DiMaria, Frank. “The Morphing of America’s Liberal Arts Colleges.” Hispanic Outlook in Higher Education 21 Sept. 2009: 11-14. Web.
This article takes a look at how liberal arts colleges have changed within the span of two decades, as well as what attributed to these changes. In 1990, there were 212 colleges that met the definition of a liberal arts college, which are curriculum based in traditional arts and science fields, small classes and close student-faculty relationships, and a lesser emphasis on vocational preparation. When this article was written in 2009, only 137 liberal arts still existed, according to the definition. This is due to many liberal arts colleges changing to include more vocational studies, which has been a major trend in college education. Some changed so drastically as to become comprehensive colleges or master’s universities. In addition, some liberal arts colleges were even bought out by larger vocational universities. The liberal arts colleges that still remained were able to retain their status as liberal arts by blending more vocational classes into their curriculum without completely losing the core values of liberal arts. This trend of incorporating more vocational studies into a liberal arts education is a continuing trend.
Wladawsky-Berger, Irving. “What’s the Value of a Liberal Arts Education in Our 21st Century Digital Economy?” The Wall Street Journal. N.p., 04 Mar. 2016. Web. 09 Mar. 2016. <http://blogs.wsj.com/cio/2016/03/04/whats-the-value-of-a-liberal-arts-education-in-our-21st-century-digital-economy/>.
The author of this article, Wladawsky-Berger, went to a liberal arts college himself, and attributes that to his interest in the hot topic of the value of a liberal arts education as well as the role of a liberal arts education in today’s “digital economy.” Wladawsky-Berger remains fairly neutral on the topic while addressing the opinions of both sides of the argument – those who believe in the value in a liberal arts education and those who see more value in specialized educations, such as STEM. Wladawsky-Berger includes quotes and viewpoints from influential individuals on both sides of the issue, and this serves the purpose of informing people of the “conversation,” so to speak on the topic of a liberal arts education. It also allows readers to make up their minds on the topic and form their own individual opinions. I am researching liberal arts educations in a broad sense, and this source is very relevant to the topic as it addresses different views in the “conversation,” and is also informative.
Stripling, Jack. “Behind Rollins College Chief’s Battle, a Broader Liberal-Arts Debate.” The Chronicle of Higher Education 59.30 (2013). Academic OneFile. Web. 24 Feb. 2016.
In 2013, the president of Rollins College, Mr. Lewis M. Duncan, addressed the College about broadening its traditional liberal arts education to include online classes. This was met with many objections because majority of the Rollins community did not want to change the tradition of the College after it had been in place and successfully functioning for so long just for the sake of following the market and what other higher education institutions were doing. Ultimately the College did not decide to offer any online classes. This opened up a broader discussion across the College about what it means to have a liberal arts education In addition, many faculty members admitted that they did not have confidence in the leadership of Mr. Duncan, and he resigned after the 2013-2014 academic year.
The article “Behind Rollins College Chief’s Battle, a Broader Liberal-Arts Debate,” is highly relevant to the topic of academics at Rollins College because it is a liberal arts institution and the article directly addresses liberal arts at Rollins. As the events of the article happened recently, it is history of the College that people are still talking about.
Wetzel Wismar, Mary. “The Reaffirmation.” Alumni Record Feb. 1985: 2-4. Rollins College. Magazine. 29 Jan. 2016.
This magazine article is very relevant to the topic of academic life at Rollins in that it talks about how one of the most popular majors at Rollins was taken away back in the 60s and 80s. Not only does this concern the subtopic of majors, but also the history of academics here at Rollins. For potential Rollins students, knowing the history of the college’s academics and their intended major may be a huge draw to the college because it shows how long the college and some of the majors have been around. As the group continues to research academic life at Rollins, I have started to section off into the subtopic of majors, specifically business. I have already explored the present day 3/2 Accelerated Management Program, and this source has an accompanying interview about the discontinuation of the business major and how it would affect the 3/2 program. This has allowed me to dive deeper into the history of the business major and how it relates to the Crummer Graduate School of Business, while staying under the main topic of academic life.