Integrating advanced workstations into a college curriculum: a panel presentation

1988 ◽  
Author(s):  
Anne Judd
Keyword(s):  
College Curriculum

Teaching the Moral Analysis of Policy Issues

1983 ◽  
Vol 36 ◽  
pp. 1-6
Author(s):  
Douglas Amy
Keyword(s):  
19Th Century ◽  
Moral Philosophy ◽  
College Experience ◽  
College President ◽  
Ethical Sensitivity ◽  
Policy Issues ◽  
College Curriculum ◽  
Meaning And Purpose ◽  
The 19Th Century ◽  
Senior Students

“Throughout most of the 19th century the most important course in the college curriculum was moral philosophy, taught usually by the college president and required of all senior students. The moral philosophy course was regarded as the capstone of the curriculum. It aimed to pull together, to integrate, and to give meaning and purpose to the student's entire college experience and course of study. In so doing it even more importantly sought to equip the graduating seniors with the ethical sensitivity and insight needed in order to put their newly acquired knowledge to use in ways that would benefit not only themselves and their own personal achievement, but the larger society as well.” Douglas Sloan

Report on acm's activity on community and junior college curriculum career program in computer programming

1976 ◽  
Vol 10 (SI) ◽  
pp. 267
Author(s):  
Joyce Currie Little ◽  
Harice Seeds ◽  
Ronald Lenhardt ◽  
John Dineen ◽  
John Maniotes
Keyword(s):  
Computer Programming ◽  
Junior College ◽  
College Curriculum ◽  
Career Program

The Segregation of Black Students at Oberlin College after Reconstruction

2001 ◽  
Vol 41 (3) ◽  
pp. 344-364 ◽  
Author(s):  
Cally L. Waite
Keyword(s):  
Civil War ◽  
Black Students ◽  
Black Families ◽  
Important Place ◽  
Educational History ◽  
College Curriculum ◽  
The North ◽  
History Of ◽  
Oberlin College ◽  
One Year

The community of Oberlin, Ohio, located in the northeast corner of the state, holds an important place in the history of the education of Black Americans. In 1834, one year after its founding, the trustees of Oberlin College agreed to admit students, “irrespective of color.” They were the only college, at that time, to adopt such a policy. Oberlin's history as the first college to admit Black students and its subsequent abolitionist activities are crucial to the discussion of Black educational history. Opportunities for education before the Civil War were not common for most of the American population, but for Blacks, these opportunities were close to nonexistent. In the South, it was illegal for Blacks to learn to read or write. In the North, there was limited access to public schooling for Black families. In addition, during the early nineteenth century there were no Black colleges for students to attend. Although Bowdoin College boasted the first Black graduate in 1827, few other colleges before the Civil War opened their doors to Black students. Therefore, the opportunity that Oberlin offered to Black students was extraordinarily important. The decision to admit Black students to the college, and offer them the same access to the college curriculum as their white classmates, challenged the commonly perceived notion of Blacks as childlike, inferior, and incapable of learning.

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