Making Sense of the College Curriculum: Faculty Stories of Change, Conflict, and Accommodation

Robert Zemsky; Gregory R Wegner; Ann J. Duffield

Published by Rutgers University Press 2018

Making Sense of the College Curriculum

Faculty Stories of Change, Conflict, and Accommodation

Robert Zemsky , Gregory R Wegner and Ann J. Duffield

https://doi.org/10.36019/9780813595061

Overview
Contents

About this book

Readers of Making Sense of the College Curriculum expecting a traditional academic publication full of numeric and related data will likely be disappointed with this volume, which is based on stories rather than numbers. The contributors include over 185 faculty members from eleven colleges and universities, representing all sectors of higher education, who share personal, humorous, powerful, and poignant stories about their experiences in a life that is more a calling than a profession. Collectively, these accounts help to answer the question of why developing a coherent undergraduate curriculum is so vexing to colleges and universities. Their stories also belie the public’s and policymakers’ belief that faculty members care more about their scholarship and research than their students and work far less than most people.

Author / Editor information

ROBERT ZEMSKY currently serves as the chair of the Learning Alliance and was a member of the U.S. Secretary of Education’s Commission on The Future of Higher Education. He is the author of several books, including Checklist for Change: Making American Higher Education a Sustainable Enterprise (Rutgers University Press).

GREGORY R. WEGNER is the director of program development at the Great Lakes Colleges Association.

ANN J. DUFFIELD is a strategic planning and communications consultant to colleges and universities and serves on the board of trustees of The Sage Colleges in Troy and Albany, New York.

Reviews

"Panicked universities in search of students are adding thousands of new majors" by Jon Marcus

— Washington Post

“Interviews of nearly 180 faculty at a diverse range of colleges and universities demonstrate an inspiring commitment to teaching and to doing whatever it takes to improve student learning. Yet this commitment has not translated into the kind of curricular reform our colleges and our society need if higher education is to be more accessible and effective. The authors, in candidly recounting faculty stories of frustrating failure as well as joyful success, provide important new insights into the many exasperating barriers to broader curricular change; impediments which can only be overcome by a new kind of partnership among faculty, institutional decision makers, and education leaders.”

— Richard Detweiler, Ph.D, President, Great Lakes Colleges Association

"Making Sense of The College Curriculum is a useful start about how to make a coherent college curriculum."

— VoegelinView

"‘Making Sense of the College Curriculum’: Authors discuss new book examining the faculty role -- and how professors view their responsibilities" by Scott Jaschik

— Inside Higher Education

"Not Just for Video Games: Virtual Reality Joins the Classroom" article in Teaching Newsletter

— Chronicle of Higher Education

"Colleges Nationwide Hope New Majors Will Attract Students," Robert Zemsky interview with Lauren Gilger

— KJZZ

“There has been an on-going national conversation about what is taught in the higher education classroom and how much it matters. Making Sense of the College Curriculum responds strongly and directly to the conversation by offering a critical assessment of what some of the most committed teachers in higher education aspire to do in modernizing the curriculum. It places balanced emphasis on matters of racial and other social differences, the influence of social media, and the existence of instructional and other technology that have shaped the contemporary challenge of higher education teaching. It also delivers a clear message to faculty that thinking in much the same way over time about pedagogy is perilous because students are coming to the classroom each semester, academic year, and decade with different interests, capacities, and expectations about what higher educational learning is all about. Hence, for dedicated instructors sensitivity, self-awareness, and preparedness for adaption must be the constants.”

— Alford A. Young, Jr., co-editor, Faculty Social Identity and the Challenges of Diversity: Reflections on Teaching in Highe

"Selected New Books in Higher Education," compiled by Ruth Hammond

— Chronicle of Higher Education

Topics

Frontmatter Publicly Available Download PDF	i
Contents Publicly Available Download PDF	vii
Preface: An Exercise in Sensemaking Publicly Available Download PDF	ix
Part I. Defining the Task
Part II. Passions
Part III. Adaptations
Part IV. Frustrations
Part V. Conclusions
References Requires Authentication Unlicensed Licensed Download PDF	175
Index Requires Authentication Unlicensed Licensed Download PDF	177

Language: English
Publisher: Rutgers University Press
Audience: General/trade;
Pages
- Main content: 200
Keywords: education; higher education; faculty; cirriculum; policy; public policy; students; undergraduate

eBook

Published: June 8, 2018
ISBN: 9780813595061