Littérature scientifique sur le sujet « American Friends of the Hebrew University »

In difficult times, you need friends. The Legal Friends of the Hebrew University in London, and your many friends elsewhere in the world, have been thinking about you a great deal during recent months. As your President, Professor Magidor, wrote in his moving letter on 31 July, this university symbolizes the values of pluralism and tolerance. You exemplify the spirit of Israel, with your deep historical roots and your encouragement of open debate about the future. It is a great pleasure to be invited to address you today as the Lionel Cohen Lecturer.My subject concerns the very limits of pluralism and tolerance: the application of human rights in an age of terrorism. When dealing with enemies, politicians need to be tough. In the latest volume of his compelling biography of Lyndon B. Johnson, Robert A. Caro describes the future American president's explanation to his mother in 1956 of why he did not think much of the chances in the presidential election that year of the Democratic Party candidate, Adlai Stevenson: “He's a nice fellow, Mother, but he won't make it ‘cause he's got too much lace on his drawers.”The threat posed by terrorist enemies understandably provokes politicians to be tough. But how should judges respond when asked to rule on whether a state can afford to grant human rights to those who seek to destroy its very existence? Or, to put it another way, equally tendentious, should judges accept that the State cannot afford to deny human rights to such people if it is to maintain the values which make our society worth defending?

Abstract If we are to position Poe’s concept of “graphicality” as hovering at the juncture between the verbal and the visual—a gesture toward painting at the same time that it indicates a literary art of description, or ekphrasis—criticism has tended to overlook the centrality of Emanuel Swedenborg’s so-called “doctrine of correspondences” within American art discourses of the 1830s and ’40s. This essay explores the corresponding Swedenborgian valences behind Poe’s own graphicality, putting his work in context of three critical figures in Poe’s orbit who respectively mediated, to one degree or another, Swedenborgian theories: George Bush, the mesmerist and New York University professor of Hebrew and Oriental languages; Thomas Holley Chivers, the southern poet, and close friend of Poe’s; and finally, Christopher Pearse Cranch, the landscape painter. The essay concludes with a brief close reading of Poe’s iconic tale “The Fall of the House of Usher,” the only published work in Poe which explicitly mentions a book by Swedenborg (his “spiritualist” classic from 1758, Heaven and Hell).

This study aims at shedding the light on the factors lying behind switching to Hebrew, represented with age, gender, work history and place of residence the phenomenon of code-switching between Hebrew-Arabic among Israeli Arab students at the Arab American University in Palestine. It also studies how code-switching may affect the Palestinian identity of those students. The sample of this study is two-fold. The first was conducted quantitatively through randomly selecting 70 Israeli Arabs to answer an 18-item questionnaire. The findings were statistically analysed using SSPS, showing the frequencies, values, means and standard deviation which were analysed using content analysis. Furthermore, the reliability of the paper was tested using the Cronbach Alpha formula of which the reliability coefficient was accepted and satisfied at 0.70. The researcher also conducted a qualitative approach through interviewing six students, analysed using conversational discourse analysis. The study reveals that both age and place of residence were significantly different and affected the choice of Hebrew. The study also reveals that the unconscious and uncontrolled use of Hebrew was the most obvious reason behind switching, while there was also a considerable effect on students’ identity at 72%. Hence, the researcher recommends more research is needed for the study of power relations among social classes of Israeli Arab citizens. Keywords: Code-switching, ıdentity, Israeli Arabs

This study aims at shedding the light on the factors lying behind switching to Hebrew, represented with age, gender, work history and place of residence the phenomenon of code-switching between Hebrew-Arabic among Israeli Arab students at the Arab AmericanUniversity in Palestine. It also studies how code-switching may affect the Palestinian identity of those students. The sample of this study is twofold. The first was conducted quantitatively through randomly selecting 70 Israeli Arabs to answer an 18-itemquestionnaire. The findings were statistically analysed using SSPS, showing the frequencies, values, means and standard deviation which were analysed using content analysis. Also, the reliability of the paper was tested using the Cronbach Alpha formula ofwhich the reliability coefficient was accepted and satisfied at (0.70). The researcher also conducted a qualitative approach through interviewing six students, analysed using conversational discourse analysis. The study revealsthat both age and place of residence were significantly different and affected the choice of Hebrew. Keywords: Code-switching, identity, Israeli Arabs

This study aims at shedding the light on the factors lying behind switching to Hebrew, represented with age, gender, work history and place of residence the phenomenon of code-switching between Hebrew-Arabic among Israeli Arab students at the Arab American University in Palestine. It also studies how code-switching may affect the Palestinian identity of those students. The sample of this study is twofold. The first was conducted quantitatively through randomly selecting 70 Israeli Arabs to answer an 18-item questionnaire. The findings were statistically analysed using SSPS, showing the frequencies, values, means and standard deviation which were analysed using content analysis. Also, the reliability of the paper was tested using the Cronbach Alpha formula of which the reliability coefficient was accepted and satisfied at (0.70). The researcher also conducted a qualitative approach through interviewing six students, analysed using conversational discourse analysis. The study reveals that both age and place of residence were significantly different and affected the choice of Hebrew. Keywords: Code-switching, identity, Israeli Arabs

The formal contributions of the European university system to American medicine and medical education before World War II are well documented. Less so is the personal dimension of the international teacher-student encounter, which included friendships that were sometimes intimate and long-standing. One such example is offered by University of Vienna rhinologist Markus Hajek, whose long friendship with his American student Roy Philip Scholz is recorded by surviving archival sources. Hajek's letters to Scholz document their relationship over a period of more than 30 years, including many examples of mutual aid and shared sorrow. Ultimately Scholz was part of an international committee of students and admirers organized by the English laryngologist Sir St. Clair Thomson to rescue their professor from Nazi-controlled Vienna on the eve of World War II.

Robert Ousterhout, the author of a magnificent book “Eastern Medieval Architecture. The Building Traditions of Bizantium and Neighboring Lands”, published by Oxford University Press in 2019, the remarkable scholar and generous friend, was so kind to mention in his C. V. on the sight of Penn University (Philadelphia, USA) that he had been the Visiting professor of the Moscow architectural Institute (State Academy), as well as simulteniously of the Hebrew University in Jerusalem, but he did not say that he had been awarded the degree of professor honoris causa by the academic council of MARHI. Unfortunately, his life in muscovite hostel, nevertheless we tried to do our best to provide the best possible accommodation in a “suit” with two rooms with a bathroom, had been radically different from the wonderful dwelling chosen for the visiting teaching stuff from MARHI in the University of Illinois. And Robert called our hostel “Gulag”. He had been joking probably. It is impossible to overestimate the role of professor Robert Ousterhaut in the studies of the history of Byzantine art. At the present day he is the leader in the world studies of the architecture of Byzantium, the real heir of the great Rihard Krauthaimer and Slobodan Curcic, whom he had left behind in his works. His books are known very well in Russia. R. Ousterhaut graduated in the history of art and architecture at the University of Oregon, the Institute of European Studies in Vienna, Universities of Cincinati and Illinois. Не worked at the department of history of art at the University of Oregon, department of history of architecture at the University of Illinois, had the chair of the history of architecture and preservation at the University of Illinois, which is considered, as we know, one of the twenty best American universities. He always worked hard and with success. When I had finished reading my course of the history of Russian architecture at Illinois, he said: “Yes, next term the students are to be treated well…” Now he is professor emeritus of the history of art in the famous Penn University. He taught the courses of the “History of architecture from Prehistory to 1400” and “Eastern medieval architecture” as well as led remarkable seminars devoted to the different problem of the history of architecture of the Eastern Meditarenian, including the art of Constantinopole, Cappadoce, meaning and identity in medieval art. His remarkable 4-years field work at Cappadoce, which he described in several books, and his efforts of the preservation of the architectural monuments of Constantinopole are very valuable, Among his books one certainly must cite Holy Apostels: Lost Monument and Forgotten Project, (Washingtone, D. C., 2020); Visualizing Community: Art Material Culture, and Settlement in Byzantine Cappadocia, Dumbarton Oaks Studies 46 (Washington, D. C., 2017); Carie Camii (Istambul, 2011); Architecture of the Sacred: Space, Ritual, and Experience from Classical Greece to Byzantium (Cambridge University Press, 2012), ed. with Bonna D. Wescoat; Palmyra 1885: The Wolfe Expedition and the Photographs of John Henry Haynes, with B. Anderson (Istanbul: Cornucopia, 2016) John Henry Haynes: Archaeologist and Photographer in the Ottoman Empire 1881–1900 (2nd revised edition, Istanbul: Cornucopia, 2016). Several of his books were reprinted. He edited Approaches to Architecture and Its Decoration: Festschrift for Slobodan Ćurčić (Aldershot: Ashgate, 2012), with M. Johnson and A. Papalexandrou. His outstanding book Мaster Builders of Byzantium (2nd paperback edition, University of Pennsylvania Museum Publications, 2008) was translated into Russian and Turkish. In this work Robert Ousterhaut for the first time in English speaking tradition is regarding the architecture of Bazantium from the point of view of building art and technology. On the base of the analysis of primary written sources, contemporary archeology data, and careful study of existing monuments the author concludes that the Byzantine architecture was not only exploiting the traditions, but was trying to find new ways of the development of typology and construction techniques, which led to transformation of artistique features. Professor R. Ousterhaut discusses the choice of building materials, structure from foundations to vaults, theoretical problems which solved the master masons of Byzantium. In his recent book Eastern Medieval Architecture: The Building Traditions of Byzantium and Neighboring Lands, (Oxford University Press, 2019) Robert Ousterhaut is going further. He writes in the introduction: “I succeded my mentor at the University of Illinois… I had the privilege and challenge of teaching “Early Christian and Byzantine Architecture” to generations of the architecture students inspired my 1999 book, Master Builders of Byzantium. The work of Robert Ousterhaut, published 2019, is the new and full interpretation of the architectural heritage of Byzantine Commonwealth. The author devoted the first part of his book to Late Antiquity (3–7 centuries), beginning with the relations of Domus Ecclesiastae and Church Basilica, then speaking of Konstantinopole and Jerusalem of the times of St. Constantine the Great, liturgy, inspiration, commemoration and pilgrimage, adoration of relics as ritual factors which influenced the formation of sacred space, methods and materials, chosen by the Bizantine builders with their interaction of the mentality of the East and West. Special attention is given to dwelling, urban planning and fortification Naturally a chapter is devoted to Hagia Sophia and the building programs of Emperor Justinian. The second part speaks of the transition to what is called Middle Byzantine architecture both in the capital and at the edges of the Empire. The third part tells the story of the 9th, 10th and 11th centuries and includes the rise of the monasteries, once more secular and urban architecture, the craft of church builders. Churches of Greece and Macedonia, Anatolia, Armenia and Georgia, as well as of the West of Byzantium – Venice, Southern Italy and Sicily. The chapter is devoted to Slavonic Balkans – Bulgaria and Serbia and Kievan Rus. The last fourth part of the book describes the times of the Latin Empire, difficult for Byzantium, to the novelty of the architecture of Palewologos and the development of Byzantine ideas in the Balkans and especially in the building programs of the great powers of the epoch Ottoman Empire and Russia. There is a lot more to say about the book of professor Robert Ousterhaut, but we have to leave this to the next issue of this magazine, and better give the space to the words of the author – his text on the architecture of Kievan Rus.

Educational administration programs are in desperate need of change. However, substantive change is unlikely given the rigidity of the university culture and its dysfunctional nature. The demand to change American universities has existed for over a century with little effect. However, faculty resistance, wrapped in a rigid culture, rejects competing ideologies. A new paradigm is needed if university preparation of school administrators is to be credible. One alternative paradigm is based on the relationship between the teacher and learner. In this paradigm, leadership is discovered rather than taught. It is a personal journey for the faculty member and student. The relationship between the teacher and student creates an opportunity for the discovery of different structures grounded in existential theory.

This article is a reflection on the values that are noticed by young people watching the series „Friends”. This series was widely broadcast in the years 1994–2004. University students has been asked to watch it in any language and answer questions about its content. The respondents’ statements attempted to identify the values they prefer and assess whether they are important for their further life choices. Additionally, research investigated whether students notice that watching films in a foreign language improve their language abilities and help learn new foreign grammar structure.

David Ohana, Jacqueline Kahanoff: The Levantine [In Hebrew] (Jerusalem: Carmel Publishing House, 2022), 350 pp. Hardback, $25.00.Shaul Magid, Meir Kahane: The Public Life and Political Thought on an American Jewish Radical (Princeton, NJ: Princeton University Press, 2021), 296 pp. Hardback, $35.00.Johannes Becke, The Land beyond the Border: State Formation and Territorial Expansion in Syria, Morocco, and Israel (Albany, NY: SUNY Press, 2021), 286 pp. Paperback, $31.95

AbstractThe chapter describes the utilization of Linguistic Landscapes (LL) as a pedagogical tool in an undergraduate research methods course in psychology and demonstrates how studying urban multilingualism can be harnessed in the service of five comprehensive learning goals of the American Psychological Association Guidelines for the Undergraduate Psychology Major (American Psychological Association, APA guidelines for the undergraduate psychology major. Retrieved from http://www.apa.org/ed/precollege/about/undergraduate-major.aspx, 2013). Fourteen students in their second year of college took a seminar titled Science and Technology in New York City with the theme of urban multilingualism, where they investigated how and why languages other than English are used in public signage in ethnic neighborhoods of New York City. Students were assigned to five groups; three groups had members with prior exposure to a second language (Spanish, Russian, Hebrew) to conduct the project, whereas the other two groups recruited bilingual friends to assist them (Greek, Chinese). The groups visited five ethnic neighborhoods in New York City and took photographs of 267 bilingual public signs. They collected responses to a small-scale survey (6–10 questions) or interviewed local bilingual residents. Students categorized signs, analyzed survey and interview responses, contributed to a class poster, and wrote a group research report in APA-format and an individual reflections essay. This course is an example of how LL can be used to promote an international perspective on psychology by exploring immigration and cultural diversity.

Abstract Pinchas Peli (1930-1989) was born in Jerusalem to a distinguished rabbinic, l?-asidic, that is, ultra-Orthodox, family. After receiving a strong traditional Jewish education in his youth, he went on to receive a B.A. in Jewish history and Talmud at Hebrew University and to become a strong supporter of the religious Zionist cause. Already at the age of sixteen he began to publish poetry in the Israeli newspaper Davar under the pseudonym Peli (= wonder) because he was afraid to use his real name (Hacohen) given that his family lived in Meah Shearim, the ultrareligious quarter of Jerusalem. He thereafter adopted this as his actual name. Also, while still a student, he became the editor of Panim el Panim (Face to Face), a weekly magazine published by Mosad Harav Kook, a major religious publishing house. After his initial academic appointment in Israel, Peli served as professor at Yeshiva University in New York from 1967 until 1971. There he became a friend and disciple of Rav Joseph B. Soloveitchik. While in New York, he wrote his doctoral dissertation under the supervision of R. Abraham Joshua Heschel of the Jewish Theological Seminary. In 1971, he accepted a call to become professor of Hebrew literature and Jewish studies at the new Ben Gurion University in Beersheva, Israel. From 1979 on, he was the incumbent of the university’s chair for Jewish values. A regular visitor to American universities, he taught as a visiting professor at the Jewish Theological Seminary of America, Yeshiva University, Cornell University, and Notre Dame. In addition, he was a visiting professor at the Makuya Bible Seminary in Japan and the Seminario Rabbinical in Buenos Aires, Argentina. He was also an active participant in Jewish-Christian dialogue, representing the State of lsrael at Vatican conferences.

“So you see, time and time again, America has failed to do its duty which it owes to itself and to the world and consequently the gangster nations are threatening the very existence of this great republic,” longtime Korean exile Syngman Rhee told his audience gathered at the American University in Washington, DC, on 8 October 1942. In the months and years after Pearl Harbor, Americans wondered how their country had become embroiled in a war so suddenly and so unexpectedly. The “sneak attack” on Pearl Harbor galvanized American opinion in favor of involvement in the war, but it also raised questions about how their political and military leaders could have been so unprepared. Into this breach stepped conspiracy theorists and cynics, who wondered if President Franklin Roosevelt had not left the defenses at Pearl Harbor lax, hoping for just such an attack....

Chapter 7 considers select aspects of Buchanan’s life after King’s death: his time as American minister to England, presidential nomination and election, presidency, retirement years, and the legacy of his friendship with King. In the election of 1856, the Democrats promoted Buchanan’s friendship with King and other Southerners to suggest his pro-southern principles as president. Buchanan was the last presidential candidate elected to run as a “northern man with southern principles.” As president Buchanan sustained pro-southern policies, administered an active social calendar aided by First Lady Harriet Lane, attended a commencement address at the University of North Carolina (the alma mater of William Rufus King), and failed to keep together the Union through the secession winter of 1860 to 1861. During the Civil War and into Reconstruction, Buchanan continued to invoke King and took special care to reconnect with Catherine Margaret Ellis.

Abstract The subtext that underlies this five-volume collective history, titled The Jewish People in America, is best stated in the form of a question: Whither, American Jewry? Henry Feingold, the veteran American Jewish historian who is general editor of the series, clearly enunciated his view in a paper given to the American Jewish Historical Society in 1982, that the chief function of historical selfknowledge was to provide a compass for the future, to aid the American Jewish community in its quest for survival. In his words, American Jewry needed a “firstclass multi-volume historical portrait” of itself “to furnish American Jewry with a knowledge of where it came from so that it might know what it is and where it is going. Ultimately, its group identity must be sought in history.”‘

Abstract 1955–1956. The Muirs are charmed by the material and social differences of North America, though they will rarely stray from Harvard and the North East. The hospitality and the social freedom of American academics is a new experience for them, and they make friends with Archibald MacLeish, Robert Frost, Harry Levin, Edmund Wilson, and visiting Scot, Karl Miller. Edwin’s lectures are well received, later published as The Estate of Poetry (1962). The couple visit Washington and Edwin does poetry readings for the radio, also at the Metropolitan Museum in New York and the University of Chicago. Back in Cambridge, they attend a performance of Djuna Barnes’ play The Antiphon. When the time comes to return to Britain, they reflect that they had to come to America to find out how ‘European’ they are.

Issues surrounding the differences between U.S.-based and Japan-based Japanese American studies have been important to me as a person who has pursued degrees at graduate schools in both countries. I first became interested in the history of Japanese Americans in my junior year of college when a visiting white professor from Seattle told me the story of how her father helped his Japanese American friends during World War II. Because I was unaware of what the “camps” meant, I was shocked to learn about the internment experience of Japanese Americans. After writing my senior thesis based on a month of fieldwork in Los Angeles’s Japanese American community, I enrolled in an ethnic studies master’s course at San Francisco State University. Later, I returned to Japan and completed an American studies PhD in the Area Studies Department at the University of Tokyo. Presently, I teach at a Japanese university. My experiences in both the United States and Japan have often led me to questions surrounding my positionality as a Japan-based scholar who engages in Japanese American studies....

Following independence in 1948, the Hebrew University of Jerusalem founded a law faculty and modeled it on the European example. Today, the Israeli law faculty is much more similar to the US law school. This chapter traces the history of the changes in Israeli legal education. It argues that the shift began after 1967, faced resistance in the 1980s, and gained momentum in the 1990s. Leading Israeli law schools have their eyes on Europe, but the decisive US influence is very visible. The chapter discusses three major educational components, which together signaled the shift in influence: student-run law reviews, curricular reform, and open and lively class discussions. Finally, the chapter offers several factors to explain the shift: judicial opinions that began to rely on American decisional law, the adoption of the US model of practice by the legal profession, the privatization of law schools, globalization, Americanization, and foreign affairs.

Abstract A century ago, the celebration marking the four-hundredth anniversary of Columbus’ discovery of America provided a far more jubilant occasion than the recent, muted observance of the quincentennial. Meyer Kayserling, in his study on Columbus and the Jews commissioned by American Jewish leader Oscar Straus, described the festivities of 1892:

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.