Making Sense of the College Curriculum
Faculty Stories of Change, Conflict, and Accommodation
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Higher Education
| Author: | Robert Zemsky, Gregory R Wegner, Ann J. Duffield | ISBN: | 9780813595047 |
| Publisher: | Rutgers University Press | Publication: | June 8, 2018 |
| Imprint: | Rutgers University Press | Language: | English |
| Author: | Robert Zemsky, Gregory R Wegner, Ann J. Duffield |
| ISBN: | 9780813595047 |
| Publisher: | Rutgers University Press |
| Publication: | June 8, 2018 |
| Imprint: | Rutgers University Press |
| Language: | English |
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.
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.
