A New Model of Undergraduate Teaching
A New Agenda for Higher Education proposes a model of undergraduate teaching that combines the academic with the professionally practical, focusing on the interdependence of liberal education and professional training. At its most effective, say the authors, liberal education provides students with the intellectual capacity to make sense of their environment and reflect on their place in the world. Professional education, by contrast, must provide the knowledge essential to a particular field of endeavor but also ways in which students can engage this knowledge for the common good. This book shows how both liberal arts educators and educators of professionals can collaborate to realize the goals of liberal and professional learning more effectively. It offers faculty a powerful set of examples of teachers who are working to sustain a broader vision of practical reasoning and public responsibility in their respective disciplines and in the lives of their students.
"The issues raised in A New Agenda for Higher Education are important to the shape of teaching, learning, career preparation, and the very values and priorities of the modern university."
Bobby Fong, president, Butler University
"This is a well–crafted book based on what must have been a fascinating seminar. I felt that in reading the book I was part of an ongoing dialogue stimulated by the seminar. That′s high praise coming from someone who is rather burnt out by years of talk, talk, talk in academia and who wants to see action, action, action for a change. But I realize that discourse frames action and this is a very constructive discourse."
W. Robert Connor, president, The Teagle Foundation
Lee S. Shulman and Gary D. Fenstermacher
About the Authors xxix
1. Partners in the Field: Part One 25Elliot N. Dorff, Arthur S. Elstein, and Barbara S. Stengel
2. Partners in the Field: Part Two 46Gary Lee Downey, Daisy Hurst Floyd, and William C. Spohn
3. A Narrative of the Seminar 73
4. Practical Reason as an Educational Agenda 93
Conclusion: Taking Formative Action 127
Appendix One: Partner Syllabi 145
Hessel Bouma III, “Human Biology,” Calvin College
Elliot N. Dorff, “Issues in Jewish Ethics,” American Jewish University
Gary Lee Downey and Juan Lucena, “Engineering Cultures,” Virginia Tech and Colorado School of Mines
Daisy Hurst Floyd, “Advanced Legal Ethics: Finding Joy and Satisfaction in Legal Life,” Mercer University School of Law
Allen S. Hammond IV, “Contracts,” Santa Clara University School of Law
Robert McGinn, “Ethical Issues in Engineering,” Stanford University
Timothy Murphy and Michele Oberman, Selected Cases from “Ethics and Law,” University of Illinois College of Medicine
William C. Spohn, “Scripture and the Moral Life,” Santa Clara University
Barbara S. Stengel, “Foundations of Modern Education,” Millersville University
Appendix Two: Seminar Assignments 215
Assignment for Session One, September 2002
Assignment for Session Two, January 2003
Syllabus Narrative Writing Assignment, Summer 2003
Assignment for Session Three, November 2003
Follow–Up Reflection Questions, January 2004
William M. Sullivan is codirector of the Carnegie Foundation′s Preparation for the Professions Program. He is the author of Work and Integrity: The Crisis and Promise of Professionalism in America and coauthor of Educating Lawyers: Preparation for the Profession of Law and Habits of the Heart: Individualism and Commitment in American Life.
Matthew S. Rosin is author of Obsoleting Culture and was formerly a research scholar at The Carnegie Foundation for the Advancement of Teaching. He is currently a senior research associate at EdSource, an independent and impartial educational policy research agency that clarifies K–12 policy issues in California.