Browse Exhibits (10 total)
Bears Breaking Ground: A History of Construction, Destruction, and Renovation at Ursinus College aims to educate the public about the history of Ursinus buildings. The group decided to pick three buildings that are personally connected to our lives on campus. The three buildings are currently known as Myrin Library, Bomberger Memorial Hall and the Berman Museum of Art. The project is just the initial step in creating a full history of the buildings on campus. Although each building was built at a different time in the college’s history, two major dates of renovation have emerged through our research, the 1970s and the mid 2000s.
Myrin Library was built in 1970. It stands where Freeland Seminary, later Freeland, Stein and Derr Halls, stood. Freeland Seminary was built in 1848 and was incorporated into Ursinus’s space after its founding in 1871. Stein and Derr Halls were added later to include dormitory and cafeteria space on campus. In 1965 the building was declared to be a fire hazard, no longer big enough to house the student population of Ursinus and infected with different types of vermin. It was destroyed that same year. Since Freeland Hall and Myrin Library are geographically related, they have been placed first since Freeland Hall was the oldest building (of our three) to be associated with Ursinus. Under the Freeland Hall and Myrin Library tab, there is information about Freeland Seminary, Freeland Hall, Myrin Library’s construction, the Book Walk, and Myrin Library’s dedication.
Bomberger Memorial Hall is still the same building under the same name, though it is generally shortened to Bomberger Hall. Built in 1891 from a generous donation by Robert Patterson, it is named in memory of one of the college's founders and the first president of the college, John Henry Augustus Bomberger. It is the oldest building still in use on campus, with the exteriors integrity being kept in its signature Romanesque architectural style. It has undergone renovations on its interior in the 1920s and 1970s to keep the building useable and up to the building code of the time. The only major and visible exterior renovation Bomberger has had was in 2006, with the north entrance being changed to a handicap accessible entrance/exit and offices for Career and Professional Development and the Education Department. Under the Bomberger Memorial Hall tab, there is information about the construction of Bomberger Hall, a few prominent rooms of the building, particularly its main chapel, the various renovations that have been done in its interior and exterior, and the organs of Ursinus College.
The Berman Museum have been known by three different names. It was initially built as the Alumni Memorial Library (AML) in 1921 to honor the Ursinus students killed during World War II. In 1973, the building transitioned for a short time into being the College Union. By the gift of Philip and Muriel Berman, the Berman Museum was established 1989 and lives on this campus to this day. It is still the original building built in 1921, but has had extensive renovations additions over the last 95 years. Under the AML, College Union, and Berman Museum of Art tab, there is information about fundraising to build the AML, the AML itself, the College Union, and The Philip and Muriel Berman Museum of Art.
Each section holds specific details about each building’s evolution in the last 123 years of Ursinus history and include pictures from various decades, newspaper articles from The Ursinus Weekly/The Grizzly, and articles from The Ursinus Bulletin. All this information and originals can be found in Ursinusiana. The hope is that the project will be continued by future students and will include a history of all buildings on campus.
We would like to take a moment to extend our gratitude to all the people who have helped us through this project. Thank you to the U-Imagine Center, Dr. Susanna Throop, Dr. Kara McShane, Mrs. Carolyn Weigel, Mr. Andrew Prock and everyone else who has given us advice on our journey through this project. We greatly appreciate all your support.
All pictures and articles are from Ursinusiana, the Ursinus College Archive, and the Ursinus Digital Commons. They are free to private and educational use.
Beginning with the Bears Make History course, taught by Dr. Susanna Throop and Dr. Kara McShane in the Fall of 2016, this project has grown and hopefully will continue to grow in the future. While each of the projects have their own specific goals and questions in mind, the common factor between them is that they wish to shed light on Ursinus's connection with a greater event or events.
Because the Ursinus campus is small and relatively secluded, it can sometimes feel that we live in our own little bubble. That quite simply is not the case. Being able to examine these events and the effects they have on Ursinus allows for an interesting microhistory on how the outside world can have a greater impact on our little community in Collegeville.
Not only do we hope future students will continue to build on this project but we encourage it. Ursinus has a rich and long history, which is just waiting to be tackled from innumerable perspectives. Being able to bring that history and the stories attached to it to life and share it with the world only helps to enhance Ursinus and the school's legacy.
With that, please continue on and explore the projects here. Hopefully you will come away having learned something about our school and maybe even a question of your own you wish to pursue.
What is social life, who it has involved, and how have these social interactions changed over time at Ursinus College? This project specifically explores the reasons for the shift to coeducation, how and why women carved out their own spaces on campus, and finally the ways in which both men and women did and did not coexist in their social lives between 1880 and 1907. Materials from the Ursinusiana Collection and the Ursinus Archives, especially yearbooks, newspapers, and photographs, reveal the early years of social life at Ursinus for women. In particular, this project shows that women joining a newly coeducational school not only had to prove their academic worth, but also navigated the difficulties of social life by joining established spaces or creating their own through clubs, organizations, sports, housing, and other interactions. Hopefully, this project is not an end in itself, but rather, the beginning of further dialogue about our students’ diverse backgrounds and the ways that these backgrounds manifest in social experiences at Ursinus College.
I would like to thank all the people who have helped me through this summer fellows project. Thank you to Dr. Susanna Throop and Dr. Kara McShane for being wonderful advisors and all the work they have done to make this project the best it could be. Thank you to Mrs. Carolyn Weigel and Mr. Andrew Prock for their amazing help in the archives and digitizing everything. And thank you to everyone else who have guided this project or assisted me in any way shape or form on this project. I appreciate all that you've done!
‘Myths and Legends of Ursinus’ is a project aimed at answering questions about how urban legends can characterize a specific location. Focusing on how the mythology came about, which stories still remain, and what they mean for the current Ursinus campus, we have explored the radioactivity labs of Pfahler, the vanishing Vietnam Peace Tree, and the many ghost stories that are still a part of campus life. Articles from The Grizzly and The Weekly, college catalogues, the college bulletin, physical site visits, and in-person interviews have helped us to create this exhibit, which introduces different ways of perceiving locations, includes analysis of the three subtopics from each team member, and provides a synthesis of ideas to answer the final question of why such legends are still relevant today. Our research exposes the layers of mystery and adventure that can be found in everyday places and preserves such creative narratives in a digital memory that can be added to by future generations of students as the content of modern mythology changes with the passing years. We hope that through our investigation into the school’s personality via stories and legends, readers are able to examine their relationship with the school and gain further insight into the complexity of Ursinus's history.
We'd like to offer our sincerest thanks to Carolyn Weigel, Andrew Prock, James Shuttlesworth, Christine Iannicelli, and Dr. Throop and Dr. McShane for their many hours of assistance, patience, and enthusiasm. We couldn't have done it without you!
Bears With Booze: A History of the Creation, Enforcement, and Reformation of Alcohol Policies at Ursinus College
Bears With Booze: A History of the Creation, Enforcement, and Reformation of Alcohol Policies at Ursinus College is a student-created and organized digital exhibit archiving the history of Ursinus College's tumultuous relationship with alcohol laws, customs, and culture.
From its creation, Ursinus College has maintained a controversial reputation in Montgomery County as an icon of liberal reformation in an demographical ocean of deep political and religious conservatism. Ursinus grew out of a period of intense theological discussion, debate, and change. The progressive and reformative ethics, opinions, and operations of the original benefactors and creators of the Ursinus identity - reconstructionist members of the Mercersburg Seminary - have endured history, and have reflected directly into the aura of determination, nobility, and extraordinary democracy in which Ursinus resides today.
Our website is organized into four separate categories:
- The Historical Narrative: A navigatable library of various media, all together illustrating and narrating the events of most tumultious and formative era of Ursinus history.
- The Modern Perspective: A navigatable library of various media, all together illustrating the state, style, and method of today's substance administration on the Ursinus campus.
- Photo galleries: High-resolution navigatable galleries of historically significant photographs and documents.
- Interactive features: Engaging, interactive exhibits for if you want to take a deeper delve into the complexities of Ursinus College's alcohol policy!
Dan Berger, Kasey Chatburn, Sam Mamber, & Alessandra Psomaras
“Simply adding bodies doesn’t actually address the systems of power and complex institutional issues.” - Dr. Patricia Lott
This exhibit focuses on Ursinus College efforts to recruit and retain students of color. The primary sources are taken from the Ursinusiana archives at Myrin Library on campus. These sources range from newspaper articles reporting on administrative discussions or decisions, the formulation of clubs or events targeted towards students of color, and sources directly documenting administrative communication regarding diversity on campus.
Readers should note that we have decided to use the terms “students of color” and “people of color” because it captures all the groups contained in the sources. We are mostly referring to students that identify with the African Diaspora along with people from the carribean and Latin America. However, many sources referring to these groups will use the phrase “minority”. We chose “people of color” / “students of color” instead of the term “minority” because our project does not include minorities of other kinds (women, LGBTQ, differently abled people, etc.), and we have good reason to believe each source using the term “minority” is referring to people of color and racial minorities, not other marginalized groups.
Our exhibit is organized into four parts:
1. Racial (rā-shəl) Realities (rē-ˈa-lə-tē): is the collection of articles in the Ursinus College newspaper The Grizzly describing how campus was before administration took note of the racial disparity and listing concerns and suggestions from students of color.
2. Recruitment (ri-ˈkrüt-mənt): the action of finding new people to join an organization or support a cause - this collection displays administrative efforts to recruit students of color, including primary sources which document administrative discussion, then establishment of the Bridge Program and Minority Affairs Committee as well as marketing efforts.
3. Retention (ri-ˈten(t)-shən): the ability to keep or continue having something - this collection displays continued efforts to create an environment at Ursinus College which is attractive to students of color, including investment in African-American studies, the establishment of a Minority Student Union, and efforts to hire increasing numbers of faculty and staff of color.
4. Reactions (rē-ˈak-shən): an action performed or a feeling experienced in response to a situation or event - this collection documents post-1995 events and articles displaying continued efforts or ways that the College has adjusted in response to these diversity efforts.
In African America Africana Studies class we've reviewed, Black Campus Movement by Ibram Kendi. Which relates back to our main purpose behind the creation of this exhibit to educate the viewer on Ursinus College efforts in the Recruitment and Retention of students of color. Kendi states, “Generally, they demanded better credentialed black faculty, whereas also demanding faculty power and a clear system based on merit…for their hiring, firing, and tenure.” (I. Kendi, pg. 113) In our source, "Can a Black Man find Happiness?", Nate Dupree an Ursinus College student voiced some of the ways he would change the campus life academically and socially. Nate tells the interviewer, “I would add a Fine Arts Program and a black studies program. Of course you would need some black administrators and black professors.” This is one of the many ways that our sources relates back to the coursework. Our exhibit doesn't only relate back to the text we've read but to some of the Curriculum Enrichment events the students of AAAS-200 had to attend. The Race and University Roundtable talk, relates with our exhibit because the exhibit offers background on the climate of Ursinus Campus during the height of huge racial disparity on campus. At the talk Mayor Aidsand Wright-Riggins, the first African-American to be Mayor of Collegeville, he gave the audience his first hand experience with racial disparity at California State University, Fullerton. He described his time there as simply being a number to the institution and not feeling supported. Mayor Wright-Riggins is echoing sentiments of people throughout the country who attend Predominantly White Institutions and are feeling unsupported, just like the countless accounts of students at Ursinus College who shared those concerns.
This exhibit would like to Thank: Dr. Patricia Lott (Professor of African American and Africana Studies), Carolyn Weigel (Ursinus College Archivist), Mr. Andy Prock (Scholary Communications and Metadata Librarian), and Ms. Christine Iannicelli (Instructional Technology Librarian) for their help and service.
The African American and Africana Studies (AAAS) program is a recent addition to Ursinus College, as new as 2004. The program offers a minor to students interested in exploring the African Diaspora in the U.S. and beyond. In this exhibit, we will explore the growth of one of the college's most interdisciplinary programs. This will include a full history of the AAAS program beginning with student intrigue and courses prior to 2004, past and current courses and professors of the program, and the impact of the program on the culture and student life at Ursinus including SPINT housing, and program oriented events and trips.
Before the African American and Africana Studies program was official at Ursinus; there were many demands for more educational courses about Black and African History included within Ursinus' curriculum. The most pregestious advocate was Byron Jackson who was a Black, male student at Ursinus College and led Ursinus' BSA/BSU. Aside from Byron, there were also other students from Ursinus' past who voiced their opinion on the lack of courses about Black studies. This portion will include articles from the Ursinus Weekly, now known as The Grizzly, that illustrate the concern and yearn for courses on Black and African History. These discussions highlight the need for Black Studies at Ursinus before the arrival of the AAAS program.
The AAAS program is compromised of courses from numerous different departments. Since its start, the AAAS minor has been 20 credits with 4 credits of introductory classes. Through the 15 years that the program has existed, classes have changed department or name, been eliminated, and new ones have been added. The diverse courses offered reflect the interdisciplinary nature of the program.
Viewers learn of how the Ursinus College African American and Africana Studies Program has impacted both culture and student life on campus. Since created, the program has provided students with the chance to learn of a diverse Africana history and culture by allowing students to enroll in program classes, complete research, and attend events and program trips.
The AAAS program today consists of many professors who reside in different departments, which provides each of them unique knowledge to make the program as well as rounded and perceptive as it is today. Many of the professors contribute in their own way through various courses in their particular department that focus on the African experience. As shown in the Courses and Requirements page, some of these classes include a philosophy course, previously taught by Reverend Rice, about the African American Religious Experience, to an English course, taught by Dr. Lott, about the African American experience in colleges throughout the country.
Cloake House History: The Cloake House is a residential alternative for students who are interested in AAAS or service roles in Sankofa Umoja NIA (S.U.N.) S.U.N. advocates for the needs of students at Ursinus while empowering, teaching, discussing and exploring the Black experience. The organization helps students strive for academic excellence, and promotes positive images of black people while also helping students become an integral part of the Ursinus College community. Cloake House began under Special Interest Housing (SPINT) which provides students with a unique opportunity to collaborate with faculty and their peers to create an affinity group. The affinity group should encourage students to come together for a common purpose while contributing to campus life. SPINT is an entirely student-run program, each house is assigned with an advisor who will support them in setting goals for the year to create and execute programs for the year. Students both interested in Africana and African American Studies and American History came together under SPINT housing. Now the Cloake House falls under affinity housing which allows students both interested in the AAAS program and S.U.N. to live in the house. Cloake House has had a rich history at Ursinus College. The events hosted at the house have ranged from socials such as hair mask-making to poster painting parties to discussions about the black experience at Ursinus College. While the house has faced criticisms for creating a space for those interested in AAAS and S.U.N., the house overall has proved to be a safe space for students at Ursinus College, specifically students of color. With the support and guidance of Dr. O the advisor for Cloake House, the residents of Cloake hope to accomplish more educational events in collaboration with the AAAS Department beginning semester 2020.
The AAAS program had little to no campus visibility prior to 2012-2013 academic school year when Dr. Nzadi Keita assumed the role of program coordinator. Early on, the program was budget-less and partnerships with Rev. Charles Rice and the Chaplain’s office, Mrs. Patton and Multicultural Services, and students from Sankofa Umoja Nia (S.U.N.) made these events possible. With the arrival of Dr. Edward Onaci, the program started hosting a Fall Social and Kwanza celebration in 2013. As the program began to grow, they were able to petition the Arts and Lecture Committee an eventually receive funding in 2015. The African American Africana Studies guest lecture series soon followed and was renamed the Rev. Charles Rice Speaker Series in 2017. It is crucial to note that the creation/hosting of programming is an additional responsibility that core members of the AAAS Program have taken on in addition to producing scholarship, teaching, advising and serving on committees. Faculty had to insist that these programs would count as part of their service to the college in order to meet the needs of students requesting such events, faculty, and staff who look like them.
We would like to thank Dr. Patricia Lott, Ms. Carolyn Weigel, and Mr. Andrew Prock for their continuous support and assistance.
Eleanor Frost Snell was born in 1900 in Nebraska. Given societal constraints at the time, Eleanor was prevented from participating in intercollegiate sports. These restrictions, however, were insufficient to stop her. At the University of Nebraska, Eleanor pursued physical education and became involved with the Women’s Athletic Association . After teaching at various schools, she later enrolled at Columbia University, where she joined the field hockey club . While on the field hockey club, Eleanor was selected to compete at the United States Field Hockey Association Tournament . She was successful in the classroom and on the turf. That said, it was not until Eleanor taught and coached at Ursinus College that she really solidified her legacy. In Eleanor’s 40 years of coaching, she never had a losing season. Her overall record consisted of 674 wins, 194 loses, and 42 ties. Additionally, 25 of her students were named to the U.S. Field Hockey Team . In fact, during Eleanor’s time coaching field hockey, there were more Ursinus All-American field hockey players than any other college or university . Even though Eleanor’s players were successful in their time spent playing field hockey, Eleanor emphasized the importance of sportsmanship, growth and development. Perhaps it could be argued that Eleanor’s greatest accomplishment at Ursinus was the impact she left on her players and the rest of the Ursinus community. At a time when women’s athletics was looked down upon, Eleanor guided her players and challenged them to do their best. She created a space at Ursinus for women to love, accept, and encourage each other. Eleanor was an athlete, teacher, coach, and woman—and in playing all those roles she became more than any one of them alone. Eleanor’s values and beliefs helped empower women and encourage women to pursue athletics. Her coaching style set the foundation for what fellow coaches to come should model and exhibit. Eleanor’s legacy makes her the true champion of Snell Field; however, she paved the way for many more champions to come.
Given the research our team has conducted about Eleanor’s accomplishments, leadership, coaching style, values and beliefs, from our perspective, we can conclude and argue that Eleanor Frost Snell’s monumental success on and off the field adds onto her legacy, strengthening the impact she left on Ursinus, making her a model for what fellow coaches and staff to come should follow.
We would like to thank Drs. Throop and McShane, Ms. Carolyn Weigel, Mr. Andy Prock, and Ms. Christine Lanicelli for making this project possible. We appreciate your guidance, helpfulness, and encouragement.
- Cash, Robin G., "Miss Snell's Way: A Life-Affirming Organic Model Created in Sport." Eleanor Frost Snell Programs, Correspondence and Other Documents. 2. (2002): 31. https://doi.org/10.1123/wspaj.15.1.56
- Ibid., 26.
- Ibid., 32.
- Shillingford, Jenepher Price, "Eleanor Frost Snell: A Lifelong Impact." Eleanor Frost Snell Programs, Correspondence and Other Documents. 8. (2000). https://digitalcommons.ursinus.edu/snell_docs/8
“...For a young man like me, the invention of the Internet was the invention of space travel”
- Ta-Nehisi Coates
As this sentence suggests, the creation of the Internet, which led to the digital age, had as much an impact on human innovation as space travel. The digital age began in the 1990s with the introduction of new advanced technologies to public consumption. This era is extremely significant in Ursinus' history because of the immense change. The Digital Age forced college students and faculty to craft a new set of skills pertaining to computers and software. In so doing, students adapted to a new education that relied on digital screens rather than pen and paper exclusively. The era also created a different type of college graduate, one with the power of the internet beneath their fingertips.
This research project seeks to answer the following question: How did the implementation of digital technologies affect Ursinus students both positively and negatively? To investigate this question, our team visited the Ursinus archives and digital commons for critical primary sources. We also consulted with secondary sources like Cathy N. Davidson's New Education to help gain insight into the convergence of academia and technology.
We discovered that the Digital Age, including the birth of the internet, cultivated new educational and social experiences that affected Ursinus students both positively and negatively. On the one hand, the age enabled different clubs, academic studies, and valuable skills to flourish among the student body. It also gave Ursinus students new opportunities in academia, increased their digital interconnection with communities on and off-campus, and geared graduates with highly demanded digital technology skills. On the other hand, problems stemming from the internet's harsh reality caused students to face self-esteem issues, invasion of privacy and bullying from anonymous classmates.
The second World War reared its ugly head in Europe in 1939 when Poland fell victim of Germany's blitzkrieg and the Soviet war machine simultaneously. While shocked, the American public largely maintained their isolationist viewpoint for some 2 years following this unexpected invasion. This, of course, changed dramatically when the United States was the target of a surprise attack by the Imperial forces of Japan in December of 1941. Almost overnight, the United States went from being 68% in favor of sending aid, to being 91% in favor of direct military involvement.
Imagine the dramatic shift to go from a standard college student to having to legitimately consider direct personal involvement in a distant war with threats looming on two fronts. This change is exactly what we as a group have set out to examine through our research of Ursinus documents. Specifically, we are observing general attitudes about the war, how rationing effected campus life, how residence life shifted, a summation of who from the community served, and how the news of the war was reported through the school's newspapers.
Through this project, we are looking to answer how specifically the Ursinus community during World War II changed. We believe that the shifts are most noticeably see through the five categories of research presented in the tabs on the right.
"Promise/Anthem" on display on the upper floor of the Wismer dining hall on campus at Ursinus College.
Navigate this cite by using the tabs on the right side of the page.