Networked Improvement Communities: the Time is Right for the Ties that Bind
Carnegie Senior Partner Louis Gomez explores the tools and routines of networked communities for educational improvement.
Developing the Potential of All Students
An interview with Professor of Education at Stanford University Guadalupe Valdés on the challenges of teaching English language learners.
Strengthening the Foundations of Students' Excellence, Integrity and Social Contribution
Anne Colby and William M. Sullivan
Rather than treat analytical thinking, along with mastery of substantive content, as sufficient goals for higher education, the authors remind us that colleges should aim to teach students how to use knowledge and criticism not only as ends in themselves, but as means toward responsible engagement with the life of their times.
Assessing How Students Learn
Educator Bill Cerbin argues that if the goal of higher education is to improve students' future performance, then the common practice of assessing what students have learned is not enough. What is also required is assessment that reveals how students learn.
The Business of Business Education Is More than Business
With the need for critical analysis and good judgment in business more important than ever, the author argues that we must strengthen our commitment to ensure that undergraduate students who major in business and other professional fields also gain the benefits of a strong liberal-arts education.
From Special Occasion to Regular Work
In this month's Perspectives, Carnegie Vice President Pat Hutchings argues that “professional development” should not be a separate or special occasion but an integral feature of the way educators do their work everyday.
When Access is Not Enough
The author writes that for too many low-income students the open door to American higher education has become a revolving door. In examining what can be done, he recognizes the centrality of the classroom to student success.
When Coaching and Testing Collide
Lee S. Shulman
In an insightful commentary, the author ruminates on the dilemmas of coaching in the context of high-stakes testing.
Creating Windows on Learning
The author reports on recent promising efforts by community college faculty to make the teaching and learning from their classrooms more visible.
It's All About Time!
Lee S. Shulman
In pondering the many challenges of basic skills education, Shulman finds inspiration in the advice of one of his mentors, Benjamin Bloom.
A Mathematician's Proposal
Michael C. Burke
A call for educators to emerge from their monastic disciplinary cells and address the challenges of quantitative literacy.
Educating for Democracy
The author challenges us to reconsider the role of higher education in preparing students for potential roles in the political process.
Back from the Brink: Harvard Gets It Right
The author revisits Harvard's effort to reform its general education and finds that the revised report is a dramatic improvement over its predecessor.
My Child Doesn't Test Well
The author examines a variety of reasons why test performance may not always be a valid measure of a person's competence or potential.
First, Do No Harm
Alexander C. McCormick
In a timely essay, the author reminds us that launching an accountability initiative without careful thought to how it will affect behavior can do more harm than good.
As the author recounts the story of his family's educational experiences over three generations, he reminds us that access to higher education is one of the blessings that every American should expect as a birthright, not a special privilege.
Integrative Learning: Putting the Pieces Together Again
Mary Taylor Huber and Molly Breen
As one means to combat the dis-integration of the undergraduate experience, the authors make a case for the kinds of integrated education needed to prepare students to respond creatively and with commitment to our society's most critical challenges.
The Case for Common Examinations
Through an examination of one institution's efforts to strengthen teaching and learning on campus, the author makes a strong case for the use of common examinations as a powerful form of assessment as well as a fruitful context for faculty deliberations.
Turning Good Intentions Into Educational Capital
Ray Bacchetti and Thomas Ehrlich
A call for foundations and educational institutions to build their programs around the goal of increasing educational capital through more open and accountable forms of education grantmaking and educational activity.
Learning to Teach: Sharing the Wisdom of Practice
Désirée Pointer Mace and Ann Lieberman
The authors describe—and propose a solution to—the struggles that teachers and teacher educators face when they seek new models of practice.
Integrating Work and Life: A Vision for a Changing Academy
Pat Hutchings, Mary Taylor Huber, and Chris M. Golde
The authors share principles developed from a Sloan Foundation-sponsored conference where participants considered professional development broadly, from learning from the scholarship of their colleagues to seeking support to attain personal equilibrium.
Pipeline or Pipedream: Another Way to Think about Basic Skills
A candid assessment of the challenges that community colleges face in educating students in basic skills.
Preparing Stewards of the Discipline
To direct attention to the expectations for leadership, integrity and responsibility of the doctorate, the author argues for the creation of a ritual ceremony of initiation for students entering doctoral education.
Whatever Happened to Undergraduate Reform?
Theodore J. Marchese
The author asks whether higher education reform—once so vigorous and far-reaching—has run out of new things to say.
Opportunity is Knocking: Will Education Open the Door?
A piece that addresses a critical but overlooked question, "How can open education's tools and resources demonstrably improve education quality?
Political Bias in Undergraduate Education
Tom Ehrlich and Anne Colby
A thoughtful commentary that proposes an alternative course for faculty and campus leaders to navigate through the highly politicized Academic Bill of Rights debate.
Learning about Student Learning from Community Colleges
Pat Hutchings and Lee S. Shulman
The authors point out that offices of institutional research are valuable resources for collecting data to help faculty improve their teaching, and can involve the whole institution in a collaborative effort towards improved student learning.
Blue about the Crimson Plan for General Education
A pointed critique of Harvard's recent efforts to reform its core undergraduate curriculum, an issue that speaks to a lack of coherence in undergraduate education programs nationally.
A New Set of Lenses for Looking at Colleges and Universities
Alexander C. McCormick
An in-depth look at the new Carnegie Classifications, including suggestions for its use.
Building the Teaching Commons
Pat Hutchings and Mary Taylor Huber
Posits the emergence of a “teaching commons”—a conceptual space in which communities of educators committed to inquiry and innovation come together to exchange ideas about teaching and learning and use them to meet the challenges of educating students.
Excellence: An Immodest Proposal
Lee S. Shulman
A commentary that addresses the responsibility and moral obligation of the education community to engage in active investigations of teaching practices and their consequences for students.
Service-Learning in Undergraduate Education: Where Is It Going?
A long time advocate for service-learning continues his call for institutional responsibility while taking a look at the progress made.
Throwing out the Baby with the Bath Water
A reminder that the polemics of reform frequently portray the realm of teaching and learning in far more extreme terms than is really necessary.
Declining by Degrees
A provocative view of the quality of education experienced by many of America's college students.
A Call for the Miracle Model
Lyall asks that we break the silence about what is happening to public higher education funding and begin to address the repercussions of privatization.
Who has the lowest prices?
Bond calls our attention to the many traps associated with one of the most frequent uses of assessment: the technical difficulties of measuring changes in learning over time.
Encouragement, not gender, key to success in science
Janet L. Holmgren and Linda Basch
A call for a more "constructive discourse" around the problem of women and girls under-represented in the sciences.
Building Pedagogical Intelligence
In order to help students pursue learning in more intentional, integrative ways, Hutchings suggests a strategy of expanding the use of student evaluations of teaching.
Preparing Professionals as Moral Agents
In today's environment of unrelenting economic and social pressures, Sullivan makes the case that the professions need their educational centers more than ever as resources and as rallying points for renewal.
Engaging Students Politically Goes Beyond the Voting Booth
A timely examination of the role of colleges and universities in shaping the values, knowledge, skills and motivation that would ensure political and civic engagement of students over a lifetime.
The "Magic" of Learning from Each Other
A thoughtful examination of liberal education's goals, methods, contexts, and outcomes as seen through the lens of the seminar experience.
Choosing a College
An essay that addresses the difficult issue of college quality and provides some advice to prospective students and their parents.
Grade Inflation: It's Not Just an Issue for the Ivy League
An examination of grade inflation in the context of the larger issue of student engagement at colleges and universities.
Justice or Just us? What to do about cheating
A commentary that looks at the pervasiveness of student cheating and responds to the question, "What is the significance of this behavior and what can be done?
Teaching to the Test
A commentary on the thorny issue of high-stakes testing and the pressures on teachers to "teach to the test."
Vocation is not a Dirty Word
Jamienne S. Studley
A commentary on the need for more thoughtful ways to introduce undergraduate students to the world of work.
Work that Matters Should Be Work that Counts
Mary Taylor Huber and Rebecca Cox
A commentary on one of the most vexing issues facing education at all levels—incentive systems that impede serious scholarly work on teaching and learning.
Building a Better Conversation about Learning
A commentary that addresses efforts to enable conversations between and among faculty members and administrators that will lead to improved teaching and learning.
The Spirit of Liberty
Anne Colby, Thomas Ehrlich, Elizabeth Beaumont, and Jason Stephens
A commentary on the responsibility of colleges and universities to make moral and civic learning an integral part of the undergraduate experience.
The Positive Uses of Contradiction
A personal and honest look at the often contradictory ways in which tests are seen and used.
No Drive-by Teachers
Lee S. Shulman
What different picture emerges, and what consequences follow, if we think about the teacher as the primary agent of his or her own accountability?