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In this 2022 Organization of Educational Historians Presidential Address, Platt states that in the face of a world fettered by anti-intellectualism, racism, sexism, homophobia, and class disparity; as well as harmful state legislation that hampers academic freedom, heightens political disunion, and frustrates social justice; it is essential that now and, in the future, academic researchers--specifically educational historians--come together to support one another and promote honest dialogue and scholarship production.

This article presents pertinent information regarding the symbolic significance and historic development of a common symbol that visually represents all of academia: regalia and commencement costumes. It also argues for an enhanced understanding of these important symbols and the diffusion of relevant information to the larger academic body of faculty, administration, students, alumni, and stakeholders. If colleges and universities are to continue the use of academic regalia, there must be a concerted effort to illustrate their importance, particularly if academic regalia is to maintain a hallmark status as the unofficial symbol for academia in general (i.e. the mortarboard, academic robes, graduate hoods, etc.).

This case is for use in graduate courses pertaining to student affairs and higher education administration. It presents challenges higher education professionals face concerning anonymous social media, and specifically how threats made through anonymous social media platforms such as Yik Yak affect the entire university community. The anonymity of Yik Yak users poses difficulties for administrators when harassment and threats occur, whether directed toward one student or an entire campus community. This case highlights the complex issues that administrators must confront as well as provides students the opportunity to evaluate such issues via the deconstruction of this multifaceted case.

Delivery systems are not well defined in adult education. Therefore, this article reviews the multiple components that overlap to affect the adult learner and uses them to create a model for a comprehensive delivery system in adult education with these individual components as sub-systems that are interrelated and inter-locked. These components are philosophy, theory, method, need, educational entity, influence, outcome, and assessment. By combining these, the adult educator has access to a delivery system consisting of a full spectrum of opportunities by which the learner may realize an optimal educational experience within a learning environment. The model provides the components that can make visible this invisible system. (Contains 1 figure.)

As part of the promotion and tenure process, colleges and universities have primarily evaluated faculty members on three key functional areas: research, teaching, and service. In this article, we examine how the use of collegiality as a possible fourth criterion for faculty evaluation affects faculty power dynamics, how U.S. courts have addressed the use of collegiality as a measure of faculty performance, and how collegiality has been assessed in the past. Finally, we consider the implications for faculty development as colleges and universities increasingly consider how and when to use collegiality as a factor in performance reviews.

Recently, two phenomena have been discussed in higher education-specific media: (1) the prevalence of institutional mergers to promote longevity; and (2) institutional rebranding to improve public perceptions and increase enrollment through enhanced and/or clarified missions (Wexler 2015). Although such has been reported in "The Chronicle of Higher Education" and "U.S. News and World Report" as recent developments, neither can be considered "new." Throughout the history of American higher education, mergers and renamings have been relatively common, especially given economic crises (Burke 1982; Martin, Samels, and Associates 2009). Although U.S. higher education has existed since the seventeenth-century, statistical analysis of historical data indicates that national/international financial difficulties throughout the nineteenth, twentieth, and twenty-first centuries have forced college administrators to consider mergers and institutional rebranding to improve organizational subsistence. In this article, to better understand how external financial constraints influenced colleges and universities, the following narrative recounts nineteenth-, twentieth-, and twenty first-century crises that correlate with a significant number of college/university mergers/renamings. In addition, examples of institutional mergers and relabelings that occurred during said events are presented for consideration. Afterwards, quantitative methodologies and illustrations related to statistical data are detailed.

In nineteenth-Zearly-twentieth-century New Orleans, ethnic divisions between Catholic German and Irish parishioners caused the Congregation of the Most Holy Redeemer (Redemptorists) to devise a nationalistically segregated system of churches, parochial schools, and orphanages in order to enhance educational opportunities for immigrant children. Despite sharing a geographic space (the Irish Channel), immigrants self-segregated by linguistics and opposed the idea of a single church and school despite limited resources. As the Catholic Church of the nineteenth century was more concerned with 'saving souls' than ethnic unification, Redemptorist education developed alongside cultural divisions and contributed to long-lasting ethnic separations between immigrant populations. Keywords: Redemptorists, parochial education, Catholic immigrants, New Orleans education, ethnic segregation, In nineteenth-century New Orleans, ethnic segregation was common, and consequently influenced the creation of churches, parochial schools, and geographic spaces. While upper-class French Creoles (individuals of French ancestry born in [...]

INTRODUCTION: Harboring sensitive strains may prevent acquisition of resistant pathogens by competing for colonization of ecological niches. Competition may be relevant to decolonization strategies that eliminate sensitive strains and may predispose to acquiring resistant strains in high-endemic settings. We evaluated the impact of colonization with methicillin-sensitive Staphylococcus aureus (MSSA) and vancomycin-sensitive enterococci (VSE) on acquisition of methicillin-resistant Staphylococcus aureus (MRSA) and vancomycin-resistant enterococci (VRE), respectively, when controlling for other risk factors. METHODS: We conducted a nested case-control study of patients admitted to eight ICUs performing admission and weekly bilateral nares and rectal screening for MRSA and VRE, respectively. Analyses were identical for both pathogens. For MRSA, patients were identified who had a negative nares screen and no prior history of MRSA. We evaluated predictors of MRSA acquisition, defined as a subsequent MRSA-positive clinical or screening culture, compared to those with a subsequent MRSA-negative nares screen within the same hospitalization. Medical records were reviewed for the presence of MSSA on the initial MRSA-negative nares screen, demographic and comorbidity information, medical devices, procedures, antibiotic utilization, and daily exposure to MRSA-positive patients in the same ward. Generalized linear mixed models were used to assess predictors of acquisition. RESULTS: In multivariate models, MSSA carriage protected against subsequent MRSA acquisition (OR = 0.52, CI: 0.29, 0.95), even when controlling for other risk factors. MRSA predictors included intubation (OR = 4.65, CI: 1.77, 12.26), fluoroquinolone exposure (OR = 1.91, CI: 1.20, 3.04), and increased time from ICU admission to initial negative swab (OR = 15.59, CI: 8.40, 28.94). In contrast, VSE carriage did not protect against VRE acquisition (OR = 1.37, CI: 0.54, 3.48), whereas hemodialysis (OR = 2.60, CI: 1.19, 5.70), low albumin (OR = 2.07, CI: 1.12, 3.83), fluoroquinolones (OR = 1.90, CI: 1.14, 3.17), third-generation cephalosporins (OR = 1.89, CI: 1.15, 3.10), and increased time from ICU admission to initial negative swab (OR = 15.13, CI: 7.86, 29.14) were predictive. CONCLUSIONS: MSSA carriage reduced the odds of MRSA acquisition by 50% in ICUs. In contrast, VSE colonization was not protective against VRE acquisition. Studies are needed to evaluate whether decolonization of MSSA ICU carriers increases the risk of acquiring MRSA when discharging patients to high-endemic MRSA healthcare settings. This may be particularly important for populations in whom MRSA infection may be more frequent and severe than MSSA infections, such as ICU patients.

This case study reviews the financial dispute and legal battle between the heirs of Josephine Newcomb and Tulane University. Following Hurricane Katrina (2005), Tulane's Board of Directors announced Newcomb College's closure to stabilize university finances. In response, Newcomb's heirs filed suit against the university. In 2009, the Louisiana Supreme Court ruled in favor of Tulane, setting legal precedent for educational merger. Now, more than 10 years after Katrina, Newcomb alumnae continue to question whether Tulane administrators abused Newcomb's financial intentions. This case study helps students consider the rights and interests of philanthropic donors from the perspective of different stakeholders.