Op. 157b - Darius Milhaud; Eight Pieces, Op. 83 (Nos. 1-4) - Max Bruch; Quatuor pour la fin du Temps - Olivier Messiaen. V. Lecture Recital, May 12, 2012, Bethel Lutheran Church: "Classical Music and 21st Century Audiences: Engaging the Broader Public through Innovative and Interactive Performance," presents the results of a Spring 2012 special topics course focused on community engagement and includes live performances of repertoire introduced as part of student-developed community projects. VI. Final Recital, May 17, 2012, Capitol Lakes: Short Story-George Gershwin (arr. Samuel Dushkin) Monument-John Stevens Little Suite of Four Dances - William Bolcom; N.O. Rising - Kim Scharnberg; Lullaby, Manners, & Goodby, Goodby World - Lee Hoiby; Symphonic Dances from West Side Story - Leonard Bernstein (arr. John Musto). VII. Written Project: "Engaging 21st Century Audiences through Innovative and Interactive Performance: Reflections on Implementing a Course on Community Engagement and Suggestions for Future Programming at the University of Wisconsin-Madison," describes the process of creating the community engagement-focused course, discusses student-developed community projects, provides results and reflections, and proposes future programming and a certificate in community music at the UW-Madison (includes syllabus).

The ethnic studies movement: The case of the University of Wisconsin Madison

Casanova, Stephen The University of Wisconsin - Madison 2001 해외박사(DDOD)

This dissertation examines the origins of ethnic studies at the University of Wisconsin-Madison in the late 1960s and it addresses the central role played by Black students in developing the Department of Afro-American Studies. This thesis also reviews the history of ethnic studies and provides a synopsis of the ethnic studies struggle at San Francisco State College, which initiated the ethnic studies movement. The ethnic studies movement is the struggle for educational reform that seeks to establish and advance the cause of ethnic studies in colleges and universities. While the roots of the ethnic studies movement are found in the various ethnic minority communities themselves, minority student activists initiated the movement for ethnic studies in predominantly white universities and colleges during the late 1960s. In an effort to organize the somewhat unwieldy history of ethnic studies, I suggest four distinct phases or periods of time for viewing the development of ethnic studies. The history of ethnic studies is explored through a discussion that examines the first two of the four phase—(1) the foundation phase, 1954 to 1967, which laid the groundwork for the emergence of the ethnic studies movement, and (2) the ethnic studies phase, 1968–1972, which saw the greatest degree of student activism and accounted for the establishment of the largest numbers of programs. My investigation of the ethnic studies movement confirms the central role played by minority students in the development of ethnic studies. The minority power movements of the 1960s and 70s sparked the creation of the minority student movement and a widespread struggle to establish ethnic studies. At UW-Madison, Black students were inspired by the Black Power movement to create their own organizations and to struggle for the establishment of an Afro-American Studies department. Ethnic group identity and pride were strong motivations that led minority students at Madison and elsewhere to strive for ethnic studies programs that taught them about their histories and cultures. An important factor that contributed to the emergence of the struggle for ethnic studies was the ideological conflicts that arose between the minority students attending predominantly white campuses and the “high risk” compensatory education programs established to recruit these students. Minority students were strongly influenced by the minority power principles, which stressed self-determination and separate or autonomous institutions. By contrast, the compensatory education programs that recruited minority students often promoted integration and assimilation. The case of UW-Madison, which in the late 1960s, experienced considerable conflict between Back student activists and the compensatory education program's director, suggests the possibility that compensatory education programs were an important site of struggle in the movement for ethnic studies. Finally, my investigation suggests that faculty and administrators at Madison and campuses throughout the nation were willing to establish ethnic studies programs and departments, but that they sought to depoliticize these programs by eliminating aspects of the minority student demands for ethnic studies that were not in accord with traditional academic norms.

The Twenty-First Century Vocal Compositions of George Crumb: "Voices From A Forgotten World" and the Seven-Volume American Songbook Series

Van Eyck, Jamie Diane The University of Wisconsin - Madison 2012 해외박사(DDOD)

The Doctoral Performance and Research submitted by Jamie Diane Van Eyck, under the direction of Professor Julia Faulkner at the University of Wisconsin-Madison, in the fulfillment of the requirements for the degree Doctor of Musical Arts consists of the following. I. Opera Role, April 17, 19, and 21, 2009, Music Hall; Ruggiero in ALCINA by G. F. Handel; University Opera Theater and University Orchestra. II: Solo Recital, February 19, 2010, Morphy Hall; FRENCH AND SPANISH SONG OF THE EARLY TWENTIETH CENTURY: Tonadillas by Enrique Granados; Trois Fables de Jean de la Fontaine by Andre Caplet; Chansons Madecasses by Maurice Ravel; Canciones Clasicas Espanolas by Fernando Obradors. III: Solo Recital, November 21, 2010, Morphy Hall; TWENTIETH AND TWENTY-FIRST CENTURY ENGLISH SONG: Mandatus by R. Douglas Helvering; Selections from Twelve Poems of Emily Dickinson by Aaron Copland; Three Poems of Edna St. Vincent Millay by Ned Rorem; On This Island by Benjamin Britten. IV: Solo Recital, September 28, 2011, Morphy Hall; LIEDER OF MAHLER AND BRAHMS: Zigeunerlieder, op. 103 by Johannes Brahms; Lieder eines fahrenden Gesellen by Gustav Mahler; Zwei Gesange by Johannes Brahms; Selections from Des Knaben Wunderhorn by Gustav Mahler. V: Lecture Recital, March 25, 2012, Mills Hall; Lecture: THE TWENTY-FIRST CENTURY VOCAL COMPOSITIONS OF GEORGE CRUMB: VOICES FROM A FORGOTTEN WORLD AND THE SEVEN-VOLUME AMERICAN SONGBOOK SERIES: This lecture compares the twentieth century vocal music of American composer, George Crumb, with his newest volumes of vocal music, the American Songbook series (2001-2011); Performance: AMERICAN SONGBOOK V: VOICES FROM A FORGOTTEN WORLD. VI. Written Project: THE TWENTY-FIRST CENTURY VOCAL COMPOSITIONS OF GEORGE CRUMB: VOICES FROM A FORGOTTEN WORLD AND THE SEVEN-VOLUME AMERICAN SONGBOOK SERIES: This project consists of an exploration of the vocal music of American composer, George Crumb (b. 1929), and the progression of his writing style from the 1950s through the present day. This project also examines the compositional elements found in Crumb's twenty-first century American Songbook series, with particular focus on American Songbook V: Voices From A Forgotten World (2006).

Understanding differences in state support for higher education: A comparative study of state appropriations for research universities

Weerts, David John The University of Wisconsin - Madison 1999 해외박사(DDOD)

A review of the literature suggests that higher education governance, institutional characteristics, and economic, demographic, political, and cultural factors play a critical role in determining state appropriations for public colleges and universities. Relying on these factors as a framework, the purpose of this study was to identify and explore the most compelling of these explanations for differences in unrestricted state appropriations for Carnegie Public Research I Universities during the 1990s. Both quantitative and qualitative methods were used in the study. First, regression analysis was employed to examine the impact of [the] twenty-six variables identified from the literature as important predictors of higher education appropriations. In the final regression model, three institutions were identified as representing [three] clear, but differing, levels of support: lower than predicted appropriations (Ohio State University), predicted appropriations (University of Wisconsin-Madison), and higher than predicted appropriations (University of Georgia). A multi-case study design as described in Bogdan & Bicklen (1992) and Conrad, Haworth & Millar (1993) was used to learn about state support at these three institutions. The primary data collection method used was interviews targeting institutional leaders, state legislators, governing board officials, state administrators, and governor's staff in each state. Institutional commitment to public service, strength of the higher education governance structure, and gubernatorial and legislative support emerged as critical elements accounting for differences in support between public research I universities. Specifically, strong, recognizable outreach programs and structures are important to increasing the visibility of institutional service and consequently lead to greater state support. In addition, research I universities that are governed by a consolidated governing board are likely to have greater state appropriations compared to those in coordinating board systems because of governing boards' ability to mitigate competition between campuses. Finally, the support of the governor is among the most crucial factors that set the political stage and public disposition toward supporting higher education. An examination of organizational theory suggested that a combination of rational, political, and cultural systems theories are useful for understanding the organization, processes, and structures explaining key differences in state support for public research I universities.

Environmental education implementation in Wisconsin: Conceptualizations and practices

Lane, Jennie Farber The University of Wisconsin - Madison 2006 해외박사(DDOD)

This study investigated the implementation of environmental education (EE) in Wisconsin. In support of EE the Department of Public Instruction passed two mandates 985 requiring preservice preparation in EE and the integration of environmental topics into district curriculum plans. Although the Mandates use the term integration, the infusion approach was promoted in the late 1980s and early 1990s. To investigate EE implementation in Wisconsin, professionals in the field were asked to share how they envisioned and promoted EE implementation, including how teachers include EE into their curriculum. The popularity of EE appears to have declined over the past 15 years and this study also analyzed the reality of those perceptions. To help explore the reality of EE in schools, teachers provided their insights by sharing why and how they teach about the environment: A statewide survey was designed and implemented to gain insight into the pervasiveness of EE implementation practices throughout Wisconsin. The primary method of data collection was through in-depth interviews with EE professionals and classroom teachers. Eight teachers---including one team-teaching pair---were the source of seven vignettes for this study. Their interviews were complemented with classroom observations and document analyses. By focusing on these teachers in depth, "rich pictures" of EE in Wisconsin were developed to inform future development of practical EE implementation. Much of this study sought, to understand the concept of infusion and if and how it differs from integration. The simple conclusion is that there are subtle differences, and some EE professionals would say there are subtle and insignificant differences. Because of this ambiguity, it is recommended that the term infusion be avoided and EE professionals focus on understanding and applying the integration approach to implementing EE. The study also revealed that teachers insert environmental concepts and that this approach needs further investigation. This study shows that despite barriers to EE, there are teachers who include EE in their classroom lessons. Rather than return to past efforts to enforce EE implementation through mandates, the motivations and practices of teachers such as these can provide models to reexamine professional development in environmental education.

Analysis of values in undergraduate mathematics course placement

Sutherland, Jamie R The University of Wisconsin - Madison 2004 해외박사(DDOD)

In this dissertation, I develop a framework for analyzing how held values interact with policies concerning placement into undergraduate math classes. Of particular interest is how the values inherent in a particular university's placement practices may at times conflict with those the university has stated or which seem implied by university practices, the literature concerning placement, and the students themselves. The question that this framework is trying to address is whether or not placement can be done in such a way that is fair and valid from both the perspective of the university and the students. My hope is that this framework will allow placement experts to define a set of values to use as a basis for developing other placement policies and practices. In order to test this theoretical framework in the context of university placement, I used the analysis of values to develop and pilot a supplemental placement practice. Because of the values that came into play with this pilot study, I decided to analyze what happens when students are given more power in the placement process by allowing them to contextualize their mathematical knowledge, background, and experiences within the university math course structure, and to have their input affect their course placement. This study gave better insight into what, from the students' perspective, constitutes a successful placement, and what other factors help to predict a student's performance in their first math course. The methods used in the analysis were informed by the values found by the framework and offered a close look at individual student cases in order to not just identify what the factors are that impact student performance, but to see how they interact differently for different students. The resulting analysis presents each case in its own unique voice in order to capture the complexity inherent in every placement situation. This research is intended to help inform future placement decisions for both policy and individual student cases, therefore the results are presented not as broad generalizations, but rather as points for consideration.

The rural isolation myth: Historical changes in the roles of Wisconsin farm women

Geurink, Jean The University of Wisconsin - Madison 2006 해외박사(DDOD)

Rural farm women are highly functional and important historically to the development of rural Wisconsin. As the state of Wisconsin began developing dairy farms in the late nineteenth century, it was the responsibility of the self-sufficient farm wife to create adaptive strategies for a farm family to survive and advance within society. However, through the 1950s, most farm women were also cut off from society because many of their neighbors lived long distances away. To circumvent loneliness, share news, and socialize, rural neighborhood exchanges and social events were instrumental in connecting farm women to one another. Early research supports the idea that the typical life of a Wisconsin farm woman was isolating and that rural women used mass media to facilitate their roles and mitigate isolation. Through in-depth interviews with 25 Wisconsin farm women, this study was designed to explore the historic and contemporary roles of work of rural women, the historic and contemporary roles and types of mass media used by rural women, and the meaning of isolation for rural women in the past and present. Unlike previous research, this study suggests that rural isolation may be a myth. It was thought that being separate or apart from an urban society permanently eroded cultural exposure and opportunities. This was certainly not true for the farm women in this study.

Norman scholars at the University of Paris in the later Middle Ages: A study of educational institutions, demographic representation, and political engagement (c. 1360--c.1430)

Goddard, Eric The University of Wisconsin - Madison 2009 해외박사(DDOD)

This study of Norman scholars at the University of Paris is a contribution to the social history of medieval universities. The overlap of educational, political, and ecclesiastical boundaries in Normandy gave Norman scholars a strong sense of group identity. Drawing on university sources, papal documentation, and records from Norman archives, this study analyzes Norman educational institutions at Paris, the demographic position of Norman scholars within the University, and their connection to important political developments during the period. The Norman nation (one of four in the faculty of arts) functioned in much the same fashion as its counterparts, integrating scholars into the university community through a network of privileges, statutes, and oaths. Norman colleges, meanwhile, provided a minority of scholars with additional support while imposing additional discipline (chapter 1). Relative levels of Norman demographic representation peaked in the early fifteenth century as Normans increasingly outnumbered Picards and occasionally rivaled members of the French nation in individual faculties. Meanwhile, Normans were under-represented in faculty leadership, perhaps reflecting concern among other nations over Normans' growing demographic presence and divergent political views (chapter 2). In the later fourteenth century Normans consistently accounted for about one quarter of approved papal supplications from Parisian scholars, but their share increased to 38% in 1403. This shift reflects efforts of the Avignon papacy to win the allegiance of Norman scholars, making it problematic to view supplications in 1403 as representative of university demography (chapter 3). Norman scholars and Norman prelates were both wary of the Avignon allegiance, so France's ultimate abandonment of the Avignon papacy pleased both groups. However, the beneficial settlement resulting from the Schism privileged royal prerogative over the system of papal provision favored by Norman scholars and the practice of ordinary collation defended by Norman prelates (chapter 4). While sympathetic to the Duke of Burgundy, the primary objective of Norman scholars in the civil strife of the period was the restoration of peace. However, after these efforts failed and civil war gave way to foreign invasion, Norman scholars enjoyed a period of recovery and relative prosperity during the initial period of English occupation (chapter 5).