Bibliographic record
Abstract
In this second edition, John R. Thelin once again gives us a comprehensive historical analysis of higher education in the United States.In the first edition, the historical timeline ends in the year 2000; in this edition the author has added the events and the debates of the first ten years of the twenty-first century that are pertinent to the study of higher education.By his own account, Thelin builds upon the work of other historians, in particular the work of Fredrick Rudolph and his seminal book, The American College and University: A History.He takes long held beliefs and challenges them, finding support for his arguments in long forgotten secondary sources.In doing so, Thelin provides his readers with a fresh perspective into the history of higher education in the United States while providing exciting vignettes that make reading more tangible.Thelin begins his analysis in 1636, with the various colleges founded in colonial America and concludes in 2010 with the current state of institutions of higher education.Colonial times saw the founding of the colleges that we now call our "Ivy League" universities like Harvard, Yale, Princeton, Columbia and Brown.The charters of these institutions delineated their name, often honoring the crown or the colony in which they were found, as well as their chosen religion.Contrary to popular belief, these institutions were created as liberal arts colleges.They did offer theology classes but their main purpose was not to create clergy, they did not confer degrees in theology.In fact many of the young men that enrolled at these institutions used them as a forming ground to build their leadership skills, become "gentlemen scholars" but never actually graduated from the institution.This may have added to the belief that these institutions were only for an elite few, but this was not always the case, scholarships were available for individuals with low resources.The young men who were attending these institutions did so because their families could "do without" their help in the family business and therefore had the time to do so.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.005 | 0.004 |
| Scholarly communication | 0.006 | 0.006 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.010 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".