Description

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.

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

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Hardback by Robert Zemsky , Gregory R Wegner

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Readers of Making Sense of the College Curriculum expecting a traditional academic publication full of numeric and related data will... Read more

    Publisher: Rutgers University Press
    Publication Date: 08/06/2018
    ISBN13: 9780813595023, 978-0813595023
    ISBN10: 0813595029

    Number of Pages: 200

    Non Fiction , Politics, Philosophy & Society

    Description

    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.

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