A quarterly journal

A A of new ideas and

practices in
undergraduate
education

Volume 2, Number 3
Spring 2000

In this Issue

Health in a Liberal
Education

The Health of Our

Students: What Do
We Know?

Campus Resources

AAC&U News

Published by
the Association
of American
Colleges and
Universities
 peerReview
A quarterly journal of new ideas and

Contents
practices in undergraduate education

Spring 2000 Volume 2, Number 3

Published by the
Association o f American Colleges and Universities
1818 R Street, NW Washington, DC 20009
Tel. 202/387-3760 www.aacu-edu.org

Executive Editor
Joann Stevens

Editor Point of View

Rafael H eller

Cover Design 4 "And there is no health in us": Health in a Liberal Education

Cynthia Olson by Wm. David Burns

Production Editor
Julie Warren
10 Higher Education's Role in Public Health
by Robert E. Fullilove and Mindy Thompson Fullilove

Peer Review Advisory Board 14 Beyond the Campus Clinic: A Holistic Approach to Student Health
James A. Anderson by Richard P. Keeling
North Carolina State University

Randall Bass
Georgetown University
Resources
David A. Berry
Community College Humanities Association

Norman Coombs
15 The Health of Our Students: What Do We know?
Rochester Institute of Technology

Peter Ewell
National Center for Higher Education Management Systems
19 Resources for a Healthy Campus

Ann S. Ferren
Radford University

Mildred Garcia
AAC&U News
Arizona State University West

Richard Guarasci 22 Headlines

Wagner College

Eiise B. Jorgens
Western Michigan University
25 AAC&U Resources

Adrianna J. Kezar
ERIC-Clearinghouse on Higher Education 26 Calendar

Ann Leffler
Utah State University
27 Reality Check
Donna Maeda
Occidental College

David E. Maxwell
Drake University

Catherine Hurt Middlecamp

University of Wisconsin-Madison

Chandra Talpade Mohanty

Hamilton College

John P. Nichols
Saint Josephs College

G. Roger Sell
acknowledgements
University of Northern Iowa
Thanks to the U.S. Centers for Disease Control and Prevention Division of Adolescent and School
Joan Straumanis Health for its support of AAC&Us Program fo r Health & Higher Education.
U.S. Department of Education

Beverly Daniel Tatum

Mount Holyoke College
 FROM THE EDITOR

If theres any truth to the hospital dramas we see on television,

the emergency room is an awfully busy place. Unless youve got chest pains or a head wound, you might waif for hours
to get the attention you need. But when your turn does come, the doctors will leap into action, with scalpels dancing
and monitors beeping and everybody racing furiously to put you back together again.
Its much the same scenario when the topic of college health comes in for treatment by the news media. Consider,
for instance, the case of binge drinking. For decades, higher education has struggled with the problem of campus
alcohol abuse, while attracting few headlines and only scattered interest from the general public. Now that the media
spotlight has turned this way, though, everybody seems to be up in arms over the issue. Fraternity parties and alcohol-
soaked violence have become the stuff of lurid exposes, angry editorials, and the nightmares of frightened parents
and anxious administrators.
Not to suggest that the binge drinking crisis has been exaggerated. Certainly, alcohol abuse demands serious inter
vention by colleges and universities. Indeed, the Harvard School of Public Healths 1999 College Alcohol Survey shows
that roughly 40 percent of the nations college students engage in dangerously heavy drinking, and the rate has
remained at that level for many years.
Our concern, though, is that higher education relies too much upon a triage system of management. When a health
crisis captures our attention, we throw time, money, and effort into finding a cure. But we rarely listen to our colleagues
in the public health professions, who warn us that no symptom is discrete. We
might even say (and pardon the expression) that health is contagious. A condi We tend to imagine
tion such as binge drinking may seem to have flared up out of nowhere. But if
we truly wish to grasp its meaning, then we must learn to account for its relat health to be
ed phenomena, such as the dating habits of young people, the influence of mar
keting agencies, the legacy of academes in loco parentis doctrine, the cultural somebody elses business.
significance of boredom, and so on.
To the extent that we fail to achieve a holistic perspective on health, we will do little to address students most seri
ous health concerns, such as alcohol abuse, date rape, smoking, and sexually transmitted disease. In fact, as Richard
Keeling argues in this issue of Peer Review, the best approaches to promoting student well-being are not medical inter
ventions at all. Health doesnt confine itself to the health center. Rather, it spreads across and emerges from our cul
tural values, educational practices, and institutional priorities.
Yet, in our roles as faculty, deans, provosts, and presidents, we tend to imagine campus and community health to be
somebody elses business: it belongs to student services, or maybe the director of housing, or even the local govern
ment. In short, and as Robert Fullilove and Mindy Thompson Fullilove describe, we too readily deny our own parts
in the collective responsibility for public health, and we too often fail to notice when our own ignorance becomes
somebody elses tragedy.
Finally, as David Burns suggests, we may wish to expand our frame of reference even further, beyond a concern
with student and community health problems. In fact, we need not see health as a problem at all. Rather, as teachers
and students, we might choose to explore the many other meanings of health, conceived not as an impending crisis
but as a productive force and a positive value in its own right. We might ask, for example, how does the desire for health
figure into our cultural practices, our historical events, and the key political, religious, and ethical debates of our time?
If we wish to provide a truly liberal education, mustnt we help our students to understand the significance of health
in their own lives and in the lives of those around them? PI

Association of American Colleges and Universities AAC&U peerRevietv SPRING 2000 3

POINT OF VIEW

And there is no health in us

Health In a Contemporary Liberal Education
by Wm. David Burns, Senior Policy Director, AAC&U, and Director of the Program fo r Health and Higher Education

W hen I was a c h il d , a general confession in the
Book o f Common Prayer' of the Episcopal Church
contained these three declarations;
We have left undone those things which
we ought to have done;
And we have done those things which we
ought not to have done;
And there is no health in us.
Mercifully, we were invited to employ the collective we to signify our
own individual contrition and our own inevitable failings. And this rhetori
cal conceit also reminded us that the consequence of these failings was an
absence of health in us in our individual selves but also, significantly, in
our community. What health might be, exactly, we never specified. But
week in and week out, we asserted
provocative; it points to the common interests of students, faculty, staff, and
local communities; and it challenges the conventional separation of body
from mind. In short, a curricular focus on issues of personal and public
health can serve exceptionally well to generate the sort of rich, connected,
liberal learning that so many of us advocate.
Health: A way of remembering the body
Puzzled by the health behaviors and decisions of undergraduates, decisions
that can have long-term consequences for their lives, a university president
once told me, We know fairly well what our students have learned, but we
dont know who they are This follows from higher educations bias towards
cognition, he argued, pointing to the seemingly clean separation of minds
from bodies, as well as to the corollary separation of thoughts from feelings
and ideas from material things.
As an organizational strategy, these

that it was both personal and collec distinctions appear to be inevitable. If

tive property, and that it depended on Our bad habits we are to cope with lifes complexities,

both the things we had done and that we see no choice but to divide them

which we had left undone. tend to be not managerial into smaller pieces and to assign them

This old rubric still speaks elo to distinct parts of the institution. For

quently, I think, to the significance of but conceptual. the persons involved, however, these
maneuvers amount to a sort of disin
health in our lives, both as individuals
and communities. And it speaks to tegration, what we might call an offi

many institutional contexts, including not just the church but also higher
education. Indeed, for the past four years, I have been working with AAC&U
colleagues and member campuses to explore healths place in academia.
Specifically, our goal is to increase the likelihood that college students will
encounter issues of health within the undergraduate curriculum.
My own goal, in this essay, is to reflect on what weve learned so far, as well
as to describe the ideas that motivated this work in the first place. The study
of health, I believe, can be a means of creating a more coherent undergradu
ate experience. As an integrating concept, it bridges seemingly disparate
fields of study, joining them in ways that are robust, challenging, and
cial process of dismemberment. In order to help students to complete the
curriculum, for instance, we require them to take themselves apart, dividing
themselves into and among units, programs, and majors. If the whole, living
body is tended to at all, it is transferred out of the curriculum altogether,
assigned to the care and supervision of the department of student affairs. The
body itself more or less vanishes from the classroom (though it may re
appear mindlessly, some would say in a host of other places and chal
lenges, in and around campus).
From time to time, when the pathologies of student life such as alcohol
abuse, sexual violence, drug addiction, and so on weigh heavily upon us, we

4 AAC&U peerRevietv SPRING 2000 Association of American Colleges and Universities


may find ourselves yearning for the
classical, integrated ideal of a sound
mind in a sound body We may go so
far as to endorse wellness programs
or even to lament the loss of physical
education requirements. But reform
ers rarely argue that the goal of inte
grating mind and body warrants any
real changes in the curriculum. After
all, contrary to the ancient ideal, we
know that some dull minds exist in
what seem to be sound bodies; and
we also know that some good minds
inhabit bodies that wouldnt qualify
as especially sound. While the mind
may be corruptible, it is also per
fectible and, thus, worthy of a higher
education. The body, however, is quite
the opposite, either corrupted already
or, despite the best efforts of modern
medicine, destined to decay
Suppose, however, that we wanted
to take the integration of mind and
body a bit more seriously, not as an
abstract ideal, but as a reasonable
ambition for curricular reform? It is
here that health can serve us, since,
as it has been figured in the Western
tradition, the personal landscape of
health is the body. When we think
about the former, we cannot help but
think about the latter, as well and
its not just bodies in general that
come to our attention but also specif
ic bodies, both our own and those we
see around us, in the classroom, on
campus, and in the surrounding
community. Discussions of health
lead us inexorably to reflect on these
dimensions of our lives.
Association of American Colleges and Universities
As a subject for study, health
invites dialogue among medicine
and literature, economics and reli
gion, campus and community, acad
emics and real life. It lends itself to
courses and programs that blend
biology with political science, socio
logical theory with campus health
practices, the loftiest of ideas with
the most pressing of students con
cerns. Further, it is easily brought into
existing efforts at building curricular
coherence. For example, we can inte
grate issues of health into writing
classes, learning communities, cours
es that introduce science to non-sci
ence majors, service learning activi
ties, and so on.
Health is not, of course, the only
topic that can be used to foster this
sort of interdisciplinary work, but it
does serve this purpose particularly
well. And given the significance of
genetic mapping, global warming,
AIDS infection, cancer research, and
on and on, health will continue to
play an especially provocative role in
our public debates and private lives
for some time to come.
But if we agree that the study of
health deserves to be integrated into
the curriculum, then it matters a
great deal how this happens. We
need to keep in mind that few insti
tutions have extra resources to
spend or space to accommodate
AAC&U peerRevietv SPRING 2000 5
POINT OF VIEW
new requirements in already-
swamped general education pro
grams. And we need to resist the
temptation to propose a rigid canon
of literature or classroom activities,
or to reduce our goals to a specific set
of behavioral outcomes. Nor should
we focus our efforts on the purely
instrumental benefits of health edu
cation. Rather, we should encourage
health to serve as the broad, multi
layered category that it is, involving
both content and analysis, both mind
and body, and both our curricular
and co-curricular lives.
My inclination is not to prescribe
specific curricular models but, rather,
to provoke and support the democra
tic process of deliberation. Thus, Ive
chosen not to offer a strict recipe
for academic reform. Instead (and
more usefully, I believe), what follows
are some observations that my col
leagues and I have made in the
course of our work. The remainder of
this essay is meant to serve as food
for thought, offering ideas that might
inform local efforts to integrate
health into the curriculum.
Reasons and rationales:
The health that is in us
If we choose to give health a promi
nent role to play in higher education,
then we ought to begin by looking to
see what roles it might already be
playing. In fact, it appears in a num
ber of scenes, such as:
Professional preparation Simply
put, colleges and universities educate
POINT OF VIEW

Integrating Health into the Curriculum

Examples from PHHE
Founded in 1995, AAC&Us Program fo r Health and Higher Education (PHHE) was inspired, in part, by the success of a program at Rutgers University. Over the I
last nine years, more than 3,000 Rutgers students have been enrolled in HIV, Biology, and Society, a course that teaches biology through inquiry into and dis-1
cussion about HIV/AIDS and its social impacts. Further, various academic departments have developed related courses of their own, each one focusing on j
some aspect of HIV such as the economics of AIDS research, the global impact of the AIDS pandemic, representations of AIDS in the arts, and so on. |
With support from the U.S. Centers for Disease Control, PHHE has worked with twenty-six colleges and universities as they have developed their own strate-1
gies for integrating issues of health and HIV in particular into the undergraduate curriculum. Heres a sampling of what our partners have accomplished.

Instructors in the freshman writing program nars, with HIV/AIDS serving as a common es from a variety of disciplines, strengthened

at the University of Maryland-Baltimore theme. The university aims to make the study relationships between academic and student

County developed semester-long collabora of important public health issues a unifying affairs, and mounted new courses focused on

tive projects on HIV and related health issues
and then distributed a collection of the result
ing student work. Course materials were also
shared with writing program directors in aO
colleges and universities in Maryland.
part of the general education program.
The State University o f New York at Stony
Brook developed a federated learning com
munity (FLC) focused on HIV and health,
using the theme to integrate nine courses.
health and HIV.
Faculty and administrators at Madonna
University (MI) developed a series of inter-!
disciplinary courses in history, biology, and|
literature, focusing on topics such as med

At Jacksonville University (FL), a biology Data comparing two groups of pre-medical ical ethics, public health, and risk-taking

professor created a multidisciplinary honors students showed that those enrolled in a behavior on college campuses. Further, 4.

course. The M any Faces o f AIDS, featuring linking seminar on HIV demonstrated student-led group produced a program oil

contributions from fourteen faculty members, higher academic gains than those not HIV disease for the colleges local cable tele|

and cooperating professors incorporated lec- enrolled in the program. vision program, syndicated on the Catholic-

tures/programs on HIV in their own courses. Cable Network.

Prince Georges Community College (MD)
Freshman seminar students at Frostburg developed a program that invites community- And at the City College of the City

State University (MD) developed individual based organizations to visit and share University o f New York, the vice president

research projects, made in-class presentations, resources on the campus in order to bring for student affairs led efforts to ensure that

and led discussion on topics connecting HIV attention to HIV and other important health all first-year students would participate in

to course work in a variety of fields. For issues in the area. And the colleges nursing classroom-based discussions of health and

example, art students considered the AIDS program organized a series of public lectures decision making. This was supplemented by

Memorial Quilt, and psychology students on the scientific, sociological, legal, and ethical a health fair, held in partnership with local

studied adolescent risk-taking behavior.
At Millikin University (IE), a professor of
nursing has led thirty faculty members in
developing a series of interdisciplinary semi
aspects of the HIV epidemic. community organizations, offering counsel
ing and health services as well as giving stu
At the University of Arizona, a team from the
dents information on service learning
Southwest Institute for Research on Women
opportunities.
created a planning initiative that linked cours

For complete descriptions o f these and other PHHE projects (including syllabi, contact information, and more), please visit the PHHE Web pages at
www.aacu-edu.org, or call the program office at 202 884-7433.

6 AAC&U peerReview SPRING 2000 Association of American Colleges and Universities

 POINT OF VIEW
d

the health workforce, including the powers and frailties that come pounding in the skull and a fire in can speculate that the overall effect
nurses, doctors, teachers, medical with longevity. the bowels.^ on classroom learning of our stu
researchers, and more. The health of student bodies, dents personal health concerns and
Other bodies, and the student especially, has a profound impact on crises is of enormous significance.
Disciplinary concerns and re
body in particular Whatever the learning. By way of illustration, my This list is partial, personal, and
search questions In addition to
benefits of gathering young adults colleagues at the Rutgers University arbitrary. But if health is present on
the obvious bio-medical and public
together on a campus, we must rec health center once counted the preg our campuses in so many ways, and
health studies, many policy-oriented
ognize the pathologies associated nancy tests they had performed dur if it bears such weight in our stu
projects and humanistic lines of
with residential colleges. Consider ing the year (data collection that dents lives, then dont we have a
inquiry have to do with health-relat
the data (see pages 15-17), for would be less meaningful today, responsibility not only to provide
ed issues.
example, suggesting that nearly half given the current availability of adequate health information and
Cultures and cosmologies Ideas of all white, male college students home pregnancy kits). Of some services but also to give health a
of health help define the cultures are drunk once a week; that one in 13,000 women on our campus, more significant place in the undergrad
and cosmologies in which we live.
For example, think about how it vio
lates some innate sense of justice
and order when an illness or acci
dent strikes such a young person
as one of our students. Disease and
death are the stuff of poetry and rit
ual, just as much as they are objects
of laboratory work or philosophical
speculation.

Families and communities

Health defines the familial and com
munity relationships that enable
people to go to college, or that enable
colleges to be created and sustained
in the first place. And, quite often,
health problems overtake us, upset
ting our carefully planned syllabi,
stressing our finances, testing our
morals, and even shutting down our
dormitories and campuses.
Our own bodies For example, our
aging professoriate certainly is get
ting older, with all that entails in a
culture that is youth-obsessed, body
conscious, and increasingly aware of
five women attending college will
experience date rape; and that
some 10 percent of college students
have actively considered suicide.
Add to these the broad category of
stress-related conditions, such as
the effects of prejudice and political
marginality, which James Baldwin
described as some dread, chronic
disease, the unfailing symptom of
which is a kind of blind fever, a
than 2,000 had cause to be tested, uate curriculum, the central locus
and one third of that number turned of our work?
out to be pregnant. Consider the
amount and type of distraction rep What's standing in
resented by these figures. And then our way?
theres the time and emotion To use a phrase coined by Carol
Schneider and Robert Shoenberg,
involved in pregnancy, not only for
the management of higher educa
these students but also for their
tion involves many habits hard to
friends, roommates, and sexual
break, such as the guarding of dis
partners. Given what it takes to man
ciplinary boundaries and the insis-
age just this one situation alone, we

Association of American Colleges and Universities AAC&U peerReview SPRING 2000 7

tence that the course is the only
possible unit of study. As regards the
curricular integration of health,
though, our bad habits tend to be
not managerial but conceptual. For
example:
We tend to confuse health with
health care: If there is one epidemic
disorder that stands in the way of the
approach advocated here, it is that so
many of us seem programmed to
equate health with health care (or
sickness care as Joseph Califano*
has called it). When we hear the word
health, we immediately think of
sickness. When we think sickness,
we think treatment and remedies.
And when we think treatment, we
think clinical care. And when we
think clinical care, we think campus
health care providers (and when
those health care providers think
health, chances are theyll think
about asking for more resources!).
Thus, a circuit is wired directly from
8 AAC&U peerReview SPRING 2000
the central mission of higher educa
tion (learning, teaching, and
research) to one if its auxiliary ser
vices, namely the college nurse or
doctor or health service.
We tend to overemphasize per
sonal and underemphasize
social determinants of health:
Our own choices do matter as
regards our health, but they arent
the only things that matter. We tend
to think of health one person and
one body at a time. But the truth is
that this view obscures larger forces
(having to do with ones race and
class, or where one lives, or what one
does for a living, for example) that
affect ones lifes chances.
We tend to leave the complex task
of integrating mind and body to
students themselves: True, we are
all responsible for making sense of
our own jumble of academic and life
experiences, but teaching surely can
help us in that effort. When health is
included in, for example, the fresh whove enlisted in the war on
man program, it tends to be treated
either as consumer information or
instruction on the disease-of-the-
week. But a curricular focus on
health could be used to bring togeth
er parts of the general education
program, as well as to invite connec
tions between classroom work and
campus life, or to help create a cam
pus community, one founded on
common intellectual experiences.
We tend to moralize health:
Surely, there are moral dimensions to
the choices we make about our
health and that of others. But we
tend to moralize health behaviors
unfairly (making pariahs out of
smokers, for example), harming our
opportunities for understanding
them. Conversely, we often claim
moral superiority on account of our
good health, even if we havent been
morally tested (we can presume, for
example, that many of the people
Association of American Colleges and Universities
drugs have not themselves strug
gled to overcome an addiction). In
short, if were going to consider the
ethical dimensions of health, then
we need to think carefully about the
ways in which our health behaviors
earn us virtue or shame.
What can we do?
The work of the last four years has
taught my colleagues and me much
about the challenges of integrating
health into the undergraduate cur
riculum. But this work has also
proven to be immensely rewarding
and rich with opportunity. And so Td
like to bring this essay toward a con
clusion by focusing not on that
which stands in our way but, instead,
on a few of the things we can do to
benefit from of this approach:
We can question our assumptions
about health: As faculty and
administrators, we often sing happy
little tunes about the health of our
students. Frustrated by our inability
to control their risk-taking behavior,
for instance, we conclude that young
people simply believe themselves to
be invincible, and this conclusion
absolves us of the need to better
understand their lives. Or, converse
ly, we presume that the absence of an
obvious disability or sickness, or the
appearance of a fit body, means that
our students have no health con
cerns, or are not at risk. But, of
course, some very fit people do some
very unhealthy things, and some

people who appear to be sick may
choose to define themselves as
healthy, confounding the usual dis
tinctions. In short, the cultural mean
ings and campus practices related to
health are so knotty and interesting
that we have much to learn simply by
examining our cliches.
We can encourage students to
study the health issues that inter
est them: Of course, this suggestion
merely restates a bit of pedagogical
wisdom that dates back at least to
the Progressive Era. But it is worth
repeating, since much of what pass
es for health education amounts to
the providing of facts anatomical
structures, biological processes, and
so on even though students them
selves often have an intense and
immediate interest in health issues.
The study of health, as I conceive it,
demands both an interdisciplinary
approach and also the active partic
ipation of our students in defining
the questions, methods, and purpos
es that guide their inquiry.
We can cross boundaries: Last
summer, I attended a meeting con
cerned with increasing womens par
ticipation in the sciences. After a
while, the conversation got around to
the idea of teaching basic science
through some related issue of pub
lic importance (such as teaching
biology by way of inquiry into the
HIV epidemic). Wouldnt breast
cancer be a terrific vehicle for this
Association of American Colleges and Universities
sort of work? somebody asked. The
group mostly women respond
ed enthusiastically. Indeed, we
agreed that the breast would make
for a remarkable interdisciplinary
topic, encompassing biology, history,
art, anthropology, marketing, you
name it. Yet, no one had ever heard of
such a course, and some of us doubt
ed that one could survive on most
campuses, given the likelihood of
public ridicule (despite the fact that
Madison Avenue teaches a version of
this course every day, in magazine
ads and television commercials). It
occurred to me that these sorts of
speculations alone could fill a whole
years worth of undergraduate learn
ing. I would argue, in fact, that great
educational opportunities are to be
found in such taboo topics. As a
wonderful fragment of Sapphos
advises, however: If you are squea
mish, dont prod the beach rubble.^
We can assess these efforts rigor
ously and fairly: Colleagues who
teach innovative courses often note
that the typical schemes for faculty
evaluation put them at a disadvan
tage. For example, if you ask students
to find answers for themselves, you
risk being called uninformed. If
you ask students to take some
responsibility for the syllabus, you
may be labeled disorganized. To be
sure, teachers sometimes deserve
such evaluations. And the transition
from one model of teaching to
another can certainly be a difficult
one. But we ought to admit the pos
sibility that some forms of assess
ment can inhibit innovation. And if
we make the effort to integrate a
topic such as health into the curricu
lum, then we need to make an equal
effort to design assessments that are
both rigorous and appropriate.
Restoring our health
Thinking back to that old confession
al rubric, we might be inclined to
think its too bad that there is no
higher power for curricular improve
ment, one who could give us absolu
tion for our sins and return to us our
health, even temporarily. It would be
nice if we could restore ourselves
simply by recognizing our failings.
Academe is not religion, of
course. But many of us do claim
membership in a community that
has put faith of a sort in liberal edu
cation. To be sure, we dont rest on
faith alone: we can and do endeavor
to assess and demonstrate the value
of our particular curricular designs,
reform agendas, and approaches to
teaching and learning. However, at
bottom, we simply believe in some
particular habits of mind, some com
petencies and capacities that will not
just secure our students personal
fortunes but that will also promote
the general welfare.
We can describe this welfare in
terms of equality, justice, economic
prosperity, or democratic participa
tion. We can describe it as the free
dom to act for our own good and the
AAC&U peerReview SPRING 2000 9
POINT OF VIEW
good of others, or as freedom from
bigotry, ignorance, or oppression.
But we can and should also
describe it in terms of our common
health.
I hope that what I have written
provokes and supports considera
tion of this idea, at least. Health is
surely one of those sprawling ques
tions that give rise to what we call
liberal learning, and I believe that it
should have a more prominent place
in the work that we do. D
References
1. The Book o f Common Prayer. New York: The
Church Pension Fund, 1945. p. 6.
2. Baldwin, James. Notes o f A Native Son. Boston:
Beacon Press, 1984, p. 94. The passage con
tinues: Once this disease is contracted, one
can never be really carefree again, for the
fever, without an instants warning can recur
at any moment. It can wreck more important
things than race relations.
3. Schneider, Carol G. and Robert Shoenberg.
Contemporary Understandings o f a Liberal
Education. Washington, DC: AAC&U, 1998.
4. Califano, Joseph. Radical Surgery: W hats N extfor
A m ericas Health Care. New York: Times
Books, 1994.
5. Barnard, Mary. Sappho: A N ew Translation.
Berkeley: University of California Press,
1994.