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Relevant bibliographies by topics / Oberlin College (Oberlin, Ohio)

Academic literature on the topic 'Oberlin College (Oberlin, Ohio)'

Author: Grafiati

Published: 26 July 2024

Last updated: 27 July 2024

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Journal articles on the topic "Oberlin College (Oberlin, Ohio)"

1

Waite, Cally L. "The Segregation of Black Students at Oberlin College after Reconstruction." History of Education Quarterly 41, no. 3 (2001): 344–64. http://dx.doi.org/10.1111/j.1748-5959.2001.tb00092.x.

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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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Meilaender, Gilbert. "Morality in Plague Time: AIDS in Theological Perspective; Lecture 1: Sickness and Sin." Linacre Quarterly 55, no. 3 (August 1988): 11–22. http://dx.doi.org/10.1080/00243639.1988.11877966.

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The author is a professor of religion at Oberlin College in Oberlin, Ohio. He received his doctorate in philosophy from Princeton University and is the author of four hooks. These Luce Lectures on Religion and the Social Crisis were delivered by the author at Wake Forest University in April, 1988. The author wishes to thank the Department of Religion at Wake Forest for the invitation which provided the opportunity and the occasion to think about the topics treated in the lectures.

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Campbell, James. "George Herbert Mead: Philosophy and the Pragmatic Self." Royal Institute of Philosophy Supplement 19 (March 1985): 91–114. http://dx.doi.org/10.1017/s1358246100004549.

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George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth Storrs Billings Mead, briefly taught at Oberlin College. (She later served as the president of Mount Holyoke College from 1890 to 1900.) Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art.

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Campbell, James. "George Herbert Mead: Philosophy and the Pragmatic Self." Royal Institute of Philosophy Supplement 19 (March 1985): 91–114. http://dx.doi.org/10.1017/s0957042x00004545.

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George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth Storrs Billings Mead, briefly taught at Oberlin College. (She later served as the president of Mount Holyoke College from 1890 to 1900.) Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art.

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5

Andrade, Carlos Roberto Monteiro de, and Alessandra Pavesi. "O planejamento de campi universitários como prática participativa e educativa." Revista Brasileira de Estudos Urbanos e Regionais 14, no. 1 (May 31, 2012): 187. http://dx.doi.org/10.22296/2317-1529.2012v14n1p187.

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Neste trabalho, são discutidas duas experiências de planejamento de campi universitários norte-americanos que tiveram como principal pressuposto a participação ativada comunidade acadêmica: “The Oregon Experiment”, promovido pela Universidade de Oregon na década de 1970, e o projeto do Lewis Center for Environmental Studies no Collegede Oberlin (Ohio), realizado vinte anos depois, em uma década já fortemente marcada pela emergência da questão ambiental. Não obstante as duas experiências tenham se orientado por distintas teorias e princípios de planejamento historicamente situados, no artigo procura-se evidenciar o conteúdo comum a ambas, que remete ao entendimento da participação como práxis e do campus como um laboratório ideal para a sua realização. Palavras-chave: planejamento; campus; participação; educação; sustentabilidade. Abstract: This paper discusses two campus planning experiences carried out in the USA with the active participation of the academic communities: “The Oregon Experiment”, promoted by the University of Oregon in 1970, and the design of the Lewis Center for Environmental Studies at Oberlin College (Ohio), developed twenty years later, in a decade strongly characterized by the rise of environmental concerns. Despite being oriented by different theoretical backgrounds in different moments, the two experiences have common features. The article seeks to highlight these common aspects; the understanding of participation as a praxis and using the campus as an ideal laboratory for its achievement. Keywords: planning; campus; participation; education; sustainability.

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Jernberg, James E. "George Albro Warp." PS: Political Science & Politics 42, no. 04 (September 25, 2009): 789–90. http://dx.doi.org/10.1017/s1049096509990382.

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A life of service to others ended on March 26, 2009, when professor emeritus George A. Warp of the Humphrey Institute of Public Affairs of the University of Minnesota passed away at age 95. George was born on June 12, 1913, in Northfield, Ohio, and graduated from Bedford High School in Ohio. Prior to being associated with the University of Minnesota for the past 60 years, he graduated from Oberlin College, Case Western University, and Columbia University, earning degrees in political science, public administration, international administration, as well as law. George served briefly as a political science faculty member at the University of Minnesota, where he met and married his late wife, Lois, in 1940 before entering the U.S. Navy following the entry of the United States into World War II. His service in the Pacific theater led to his postwar appointment as a civilian advisor under General MacArthur in Japan from 1946–1948. Upon completion of that assignment, George returned to the University of Minnesota in 1948 as a professor of political science and served first as associate director and then director of the graduate program in public administration in the department's Public Administration Center until 1965 when the center became a self-standing unit of the College of Liberal Arts. He remained director through 1968 when the center was succeeded by the School of Public Affairs and recreated as the Humphrey Institute of Public Affairs in 1978 as a collegiate unit named as a memorial honoring the late vice president and Minnesota's senator. George served as a professor and chair of graduate admissions until his retirement in 1982.

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Waite, Cally L. "Racial Segregation at Oberlin College." Journal of Blacks in Higher Education, no. 41 (2003): 134. http://dx.doi.org/10.2307/3133794.

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Rhea, Thomas. "Electronic Music Plus 17 International Festival, Oberlin Conservatory of Music, Oberlin, Ohio, USA, September 21-23 1989." Computer Music Journal 14, no. 1 (1990): 67. http://dx.doi.org/10.2307/3680117.

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Sandquist, Josh, Laura Romberg, and Paul Yancey. "Life as a professor at a small liberal arts college." Molecular Biology of the Cell 24, no. 21 (November 2013): 3285–91. http://dx.doi.org/10.1091/mbc.e13-06-0341.

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Rosenberg Daneri, Daniel, Gregory Trencher, and John Petersen. "Students as change agents in a town-wide sustainability transformation: the Oberlin Project at Oberlin College." Current Opinion in Environmental Sustainability 16 (October 2015): 14–21. http://dx.doi.org/10.1016/j.cosust.2015.07.005.

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Dissertations / Theses on the topic "Oberlin College (Oberlin, Ohio)"

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Flores, Saul Domingo. "Cost benefit analysis of wind turbine investment in Oberlin, Ohio." Oberlin College Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1354547391.

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Getis, Victoria. "Giving up the Ghost: Death in the Depression." Oberlin College Honors Theses / OhioLINK, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1363702987.

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Fahler, Joshua D. ""Holding Up the Light of Heaven": Presbyterian and Congregational Reform Movements in Lorain County, Ohio, 1824-1859." Kent State University Honors College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1500555102981787.

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Albert, Laura Naomi. "Oberlin Local Legend." Oberlin College Honors Theses / OhioLINK, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1544625548227102.

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Bentum, Thomas W. "A discipleship program at Oberlin College." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Brandt, Leland J. "The Evolution of Women's Intercollegiate Athletics at Oberlin College." Oberlin College Honors Theses / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1373981436.

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Clayton, John Edward. "An Antislavery Mission: Oberlin College Evangelicals in "Bleeding Kansas"." Oberlin College Honors Theses / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1373988097.

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Meyer, Andrea R. "History of Jews at Oberlin College: a mirror of change." Oberlin College Honors Theses / OhioLINK, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1323885650.

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Hirsch, Julian. "The Oberlin Near East Study Collection in Context." Oberlin College Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1590254692197989.

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Kitahata, Kenneth. "Determinants of Alumni Giving to a Private U.S. College: Evidence from Oberlin College." Oberlin College Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1588591129541918.

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Books on the topic "Oberlin College (Oberlin, Ohio)"

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Oberlin: The colony and the college, 1833-1883. Oberlin, O[hio]: E.J. Goodrich, 1989.

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2

Waite, Cally L. Permission to remain among us: Education for Blacks in Oberlin, Ohio, 1880-1914. Westport, Conn: Praeger, 2002.

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3

Stedelijk Museum "De Lakenhal" (Leiden, Netherlands) and Allen Memorial Art Museum, eds. Aspecten van Nederlandse tekenkunst, 1945-1985 =: Trends in Dutch drawing, 1945-1985 : Ben Akkerman, Karl Appel, Armando ... Stedelijk Museum De Lakenhal, Leiden, Nederland 1/6-12/8/1985, Allen Memorial Art Museum, Oberlin College, Oberlin, Ohio USA 7/9-17/11/1985. [Leiden]: Stedelijk Museum de Lakenhal, 1985.

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4

National Institute for Occupational Safety and Health., ed. Green Circle Growers, Inc., Oberlin, Ohio. [Atlanta, Ga.?]: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 1993.

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5

National Institute for Occupational Safety and Health. Green Circle Growers, Inc., Oberlin, Ohio. Atlanta, Ga.?]: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 1993.

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National Institute for Occupational Safety and Health. Green Circle Growers, Inc., Oberlin, Ohio. [Atlanta, Ga.?]: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 1996.

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7

Bryant, Tamera. Oberlin: The town that dared. Columbus, Ohio: Zaner-Bloser, 2004.

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8

Library, Oberlin College, Lost Cause Press, and Research Publications International, eds. Anti-slavery propaganda in the Oberlin College Library. Woodbridge, CT: Research Publications International, 1995.

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9

Baumann, Roland M. Constructing Black education at Oberlin College: A documentary history. Athens: Ohio University Press, 2010.

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Baumann, Roland M. Constructing Black education at Oberlin College: A documentary history. Athens: Ohio University Press, 2009.

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Book chapters on the topic "Oberlin College (Oberlin, Ohio)"

1

Schwartz, Howard S. "Analysis of a Racism Hoax at Oberlin College." In Political Correctness and the Destruction of Social Order, 59–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39805-1_4.

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Perkins, Linda M. "Fanny Jackson Coppin and Oberlin College." In The Oxford Handbook of American and British Women Philosophers in the Nineteenth Century. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780197558898.013.22.

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Abstract Fanny Jackson Coppin was a prominent educator of the late nineteenth and early twentieth centuries. Born a slave in Washington, DC, in 1837, her freedom was purchased by a devoted aunt when she was thirteen. She moved to Newport, Rhode Island, where she worked as a servant in the mansion of the Calverts, descendants of Lord Baltimore and Mary Queen of Scots. From 1860 to 1865, Coppin attended Oberlin College in Ohio. When she graduated in 1865, she was the second known Black woman college graduate in the country. Upon graduating, she became a teacher and later principal of the Quaker-founded private classical high school in Philadelphia, the Institute for Colored Youth, working there for thirty-seven years. Under Coppin’s leadership, the school became renowned for its high academic offerings and outstanding students. This chapter discusses her philosophy of education and race.

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Fan, Yue, Li Cheng, and Zhu Zhu. "L2 Chinese language teachers’ cross-cultural adaptation in teaching online courses using videoconferencing tools in a foreign country during the COVID-19 pandemic: a case study." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 108–12. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1443.

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This case study is based on teachers’ personal observation of students of Oberlin College, Ohio, US, and students’ feedback, and addresses cross-cultural communication of Chinese as a foreign (L2) language teacher, who is also the first author of this article. The study was conducted during the global pandemic; L2 language teaching methods in Oberlin College had to be shifted from face-to-face lectures to online teaching using videoconferencing tools, particularly Zoom. It was used not only as the online class platform, but also an additional live communication tool in other activities. The case study presented in this article was conducted mainly through observations in daily classes before and after the pandemic. The results suggest that reserved personality and inadequate cultural contact are factors of accultured difficulties for L2 Chinese language teachers when working in the US. This paper proposes solutions for preparations for a cross-cultural adaptability for Chinese language teachers teaching L2 Chinese abroad, especially in conditions like using videoconferencing tools in online teaching classes.

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Parker, Alison M. "The Roots of Activism." In Unceasing Militant, 5–30. University of North Carolina Press, 2021. http://dx.doi.org/10.5149/northcarolina/9781469659381.003.0002.

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Mary (“Mollie”) Church was born enslaved in 1863 in Memphis, Tennessee. Upon attaining their freedom, Mollie’s parents, Robert Reed Church and Louisa Ayres Church, became business owners. Rioting white Irish police officers targeted Robert Church and many other freedpeople during the 1866 Memphis Massacre. Although shot in the back of the head, Mollie’s father survived. Her family’s history of enslavement and continued terrorism led her to reject the injustices and prejudices so pervasive in United States society. During the Reconstruction era, her parents saw that their brilliant daughter was outpacing the segregated schooling options in Memphis and sent her to the Antioch College Model School in Ohio. Mollie Church graduated with Bachelor’s and Master’s degrees from Oberlin College in the mid-1880s.

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Orr, David W. "Speed." In The Nature of Design. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195148558.003.0009.

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Plum Creek begins in drainage from farms on the west side of the city of Oberlin, Ohio, and flows eastward through a city golf course, a college arboretum, and the downtown area. East of the city, the stream receives the effluent from the city sewer facility before it joins with the Black River, which flows north through two rust-belt cities, Elyria and Lorain, before emptying into Lake Erie 25 miles west of Cleveland. Plum Creek shows all of the signs of 150 years of human use and abuse. As late as 1850 the stream ran clear even in times of flood, but now it is murky brown year-round. Because of pollution, sediments, and the lack of aquatic life, the U.S. Environmental Protection Agency considers it to be a “nonattainment” stream. Yet it survives, more or less. To most residents of Oberlin, Plum Creek is little more than a drain and sewer useful for moving water off the land as rapidly as possible. Few regard it as an aesthetic asset or ecological resource. The character of Plum Creek changes quickly as it flows eastward into downtown Oberlin. Runoff from city streets enters the stream where the creek runs under the intersection of Morgan and Professor Streets. One block to the east, a larger volume of runoff polluted by oil and grease from city streets enters the creek as it flows under Main Street, past a Midas Muffler shop, a NAPA Auto Parts Store, and City Hall, located in the flood plain. Where Plum Creek flows under Main Street, an increased volume of storm water and consequently increased stream velocity have widened the banks and cut the channel from several feet to a depth of 10 feet or more. The city has attempted to stabilize the stream by lining the banks with concrete or by riprapping with large chunks of broken concrete. The aquatic life that exists upstream mostly disappears as Plum Creek flows through the downtown. Bending to the northeast, the creek passes through suburban backyards, past the municipal wastewater plant, a Browning Ferris Industries landfill, and on toward the west fork of the Black River and Lake Erie.

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"Oberlin." In Little Ohio, 73–76. Indiana University Press, 2023. http://dx.doi.org/10.2307/j.ctv34wmx36.24.

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Berger, Iris. "Worlds Apart: A New Racial Divide." In South Africa in World History, 85–108. Oxford University PressNew York, NY, 2009. http://dx.doi.org/10.1093/oso/9780195157543.003.0005.

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Abstract Pixley ka Izaka Seme, born to a Christian family in Natal in 1881, left South Africa in 1898 with plans to study in the United States, following in the footsteps of his cousin John Dube, who had attended Oberlin College in Ohio. With the assistance of the American Congregationalist missionary Reverend S. C. Pixley, whose name he adopted, Seme attended the mission-run Mt. Hermon School for Boys in Northampton, Massachusetts. He then went to Columbia University in New York, where he won the university’s highest oratorical honor for a speech entitled “The Regeneration of Africa.” After earning a law degree at Oxford University, Seme returned home as an attorney in 1910, unprepared for the shocking treatment of Africans in Johannes-burg. Young and self-confident, he reacted with rage when a group of whites objected to his traveling first class on a train and threatened them with a loaded gun. His justification of this impulsive action conveyed his strong class and professional identity. “Like all solicitors,” he replied, “I, of course, travel first class.” Sparked by this anger, Seme would go on to initiate a new protest organization, the South African Native National Congress, which would struggle for more than eighty years to transform the oppressive conditions in his country.

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Abzug, Robert H. "“A Deep Craving, a Keen Urge”." In Psyche and Soul in America, 14–29. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199754373.003.0002.

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Rollo May’s college career. He enters college at Michigan State, becomes a student rebel, and leaves for a more appropriate campus. He goes to Oberlin, where his love of antiquity is born and commitment to a religious calling in Christianity is solidified. At MSC he encounters Bennett “Buck” Weaver through work at the YMCA. Weaver gets him into Oberlin. All during college, he participates in various programs of the national YMCA, including some that exposed him to therapeutic forms of pastoral counseling. Oberlin helped to shape his liberal Christian outlook and also his passions for philosophy, music, and art. He also began to perfect his style of synthesizing ideas in various class assignments. Finally, he followed the Oberlin tradition of doing missionary work after college, in May’s case in Greece.

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"Appendix A: Oberlin College Environmental Policy." In Design on the Edge. The MIT Press, 2006. http://dx.doi.org/10.7551/mitpress/2363.003.0016.

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"Study in the United States—Oberlin College." In Liberating Mission in Mozambique, 62–88. The Lutterworth Press, 2015. http://dx.doi.org/10.2307/j.ctt1cgdx36.10.

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Conference papers on the topic "Oberlin College (Oberlin, Ohio)"

1

Kennedy-Lange, Eleanor, Monica Dix, and Amanda Schmidt. "SHORT-TERM AND LOCAL VARIATION OF SEDIMENT SOURCING IN PLUM CREEK, OBERLIN, OHIO." In Joint 72nd Annual Southeastern/ 58th Annual Northeastern Section Meeting - 2023. Geological Society of America, 2023. http://dx.doi.org/10.1130/abs/2023se-385835.

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McLaughlin, Win N. F., Ashley Hall, and Georgie Tisdale Steding. "SOCIAL MEDIA AS A TOOL TO REVITALIZE HISTORIC SMALL FOSSIL COLLECTIONS; A SUCCESS STORY OF OBERLIN COLLEGE AND #FOSSILFRIDAY." In GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-339705.

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Reports on the topic "Oberlin College (Oberlin, Ohio)"

1

Pless, S. D., and P. A. Torcellini. Energy Performance Evaluation of an Educational Facility: The Adam Joseph Lewis Center for Environmental Studies, Oberlin College, Oberlin, Ohio. Office of Scientific and Technical Information (OSTI), November 2004. http://dx.doi.org/10.2172/15011704.

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Health hazard evaluation report: HETA-92-022-2327, Green Circle Growers, Inc., Oberlin, Ohio. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, June 1993. http://dx.doi.org/10.26616/nioshheta920222327.

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Health hazard evaluation report: HETA-94-0376-2576, Green Circle Growers, Inc., Oberlin, Ohio. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, May 1996. http://dx.doi.org/10.26616/nioshheta9403762576.

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