"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).
How the College of New Jersey reimagined what professors can do.
National study examines the nature of assignments -- and finds many of them lacking in creativity.
New analysis shows that students earn more credits in the humanities than in STEM -- but that humanities majors and STEM majors rarely find themselves in the same classroom.
As many women's colleges move to admit men, Mary Baldwin tries to preserve a single-sex institution by building up professional and graduate programs. Some faculty fear the college is safeguarding one tradition by sacrificing another.
Facing widespread faculty opposition, Oberlin drops policy requiring warnings about material that may be upsetting to students. Do students need such cautions?
Since the recession, undergraduate enrollments have gone up dramatically, but primarily in engineering and biology and not at expense of humanities and social sciences, study finds.
At gathering focused on global learning, faculty and others discuss diverse strategies for integrating it within the curriculum.
Florida International University has embarked on an ambitious effort to internationalize the curriculum and assess students' global learning.
American Historical Association highlights lack of pedagogical preparation in Ph.D. programs.
Michael Bérubé tells graduate school deans that the issues are complicated and interconnected.
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