"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).
Stanford professor goes public on attacks she has received over her work on mathematics education, and raises the question of the difference between "responsible disagreement and academic bullying."
Yale will begin a Ph.D. program in fall 2013 to train aspiring law professors.
An Appalachian State professor is accused of engaging in "inappropriate speech" after airing an explicit documentary critical of the porn industry without first warning students. Her story raises questions about when and how instructors can present explicit materials.
Faculty groups at CUNY sue to fight general education requirements, saying graduation rate obsession will lead to weaker academic rigor.
Administrators say Columbia College Chicago's restructuring plan will let it become more nimble. But students and instructors worry applying a business approach to cuts could erode a unique arts and culture orientation.
U. of Texas committee unveils plan to graduate 70 percent of next year's freshmen in four years -- up from 50 percent today.
University of Michigan program aims to set national standards for rookie educators.
A much-publicized proposed class on the Occupy movement won't be taught at Columbia this spring because the instructor didn't secure university approval.
Study suggests that private colleges with many such programs may pay a price in tuition and research revenues.
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