The Crisis in Higher Education in Virginia and a Solution PDF Download

Author: Virginia Advisory Legislative Council
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 28

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Author: Council of Presidents of State-Aided Institutions of Higher Learning in Virginia
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 62

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Author: Council of Presidents of the State-Supported Colleges and Universities in Virginia
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 22

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Author: United States. Office of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 766

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Author: State Council of Higher Education for Virginia
Publisher:
ISBN:
Category : Federal aid to higher education
Languages : en
Pages : 32

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Author: United States. Office of Education. Division of Higher Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 400

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Author: Walter Crosby Eells
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 432

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Author: United States. Education Office
Publisher:
ISBN:
Category :
Languages : en
Pages : 426

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Author: State Council of Higher Education for Virginia
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 24

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The report is accompanied by a letter to "Dear Colleague" sent by University of Virginia President John T. Casteen to [faculty and staff?] of the University of Virginia.

Author: Jonathan Zimmerman
Publisher: JHU Press
ISBN: 1421439107
Category : Education
Languages : en
Pages : 309

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Book Description
The first full-length history of college teaching in the United States from the nineteenth century to the present, this book sheds new light on the ongoing tension between the modern scholarly ideal—scientific, objective, and dispassionate—and the inevitably subjective nature of day-to-day instruction. American college teaching is in crisis, or so we are told. But we've heard that complaint for the past 150 years, as critics have denounced the poor quality of instruction in undergraduate classrooms. Students daydream in gigantic lecture halls while a professor drones on, or they meet with a teaching assistant for an hour of aimless discussion. The modern university does not reward teaching, so faculty members at every level neglect it in favor of research and publication. In the first book-length history of American college teaching, Jonathan Zimmerman confirms but also contradicts these perennial complaints. Drawing upon a wide range of previously unexamined sources, The Amateur Hour shows how generations of undergraduates indicted the weak instruction they received. But Zimmerman also chronicles institutional efforts to improve it, especially by making teaching more "personal." As higher education grew into a gigantic industry, he writes, American colleges and universities introduced small-group activities and other reforms designed to counter the anonymity of mass instruction. They also experimented with new technologies like television and computers, which promised to "personalize" teaching by tailoring it to the individual interests and abilities of each student. But, Zimmerman reveals, the emphasis on the personal inhibited the professionalization of college teaching, which remains, ultimately, an amateur enterprise. The more that Americans treated teaching as a highly personal endeavor, dependent on the idiosyncrasies of the instructor, the less they could develop shared standards for it. Nor have they rigorously documented college instruction, a highly public activity which has taken place mostly in private. Pushing open the classroom door, The Amateur Hour illuminates American college teaching and frames a fresh case for restoring intimate learning communities, especially for America's least privileged students. Anyone who wants to change college teaching will have to start here.