"The Evolving Curriculum -- Measuring Effectiveness of Change" is a compilation of articles and essays on efforts to reshape what and how colleges teach at a time of increased concern about how much students learn. The news and opinion articles -- collected in a print-on-demand booklet -- surveys the landscape of curricular development and learning assessment, examining trends and highlighting best practices.
Download the booklet here.
This booklet is part of a series of such compilations that Inside Higher Ed is publishing on a range of topics.
On June 26, Inside Higher Ed Editors Scott Jaschik and Doug Lederman discussed the topics raised in the booklet's articles and answered questions in a free webinar. To view the webinar, please click here.
This booklet was made possible in part through the advertising support of the Educational Testing Service (ETS).
Southern Utah University goes all in with an experiment on general education, combining 13 courses into one year of material that eight professors jointly teach.
Columbia's core literature course, long criticized for its lack of diversity, adds to the list a novel by Toni Morrison -- the first living author and the first nonwhite author.
UC Irvine moves toward a system in which doctorates can be earned in five years, half the norm for these fields at many institutions. Some departments embrace plan; they fear impact on dissertations and on adjuncts.
Historians at Sacramento State are furious that an anthropology course has been deemed to meet a state requirement for study of American history.
Annual report on the disciplines acknowledges cuts and challenges, but also sees signs of hope and growth.
After more than a decade of debate, and strong lobbying from both administrators and students, professors vote in favor of the measure, 916 to 487.
MLA report shows 6.7 percent drop in language enrollments after decades of growth.
English departments at U. of Maryland and elsewhere respond to drop-offs -- some of them steep -- in English majors.
If the liberal arts are dying, who's to blame? Speakers at conference say advocates of a broad education need to look inward.
Is making a practical case for the liberal arts necessary, or a trap? Attendees at St. John's College conference differ in their opinions.
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