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Manual: Higher Education History
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Sections
« prev | next »- YOUR IMAGE OF UNIVERSITY LIFE: A COURSE PREQUIZ
- REASONING ABOUT HISTORICAL MATTERS
- CAUSAL EXPLANATION IN HISTORIOGRAPHY
- CAUSAL ANALYSIS: AN EXERCISE WITH HISTORICAL EXAMPLES
- ANALYZING CONTROVERSY: AN OVERVIEW OF A PROCEDURE
- BASIC APPROACHES IN ANALYZING DISAGREEMENTS
- IS THE DISPUTE FUNDAMENTAL?
- ARE THE APPARENT PARTIES TO THE DISPUTE REALLY IN DISAGREEMENT?
- ARE THERE PROBLEMS OF UNDERSTANDING?
- IS THERE FACTUAL AGREEMENT?
- IS THERE AGREEMENT ON VALUES?
- ARE THERE META-PROBLEMS?
- IMPORTANT POINTS TO HOLD IN MIND
- HISTORY & CONTROVERSY IN HIGHER EDUCATION
- THE FINAL PAPER
- THE CATHEDRAL OF LEARNING
- COLLEGE PRIORITIES MATRIX
- COLLEGE COLORS
- COLLINS ON CURRICULUM GOALS THROUGH HISTORY
- COMPARING CAMPUS CULTURES THROUGH TIME
- WHAT ARE THE CONNECTIONS?
- CONTRASTING MODELS AND DEVELOPMENT OF THE INSTITUTION
- ELEMENTS OF CURRICULAR RATIONALE IN HISTORICAL CURRICULUM TYPES
- THE COLLEGE CURRICULUM CIRCA 1800
- KNUTE ROCKNE FILM ANALYSIS SHEET
- STUDENT PRINCE FILM ANALYSIS
- GAUDEAMUS IGITUR
- HISTORICAL RESEARCH EXERCISE
- HYPOTHESIZING EXERCISE A
- HYPOTHESIZING EXERCISE B
- HOW TO HYPOTHESIZE
- KNOWLEDGE - GOOD OR EVIL, OR …?
- MISSION VS. FUNCTION: CONSTRAINING ASPIRATION
- IDENTIFY THE SOURCE SET 1
- IDENTIFY THE SOURCE SET 2
- IDENTIFY THE SOURCE SET 3
- IDENTIFY THE SOURCE SET 4
- PRESENTATION EVALUATION SHEET
- RESEARCH QUESTIONS AND GROUPS
- II. JUSTIFICATION AND AUTHORITY
- III. “CHAINING” IS NOT NARRATIVE
- IV. EDITING AND REVISING
- EDUCATION & IMMIGRATION TIMELINE: LECTURE NOTES
- PARALLEL TIME LINES & INTERACTIONS
- PARALLEL TIME LINES & INTERACTIONS EXAMPLE
- HISTORY OF COLLEGE X (CX) ASSIGNMENT GUIDE SHEET
- VESEY ON THE HISTORY OF THE AMERICAN UNIVERSITY: AN EXERCISE
- WIDENER UNIVERSITY MISSION STATEMENT
- INDEX
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