Rochester Higher Education Development Committee

Rochester Institute of Technology's story now encompasses some 175 years of commitment to higher education. Almost uniquely among American universities, RIT has focused on educating a skilled workforce to support advancements in the industrialization and modernization of America. From its beginnings in 1829, when it harnessed the energy of a young city in upstate New York, through stunningly effective mergers and nimble responses to new technologies, RIT has evolved into a respected model in innovative higher education. In this new and enlarged edition of his original history of RIT (1982), Professor Gordon brings the university's fascinating chronicle up to date. RIT has enjoyed tremendous growth over the past 25 years, and readers will enjoy anecdotes on student life, insights into major initiatives, and an objective look at the tough decisions that have guided RIT into the company of the highest-ranking academic institutions in the United States. This book is of certain interest for urban and technological historians, college administrators nationwide, and especially RIT's own growing community of students, employees, supporters, and alumni.

Traces the University of Rochester's development from a small college housed in a former hotel in 1850 to its place as a leading research university in 2005. This volume traces the University of Rochester's development from a small college housed in a former hotel in 1850 to its place as a leading research university in 2005. The story is told in eight chapters, each of which chronicles the major issues and decisions the University's leaders faced. Highlights of the story include the University's founding in a city known as the first "western" boomtown; the university's relationship in the early twentieth century with Rochester benefactor George Eastman, which enabled the establishment of world-class schools of music and medicine; and the achievements of Rochester faculty members as researchers on war-related endeavors during World WarII. Author Janice Pieterse sets her history of the university in the context not only of the fortunes of its home city but of trends and issues in American higher education over the last 150 years. Janice Pieterse is afreelance writer and journalist in Rochester, NY.

This history of the University of Rochester at Rochester, New York, has been prepared by Jesse Leonard Rosenberger primarily for those who are in one way or another interested in the university and who wish to know somewhat in detail concerning its peculiar origin; the sound, liberal principles on which it was founded and has been conducted and its development physically and educationally through the first seventy-seven years of its existence. Other persons for whom the volume may have a value are historians and students of higher educational history in America. The index will make the contents readily available for reference purposes.

Almost every day American higher education is making news with a list of problems that includes the incoherent nature of the curriculum, the resistance of the faculty to change, and the influential role of the federal government both through major investments in student aid and intrusive policies. Checklist for Change not only diagnoses these problems, but also provides constructive recommendations for practical change. Robert Zemsky details the complications that have impeded every credible reform intended to change American higher education. He demythologizes such initiatives as the Morrill Act, the GI Bill, and the Higher Education Act of 1972, shedding new light on their origins and the ways they have shaped higher education in unanticipated and not commonly understood ways. Next, he addresses overly simplistic arguments about the causes of the problems we face and builds a convincing argument that well-intentioned actions have combined to create the current mess for which everyone is to blame. Using provocative case studies, Zemsky describes the reforms being implemented at a few institutions with the hope that these might serve as harbingers of the kinds of change needed: the University of Minnesota at Rochester’s compact curriculum in the health sciences only, Whittier College’s emphasis on learning outcomes, and the University of Wisconsin Oshkosh’s coherent overall curriculum. In conclusion, Zemsky describes the principal changes that must occur not singly but in combination. These include a fundamental recasting of federal financial aid; new mechanisms for better channeling the competition among colleges and universities; recasting the undergraduate curriculum; and a stronger, more collective faculty voice in governance that defines not why, but how the enterprise must change.

Typescript and mimeographed reports of the Child Development and Parent Education Project. Material covers the years 1931-1932 through 1933-1934, the third through the fifth (last) years of the project, which was jointly sponsored by the University of Rochester and the Rochester Board of Education directed by Hazel Cushing.