Franklin College, established in 1834, was the first coeducational institution in Indiana and the seventh in the nation. Franklin College has grown, physically and ideologically, and has made changes to its campus to support the larger amount and increasing variety of people. These changes in physical appearance include the construction of new buildings like new dormitories. Ideologically, Franklin has grown towards an ideology that gives students the opportunity for greater equality and responsibility. Franklin College commissioned surveys and studies that showed the potential for enrollment to grow, and it did. With enrollment up, Franklin College’s campus was becoming too small. Not only was the number of students increased, but these students were different. These students might be from different economic backgrounds, different ages, or different major life choices and all of these things shaped Franklin College’s campus.
This paper will be covering the infrastructure of Franklin College and cover some of the changes to the campus and why the changes happened. Most of the information this paper is based upon came from articles found in Franklin College’s Archives. My archival search began in the grounds and campus files. From there I moved to maps. I received many ideas from Ruth, the archivist, and through the oral history she gave me, I was able to piece together a topic based on the things I thought stood out among Franklin College’s grounds changes. Most evidence is dated, but there are a couple maps without dates. The maps can be easily traced back to when they were published based upon the information gathered from other sources. Another issue that arouse when researching came from issues regarding some accurate dat...
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...e and Edward Street in July." The Franklin, March 16, 1960.
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Franklin College, "Franklin College Facts." Last modified 2013. Accessed November 19, 2013. http://www.franklincollege.edu/about-fc/franklin-college-facts/.
Franklin College Plan of Campus Development. Metropolitan Planners, INC., 1957.
Joanna, Myers. October 15, 2013
Kakavecos, Ruth. "Cafeteria, Lockers to be Included." The Franklin, November 13, 1946.
"Men's Dorm Opened." The Franklin, September 28, 1932.
"The New Student Center." The Alma Mater. (1947).
"November 1947." The Alma Mater. (1947).
U.S. Department of Veteran's Affairs, "The GI Bill's History: Born Of Controversy: The GI Bill Of Rights." Last modified February 09, 2012. Accessed December 11, 2013.
“College campuses are not dominated by widespread racial/ethnic segregation and the racial/ethnic clustering that does occur isn’t impeding intergroup contact.” (578, Hoeffner and Hoeffner). Throughout the essay, the writer continues to provide facts and sources on the information that diversity is not a problem on college campuses. She quotes evidence that states that college students are getting a “variety of positive educational outcomes that result from being educated in a diverse environment.” (578, Hoeffner and Hoeffner).
She includes quotes from George Boggs, president of American Association of Community Colleges, who says, “colleges are going to have to adapt to serve this population,” and that “community colleges have been the most adaptable institutions around…they are very flexible in trying to meet the needs of the students (Sander 784).” Sander makes the connection for the reader that with the influx of baby boomer students colleges will be forced to make changes in an effort to accommodate
in English and taught as a part time instructor. It’s a garden that he describes as “overgrown and seemingly unmanaged...perhaps the only place left at the university that is not meticulously landscaped and stage-managed for tour groups and the website”. While the “aesthetic conformity” of the school is not the only issue, DeBoer’s portrayal of the campus sets the mood of his statement. The juxtaposed descriptions of the natural versus managed spaces on campus reflect the bigger picture; namely universities are more focused on marketability than education. He backs this up with other information, but it is this personal example that will likely stick with the audience. The garden might seem like a trivial issue, but it represents DeBoer’s personal stake in the subject. “That’s precisely why I love the garden: It’s one of the last little wild places left at Purdue”, he says, “Naturally, it’s slated for demolition”. This particular statement is a powerful ending to his introduction because it depicts the weakness of campus culture and freedom against university
By embracing, and not just celebrating diversity in our colleges, we can create a more broad, educated, and interesting view of the
When a person presently looks at university school systems, one never imagines the struggle to obtain such diverse campuses. With Caucasians, Asians, Latinos, and African Americans all willing and able to attend any institution, it is difficult now to envision a world where, because of one’s skin color, a person is denied university acceptance. In actuality, this world existed only fifty years ago. In a time of extreme racial discrimination, African Americans fought and struggled toward one of many goals: to integrate schools. As a pioneer in the South, a man named James Meredith took a courageous step by applying to the University of Mississippi, an all white university. After overcoming many legal and social obstacles, the University of Mississippi’s integration sent positive effects rippling among universities across the nation.
My paper will conclude by considering the influence of honors programs as well as multi-ethnic and multi-cultural student bodies and faculties on the future directions of the historically black college. INTRODUCTION The freedmen and women of the Ante-Bellum South had a thirst and hunger for knowledge known by few; often learning from another freedman who had just learned to read himself, freed slaves attended schools in the evenings and on weekends.... ... middle of paper ...
African or black history was not a study that was done by many until the last century. Studying African Americans accurately as part of American History was an even newer field of history. John Hope Franklin’s obituary calls him, “the scholar who helped create the field of African-American history and dominated it for nearly six decades.” He would call himself an historian of the American South.
The author’s purpose to write this article comes from her close relation and desire to expose the issue of gender discrimination within college acceptance. The subject is closely related to college and as a result of this, the author's intended audience is most likely college students and parents of college students. The article also serves as an apology to those affected by the prejudice. When Britz states, “To parents and the students getting thin envelopes, I apologize for the demographic realities” (Britz), the author makes it known that she is writing from an honest and heartfelt place.
The University of Maryland names the majority of its campus’s buildings after the legacies of influential alumni and world scholars. Most would assume that the activities that occur in each of these buildings would be a representation of the namesake, however, that is not true for the Skinner Building.
Paul, Ron M.D. “The Military Draft and Slavery.” Weekend Edition. March 23-25, 2002. counterpunch.org. n. pag. Web. 5 April 2014.
“Nationally, more than one-quarter of the students in the 1930s were black. Yet they received only about one-tenth of the total education revenues. Many Americans believed that African Americans were simply not capable of excelling in school” (“The 1930’s education…”). For colored women, it was more difficult to prove their abilities than any other race. For example, Asian women were not affected as much simply because their skin color was closer to that of a white’s than a black person. As black women were treated unequally in the education department, white women have also struggled in getting a higher education. “They gave young women a chance to gain the same kinds of education as their brothers without having to spend much of their time and energy fighting the prejudice they would have faced at male-dominated institutions. At the same time, they provided a proving-ground in which college administrators, professors, and students could demonstrate that women could flourish intellectually while remaining healthy and ladylike.” (“The Value
Imagine this; the year is 1836. You are a 17-year-old student interested in learning more about the world around you; however, such an opportunity won’t come your way because you are black. Due to this fact you have no hope of furthering your education past the reading, writing, and arithmetic their slave masters taught your parents. A mind is a terrible thing to waste. The minds of many African American’s go to waste due to individual ignorance of their people and thus of themselves. Historically Black Colleges and Universities were put into effect to educate the black mind and eliminate the ignorance. The discussion of whether Historically Black Colleges and Universities are still necessary in the 21st century has taken place in recent years. Within the discussion many debate that due to the fact that the world is no longer like it was in the 1800’s, the time period in which Historically Black Colleges and Universities were created, the purpose of them no longer exists. However, the cultural significance of Historically Black Colleges and Universities seems to be overlooked by those who argue their importance and relevance in a time where blacks have the option of attending predominantly white institutions (PWIs). The purpose and grounds on which Historically Black Colleges and Universities were developed are still being served. The need to increase efforts to not only rouse, but support Historically Black Colleges and Universities is necessary now more than ever in order to preserve our past, fulfill the purpose of our present, and ensure our future.
When diversity is being discussed, there are a plethora of ideas that are associated with it. Whether people are talking being put on a waitlist for college, about people of color, or about representation in the media, the subject of diversity is not rare. Recently, the conversation of diversity has become more common because colleges want to demonstrate that they have diversified campus. How would diversity on campus be defined? Most importantly, diversity is more than having an extraordinary personality. Race, gender, sexuality, and social status are a few of the superfluous traits that make an individual unique in a college’s eyes. In Sophia Kerby’s article, “10 Reasons Why We Need Diversity on College Campuses”, she notes that, while there has already been an effort to diversify high schools and middle schools, accepting students of different backgrounds is not as apparent in higher education (1) . A university desires to diversify its campus in order to benefit the students that are attending the college. Students are not only likely to improve
Most colleges have become co-educational, but this didn’t occur until the late 1900’s. Some colleges like Yale and Princeton didn’t become co-educational until 1969. (“History of Coeducation”, par....