1 10 39 https://susciencehistory.southwestern.edu/files/original/93b56b2ad3fa7f9c05a2f421518b02cb.jpg 94fb5fd0189596835cbd8b937af5627e https://susciencehistory.southwestern.edu/files/original/a0c909296acd5568ac2d0a39ce9d3612.jpg 33d3b710449091d473807b3ecd39eb47 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southwestern and the X-Ray Description An account of the resource The world was changed forever when the X-ray was invented. On November 8th 1895 a German scientist named Wilhelm Rontgen announced his accidental discovery of the X-ray.<a href="#_ftn1">[1]</a> With this discovery he learned how the X-ray could take pictures and see through the less dense tissues such as muscle, skin, and fat. This life saving technology was a monumental discovery but the dispersion of this technology through the state of Texas we can thank Southwestern’s very own Robert Stuart Hyer. X-ray technology was certainly a monumental leap for the scientific world. Many people who have been positively affected by this technology today have very little knowledge of where it all began. The X-ray was discovered by accident by a german scientist named Wilhelm Rontgen.<a href="#_ftn2">[2]</a> This scientist was working with cathode tubes, which later became known for their use with televisions, computers and other scanning systems.<a href="#_ftn3">[3]</a> While working with cathode ray tubes Wilhelm Rontgen happened to notice that these tubes could photograph through objects, and stumbled upon the discovery of the X-ray.<a href="#_ftn4">[4]</a>4 With a little help from his wife, he was able to take a picture of her hand. This picture showed only her bones and her wedding ring in the picture; with that picture he knew had stumbled upon something big, and worked in secret for roughly six more weeks.<a href="#_ftn5">[5]</a> Wilhelm Rontgen officially announced this discovery on the eighth of November in 1895.<a href="#_ftn6">[6]</a> Immediately after that announcement this discovery took the world by storm and that gave birth to the X-ray. This technology is one that has impacted almost everyone in some way or another. One could even argue that the X-ray has been one of the most beneficial pieces of medical technology. The ability to see ailments and foreign objects beneath the surface of a human or animal is one piece of technology that has saved many lives, and will save many more to come. Despite our reliance on this groundbreaking technology many students and faculty of Southwestern University may not realize the impact their school has had on this incredible technology. Southwestern University enabled this device to flourish in central Texas when they employed a young professor named Robert Hyer. Robert Hyer was born in Oxford, Georgia in 1860.<a href="#_ftn7">[7]</a> When he graduated from highschool he attended Emory College where he earned his A.B. degree with first honors in 1881 and earned his M.A. the following year.<a href="#_ftn8">[8]</a> Immediately upon graduating from Emory University he began traveling to Georgetown, Texas to begin working at Southwestern University.<a href="#_ftn9">[9]</a> Robert Hyer began his teaching career at Southwestern University in 1882 and continued to teach through his regency until he left in 1911.<a href="#_ftn10">[10]</a> His main subject was physics and his outstanding performance as a teacher and his incredible reputation for his intelligence had gotten him chosen to be the university's regent.<a href="#_ftn11">[11]</a> He was initially reluctant to assume the position as school regent and this caused him to deny the first offer when he was unknowingly voted as regent.<a href="#_ftn12">[12]</a> Robert Hyer insisted on continuing his career as a researcher and teacher but the need for a leader to put Southwestern on the right path caused him to eventually accept the position and serve as the school regent from 1897-1911.<a href="#_ftn13">[13]</a> Robert Hyer was well known throughout Georgetown for his excellent research and also his exceptional abilities as a handyman. These Handyman abilities would come to help with his research with the X-ray, but they were first demonstrated through other interesting acts. Robert Hyer’s house was one of the few houses in all of Georgetown to have indoor plumbing and indoor plumbing because Robert Hyer was able to install it by himself.<a href="#_ftn14">[14]</a> Robert Hyer had mechanical knowledge that he enjoyed applying in order to help the people around him. Robert Hyer also used this knowledge in a way to help out Southwestern University in many ways. One of the first ways he made a large mechanical contribution was with the early installation of a steam heating system in the main building.<a href="#_ftn15">[15]</a> This installation was intended to be completed by an engineer but Robert Hyer could easily recognize crucial mistakes being made and he took over the operation.<a href="#_ftn16">[16]</a> Robert’s immediate recognition and understanding of mechanical operations was a talent that would continue to help Robert make a significant impact on Southwestern and even the state of Texas. As Robert Hyer was settled into his position as Regent of Southwestern he had dreams of expanding the school to increase the student population. His intentions of growing the student population led him into the design and construction of two Southwestern University buildings. During his time as regent, Mood Hall and the Cullen building were built.<a href="#_ftn17">[17]</a> These buildings would help with the growth of the student population. Many of us today walk these buildings on a regular basis without giving much thought to the person responsible for a significant amount of growth for this university. While being busy with the construction of buildings throughout Robert Hyer’s regency he continued to teach students. This is a good example of his dedication to teaching students and his love for scientific research. In 1895 word of the X-ray was beginning to get out.<a href="#_ftn18">[18]</a> The news of this device interested Robert Hyer and led him to attempt his own recreation for the device. Robert Hyer’s mechanical inclination and enjoyment of science would lead him to successfully recreate this device himself. Having such a studious and intelligent professor explore the possibilities for this device would later become a huge benefit for the state of Texas. Immediately after Robert Hyer saw this first X-ray he decided that he could replicate the ame device in his own laboratory at Southwestern.<a href="#_ftn19">[19]</a> He accomplished this by ordering the more unique parts from a scientific catalog but many of the necessary parts he was able to recreate on his own.<a href="#_ftn20">[20]</a> With the use of his mechanical knowledge it did not take long for Robert Hyer to recreate a functioning X-ray machine. This recreation of the X-ray made it so Southwestern had one of the only X-ray machines in all of the state of Texas, and this caused many doctors to request help with the use of this machine.<a href="#_ftn21">[21]</a> Many other people would request Help from Robert Hyer and this machine in order to help diagnose broken bones and foreign objects lodged under the skin.<a href="#_ftn22">[22]</a> The application of this device to the citizens of Williamson County attracted a lot of positive attention. This positive attention earned Robert Hyer a very good reputation with people, this was supported by the fact that he only charged patients the cost of the light bulbs required for the photos.<a href="#_ftn23">[23]</a> These actions show a great deal of dedication to science and selflessness to operate such an important piece of medical technology without any motivation from money. With this application of the X-ray being made available so readily to citizens of Williamson County, it is easy to see how Robert Hyer not only helped the scientific community, but also everyday people. News of these events spread. He began to see visitors regularly stopping by his laboratory to take a look at this new machine.<a href="#_ftn24">[24]</a> Allowing these visitors into his place of work was a great opportunity to allow information of this technology to spread. Allowing complete strangers into his laboratory shows how important this invention was, and also how dedicated Robert Hyer was to demonstrating this information. He saw so many visitors he decided to do an open lecture for this technology; furthermore, he decided to make this lecture completely free for anyone coming to visit.<a href="#_ftn25">[25]</a> This description surely gives a thorough understanding of Robert Hyer’s dedication to the popularization of this science. Soon after applying this technology to patients Robert Hyer would realize that there was a strong need to spread this technology for the health of patients across the country. Robert Hyer took part in spreading this knowledge with the use of several methods. The most popular method he used to spread information on this topic was to hold public lectures at Southwestern University.<a href="#_ftn26">[26]</a> These public lectures were a very successful way in teaching the community the benefit in this technology, these lectures were also free for all in attendance.<a href="#_ftn27">[27]</a> With the success of these public lectures Robert Hyer saw a good opportunity to travel and spread this knowledge to further areas, this plan only happened once as it proved to be too much of a burden to be sustainable.<a href="#_ftn28">[28]</a> As information of this technology began to gain popularity many hospitals quickly saw the benefit in this machinery and decided to invest in an X-ray machine. Hospitals near Williamson County requested help from central Texas’s most experienced individual in X-ray technology, Robert Hyer.<a href="#_ftn29">[29]</a> Robert Hyer helping nearby hospitals with their new technology would have been a great way to improve the quality of a hospital's application of this device. Another big part of expanding this technology was entertainment. Not long after the invention of the X-ray was discovered it began to see use as a source of entertainment as well as for medical reasons. After this technology became more readily available people began to get X-ray pictures taken with it for fun.<a href="#_ftn30">[30]</a> Without the present day knowledge of radiation many people exposed themselves to this radiation often without protective measures. Since Robert Hyer was one of the first in Texas to have this technology he oftentimes allowed visitors inside his laboratory to experience X-rays first hand.<a href="#_ftn31">[31]</a> This would have made one of the first examples of X-ray entertainment in Texas to occur right in Southwestern University. In today’s world the X-ray has been greatly refined, and experienced radiologists are capable of saving lives with very little risk of mishap. With the commonality of injuries amongst an aging population the X-ray is a very important addition to modern medicine. This device continues to make a positive impact. Without it kids could have long term injuries from broken bones, cancers could go undiagnosed, and objects inside the body could be almost impossible to find. These examples alone cover such a variety of common injuries that without this technology many of us could be negatively impacted. Robert Hyer’s use of the X-ray was helpful in removing a needle from a kid's foot and a bullet from a person's back.<a href="#_ftn32">[32]</a> Special collections, to this day, has a picture of a dislocated hip taken by Robert Hyer at Southwestern University. These early examples of Robert Hyer’s X-ray usage show how even in the beginning stages this machine helped Williamson County residents recover from injuries. The beginning of the X-ray was very experimental and had many shortcomings, but these shortcomings were soon remedied and this device grew into a piece of very important medical equipment. Many of the people involved in this experimentation could be considered scientists or entrepreneurs out to demonstrate the abilities of the X-ray. Without these scientists using this technology and gaining real world experience the X-ray may not have grown into what it is today. Near the time of the invention's debut the technology would have greatly depended on the actions of scientists to help spread the experience of the X-ray. This is why Robert Hyer’s X-ray experimentation and lectures had such a positive impact on Texas’s medical application of the X-ray. The early 20th century was a time for many great discoveries and one of the most beneficial medical discoveries saw a great deal of its popularisation through Texas from Robert Hyer. Robert Hyer’s contribution to the state of Texas has been widely recognized and has even earned him an article on The Texas State Handbook as well as a place in Southwestern University’s record books. Robert Hyer was a master of physics and a very ambitious regent of Southwestern. His work has certainly impacted many students for generations and his work with the X-ray undoubtedly has saved many lives throughout Texas. Creator An entity primarily responsible for making the resource Neil Thomas Source A related resource from which the described resource is derived <a href="#_ftnref1">[1]</a> Bynum, William F. A Little History Of Science. New Haven, CT: Yale University Press, 2013. <a href="#_ftnref2">[2]</a> Ibid <a href="#_ftnref3">[3]</a> Sean F Johnston, History Of Science New York: Oneworld Publications, 2012. <a href="#_ftnref4">[4]</a> Bynum, William F. A Little History Of Science. New Haven, CT: Yale University Press, 2013. <a href="#_ftnref5">[5]</a> Ibid <a href="#_ftnref6">[6]</a> Ibid <a href="#_ftnref7">[7]</a> Handbook of Texas Online, Robert Lewis Soulen, "HYER, ROBERT STEWART," accessed February <a href="#_ftnref8">[8]</a> Ibid <a href="#_ftnref9">[9]</a> Ibid <a href="#_ftnref10">[10]</a> Ibid <a href="#_ftnref11">[11]</a> Jones, Ralph Wood. Southwestern University, 1840-1961. Austin, Tex.: Jenkins Pub. Co., 1973. <a href="#_ftnref12">[12]</a> Ibid <a href="#_ftnref13">[13]</a> Handbook of Texas Online, Robert Lewis Soulen, "HYER, ROBERT STEWART," accessed February <a href="#_ftnref14">[14]</a> Jones, Ralph Wood. Southwestern University, 1840-1961. Austin, Tex.: Jenkins Pub. Co., 1973. <a href="#_ftnref15">[15]</a> Ibid <a href="#_ftnref16">[16]</a> Ibid <a href="#_ftnref17">[17]</a> Handbook of Texas Online, Robert Lewis Soulen, "HYER, ROBERT STEWART," accessed February 24, 2020, <a href="http://www.tshaonline.org/handbook/online/articles/fhy02">http://www.tshaonline.org/handbook/online/articles/fhy02.</a> Uploaded on June 15, 2010. Modified on February 15, 2019. Published by the Texas State Historical Association. <a href="#_ftnref18">[18]</a> Ray Hyer Brown, Robert Stuart Hyer; The Man I Knew Literary Licensing, LLC (April 21, 2012), 2012. <a href="#_ftnref19">[19]</a> Ibid <a href="#_ftnref20">[20]</a> Ibid <a href="#_ftnref21">[21]</a> Jones, Ralph Wood. Southwestern University, 1840-1961. Austin, Tex.: Jenkins Pub. Co., 1973. <a href="#_ftnref22">[22]</a> Ray Hyer Brown, Robert Stuart Hyer; The Man I Knew Literary Licensing, LLC (April 21, 2012), 2012. <a href="#_ftnref23">[23]</a> Ibid <a href="#_ftnref24">[24]</a> Ibid <a href="#_ftnref25">[25]</a> Ibid <a href="#_ftnref26">[26]</a> Ibid <a href="#_ftnref27">[27]</a> Ibid <a href="#_ftnref28">[28]</a> Ibid <a href="#_ftnref29">[29]</a> Ibid <a href="#_ftnref30">[30]</a> Pamboukian, Sylvia. ""Looking Radiant": Science, Photography and the X-ray Craze of 1896." Victorian Review <a href="http://www.jstor.org/stable/27793468">27, no. 2 (2001): 56-74. Accessed April 26, 2020. www.jstor.org/stable/27793468.</a> <a href="#_ftnref31">[31]</a> Ray Hyer Brown, Robert Stuart Hyer; The Man I Knew Literary Licensing, LLC (April 21, 2012), 2012. <a href="#_ftnref32">[32]</a> Ibid. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [X-Ray Image] Description An account of the resource Early X-Ray taken by Dr. Robert Stewart Hyer of a dislocated hip. Creator An entity primarily responsible for making the resource Dr. Robert Stewart Hyer Source A related resource from which the described resource is derived J.N.R. Score Box One, Folder 6 Date A point or period of time associated with an event in the lifecycle of the resource 1899 Type The nature or genre of the resource Image; Still Image Identifier An unambiguous reference to the resource within a given context SU_Faculty_JNRScore_Box1_Folder6_HyerXray_image_400.jpg https://susciencehistory.southwestern.edu/files/original/2ccaeafa56a200a08784254100fcc516.pdf 779f1fbe7b00f70e91c2b73a4ad4ec4e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History of Kinesiology at Southwestern University Description An account of the resource The history of Kinesiology at Southwestern University is a history that has remained a mystery. Up until now. In this document, I plan to dive into the realm of the undiscovered and uncover the history of Kinesiology at Southwestern and the United States as a whole. I do this through first establishing the methodical approach that is used to study the history of a science, then I examine the history of Kinesiology, and finally I examine the history of Kinesiology at Southwestern University. The methodical approach that is typically used to study the history of a science is that of the application of the deficit model to the specified science. “In the 1980s, the ‘deficit model’ became popular in the English-speaking world through a movement called the ‘Public Understanding of Science’ (PUS) … It legitimised new professionals, science communicators, who were supposed to act as mediators to effectively and faithfully transmit ‘official’ knowledge to lay audiences … ”<a href="#_ftn1">[1]</a> Having a mediator between science and the public is an idea that is used at many colleges and careers around the world. In the case of Kinesiology in the “real” world, there are gyms and Personal Trainers and Physical Therapists who are mediators between the actual science and the public. In the case of universities, some clubs promote different types of sciences to make the specified science more appealing to the public and gain students who want to partake in the specified science. To study the deficit model at a university usage of non-traditional sources must be used, such as yearbooks. The application of the deficit model at Southwestern will be explained in the fourth paragraph. To examine the history of Kinesiology, one must know its connection to Physical Education. Physical Education is not referred to the Physical Education that students take during their elementary school, middle school, or high school education; instead, it refers to the academic departments of Physical Education in Higher Education.<a href="#_ftn2">[2]</a> This type of Physical Education focuses on physical activity and human movement.<a href="#_ftn3">[3]</a> The connection that Physical Education and Kinesiology have is that of “deeper roots” between the two disciplines. An aspect of these “deeper roots” consist of the curriculum that both disciplines follow. “Accordingly, the curriculum [of Physical Education] included aspects of anatomy and physiology, physics, and anthropometry… ”<a href="#_ftn4">[4]</a> With Anatomy and Physiology being a class that was required in the department of Physical Education, and it also being a class that is required to get a Kinesiology degree, it demonstrates the similarity between the two core curriculums. This commonality between the different disciplines is reiterated by Jaime Schultz in her chapter by mentioning, “Although many think that the subdisciplinary movement of kinesiology is something that originated in the mid-20th century, it is clear that it has deeper roots.”<a href="#_ftn5">[5]</a> Those deeper roots come directly from the underlying storyline connection between Kinesiology and Physical Education. “… debates raged within the emergent sub-disciplines and studies over laboratory space, curricula, and resources as well as the right name for the school’s growing scientific focus (from physical education to human kinetics and now kinesiology).”<a href="#_ftn6">[6]</a> This quote proves the direct correlation between Physical Education and Kinesiology in terms of the shift and replacement in the name of the three departments - from Physical Education, to Human Kinetics, and finally, Kinesiology. To add to the argument of Physical Education being the precursor of the departments of Kinesiology, there is the fact that, “In the early 1960s, prodded by the words of Conant and Henry, members of the American Academy of Physical Education sought to determine what should constitute the discipline’s “body of knowledge.” The subsequent Big Ten Body-of-Knowledge Symposium identified six areas of specialization … These subdomains, along with several others, are currently recognized within kinesiology.”<a href="#_ftn7">[7]</a> As Physical Education was being pushed as an academic discipline, there were six areas of specialization within Physical Education: administrative theory in athletics and physical education, biomechanics, exercise physiology, history and philosophy of physical education, motor learning/sport psychology, and sociology and sport education. These six areas are now subdomains that are recognized within Kinesiology. This demonstrates that Physical Education departments and Kinesiology departments both have a common foundation, therefore, proving the direct connection between Physical Education and Kinesiology. To firmly establish this direct connection between the history of Kinesiology of the United States and Southwestern University; that of starting as Physical Education and moving towards the title of “Kinesiology,” is the fact that “ If you take a look at Table 3-3, for example, you can see that what was once the American Academy of Physical Education gradually added “kinesiology” to its title and eventually dropped the phrase “physical education” altogether to become the National Academy of Kinesiology (NAK).”<a href="#_ftn8">[8]</a> The table mentioned in the previous quote shows the Evolution of the National Academy of Kinesiology. Essentially, the table shows that in 1904, the National Academy of Kinesiology (present) was called the “Academy of Physical Education.” In 1926 it was then called “American Academy of Physical Education. In 1993 the academy switched names once again, and it was called the “American Academy of Kinesiology and Physical Education.” Finally, in 2010 the academy switched to its current title, which is the “National Academy of Kinesiology.” This comes to demonstrate the direct correlation between Kinesiology and its precursor, Physical Education, through the replacement of the title “Physical Education” throughout the years, to “Kinesiology,” which is demonstrated around the United States and at Southwestern, respectively at different times. To begin, the main connection between the history of Kinesiology at Southwestern University and the historical development of Kinesiology in the United States is the storyline that both histories follow. Although both of these histories follow the same storyline, this storyline is fulfilled at different times. Kinesiology, as an overall field, started around the 1960s as a result of “Franklin Henry’s call from Berkeley in the 1960s for a more academic approach to the study of human movement …”<a href="#_ftn9">[9]</a> The commencement of Kinesiology at Southwestern University and that of Kinesiology in the United States is a difference of decades. According to the Southwester’ Yearbook, the first time the Department of Kinesiology is mentioned was in 1991.<a href="#_ftn10">[10]</a> Before the Department of Kinesiology was mentioned though, the Department of Physical Education was mentioned for a significant number of years.<a href="#_ftn11">[11]</a> Dr. Carla Lowry in charge of the Physical Education Department before she was the chair of the Department of Kinesiology,<a href="#_ftn12">[12]</a> meaning that Physical Education is the predecessor of Kinesiology in the case of the history of Kinesiology at Southwestern University as well. This is also seen through the application of the deficit model at Southwestern. In order to get students more involved with Physical Education there was a club called the PEARL club - Physical Education. Athletic Recreation. And Leisure - that helped promote Physical Education and fitness to the student body - a core aspect of Physical Education. Once the Department of Physical Education turned into the Department of Kinesiology, the PEARL club no longer existed and was replaced by the Kinesiology Club to help promote the new science of Kinesiology at Southwestern.<a href="#_ftn13">[13]</a> Through the connection between these two different, yet similar clubs, they demonstrate the connectedness between Physical Education and Kinesiology. Through first explaining the methodical approach that is taken to study the history of science, it helps explain why non-traditional sources such as yearbooks are utilized to support the thesis. In order to understand the history of Kinesiology at Southwestern, the history of Kinesiology as a discipline itself must first be examined to make everything more understandable. Finally, the implementation of both previous concepts are incorporated into the history of Kinesiology at Southwestern to connect everything together. Even though there is now a solid foundation on what the history of Kinesiology consists of, there is still further research that needs to be done in order to completely connect the history of Kinesiology at Southwestern as a whole without there being loose details and two unanswered questions. The first question is, how did the curriculum of the Department of Physical Education change once it became the Department of Kinesiology in the 1990s? The last question is, why did Southwestern University wait until the 1990s to officially change the name of the Department of Physical Education to the Department of Kinesiology when that change was made about three decades earlier? Through further research and more time dedicated to this topic, the answers may eventually be found. Creator An entity primarily responsible for making the resource Julian Noyola Source A related resource from which the described resource is derived <a href="#_ftnref1">[1]</a> Agusti Nieto-Galan, Science in the Public Sphere A history of lay knowledge and expertise (Oxfordshire: Routledge, Taylor &amp; Francis Group, 2016), 3. <a href="#_ftnref2">[2]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 42. <a href="#_ftnref3">[3]</a> Schultz, “A History of Kinesiology,” 42. <a href="#_ftnref4">[4]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 43. <a href="#_ftnref5">[5]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 44. <a href="#_ftnref6">[6]</a> Patricia Vertinsky, "Shadow Disciplines, or a Place for Post-Disciplinary Liaisons in the North American Research University: What Are We to Do with Physical Cultural Studies?", in Playing for Change: The Continuing Struggle for Sport and Recreation, edited by Field Russell (Toronto; Buffalo; London: University of Toronto Press, 2015), 391 <a href="#_ftnref7">[7]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 46-47. <a href="#_ftnref8">[8]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 50. <a href="#_ftnref9">[9]</a> Vertinsky, “Shadow Disciplines, or a Place for Post-Disciplinary Liaisons in the North American Research University: What Are We to Do with Physical Cultural Studies?”, 391. <a href="#_ftnref10">[10]</a> Southwestern University, Sou’Wester Yearbook. Georgetown, Texas: 1991, 34, Southwestern University, A. Frank Smith Jr. Library, Special Collections & Archives. <a href="#_ftnref11">[11]</a> Southwestern University, Sou’Wester Yearbook (Georgetown, Texas: 1984), 48, Southwestern University, A. Frank Smith Jr. Library, Special Collections & Archives. <a href="#_ftnref12">[12]</a> Sou’Wester Yearbook, 1991, 34. <a href="#_ftnref13">[13]</a> Sou’Wester Yearbook, 2000, 101. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1984 Sou’wester Yearbook Subject The topic of the resource Southwestern University Yearbook Description An account of the resource The 1984 Sou’Wester Yearbook contains information regarding the faculty and other staff members, the different departments, several pages for clubs, and events that occurred throughout the 1984 school year. Creator An entity primarily responsible for making the resource Southwestern University, A. Frank Smith Jr. Library, Special Collections & Archives Publisher An entity responsible for making the resource available Southwestern University Date A point or period of time associated with an event in the lifecycle of the resource 1984 Rights Information about rights held in and over the resource Copyright Southwestern University. Reproduction for publication, exhibition, web-display, or commercial use by permission only, excepting Fair Use and Educational Use clauses of the US copyright law. Relation A related resource Southwesternuniversity; americana Format The file format, physical medium, or dimensions of the resource Image, jpeg Language A language of the resource English Identifier An unambiguous reference to the resource within a given context https://archive.org/details/souwesteryearboo1984sout/m ode/2up https://susciencehistory.southwestern.edu/files/original/a02d0914be6bd791bda7155b0d94c64b.pdf 04b035086d2cbaa3dda0ca2221d73c0e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History of Kinesiology at Southwestern University Description An account of the resource The history of Kinesiology at Southwestern University is a history that has remained a mystery. Up until now. In this document, I plan to dive into the realm of the undiscovered and uncover the history of Kinesiology at Southwestern and the United States as a whole. I do this through first establishing the methodical approach that is used to study the history of a science, then I examine the history of Kinesiology, and finally I examine the history of Kinesiology at Southwestern University. The methodical approach that is typically used to study the history of a science is that of the application of the deficit model to the specified science. “In the 1980s, the ‘deficit model’ became popular in the English-speaking world through a movement called the ‘Public Understanding of Science’ (PUS) … It legitimised new professionals, science communicators, who were supposed to act as mediators to effectively and faithfully transmit ‘official’ knowledge to lay audiences … ”<a href="#_ftn1">[1]</a> Having a mediator between science and the public is an idea that is used at many colleges and careers around the world. In the case of Kinesiology in the “real” world, there are gyms and Personal Trainers and Physical Therapists who are mediators between the actual science and the public. In the case of universities, some clubs promote different types of sciences to make the specified science more appealing to the public and gain students who want to partake in the specified science. To study the deficit model at a university usage of non-traditional sources must be used, such as yearbooks. The application of the deficit model at Southwestern will be explained in the fourth paragraph. To examine the history of Kinesiology, one must know its connection to Physical Education. Physical Education is not referred to the Physical Education that students take during their elementary school, middle school, or high school education; instead, it refers to the academic departments of Physical Education in Higher Education.<a href="#_ftn2">[2]</a> This type of Physical Education focuses on physical activity and human movement.<a href="#_ftn3">[3]</a> The connection that Physical Education and Kinesiology have is that of “deeper roots” between the two disciplines. An aspect of these “deeper roots” consist of the curriculum that both disciplines follow. “Accordingly, the curriculum [of Physical Education] included aspects of anatomy and physiology, physics, and anthropometry… ”<a href="#_ftn4">[4]</a> With Anatomy and Physiology being a class that was required in the department of Physical Education, and it also being a class that is required to get a Kinesiology degree, it demonstrates the similarity between the two core curriculums. This commonality between the different disciplines is reiterated by Jaime Schultz in her chapter by mentioning, “Although many think that the subdisciplinary movement of kinesiology is something that originated in the mid-20th century, it is clear that it has deeper roots.”<a href="#_ftn5">[5]</a> Those deeper roots come directly from the underlying storyline connection between Kinesiology and Physical Education. “… debates raged within the emergent sub-disciplines and studies over laboratory space, curricula, and resources as well as the right name for the school’s growing scientific focus (from physical education to human kinetics and now kinesiology).”<a href="#_ftn6">[6]</a> This quote proves the direct correlation between Physical Education and Kinesiology in terms of the shift and replacement in the name of the three departments - from Physical Education, to Human Kinetics, and finally, Kinesiology. To add to the argument of Physical Education being the precursor of the departments of Kinesiology, there is the fact that, “In the early 1960s, prodded by the words of Conant and Henry, members of the American Academy of Physical Education sought to determine what should constitute the discipline’s “body of knowledge.” The subsequent Big Ten Body-of-Knowledge Symposium identified six areas of specialization … These subdomains, along with several others, are currently recognized within kinesiology.”<a href="#_ftn7">[7]</a> As Physical Education was being pushed as an academic discipline, there were six areas of specialization within Physical Education: administrative theory in athletics and physical education, biomechanics, exercise physiology, history and philosophy of physical education, motor learning/sport psychology, and sociology and sport education. These six areas are now subdomains that are recognized within Kinesiology. This demonstrates that Physical Education departments and Kinesiology departments both have a common foundation, therefore, proving the direct connection between Physical Education and Kinesiology. To firmly establish this direct connection between the history of Kinesiology of the United States and Southwestern University; that of starting as Physical Education and moving towards the title of “Kinesiology,” is the fact that “ If you take a look at Table 3-3, for example, you can see that what was once the American Academy of Physical Education gradually added “kinesiology” to its title and eventually dropped the phrase “physical education” altogether to become the National Academy of Kinesiology (NAK).”<a href="#_ftn8">[8]</a> The table mentioned in the previous quote shows the Evolution of the National Academy of Kinesiology. Essentially, the table shows that in 1904, the National Academy of Kinesiology (present) was called the “Academy of Physical Education.” In 1926 it was then called “American Academy of Physical Education. In 1993 the academy switched names once again, and it was called the “American Academy of Kinesiology and Physical Education.” Finally, in 2010 the academy switched to its current title, which is the “National Academy of Kinesiology.” This comes to demonstrate the direct correlation between Kinesiology and its precursor, Physical Education, through the replacement of the title “Physical Education” throughout the years, to “Kinesiology,” which is demonstrated around the United States and at Southwestern, respectively at different times. To begin, the main connection between the history of Kinesiology at Southwestern University and the historical development of Kinesiology in the United States is the storyline that both histories follow. Although both of these histories follow the same storyline, this storyline is fulfilled at different times. Kinesiology, as an overall field, started around the 1960s as a result of “Franklin Henry’s call from Berkeley in the 1960s for a more academic approach to the study of human movement …”<a href="#_ftn9">[9]</a> The commencement of Kinesiology at Southwestern University and that of Kinesiology in the United States is a difference of decades. According to the Southwester’ Yearbook, the first time the Department of Kinesiology is mentioned was in 1991.<a href="#_ftn10">[10]</a> Before the Department of Kinesiology was mentioned though, the Department of Physical Education was mentioned for a significant number of years.<a href="#_ftn11">[11]</a> Dr. Carla Lowry in charge of the Physical Education Department before she was the chair of the Department of Kinesiology,<a href="#_ftn12">[12]</a> meaning that Physical Education is the predecessor of Kinesiology in the case of the history of Kinesiology at Southwestern University as well. This is also seen through the application of the deficit model at Southwestern. In order to get students more involved with Physical Education there was a club called the PEARL club - Physical Education. Athletic Recreation. And Leisure - that helped promote Physical Education and fitness to the student body - a core aspect of Physical Education. Once the Department of Physical Education turned into the Department of Kinesiology, the PEARL club no longer existed and was replaced by the Kinesiology Club to help promote the new science of Kinesiology at Southwestern.<a href="#_ftn13">[13]</a> Through the connection between these two different, yet similar clubs, they demonstrate the connectedness between Physical Education and Kinesiology. Through first explaining the methodical approach that is taken to study the history of science, it helps explain why non-traditional sources such as yearbooks are utilized to support the thesis. In order to understand the history of Kinesiology at Southwestern, the history of Kinesiology as a discipline itself must first be examined to make everything more understandable. Finally, the implementation of both previous concepts are incorporated into the history of Kinesiology at Southwestern to connect everything together. Even though there is now a solid foundation on what the history of Kinesiology consists of, there is still further research that needs to be done in order to completely connect the history of Kinesiology at Southwestern as a whole without there being loose details and two unanswered questions. The first question is, how did the curriculum of the Department of Physical Education change once it became the Department of Kinesiology in the 1990s? The last question is, why did Southwestern University wait until the 1990s to officially change the name of the Department of Physical Education to the Department of Kinesiology when that change was made about three decades earlier? Through further research and more time dedicated to this topic, the answers may eventually be found. Creator An entity primarily responsible for making the resource Julian Noyola Source A related resource from which the described resource is derived <a href="#_ftnref1">[1]</a> Agusti Nieto-Galan, Science in the Public Sphere A history of lay knowledge and expertise (Oxfordshire: Routledge, Taylor &amp; Francis Group, 2016), 3. <a href="#_ftnref2">[2]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 42. <a href="#_ftnref3">[3]</a> Schultz, “A History of Kinesiology,” 42. <a href="#_ftnref4">[4]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 43. <a href="#_ftnref5">[5]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 44. <a href="#_ftnref6">[6]</a> Patricia Vertinsky, "Shadow Disciplines, or a Place for Post-Disciplinary Liaisons in the North American Research University: What Are We to Do with Physical Cultural Studies?", in Playing for Change: The Continuing Struggle for Sport and Recreation, edited by Field Russell (Toronto; Buffalo; London: University of Toronto Press, 2015), 391 <a href="#_ftnref7">[7]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 46-47. <a href="#_ftnref8">[8]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 50. <a href="#_ftnref9">[9]</a> Vertinsky, “Shadow Disciplines, or a Place for Post-Disciplinary Liaisons in the North American Research University: What Are We to Do with Physical Cultural Studies?”, 391. <a href="#_ftnref10">[10]</a> Southwestern University, Sou’Wester Yearbook. Georgetown, Texas: 1991, 34, Southwestern University, A. Frank Smith Jr. Library, Special Collections & Archives. <a href="#_ftnref11">[11]</a> Southwestern University, Sou’Wester Yearbook (Georgetown, Texas: 1984), 48, Southwestern University, A. Frank Smith Jr. Library, Special Collections & Archives. <a href="#_ftnref12">[12]</a> Sou’Wester Yearbook, 1991, 34. <a href="#_ftnref13">[13]</a> Sou’Wester Yearbook, 2000, 101. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1991 Sou’wester Yearbook Subject The topic of the resource Southwestern University Yearbook Description An account of the resource The 1991 Sou’Wester Yearbook contains information regarding the faculty and other staff members, the different departments, several pages for clubs, and events that occurred throughout the 1991 school year. Creator An entity primarily responsible for making the resource Southwestern University, A. Frank Smith Jr. Library, Special Collections & Archives Publisher An entity responsible for making the resource available Southwestern University Date A point or period of time associated with an event in the lifecycle of the resource 1991 Rights Information about rights held in and over the resource Copyright Southwestern University. Reproduction for publication, exhibition, web-display, or commercial use by permission only, excepting Fair Use and Educational Use clauses of the US copyright law. Relation A related resource Southwesternuniversity; americana Format The file format, physical medium, or dimensions of the resource Image, jpeg Language A language of the resource English https://susciencehistory.southwestern.edu/files/original/09b0bdfeb20959568c151fc87944f74a.pdf 83b0087d442948c5e45ab9d14411d501 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History of Kinesiology at Southwestern University Description An account of the resource The history of Kinesiology at Southwestern University is a history that has remained a mystery. Up until now. In this document, I plan to dive into the realm of the undiscovered and uncover the history of Kinesiology at Southwestern and the United States as a whole. I do this through first establishing the methodical approach that is used to study the history of a science, then I examine the history of Kinesiology, and finally I examine the history of Kinesiology at Southwestern University. The methodical approach that is typically used to study the history of a science is that of the application of the deficit model to the specified science. “In the 1980s, the ‘deficit model’ became popular in the English-speaking world through a movement called the ‘Public Understanding of Science’ (PUS) … It legitimised new professionals, science communicators, who were supposed to act as mediators to effectively and faithfully transmit ‘official’ knowledge to lay audiences … ”<a href="#_ftn1">[1]</a> Having a mediator between science and the public is an idea that is used at many colleges and careers around the world. In the case of Kinesiology in the “real” world, there are gyms and Personal Trainers and Physical Therapists who are mediators between the actual science and the public. In the case of universities, some clubs promote different types of sciences to make the specified science more appealing to the public and gain students who want to partake in the specified science. To study the deficit model at a university usage of non-traditional sources must be used, such as yearbooks. The application of the deficit model at Southwestern will be explained in the fourth paragraph. To examine the history of Kinesiology, one must know its connection to Physical Education. Physical Education is not referred to the Physical Education that students take during their elementary school, middle school, or high school education; instead, it refers to the academic departments of Physical Education in Higher Education.<a href="#_ftn2">[2]</a> This type of Physical Education focuses on physical activity and human movement.<a href="#_ftn3">[3]</a> The connection that Physical Education and Kinesiology have is that of “deeper roots” between the two disciplines. An aspect of these “deeper roots” consist of the curriculum that both disciplines follow. “Accordingly, the curriculum [of Physical Education] included aspects of anatomy and physiology, physics, and anthropometry… ”<a href="#_ftn4">[4]</a> With Anatomy and Physiology being a class that was required in the department of Physical Education, and it also being a class that is required to get a Kinesiology degree, it demonstrates the similarity between the two core curriculums. This commonality between the different disciplines is reiterated by Jaime Schultz in her chapter by mentioning, “Although many think that the subdisciplinary movement of kinesiology is something that originated in the mid-20th century, it is clear that it has deeper roots.”<a href="#_ftn5">[5]</a> Those deeper roots come directly from the underlying storyline connection between Kinesiology and Physical Education. “… debates raged within the emergent sub-disciplines and studies over laboratory space, curricula, and resources as well as the right name for the school’s growing scientific focus (from physical education to human kinetics and now kinesiology).”<a href="#_ftn6">[6]</a> This quote proves the direct correlation between Physical Education and Kinesiology in terms of the shift and replacement in the name of the three departments - from Physical Education, to Human Kinetics, and finally, Kinesiology. To add to the argument of Physical Education being the precursor of the departments of Kinesiology, there is the fact that, “In the early 1960s, prodded by the words of Conant and Henry, members of the American Academy of Physical Education sought to determine what should constitute the discipline’s “body of knowledge.” The subsequent Big Ten Body-of-Knowledge Symposium identified six areas of specialization … These subdomains, along with several others, are currently recognized within kinesiology.”<a href="#_ftn7">[7]</a> As Physical Education was being pushed as an academic discipline, there were six areas of specialization within Physical Education: administrative theory in athletics and physical education, biomechanics, exercise physiology, history and philosophy of physical education, motor learning/sport psychology, and sociology and sport education. These six areas are now subdomains that are recognized within Kinesiology. This demonstrates that Physical Education departments and Kinesiology departments both have a common foundation, therefore, proving the direct connection between Physical Education and Kinesiology. To firmly establish this direct connection between the history of Kinesiology of the United States and Southwestern University; that of starting as Physical Education and moving towards the title of “Kinesiology,” is the fact that “ If you take a look at Table 3-3, for example, you can see that what was once the American Academy of Physical Education gradually added “kinesiology” to its title and eventually dropped the phrase “physical education” altogether to become the National Academy of Kinesiology (NAK).”<a href="#_ftn8">[8]</a> The table mentioned in the previous quote shows the Evolution of the National Academy of Kinesiology. Essentially, the table shows that in 1904, the National Academy of Kinesiology (present) was called the “Academy of Physical Education.” In 1926 it was then called “American Academy of Physical Education. In 1993 the academy switched names once again, and it was called the “American Academy of Kinesiology and Physical Education.” Finally, in 2010 the academy switched to its current title, which is the “National Academy of Kinesiology.” This comes to demonstrate the direct correlation between Kinesiology and its precursor, Physical Education, through the replacement of the title “Physical Education” throughout the years, to “Kinesiology,” which is demonstrated around the United States and at Southwestern, respectively at different times. To begin, the main connection between the history of Kinesiology at Southwestern University and the historical development of Kinesiology in the United States is the storyline that both histories follow. Although both of these histories follow the same storyline, this storyline is fulfilled at different times. Kinesiology, as an overall field, started around the 1960s as a result of “Franklin Henry’s call from Berkeley in the 1960s for a more academic approach to the study of human movement …”<a href="#_ftn9">[9]</a> The commencement of Kinesiology at Southwestern University and that of Kinesiology in the United States is a difference of decades. According to the Southwester’ Yearbook, the first time the Department of Kinesiology is mentioned was in 1991.<a href="#_ftn10">[10]</a> Before the Department of Kinesiology was mentioned though, the Department of Physical Education was mentioned for a significant number of years.<a href="#_ftn11">[11]</a> Dr. Carla Lowry in charge of the Physical Education Department before she was the chair of the Department of Kinesiology,<a href="#_ftn12">[12]</a> meaning that Physical Education is the predecessor of Kinesiology in the case of the history of Kinesiology at Southwestern University as well. This is also seen through the application of the deficit model at Southwestern. In order to get students more involved with Physical Education there was a club called the PEARL club - Physical Education. Athletic Recreation. And Leisure - that helped promote Physical Education and fitness to the student body - a core aspect of Physical Education. Once the Department of Physical Education turned into the Department of Kinesiology, the PEARL club no longer existed and was replaced by the Kinesiology Club to help promote the new science of Kinesiology at Southwestern.<a href="#_ftn13">[13]</a> Through the connection between these two different, yet similar clubs, they demonstrate the connectedness between Physical Education and Kinesiology. Through first explaining the methodical approach that is taken to study the history of science, it helps explain why non-traditional sources such as yearbooks are utilized to support the thesis. In order to understand the history of Kinesiology at Southwestern, the history of Kinesiology as a discipline itself must first be examined to make everything more understandable. Finally, the implementation of both previous concepts are incorporated into the history of Kinesiology at Southwestern to connect everything together. Even though there is now a solid foundation on what the history of Kinesiology consists of, there is still further research that needs to be done in order to completely connect the history of Kinesiology at Southwestern as a whole without there being loose details and two unanswered questions. The first question is, how did the curriculum of the Department of Physical Education change once it became the Department of Kinesiology in the 1990s? The last question is, why did Southwestern University wait until the 1990s to officially change the name of the Department of Physical Education to the Department of Kinesiology when that change was made about three decades earlier? Through further research and more time dedicated to this topic, the answers may eventually be found. Creator An entity primarily responsible for making the resource Julian Noyola Source A related resource from which the described resource is derived <a href="#_ftnref1">[1]</a> Agusti Nieto-Galan, Science in the Public Sphere A history of lay knowledge and expertise (Oxfordshire: Routledge, Taylor &amp; Francis Group, 2016), 3. <a href="#_ftnref2">[2]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 42. <a href="#_ftnref3">[3]</a> Schultz, “A History of Kinesiology,” 42. <a href="#_ftnref4">[4]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 43. <a href="#_ftnref5">[5]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 44. <a href="#_ftnref6">[6]</a> Patricia Vertinsky, "Shadow Disciplines, or a Place for Post-Disciplinary Liaisons in the North American Research University: What Are We to Do with Physical Cultural Studies?", in Playing for Change: The Continuing Struggle for Sport and Recreation, edited by Field Russell (Toronto; Buffalo; London: University of Toronto Press, 2015), 391 <a href="#_ftnref7">[7]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 46-47. <a href="#_ftnref8">[8]</a> Jaime Schultz, “A History of Kinesiology,” in Foundations of Kinesiology - 18th Edition, edited by Carole Oglesby (Burlington: Jones & Bartlett Publishers, 2018), 50. <a href="#_ftnref9">[9]</a> Vertinsky, “Shadow Disciplines, or a Place for Post-Disciplinary Liaisons in the North American Research University: What Are We to Do with Physical Cultural Studies?”, 391. <a href="#_ftnref10">[10]</a> Southwestern University, Sou’Wester Yearbook. Georgetown, Texas: 1991, 34, Southwestern University, A. Frank Smith Jr. Library, Special Collections & Archives. <a href="#_ftnref11">[11]</a> Southwestern University, Sou’Wester Yearbook (Georgetown, Texas: 1984), 48, Southwestern University, A. Frank Smith Jr. Library, Special Collections & Archives. <a href="#_ftnref12">[12]</a> Sou’Wester Yearbook, 1991, 34. <a href="#_ftnref13">[13]</a> Sou’Wester Yearbook, 2000, 101. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2000 Sou’wester Yearbook Subject The topic of the resource Southwestern University Yearbook Description An account of the resource The 2000 Sou’Wester Yearbook contains information regarding the faculty and other staff members, the different departments, several pages for clubs, and events that occurred throughout the 2000 school year. Creator An entity primarily responsible for making the resource Southwestern University, A. Frank Smith Jr. Library, Special Collections & Archives Publisher An entity responsible for making the resource available Southwestern University Date A point or period of time associated with an event in the lifecycle of the resource 2000 Rights Information about rights held in and over the resource Copyright Southwestern University. Reproduction for publication, exhibition, web-display, or commercial use by permission only, excepting Fair Use and Educational Use clauses of the US copyright law. Relation A related resource Southwesternuniversity; americana Format The file format, physical medium, or dimensions of the resource Image, jpeg Language A language of the resource English Identifier An unambiguous reference to the resource within a given context https://archive.org/details/souwesteryearboo2000sout/m ode/2up https://susciencehistory.southwestern.edu/files/original/2294a0177abe4677640177cf2adea60e.jpg 85b67d2d6bede0cd7d78589b5966e15a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Subject The topic of the resource AIDS at Southwestern Description An account of the resource While many universities have a responsibility to educate their students in practicing medicine, they all have the responsibility to provide medicine. The set of services present in a student health center on college campuses has evolved enormously, primarily due to new discoveries in the field of medicine as well as changes in the social dynamics of the United States. Putting Southwestern University in the context of the historical development of medicine and social justice establishes the university as an institution willing to acquiesce to change and generally providing the best possible resources for its students. Southwestern is also communicative and responsive to medical developments that best benefit its health services. A very current issue related to the development of medicine is the outbreak of the coronavirus (COVID-19) and the changes being made everywhere to try to control the pandemic. Southwestern University officially moved the Spring 2020 semester to distance learning on March 19th, with school services (including the health center) being provided remotely. Southwestern’s response to this presently evolving case opens up questions to historically similar situations. The best way to historically observe Southwestern’s measures for adjusting to social change and developing needs of students is through the university’s handling of the HIV/AIDS crisis during the 1980s and 1990s. Over time, there has been a significant improvement in treatment in the sphere of sexual health on college campuses in the United States. Beginning under the euphemism of “social hygiene,” prevention and treatment of sexual health issues on college campuses began during the World War II era. Due to the increasing number of women attending college as well as evolving degrees of sex positivity and freedom, treatments for sexual health became less taboo and conversations became more open. Since college campus demographics are mostly made up of young people, this movement could be seen in American universities. Unfortunately, one side of this conversation is significantly less positive than others. The outbreak of HIV/AIDS raised questions about health that were never explored before, notably regarding the nature of the epidemic and how separate groups could be disproportionally affected by disease. AIDS, formally known as acquired immune deficiency syndrome, emerged as a “leading cause of death among young adults in the United States” in the 1980s. Somewhat surprisingly, college students attending school at the height of the HIV scare were a relatively low-risk group, to use the terminology of the time, for contracting the virus. This was due in part to the proportion of heterosexual students to non-heterosexual students, since the primary reason that heterosexual adults would be at risk was associated with conditions of poverty. Therefore, most students of universities were “not in sexual networks that will include a significant proportion of heterosexual partners who have HIV.” This is not to say that a low risk level meant no action was taken. In a conference held at Southwestern regarding the outbreak, assistant professor of sociology Edward L. Kain emphasized the impact that diseases could have on a population, and warned against developing an “us vs. them” mentality. Kain made it clear that just because you “don’t fall into a high risk group, it doesn’t mean you’re not going to get it.” The low-risk environment of college campuses could be partially attributed to the response universities had to the outbreak in terms of education and prevention. Once information about the issue became more accessible and de-stigmatized, many institutions developed non-discriminatory policies towards students with HIV, experimented with peer education programs, and implemented risk assessment in health centers. It also became essential to prevent the spread of misinformation and harmful rumors. Edward Kain discussed this problem through research he conducted with his sociology students at the time of the outbreak. He concluded that rumors are born from panic, created to fill in gaps where knowledge is lacking. Kain found this to be important because the public’s attitude towards AIDS would “determine how effectively the disease is treated medically and educationally.” It was of great consequence that the knowledge cultivated by a community (in this case, Southwestern University) was accurate and easily transmitted to the public. Since the sole purpose of a university’s health center is to make medical knowledge and practice readily available to its students, the AIDS epidemic is an appropriate lens through which to assess Southwestern’s care of its students. At the height of the epidemic (and once it had become clear that this was a health threat that went beyond sexual orientation), it became vital for universities to “sponsor programs that inform students about the disease and advocate for measures to prevent transmission of the virus.” While there are no records indicating the presence of HIV antibody testing on campus at Southwestern, a 1987 issue of the Megaphone contains an article written by health center employee Jan Pickett about the issue of testing. The article gives general information regarding the importance of at-risk individuals being tested, what a test entails, and various locations and phone numbers of testing institutions. Pickett notes the importance of practicing safe sex and adopting any changes necessary to protect from the virus, making it clear that receiving a negative test result is not protection in and of itself. Additionally, there is an issue of the Megaphone published the year prior containing an article titled “Let’s talk about AIDS.” The article not only gives basic information on the AIDS crisis, but it also announces a panel discussion to take place on campus in which professionals with broad knowledge and perspective on the issue would inform students and answer questions. The panel was to include a nurse specialist, the director of the Austin AIDS Project, the Deputy Director of the Williamson County Health Department, and an AIDS patient. This event especially showcases Southwestern’s willingness to adapt and provide necessary aid to its students. In tandem with societal attitudes of the time, mentions of the gay liberation movement or the AIDS epidemic in the 1970s and 1980s in Southwestern publications were made with a tendency towards anonymity. The aforementioned article by Jan Pickett emphasizes locations for anonymous testing and promises to protect the secrecy of students visiting her office for HIV/AIDS-related questions. The first article found in the Megaphone that directly discusses the gay rights movement is from 1973, titled “Suppressed Minority: A Concerned Student Speaks Out.” The anonymous student writes to the readers, pleading for equality and understanding on campus and implying that they had faced discrimination while attending Southwestern. Therefore, it would appear it was not until the mid-to-late 1980s and the breakout of AIDS that homosexuality became a topic of sincere conversation on Southwestern campus and something under the eye of health services. The health center, in this case, acts as a middleman in the transmission of medical knowledge, though in some cases more quickly and effectively than in others. While it can be assumed that those employed within the health center are aptly qualified for their position, the changing nature of medicine requires communication of knowledge both within the field and beyond it. The evolving breadth of services provided and medical standards of the student body at Southwestern implies that this communication has been constantly occurring throughout the school’s history, as shown through samples of blank student health records from 2004 and 2018 (actual student records are not attainable due to confidentiality), requiring more and more immunizations and stamps of approval from physicians prior to attending the university. Since Southwestern does not have its own practice of medical research, discoveries, treatments, and anything else that could benefit the student body is presumably acquired from outside, credible sources. The university has done its part to remain up to date on medical developments and has adjusted its policies accordingly The history of medicine, and more specifically of medicine on college campuses, reveals a great deal about the nature of social dynamics both within a student body and within the institution itself. The liberal arts environment of Southwestern has lent to its increasingly open attitude towards change in social justice, and the relationship between these changes and medical issues can be observed through the history of health services. There have been areas in which the university’s health center has found itself behind the times, such as in the case of the delay in providing women’s health services. But otherwise, there has been a general urgency to keep up with the evolving medical needs of students. Creator An entity primarily responsible for making the resource Elaine Goulden Date A point or period of time associated with an event in the lifecycle of the resource May 8, 2020 Language A language of the resource English Title A name given to the resource Community in Crisis: Southwestern and the AIDS Epidemic Source A related resource from which the described resource is derived Barrera, Martha. “Let’s talk about AIDS,” The Megaphone, January 30, 1986, https://texashistory.unt.edu/ark:/67531/metapth634603/. Cohen, Elliot D., and Michael Davis, eds. AIDS: Crisis in Professional Ethics. Temple University Press, 1994. www.jstor.org/stable/j.ctt14bt3gc. Franki, Marie. “Health Services adds new doctors,” The Megaphone, September 21, 2006, https://texashistory.unt.edu/ark:/67531/metapth634759/. “Health Record,” Form. Georgetown, TX: Southwestern University, Special Collections, May 2004. Pickett, Jan. “Living Well at Southwestern,” The Megaphone, October 30, 1987, https://texashistory.unt.edu/ark:/67531/metapth634509/. Rollins, Laura. “AIDS: from SU to the World,” Williamson County Sun, November 14, 1987, 12. “Southwestern seminar eyes AIDS and society,” Williamson County Sun, November 1, 1987. “Student Health Record,” Form. Georgetown, TX: Southwestern University, Special Collections, 2018. “Suppressed Minority: A Concerned Student Speaks Out,” The Megaphone, May 4, 1973, https://texashistory.unt.edu/ark:/67531/metapth634200/. Turner, H. Spencer, and Janet L. Hurley, eds. The History and Practice of College Health. University Press of Kentucky, 2002. www.jstor.org/stable/j.ctt130j9xw. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AIDS: from SU to the World Subject The topic of the resource AIDS in Williamson County Description An account of the resource Newspaper article discussing AIDS in Williamson County and what Southwestern University has done in regards to the outbreak. Creator An entity primarily responsible for making the resource Laura Rollins Source A related resource from which the described resource is derived Williamson County Sun Date A point or period of time associated with an event in the lifecycle of the resource November 14, 1967 Language A language of the resource English Type The nature or genre of the resource Newspaper https://susciencehistory.southwestern.edu/files/original/e2d4493dd5c5b157273f9e4bc1b0fd5e.jpg 95cb654440370058e3af8e5a5cf336bc https://susciencehistory.southwestern.edu/files/original/861449ba0cfbb1220563ec59ce3fbebb.jpg 5c47547c4ded817e4a16ece7429eb88b https://susciencehistory.southwestern.edu/files/original/e4b44ded8439a0b5e9d272a4bc58cbed.jpg f0cdd5b5edf022a2f2baa9894eaf8c13 https://susciencehistory.southwestern.edu/files/original/7b617151fa8c9d811fcd9f28f832ccf2.jpg 7c02927c7f4637ea88a4632e9992117c https://susciencehistory.southwestern.edu/files/original/50992d57fbfeea311d0cec8f15f828f5.jpg b37e2c2cee2bb06ff81a1ad286a61469 https://susciencehistory.southwestern.edu/files/original/df98359292e9fed70543e1dd76536d6d.jpg 0ff214a14d4ccdce066e941a926095a3 https://susciencehistory.southwestern.edu/files/original/b727cd5ab8e5eae39b4ec78f5fc0bb8a.jpg 948b790975c44421ec3ff0cde1be814b https://susciencehistory.southwestern.edu/files/original/9013cdee24ffccdd1606691b4efa9d0d.jpg 2420ef4f49a52db958e6d4980ba627e5 https://susciencehistory.southwestern.edu/files/original/86544ec00d7457c296cf3942f97305f3.jpg 57165a7214a5f81a4c7b7a76e0a0ad89 https://susciencehistory.southwestern.edu/files/original/ef8a44c24a1d94b9a2bc7efb3bc90f73.jpg d6fa7bfb55de845b8b2ea6bbaf103890 https://susciencehistory.southwestern.edu/files/original/1c180e25f865731f0e5079aaa3866b7b.jpg d567bba387f81192fb2664c00f10684d https://susciencehistory.southwestern.edu/files/original/d57db15f0d127407d136bbba417cec25.jpg 686c759f7103e94d9e7fe5d53670a3d3 https://susciencehistory.southwestern.edu/files/original/a8e77bf41fd8049918fda0df829ffe77.jpg b116daee83b8de85bc4edddfaa43c9c3 https://susciencehistory.southwestern.edu/files/original/9e94d80ef5cc638573afd91221916205.jpg 3183bd165f59af88cddb5ee3efbcf586 https://susciencehistory.southwestern.edu/files/original/0de58f624325a6975d03b9c7c135d2a9.jpg eb0129c90658eb0253a00ba773231f11 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Gastrointestinal Disease Hits Georgetown, Texas Description An account of the resource In the Summer of 1980, the city of Georgetown was thrown into a crisis when an outbreak of a mysterious gastrointestinal disease took the city by storm, infecting thousands within a week or two and businesses closed under the pressure.<a href="#_ftn1">[1]</a> Subsequent research culminated in a scientific article published 2 years later and confirmed local suspicions of a waterborne disease being the culprit however the primary viral agent was (and still) not identified.<a href="#_ftn2">[2]</a> Four years later, an outbreak of Cryptosporidium occurred in Braun Station, a small town near San Antonio and it’s waterborne qualities were identified for the first time.<a href="#_ftn3">[3]</a> Both towns received water from the Edwards Aquifer recharge zone and both incidents contributed to changes in wastewater regulations for said aquifer.<a href="#_ftn4">[4]</a> These two events are tied to the history of waterborne gastrointestinal epidemics and can be used to analyze how Georgetown responded to sudden outbreaks. The larger changes of environmental policies in the 1970s and 80s explain the different approaches in both cases of gastrointestinal disease These years saw an increase in environmental protection policies and the years that followed were defined by the public's response to them. In his monograph Managing the Environment, Managing Ourselves, Richard Andrews, a professor of environmental policies, writes about the long history of environmental policies in the United States. Andrews argues that the federal environmental policies of the 1970s could be summarized by the assertion of national standards and the cooperation between the Environmental Protection Agency (EPA) and the states to implement them.<a href="#_ftn5">[5]</a> However, during the early 1980s, this federal initiative to control the environment would come under attack as President Ronald Reagan took office and dismantled many of them.<a href="#_ftn6">[6]</a> These developments contextualize the state of environmental policies leading up to and during the Georgetown epidemics of gastrointestinal disease. From all of this, these outbreaks of gastrointestinal diseases become much more understandable at the state and municipal levels. First, it brings up the question of how the changes in federal support may have influenced the research done by the City of Georgetown (1980) and of that done by the local government at Braun Station (1984-85). Secondly, the developments leading up to 1980 construct a setting in which there is a clear divide in power between the federal government and the local municipal entities. These contextual insights become visible when looking at the primary sources of the different outbreaks. When comparing the primary scientific articles published for both epidemics, one immediately sees a difference in the extent of federal aid. The article that compiles the research done for the 1980 Georgetown outbreak was published under the journal American Water Works Association and supported by grants given by the EPA and the National Institutes of Health while also being assisted by the Williamson County Health Department.<a href="#_ftn7">[7]</a> Whereas the article regarding the outbreak in Braun Station was published in Annals of Internal Medicine and gives acknowledgments to the Texas Department of Health, the San Antonio Metropolitan Health District, and was in cooperation with local medical centers.<a href="#_ftn8">[8]</a> Furthermore, the reaction by those who wrote for the Williamson County Sun during the summer of 1980 depicted the local community and officials being fed up by the amount of involvement by state and federal entities. One writer talks about how the event has put their small city under an unwanted national spotlight and that they now have to, unfortunately, deal with the National Center for Disease Control and the EPA.<a href="#_ftn9">[9]</a> Another talks about the tensions between local city manager Leo Wood and Texas state officials over the legitimacy of the state officials’ claim that the sickness is likely being transmitted through the city water supply.<a href="#_ftn10">[10]</a> These primary sources show that the 1980 case study of gastrointestinal disease in Georgetown occured right before funding was cut to federal environmental funding. They also point out a shift in power dynamics. The first paper was funded by federal agencies who gave money to local institutions to conduct the work (similar to Andrews’ claims) while the second paper was entirely conducted and funded by local and state agencies. This long-term shift from a multi directional to an entirely localized approach to environmental policies show the years between 1980-1984 as being defined by the political tensions that come with this shift. Additionally, the epistemological processes tied to the history of science can also be seen in this response to an epidemic. The interactions between Georgetown citizens and the local as well as federal ‘officials’ mirrors much of what historians of science have discussed in regards to public knowledge. Bernadette Bensaude-Vincent argues that public science was a form of “promot[ing] public opinion as a political force… “ as it raised tensions between scientists and the public.<a href="#_ftn11">[11]</a> This is a process seen in my case study as political tensions played a huge part in the 1980 gastrointestinal outbreak. When the outbreak first occurred, the Georgetown government officials were quick to state that it was not caused by water, saying that the few tests for (known) waterborne gastrointestinal diseases were inconclusive; however, many of the city residents did not agree and continued to argue that the disease had to be waterborne.<a href="#_ftn12">[12]</a> In fact, the local and state officials involvement in the crisis was described (quoted from a State epidemiologist) as “experts” running “difficult” tests<a href="#_ftn13">[13]</a> and while they failed to find any answers, the publics’ response (or rather, “rumors”) point towards a possible sewage leak being responsible for the epidemic.<a href="#_ftn14">[14]</a> This description of experts running complex tests was a reaffirmation to the public that even though scientists have not found evidence regarding the source or cause of the epidemic, they are trying. At the same time—in fact, before—the “rumors” of a sewage leakage causing the disease was a way for the public to affirm their own political influence. These tension between the public and the Georgetown officials as well as the tensions between municipal and federal officials reaffirms the historical ‘deficit model’ characterized by the assumption of a “considerable epistemological inferiority between experts and receivers of scientific discourse.”<a href="#_ftn15">[15]</a> The very first mention of the 1980 outbreak in The Williamson County Sun was a small story that gave the initial responses by Georgetown officials and experts.<a href="#_ftn16">[16]</a> It discussed how a few people (mostly old and young individuals) have been hospitalized by an unknown illness. A local doctor was quoted as saying “it is just plain old intestinal flu” and affirms that “the water supply has been checked and found to be perfectly safe. This is strictly a viral infection.”<a href="#_ftn17">[17]</a> Three days later, the front page of the weekly newspaper was strictly about the epidemic. The same local doctor and the city manager refuted the popular theory amongst people about the illness (that it was a result of pesticide use) and apparently repeated statements such as “we’ve never seen anything like this before.”<a href="#_ftn18">[18]</a> The writer cited two “passerby” who firmly believed the illness to be sourced from the water supply. The writer continued and cited the director of the Williamson County Health Department who said “you can’t just hand a bottle of water over to a laboratory and ask them to tell you what’s in it… you’ve got to know what you’re looking for.”<a href="#_ftn19">[19]</a> The tests that were conducted were for the presence of E. Coli and when they returned negative, the city manager reported “that ought to relieve some minds as far as the water is concerned” and the local doctor said “I believe we can now start looking elsewhere.”<a href="#_ftn20">[20]</a> But the city residents did not agree. The local officials’ claim disregarding a waterborne illness would continue until the state and federal agencies got involved.<a href="#_ftn21">[21]</a> These initial responses portray the tension between everyday people and local/federal governments regarding disease and how to deal with it. As historian Nieto-Galan noted that experts often downplay certain risks seen as dangerous by lay people, “while the latter question the authority and legitimacy of the experts.”<a href="#_ftn22">[22]</a> The Georgetown local officials disagreed with the public while the former disagreed with federal officials. The 1980 Georgetown outbreak of gastrointestinal disease occurred before federal funding to the EPA was cut so one would assume that the event was entirely under control. However, that was not the case. Instead, the outbreak was a convoluted case that had disagreements and tensions between people from multiple levels of power. To search for a top-down approach or bottom-up approach within this case study would take much more time and even then, such a dichotomy can not be entirely defined when looking into the societal influences that go into the history of science. Before the outbreak, the influence of the local and municipal government simply relied on the use of manually adjusted chlorine injections to clean their water, it was not till after the event that the systems saw an upgrade.<a href="#_ftn23">[23]</a> During the outbreak, the rhetoric made by Georgetown officials displayed a scenario where the experts held the truth and were in control of the situation when in fact, they weren’t. It could be argued that the virus that caused the 1980 outbreak was Cryptosporidium and because it’s waterborne qualities were not known at the time, it made sense that there was no testing for it. However, even that argument does not take away the power dynamics at play when the city officials/experts refuted the idea of a water supply problem simply on the basis that E. Coli was not found. The 1980 gastrointestinal outbreak in Georgetown Texas is a clear example of how disease is much more than a biological threat. It exists within a society and is thus influenced by a number of complex sociocultural phenomena. This case study gives students and historians of science the chance to understand how political and social power dynamics influence a historical response to epidemics on the grounds of policies and epistemology. These complex relationships between disease and societal factors are important to understand, now more than ever. As we survive through the COVID-19 pandemic and transition into a new post COVID-19 world, these are the historical actors we must pay attention to. Creator An entity primarily responsible for making the resource Saul Zuniga Source A related resource from which the described resource is derived <a href="#_ftnref1">[1]</a> Ray Jones, “Mysterious illness strikes thousands in city,” Williamson County Sun Vol. 104 No. 5, June 19, 1980. Accessed through Southwestern University on March 1, 2020. <a href="#_ftnref2">[2]</a> Hejkal, T.W, B Keswick, R.L LaBelle, C.P Gerba, Y Sanchez, G Dreesman, B Hafkin, and J.L Melnick. “Viruses in a Community Water Supply Associated with an Outbreak of Gastroenteritis and Infectious Hepatitis.” Journal (American Water Works Association) 74, no. 6 (1982): 318-21. <a href="#_ftnref3">[3]</a> D'Antonio RG, Winn RE, Taylor JP, Gustafson TL, Current WL, Rhodes MM, Gary GW Jr, and Zajac RA. “A Waterborne Outbreak of Cryptosporidiosis in Normal Hosts.” Annals of Internal Medicine 103, no. 6 (1985): 886–88. <a href="#_ftnref4">[4]</a> Geological Society of America. Meeting (125th : 2013 : Denver, Colo.). Caves and Karst Across Time. Edited by Joshua Feinberg, Yongli Gao, and E. C Alexander. Special Papers / Geological Society of America, 516. Boulder, Colorado: Geological Society of America, 2016. 56. <a href="#_ftnref5">[5]</a> Andrews, Richard N. L., Managing the Environment, Managing Ourselves: A History of American Environmental Policy 2 nd ed. (New Haven: Yale University Press, 2006), 249. <a href="#_ftnref6">[6]</a> Richard Andrews, Managing the Environment (New Haven: Yale University Press, 2006), 255-56. <a href="#_ftnref7">[7]</a> Hejkal, T.W, B Keswick, R.L LaBelle, C.P Gerba, Y Sanchez, G Dreesman, B Hafkin, and J.L Melnick. “Viruses in a Community Water Supply Associated with an Outbreak of Gastroenteritis and Infectious Hepatitis.” Journal (American Water Works Association) 74, no. 6 (1982): 318–21. <a href="#_ftnref8">[8]</a> D’Antonio, “Normal Hosts,” 886-888. <a href="#_ftnref9">[9]</a> “Nationwide Attention,” Williamson County Sun: The Sunday Sun Vol. 6 No. 52, June 22, 1980. Accessed through Southwestern University on March 1, 2020. <a href="#_ftnref10">[10]</a> Emily Baker, “ ‘Leo says: prove it’ - State Takes Away Water Approval,” Williamson County Sun: The Sunday Sun Vol. 7 No. 1, June 22, 1980. Accessed through Southwestern University on March 1, 2020. <a href="#_ftnref11">[11]</a> Bensaude-Vincent, Bernadette. “A Genealogy of the Increasing Gap between Science and the Public.” Public Understanding of Science 10, no. 1 (2001): 102. <a href="#_ftnref12">[12]</a> Ray Jones, “Mysterious illness strikes thousands in city,” Williamson County Sun Vol. 104 No. 5, June 19, 1980. Accessed through Southwestern University on March 1, 2020. <a href="#_ftnref13">[13]</a> Ray Jones, “Mysterious illness…” 13. Accessed through Southwestern University on March 1, 2020 <a href="#_ftnref14">[14]</a> Emily Baker, “Amount of Chlorine Boosted in City Water,” Williamson County Sun Vol. 104 No. 6, June 26, 1980. Accessed through Southwestern University on March 1, 2020. <a href="#_ftnref15">[15]</a> Nieto-Galan Agustí. Science in the Public Sphere : A History of Lay Knowledge and Expertise. Abingdon, Oxon: Routledge/Taylor & Francis Group, 2016. <a href="#_ftnref16">[16]</a> “Virus sweeps Georgetown” Williamson County Sun: The Sunday Sun Vol. 6 No. 51, June 15, 1980. Accessed through Southwestern University on March 1, 2020. <a href="#_ftnref17">[17]</a> Ibid. <a href="#_ftnref18">[18]</a> Ray Jones, “Mysterious illness strikes thousands in city,” Williamson County Sun Vol. 104 No. 5, June 19, 1980. Accessed through Southwestern University on March 1, 2020. <a href="#_ftnref19">[19]</a> Ibid. <a href="#_ftnref20">[20]</a> Ibid. <a href="#_ftnref21">[21]</a> Emily Baker, “ ‘Leo says: prove it’ - State Takes Away Water Approval,” Williamson County Sun: The Sunday Sun Vol. 7 No. 1, June 22, 1980. Accessed through Southwestern University on March 1, 2020. <a href="#_ftnref22">[22]</a> Nieto-Galan Agustí. Science in the Public Sphere : A History of Lay Knowledge and Expertise. Abingdon, Oxon: Routledge/Taylor & Francis Group, 2016. 210. <a href="#_ftnref23">[23]</a> Hejkal, T.W, B Keswick, R.L LaBelle, C.P Gerba, Y Sanchez, G Dreesman, B Hafkin, and J.L Melnick. “Viruses in a Community Water Supply Associated with an Outbreak of Gastroenteritis and Infectious Hepatitis.” Journal (American Water Works Association) 74, no. 6 (1982): 318-21. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Amount of Chlorine Boosted in City Water Subject The topic of the resource A case study into the history of waterborne gastrointestinal disease Creator An entity primarily responsible for making the resource Williamson County Sun. Editors and authors: Ray Jones, Emily Barker, Source A related resource from which the described resource is derived Williamson County Sun Date A point or period of time associated with an event in the lifecycle of the resource Thursday, June 26, 1980 Language A language of the resource English Type The nature or genre of the resource Newspaper article https://susciencehistory.southwestern.edu/files/original/daf96b73b6ca30e8e558e114fd9ce452.jpeg b5ee3f03b64e84233663b9e0f8f0b0cb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History of the Bausch and Lomb microscope at Southwestern University Description An account of the resource Throughout the history of biological studies at Southwestern University, the microscope has provided students with a vital tool to observe microscopic subjects when the bare human eye couldn’t. In this case study we will be observing this early 1900s era Bausch & Lomb microscope by using the whiggism methodological approach. By using the whiggism methodological approach we will be able to intemperate this instrument with our present-day perspectives. We will review the importance of the biological sciences and the contributions of this scientific instrument. We will also observe how this microscope earned its place in the history of the Southwestern Biology department. We will look into the history of Bausch & Lomb and understand how and why Southwestern University chose this microscope. Then we will observe the importance of this microscope to the students’ academic experience at Southwestern. To understand the importance of this scientific tool we must understand the subject that this tool falls in. The study of Biological sciences has contributed to the greater good of humanity by granting us the opportunity to seek further then our eye can see to understand advancements in medical and environmental phenomena. Since the creation of the microscope, academics and scientists have been able to observe objects that the bare human eye cannot see. This instrument provided scientists the ability to comprehend the results from their experiments by having the advantage over their normal vision. The microscope also granted academics and medical studies the ability to explain biological phenomena and methods. This instrument resulted in an increased spread of academic and medical progress by allowing people to physically observe biological advancements in depth. This instrument allowed students to visually experience discoveries and learn concepts that will guide them to comprehend the theories being taught. This instrument contributes to the education of elementary school introduction to biological studies. Supporting this, Susan Green and Julian Smith III describes in their article Small Things Draw Big Interest, “We introduced microscopy to third-grade classes. As a result, students have shown more interest in science and their grades have improved” . This evidence helps us determine that the microscope have been proven to contribute to an increase in interest from elementary students for biological sciences. Like the elementary students, students at the university level have proven that microscopes are essential to progress in biological sciences at their level. James Strick states an example of microscopes being critical in his book Wilhelm Reich Biologist, “Reich stressed that what high magnifications were critical from was not distinguishing fine details of structure, but rather for being able to see details of movements clearly enough to distinguish” . With this evidence we can come to a determination that the power of the microscope has proven to help biologists at the university level study new concepts and methods. Therefore, the microscope has brought a lasting impact from elementary level to university level studies in biology. Now that we have come to understanding on the importance of the fields this magnificent tool has taken part in, we can now observe the microscope itself and its purpose. Once the microscope was only for the labs of the scientist, but this simple constructed tool has become marketed and mass-produced so the public can participate in biological studies. Public participation in the biological sciences has made it possible for the public to investigate phenomena themselves. The microscope communicates knowledge of the biological sciences by providing both the scientists and the public the ability to understand their environment and themselves. An example of how scientists used the microscope to understand their environment and themselves in the book Seven Under the Microscope by Kristin Johannsen when she stated, “They’re almost beautiful as they slowly drift along with these dazzling, transparent shapes beneath the lens of a microscope” . Since the microscope is a mass-produced scientific tool, it has become common that academic institutions implement this instrument to communicate scientific methods and theories to students who wish to pursue the scientific field. The relationship between the experts and the public is the microscope itself. The microscope allows the public with little scientific experience to observe items just the same as experienced scientists. Agusti Nieto-Galan states in his book Science in the Public Sphere, “Curious people enthusiastically waiting to view spectacular physics or chemistry experiments” . Which provides both scientific professions and pubic the ability to investigate phenomena. The people that are involved in this communication between biological scientists and the public are those who market microscopes. The microscope industry mass produces microscopes to the public that are similar to the microscopic instruments that those in the scientific professions use to research their methods. Henceforth, the simplicity of the microscope has allowed itself to be mass-produced. Which allowed scientists to better communicate their theories and methods behind biological phenomena to the public. Henceforth, we can understand the microscope and its purpose. Now that we have come to the understanding of the microscope and its purpose to academia. We can now observe Bausch & Lomb and their history of creating quality microscopes. Which will then lead us to our next step of this journey to understand why Southwestern chose this scientific tool and observe this antique artifact’s distinctions that made this microscope the scientific tool of choice by the faculty and students at Southwestern University. In 1853, a 23-year-old German immigrant John Jacob Bausch with 2 years of experience as an optical lens grinder in Switzerland, established a little optical equipment shop of his own in Rochester, New York. As he needed more capital to continue his Business, Bausch acquired an investment of $60 from his friend, Henry Lomb. In return Bausch made a commitment that if his small business flourished, Lomb would then become a full partner. As the business flourished so did the partnership. In the adolescence of the partnership the main product that the business produced was a state-of-the-art eyeglass frame that was constructed of rubber. Other miniscule products that were sold ranged from a variety of optical marchandise that were made to a high standard of precision engenuity. By the 1890s, the growing company had begun a revolutionary product change by developing and manufacturing optical products such as binoculars, microscopes, lenses for spectacles and telescopes. Supporting this John Simkin states in his newsletter titled John Jacob Bausch,“In 1876 the company began manufacturing microscopes. Later that year the Bausch & Lomb Optical Company won a distinction at the Philadelphia Centennial Exposition” . Though the company reached new markets, they still maintained their reputation for high quality optical merchandise. To better understand the pride and assurance the company had in their products the Bausch & Lomb website states in their company information page, “In the 1900’s, Bausch + Lomb continued to demonstrate its place at the forefront of technological innovation for optical products. Bausch + Lomb produced the first optical quality glass made in America, developed ground-breaking sunglasses for the military in World War I, and created the lenses used on the cameras that took the first satellite pictures of the moon” . Based on the evidence we can come to a determination that the Bausch & Lomb company has built an exceptional reputation for precision optical devices. Which would make their optical products such as their microscope a high-quality tool for science exploration and education. Now that we understand the history of the Bausch & Lomb company and its reputation of precision manufactured optical products. We can now move further and observe this early 20th century microscope and how it was applied to Southwestern University. To observe how this instrument assisted students in pursuing biological studies at Southwestern, we will look at the Biology department course catalog from 1903 to 1912. These course catalog’s will provide us where this tool was located and who was responsible for its existence at the university. As we look into this catalog, we can identify that the biology department that was instructed by Professor Tinsley, required instruments that provided students the ability to study offered courses such as zoology and botany. According to the catalog, the zoology course states, “In Zoology types of the different order are studied, going into their habits, characteristics, and anatomy” . As we can see the zoology course requires the study of an anatomy of an animal which requires an instrument such as this Bausch & Lomb microscope to observe microscopic organs and veins. Though many of the scientific lectures were taken part in classrooms, the application of the studies of biology was conducted in the biological laboratory. Located in the first two rooms on the first floor of the main university building, the biological laboratory had plenty of accessible scientific tools that provided the students the ability to apply what they have learned in their lectures. To describe these tools, the 1903-1912 course cataloged states, “Sufficient sets of dissecting instruments, tripod magnifiers, and a number of modern compound microscopes are on hand” . Therefore, we can determine that this Bausch & Lomb microscope and others like it were in this biological laboratory providing students the ability to dissect and observe small objects such as microscopic plant and animal anatomy. Also, Professor Tinsley was in charge of the campus financial responsibilities. Therefore, we can determine that Professor Tinsely had the financial ability to pick out the precision-made Bausch & Lomb microscopes for his biology department. In this case study we have observed this early 1900s era Bausch & Lomb microscope by using the whiggism methodological approach. We reviewed the importance of the biological sciences and the contributions of this scientific instrument. Also, we have observed how this microscope earned its place in the history of the Southwestern Biology department. To include the history of Bausch & Lomb we now understand how and why Southwestern University chose this microscope. Then observed its importance to the students’ academic experience at Southwestern. Therefore, we can conclude that this microscope served as a precision tool that provided the students during the early 1900s the ability to understand and apply what they have learned in the biological sciences. Henceforth earning its place in the history of Southwestern University. Creator An entity primarily responsible for making the resource Jordan Cummings Source A related resource from which the described resource is derived 1. Green, Susan, and Julian Smith. "Small Things Draw Big Interest." Science and Children 42, no. 4 (2005): 30-34. Accessed February 28, 2020. www.jstor.org/stable/43172432. 2. STRICK, JAMES E. "REICH AND DU TEIL: CONTROL EXPERIMENTS BEGIN." In Wilhelm Reich, Biologist, 99-145. Cambridge, Massachusetts; London, England: Harvard University Press, 2015. Accessed March 2, 2020. www.jstor.org/stable/j.ctvjf9wpq.6. 3. JOHANNSEN, KRISTIN. "UNDER THE MICROSCOPE." In Ginseng Dreams: The Secret World of America's Most Valuable Plant, 163-88. Lexington, Kentucky: University Press of Kentucky, 2006. Accessed March 9, 2020. DOI: 10.2307/j.ctt2jcqhw.11. 4. Nieto-Galan, Agusti. Science in the Public Sphere (pp. 17-18). Taylor and Francis. Kindle Edition 5. Simkin, John. â€œJohn Jacob Bausch.â€Â Spartacus Educational, Spartacus Educational, Sept. 1997, spartacus-educational.com/USAbausch.htm. 6. “Our Company.” Bausch + Lomb, www.bausch.com/our-company/about-bausch-lomb/the-bausch-lomb-story. 7. Southwestern University, 1903-1912 Undergraduate Cataloge, 3-5-2020, 20. 8. Southwestern University, 1903-1912 Undergraduate Cataloge, 3-5-2020, 2. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bausch and Lomb Microscope Description An account of the resource This is a early 20th century Bausch & Lomb Microscope Date A point or period of time associated with an event in the lifecycle of the resource Approx: 1908 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History and Discourse Around Evolution at Southwestern University Description An account of the resource The theory of evolution proposes that life changed and diversified over time through a process known as natural selection, in which organisms who are better suited to survive outreproduce and outlast other organisms.<a href="#_ftn1">[1]</a> The main ideology that opposes evolutionary theory goes under the monikers “creationism”, “creation science”, or “intelligent design”.<a href="#_ftn2">[2]</a> They claim that life was created in it’s final form, usually by a god.<a href="#_ftn3">[3]</a> Religion has always been somewhat at odds with evolution, which is a natural occurrence resulting from the lack of any mention of evolution in the Bible and other holy texts. The rejection of evolution by much of the religious public seems to be on the decline in recent years, however, with the introduction of new theories that allow aspects of creationism to be conserved while still accepting evolutionary thought. But as the principles behind evolution are brought to other fields, some of that tension seems to be resurfacing as people look for evolutionary perspectives that allow them to keep their faith intact. These effects were put on display at Southwestern University in 2009, with the discourse at times returning to an ideological battle. The split between scientists and the lay people can be seen in the conflict between followers of evolution and creationism, with a major battleground for them being the rules around what is taught in public schools. Evolution has slowly replaced creationism in US public schools, but never in every state at once, and with uniformity within states.<a href="#_ftn4">[4]</a> In many instances teachers are not allowed to speak out against creationism while teaching evolution, and are allowed to frame them as “alternatives” to each other without taking a clear side.<a href="#_ftn5">[5]</a> Many of the decisions are handled on the state level.<a href="#_ftn6">[6]</a> In addition, teacher religious beliefs have been found to be predictive of their willingness to teach evolution.<a href="#_ftn7">[7]</a> For example, in 2007, Texas Education Agency’s Director of Science Curriculum, Christine Comer was forced to resign from her position after asking an anti-creationism speaker to speak at the school.<a href="#_ftn8">[8]</a> The Texas Education Agency explained that she had made it look like the TEA had taken a side on the evolution debate when they intended to remain neutral.<a href="#_ftn9">[9]</a> This example (which occured around two years before the Brown Symposium discussed in this paper) hilights that the “war” had yet to be won by the other side, and that battles were still being fought. In CP Snow’s lecture the Two Cultures, he says that academia has been fractured along the lines of “scientists' ' and “literary intellectuals” <a href="#_ftn10">[10]</a>. This makes sense in light of the increasing knowledge gap between scientists and others caused by specialization of science<a href="#_ftn11">[11]</a> . In a way, Snow describes a deficit model, in which the scientists are separated not only from the general public, but also from other intellectuals from outside their field. But as we will see, the deficit model is not always accurate to reality. As said by Bensaude-Vincent, “notions such as “lay public” and “science mediators’ are historical constructions rather than stable categories”<a href="#_ftn12">[12]</a>. The “deficit model”, depicts the public as having a deficit of scientific knowledge and somewhat helpless, requiring the help of enlightened scientists to guide them to knowledge.<a href="#_ftn13">[13]</a> While it is easy to view the issue of evolution as seen by the public along the lines of the deficit model, with the evolutionists representing the scientists, and the ignorant and the religious representing the lay public, that is a reductionist view that ignores many of the nuances of reality. In 2009, two speakers spoke about evolution and religion at Southwestern University. One speaker was David Sloan Wilson, with his talk “ Evolution as the Theory of Choice for the Study of Religion”.<a href="#_ftn14">[14]</a> His talk revolved around the use of evolution as a model for the development of Religion.<a href="#_ftn15">[15]</a> He pointed out how the “survival tactics” of religious groups often mimicked the behavior of different species of animals in the wild, by cooperating with group members, and at times being hostile towards other, competing groups.<a href="#_ftn16">[16]</a> He described this as emerging from a type of “evolution”, not of species, but of ideas behind religion.<a href="#_ftn17">[17]</a> His insistence that religions were entirely human ideas gathered some dissent from the audience, with two (out of four) questions having to do with his claims against the “engaged god hypothesis”, or whether there is an active god.<a href="#_ftn18">[18]</a> This can be seen as a case of the popularization of science being done in a way that alienates the people it was attempting to reach. This plays into the version of the deficit model that depicts the evolutionist attempting to reach the religious masses, who reject him (at least in part) due to finding parts of his message offensive. But it can also be seen as an incident of a dialogue being had between the two worlds, something unexpected in the deficit model, in which communication is only necessary in the direction of scientist to layperson. The other speaker on evolution was Simon Conway Morris, who spoke on a religious view of evolution, describing an “alternate look between Darwin and Creationism”.<a href="#_ftn19">[19]</a> In “Darwin’s Compass: How Evolution Discovers the Songs of Creation”, he spoke at length about convergent evolution, which is the evolution of two unrelated species arriving at a point in which the species are very similar in form.<a href="#_ftn20">[20]</a> He repeatedly used the word “inevitable” to describe this evolution, and he said that he was considering the possibility that the results of all evolution was predetermined.<a href="#_ftn21">[21]</a> This speaker shows some traits of religiosity while definitely being a part of the “scientific elite”, given his academic achievements (he was a professor of evolutionary palaeobiology at Cambridge).<a href="#_ftn22">[22]</a> This breaks down the version of the deficit model that paints religiosity, and even (to an extent) creationism as the common people who the scientists must educate. The audience used the question and answers to gain further information about the lecture, which is a more active involvement than the deficit model usually depicts. The deficit model and Snow’s two culture models do not seem to apply neatly to the two lectures discussed. Wilson’s lecture featured a dialogue with the audience, dirtying the deficit model, and he occupied both the scientific and literary fields of academia simultaneously, working poorly with Snow’s Two Cultures proposition. The lecture represents somewhat of a reversal from much of history: the interpretation of religion in the light of evolution, rather than interpreting evolutionary thought in the light of religion. Morris’ presentation gives a modern take on religious interpretation of evolutionary theory: an attempt to potentially merge evolutionary thought with religious thought, rather than an attempt to subdue evolutionary thought with religion. Morris’ talk was much more religious than his contemporaries would have made it, despite being a scientist, which deflates the notion that religion can be used as a stand in for lay people in the deficit model. The presence of both speakers presenting in a very public forum in front of a mixed secular and religious audience is an example of the evolutionary and religious groups continuing to coexist in the modern day. The students of Southwestern University published several responses to the Symposium shortly after the event. Their opinions were somewhat mixed, with some viewing the event with reverence and others with complete disregard. One student, William Thomas referred to it as an “eye-opening opportunity” that can “broaden their field of knowledge” in his article “The question: Class or Brown Symposium'' in which he advocates for students to be allowed to attend future Symposiums instead of class.<a href="#_ftn23">[23]</a> In addition, some students seemed to resent the way the symposium approached the topic of Religion and Science, wanting it to focus more on science that backs up the validity of religion. In his article “God vs. science duke it out at SU, neither win,” Andrew Dornon stated that “The point of academia is to promote truth and the dismantling of false paradigms, such as racism and sexism. So why not religion?”, and called the lack of scientific proof of religion the ignored “pink elephant in the room”.<a href="#_ftn24">[24]</a> This stance was also represented in the question and answer section of the symposium (in which every speaker is gathered), in a question that asked why religious scientists don’t apply scientific principles to religion.<a href="#_ftn25">[25]</a> Interestingly, Morris and Wilson both had a response to the question, with Morris pointing out that science doesn’t have the answer to all questions, giving religion some usefulness in that regard, while Wilson pointed out that science was not a “value system” on its own, while religion can provide a value system.<a href="#_ftn26">[26]</a> The conflict between religion and evolution continues, and has been imortalized in Southwestern history. Andrew Dornon put it accurately when he said “neither God nor science won at Southwestern.”<a href="#_ftn27">[27]</a> In the question and answer section of Wilson’s talk, this conflict came to light somewhat and was abruptly cut short by time without finding a clear resolution. There is seemingly an anxiety around taking evolutionary theories and thinking too far: issuing a direct challenge to religion, specifically Christian religion. While most agree that the Genesis account of the creation of life as we know it isn’t literally what happened, people seem to become upset and challenged when it is suggested that biblical events didn’t happen. Some people, namely atheists such as Dornon seem very keen to push the issue as far as they can, perhaps in hopes of winning some ideological battles. So it remains that evolutionary theories can be used together with religious thought (as in Morris’ presentation), it can also still be seen as an affront to them (as in the crowd’s reaction to Wilson’s presentation). Creator An entity primarily responsible for making the resource Nancy Scott Source A related resource from which the described resource is derived <a href="#_ftnref1">[1]</a> “Theory of Evolution.” National Geographic Society, June 5, 2019. https://www.nationalgeographic.org/encyclopedia/theory-evolution/. <a href="#_ftnref2">[2]</a> Singham, Mano. God vs. Darwin: the War between Evolution and Creationism in the Classroom (Lanham, MD: Rowan & Littlefield Education, 2011), vii <a href="#_ftnref3">[3]</a> “Creationism.” Encyclopædia Britannica. Encyclopædia Britannica, inc., March 10, 2017. https://www.britannica.com/topic/creationism. <a href="#_ftnref4">[4]</a> “Teaching Evolution: A State-by-State Debate.” NPR. NPR, December 21, 2005. https://www.npr.org/templates/story/story.php?storyId=4630737. <a href="#_ftnref5">[5]</a> Zabarenko, Deborah. “Tennessee Teacher Law Could Boost Creationism, Climate Denial.” Reuters. Thomson Reuters, April 13, 2012. <a href="#_ftnref6">[6]</a> “Teaching Evolution: A State-by-State Debate.” NPR. NPR, December 21, 2005. <a href="#_ftnref7">[7]</a> Mangahas, Ana Marie E. “Perceptions of High School Biology Teachers in Christian Schools on Relationships Between Religious Beliefs and Teaching Evolution.” Journal of Research on Christian Education 26, no. 1 (January 2017): 24 <a href="#_ftnref8">[8]</a> USA Today. Gannett Satellite Information Network, November 30, 2007. http://usatoday30.usatoday.com/news/education/2007-11-30-schools-creationism_N.htm. <a href="#_ftnref9">[9]</a> USA Today. Gannett Satellite Information Network, November 30, 2007. http://usatoday30.usatoday.com/news/education/2007-11-30-schools-creationism_N.htm. <a href="#_ftnref10">[10]</a> Snow, C. P. (Charles Percy), 1905-1980. The Two Cultures and the Scientific Revolution. New York :Cambridge University Press, 1959., 87-88 <a href="#_ftnref11">[11]</a> Bensaude-Vincent, Bernadette. “A Historical Perspective on Science and Its ‘Others.’” ISIS 100, no. 2 (June 2009): 361. http://www.jstor.org/stable/10.1086/599547 <a href="#_ftnref12">[12]</a> Bensaude-Vincent, “A Historical Perspective on Science and Its ‘Others.”, 365 <a href="#_ftnref13">[13]</a> Nieto-Galan, Agusti. Science in the Public Sphere. (Abingdon-on-Thames, UK: Routledge, 2016), 3 <a href="#_ftnref14">[14]</a> Wilson, David Sloan. “Evolution as the Theory of Choice for the Study of Religion.” Lecture, The Brown Symposium XXXI, Georgetown, February 6, 2009. <a href="#_ftnref15">[15]</a> Wilson, Evolution as the Theory of Choice for the Study of Religion <a href="#_ftnref16">[16]</a> Wilson, Evolution as the Theory of Choice for the Study of Religion <a href="#_ftnref17">[17]</a> Wilson, Evolution as the Theory of Choice for the Study of Religion <a href="#_ftnref18">[18]</a> Wilson, Evolution as the Theory of Choice for the Study of Religion <a href="#_ftnref19">[19]</a> Morris, Simon Conway. “Darwin’s Compass: How Evolution Discovers the Songs of Creation.” Lecture,The Brown Symposium XXXI, Georgetown, February 5, 2009. <a href="#_ftnref20">[20]</a> Morris, Darwin’s Compass: How Evolution Discovers the Songs of Creation <a href="#_ftnref21">[21]</a> Morris, Darwin’s Compass: How Evolution Discovers the Songs of Creation <a href="#_ftnref22">[22]</a> Morris, Darwin’s Compass: How Evolution Discovers the Songs of Creation <a href="#_ftnref23">[23]</a> Thomas, William. “The Question: Class or Brown Symposium.” The Megaphone. February 12, 2009. <a href="#_ftnref24">[24]</a> Dornon, Andrew. “God vs Science Duke It out at SU, Neither Win.” The Megaphone. February 12, 2009. <a href="#_ftnref25">[25]</a> Newberg, Andrew, Simon C Morris, Mary E Tucker, David S Wilson, Christian Lavigne, Christopher Bader, and Paul Froese. “Panel Discussion.” Brown Symposium XXXI. February 6, 2009. <a href="#_ftnref26">[26]</a> Newberg, Andrew, Simon C Morris, Mary E Tucker, David S Wilson, Christian Lavigne, Christopher Bader, and Paul Froese. “Panel Discussion.” Brown Symposium XXXI. February 6, 2009. <a href="#_ftnref27">[27]</a> Dornon, Andrew. “God vs Science Duke It out at SU, Neither Win.” The Megaphone. February 12, 2009. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Darwin’s Compass: How Evolution Discovers the Songs of Creation Subject The topic of the resource Darwinism Description An account of the resource Convergent evolution and the possibility of a predestined tree of life. Creator An entity primarily responsible for making the resource Simon Conway Morris Source A related resource from which the described resource is derived The Brown Symposium XXXI Publisher An entity responsible for making the resource available Southwestern University Date A point or period of time associated with an event in the lifecycle of the resource February 5, 2009 Format The file format, physical medium, or dimensions of the resource DVD recording Language A language of the resource English Type The nature or genre of the resource Educational lecture https://susciencehistory.southwestern.edu/files/original/6c2c8a94b6f17648875b360f837d6ec6.jpg 9090c09d0d7bcb9cf0ce0f979d430f7d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History of Psychology at Southwestern University Description An account of the resource During my time at Southwestern University, I have been able to be enrolled in many wonderful classes. Each course has been extremely unique and worthwhile. In the course entitled, Popularizing Science, we study the history of science and how many aspects of it have progressed greatly. We learn just how important science is to society as well as the past, present, and future. The goal of this class is to learn about how it affects the world. Southwestern University is just one of the many unique places where history changes constantly. Countless people have seen Southwestern’s growth throughout the years which allows for much research to be done. Due to the Special Collections department in the library, historians have been able to keep very valuable items in tack. These items include old article clippings, lectures, clothing, and even course catalogs from the beginning of the school's establishment. Many of the following sources are from Special Collections as well as scholarly articles and books. The goal of this paper is to display how I as a student can display the changing concepts of psychology by showing past items and explaining the significance of their change throughout the decades at Southwestern University. Throughout the past weeks, I have been able to collect many different forms of data and historical records about Southwestern University. The focus of my research has been the progression of the psychology department throughout the decades. My passion for this comes from the fact that I intend to major in psychology. Psychology has always been a subject of interest. As many people have learned, psychology can be applied in mostly any situation, which truly makes it one of the most diverse subjects. There are many concepts and theories that can be implemented in daily life. This is so essential that Southwestern University decided to introduce it as a major and minor. During the mid-1900s, Southwestern created the first psychology course <a href="#_ftn1">[1]</a>. In the beginning, it was slowly implemented into the education department. Some of the classes that involved psychology include “principles of education”, “school management”, “educational psychology” and “educational sociology”. This knowledge is found from a Southwestern University course catalog. During that time the professor of psychology was Oscar A. Ullrich.<a href="#_ftn2">[2]</a> Due to the fact that those were the beginning classes the full implementation of psychology was brief yet impactful. The The class “Principles of Education” in the mid-1900s at Southwestern University, hoped to discuss the psychological, administrative, and social phases of education. By implementing psychology into this class they were able to see the different ways of handling situations that come regularly in schools. Because there is such a diverse amount of ages in school, it is key to learn how to deal with certain situations within that age group. Another class mentioned was “School Management”, which focused on the discussion of the responsibilities and problems involved in the management of schools and how they are treated. This also goes along the lines of how important psychology is. Secondly, “Educational Sociology” was a course of interest because this class discusses the training of social efficiency and the gradual changes in the demands made upon school due to present social conditions and the principal lines of thought pursued. Finally, the educational psychology class is split into two parts. An introductory course in psychology was the beginning and their students would study lecture readings and have plenty of discussions with Professor Davidson. As for part two in educational psychology, topics discussed were the original laws of learning, individual differences, and the relation to education. Two of the texts that they read were Thorndike's “Educational Psychology'' and Colvin’s “The Learning Process”. All of these courses were explained in the Southwestern University catalog in Special Collections. Furthermore, I was fortunate enough to find a test from a psychology test entitled “Psychology 331” from Special Collections.<a href="#_ftn3">[3]</a> This test was really helpful because he gave me an insight into the types of questions that teachers would ask the students as well as the different levels that the students were expected to know about psychology. Here we are able to see the most relevant topics that the psychology department is teaching Southwestern students. This test was given in a way that a student must answer a question as true false but they also implemented basic knowledge questions as well as more psychological questions. This allowed for a good sense of variety as well as implementing the key values of the psychology course. An example of a true or false question is “the bee knows by instinct how to construct the honeycomb”. The next question is “the psychologist objects to you regarding flight from danger as belonging to an instinct of self-preservation because it is illogical to regard it so“. The diverse examples allow students to not just consider psychological terms or methods that were taught in class but apply them to real-life situations that they may or may not know. There are countless more tests with these same ideas. To explain this more, an example of another question on a different psychology exam was “mixing blue and yellow pigments gives green”. If anyone has ever taken an art class, they would know that the same is true but if you had not taken a psychology class before this the next question will be challenging. It states “Taste shows more sensory adaptation and smell”. In psychology for an introductory class, you learn a lot about the senses. I know because I took an introduction to psychology last semester. A test example includes a question such as “Why is depth perception critical to a person”? It is good to see how the test from the mid-1900s to now has changed but yet say the same. We are still learning the key elements of psychology but implementing it into our tests and quizzes in different ways. In the United States in the 1970s, the beginnings of development psychology came into light.<a href="#_ftn4">[4]</a> This subfield of psychology focuses on explaining growth through the lifespan. It includes thinking, feeling, and behavior change. One of the many reasons it grew was because of <a href="https://en.wikipedia.org/wiki/Robert_Hinde">Robert Hinde's publication</a> of “<a href="https://en.wikipedia.org/w/index.php?title=Biological_Bases_of_Human_Social_Behavior&action=edit&redlink=1">Biological Bases of Human Social Behavior</a>”, a text in etiological-oriented developmental psychology. At Southwestern during the mid-70s, a lecture came entitled “Behavior Modification in Public Schools Clinic Settings”. This lecture took place on March 30, 1974. This particular lecture was brought here because of its importance in understanding the development of children in public school clinic settings. There are many instances where it is difficult to find a direct problem with a person, but with the helpful methods of developmental psychology, people can get a helpful insight as to how to control a rough situation. College is still a time where adolescents are growing and developing. By having this lecture come, specialists can direct the specific advice for the age range at Southwestern. Psychology is the scientific study of human behavior and mental processes. This existed in the ancient civilizations of Egypt and Greek.<a href="#_ftn5">[5]</a> In the beginning, it was a branch of philosophy but eventually was broken down into an independent branch in the late 1800s. Psychology has been able to be diversified into many different subjects. For example, a business person could use psychology with human resources. The key values and concepts of psychology would help greatly in dealing with certain situations in a work environment. Today at Southwestern there are many different psychology groups on campus. There is psychology tutoring, a psychology club where you get together and do research, as well as a bunch of different research labs and activities that even non-majors can participate in. Those are just a few of the many different ways that knowledge is being communicated at Southwestern. By coming up with events, spreading awareness, and allowing specialists to come to campus to discuss certain topics with students, it is beneficial to everyone. All events that come to Southwestern to the psychology program are wonderful and allow anyone to visit whether it’s non-majors and even the public. Science will continue to grow and develop and it is key that people stay up-to-date with things because it could help us in the future in ways that we could not imagine today. The branch of psychology at Southwestern University continues to do such things and as students, it is important to implement ourselves in the opportunities given to us. Creator An entity primarily responsible for making the resource Belen Micklas Source A related resource from which the described resource is derived <a href="#_ftnref1">[1]</a> Psychology 331, True or False Test, Page 2 and 7, Psychology Department, Special Collections <a href="#_ftnref2">[2]</a> Oscar A. Ullrich, Psychology Department, Faculty, Special Collections <a href="#_ftnref3">[3]</a> Psychology 331, True or False Test, Page 2 and 7, Psychology Department, Special Collections <a href="#_ftnref4">[4]</a> Greenfield, Patricia M. “The Changing Psychology of Culture From 1800 Through 2000.” Psychological Science <a href="#_ftnref5">[5]</a> “In Search of Psychology.” From Soul to Mind: The Emergence of Psychology, from Erasmus Darwin to William James Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dean of Psychology Description An account of the resource A picture of Oscar A. Ulrich who was the Dean of Psychology and professor at Southwestern University from 1920-1965 https://susciencehistory.southwestern.edu/files/original/900e6c66ddedc4536ba0bfbbf3dbde1b.jpg 96e7160361e87eb119115e18748fe861 https://susciencehistory.southwestern.edu/files/original/dfdf865211d67b8ee29a1d7f26d9d493.jpg c4a4d6080a538543b3da13a6fe0ca547 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History of Psychology at Southwestern University Description An account of the resource During my time at Southwestern University, I have been able to be enrolled in many wonderful classes. Each course has been extremely unique and worthwhile. In the course entitled, Popularizing Science, we study the history of science and how many aspects of it have progressed greatly. We learn just how important science is to society as well as the past, present, and future. The goal of this class is to learn about how it affects the world. Southwestern University is just one of the many unique places where history changes constantly. Countless people have seen Southwestern’s growth throughout the years which allows for much research to be done. Due to the Special Collections department in the library, historians have been able to keep very valuable items in tack. These items include old article clippings, lectures, clothing, and even course catalogs from the beginning of the school's establishment. Many of the following sources are from Special Collections as well as scholarly articles and books. The goal of this paper is to display how I as a student can display the changing concepts of psychology by showing past items and explaining the significance of their change throughout the decades at Southwestern University. Throughout the past weeks, I have been able to collect many different forms of data and historical records about Southwestern University. The focus of my research has been the progression of the psychology department throughout the decades. My passion for this comes from the fact that I intend to major in psychology. Psychology has always been a subject of interest. As many people have learned, psychology can be applied in mostly any situation, which truly makes it one of the most diverse subjects. There are many concepts and theories that can be implemented in daily life. This is so essential that Southwestern University decided to introduce it as a major and minor. During the mid-1900s, Southwestern created the first psychology course <a href="#_ftn1">[1]</a>. In the beginning, it was slowly implemented into the education department. Some of the classes that involved psychology include “principles of education”, “school management”, “educational psychology” and “educational sociology”. This knowledge is found from a Southwestern University course catalog. During that time the professor of psychology was Oscar A. Ullrich.<a href="#_ftn2">[2]</a> Due to the fact that those were the beginning classes the full implementation of psychology was brief yet impactful. The The class “Principles of Education” in the mid-1900s at Southwestern University, hoped to discuss the psychological, administrative, and social phases of education. By implementing psychology into this class they were able to see the different ways of handling situations that come regularly in schools. Because there is such a diverse amount of ages in school, it is key to learn how to deal with certain situations within that age group. Another class mentioned was “School Management”, which focused on the discussion of the responsibilities and problems involved in the management of schools and how they are treated. This also goes along the lines of how important psychology is. Secondly, “Educational Sociology” was a course of interest because this class discusses the training of social efficiency and the gradual changes in the demands made upon school due to present social conditions and the principal lines of thought pursued. Finally, the educational psychology class is split into two parts. An introductory course in psychology was the beginning and their students would study lecture readings and have plenty of discussions with Professor Davidson. As for part two in educational psychology, topics discussed were the original laws of learning, individual differences, and the relation to education. Two of the texts that they read were Thorndike's “Educational Psychology'' and Colvin’s “The Learning Process”. All of these courses were explained in the Southwestern University catalog in Special Collections. Furthermore, I was fortunate enough to find a test from a psychology test entitled “Psychology 331” from Special Collections.<a href="#_ftn3">[3]</a> This test was really helpful because he gave me an insight into the types of questions that teachers would ask the students as well as the different levels that the students were expected to know about psychology. Here we are able to see the most relevant topics that the psychology department is teaching Southwestern students. This test was given in a way that a student must answer a question as true false but they also implemented basic knowledge questions as well as more psychological questions. This allowed for a good sense of variety as well as implementing the key values of the psychology course. An example of a true or false question is “the bee knows by instinct how to construct the honeycomb”. The next question is “the psychologist objects to you regarding flight from danger as belonging to an instinct of self-preservation because it is illogical to regard it so“. The diverse examples allow students to not just consider psychological terms or methods that were taught in class but apply them to real-life situations that they may or may not know. There are countless more tests with these same ideas. To explain this more, an example of another question on a different psychology exam was “mixing blue and yellow pigments gives green”. If anyone has ever taken an art class, they would know that the same is true but if you had not taken a psychology class before this the next question will be challenging. It states “Taste shows more sensory adaptation and smell”. In psychology for an introductory class, you learn a lot about the senses. I know because I took an introduction to psychology last semester. A test example includes a question such as “Why is depth perception critical to a person”? It is good to see how the test from the mid-1900s to now has changed but yet say the same. We are still learning the key elements of psychology but implementing it into our tests and quizzes in different ways. In the United States in the 1970s, the beginnings of development psychology came into light.<a href="#_ftn4">[4]</a> This subfield of psychology focuses on explaining growth through the lifespan. It includes thinking, feeling, and behavior change. One of the many reasons it grew was because of <a href="https://en.wikipedia.org/wiki/Robert_Hinde">Robert Hinde's publication</a> of “<a href="https://en.wikipedia.org/w/index.php?title=Biological_Bases_of_Human_Social_Behavior&action=edit&redlink=1">Biological Bases of Human Social Behavior</a>”, a text in etiological-oriented developmental psychology. At Southwestern during the mid-70s, a lecture came entitled “Behavior Modification in Public Schools Clinic Settings”. This lecture took place on March 30, 1974. This particular lecture was brought here because of its importance in understanding the development of children in public school clinic settings. There are many instances where it is difficult to find a direct problem with a person, but with the helpful methods of developmental psychology, people can get a helpful insight as to how to control a rough situation. College is still a time where adolescents are growing and developing. By having this lecture come, specialists can direct the specific advice for the age range at Southwestern. Psychology is the scientific study of human behavior and mental processes. This existed in the ancient civilizations of Egypt and Greek.<a href="#_ftn5">[5]</a> In the beginning, it was a branch of philosophy but eventually was broken down into an independent branch in the late 1800s. Psychology has been able to be diversified into many different subjects. For example, a business person could use psychology with human resources. The key values and concepts of psychology would help greatly in dealing with certain situations in a work environment. Today at Southwestern there are many different psychology groups on campus. There is psychology tutoring, a psychology club where you get together and do research, as well as a bunch of different research labs and activities that even non-majors can participate in. Those are just a few of the many different ways that knowledge is being communicated at Southwestern. By coming up with events, spreading awareness, and allowing specialists to come to campus to discuss certain topics with students, it is beneficial to everyone. All events that come to Southwestern to the psychology program are wonderful and allow anyone to visit whether it’s non-majors and even the public. Science will continue to grow and develop and it is key that people stay up-to-date with things because it could help us in the future in ways that we could not imagine today. The branch of psychology at Southwestern University continues to do such things and as students, it is important to implement ourselves in the opportunities given to us. Creator An entity primarily responsible for making the resource Belen Micklas Source A related resource from which the described resource is derived <a href="#_ftnref1">[1]</a> Psychology 331, True or False Test, Page 2 and 7, Psychology Department, Special Collections <a href="#_ftnref2">[2]</a> Oscar A. Ullrich, Psychology Department, Faculty, Special Collections <a href="#_ftnref3">[3]</a> Psychology 331, True or False Test, Page 2 and 7, Psychology Department, Special Collections <a href="#_ftnref4">[4]</a> Greenfield, Patricia M. “The Changing Psychology of Culture From 1800 Through 2000.” Psychological Science <a href="#_ftnref5">[5]</a> “In Search of Psychology.” From Soul to Mind: The Emergence of Psychology, from Erasmus Darwin to William James Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Description An account of the resource Description of classes and who taught them Creator An entity primarily responsible for making the resource Southwestern University Source A related resource from which the described resource is derived Course catalog Date A point or period of time associated with an event in the lifecycle of the resource 1917-18 Format The file format, physical medium, or dimensions of the resource Photocopy