Latest News
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Clemson Seeks to Diminish the Sophomore Slump
The university is considering a required seminar in which second-year students would focus on critical-thinking skills.
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A Meeting of Minds on How to Improve the Business Major
An Aspen Institute event brought together deans and professors from a range of disciplines to talk about how the liberal arts can enrich business curricula.
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Curriculum Proposals at Stanford Focus on Critical Thinking
A committee at the university has recommended revisions to the curriculum that will help students be lifelong learners and adapt to a changing world.
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Democracy Faces a 'Crucible Moment,' Says Report, but Colleges Can Help
A national task force calls on colleges to renew their commitment to civic education at a time when higher education is talked about chiefly as a means of job training.
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CUNY Proposes a Leaner Core Curriculum, to Faculty's Dismay
Students would need to take 42 core credits, 12 of which will be chosen by their individual campus. Some faculty think the plan is too flexible to ensure breadth.
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Students of Professor Who Didn't Show Up Keep Their A's and Get Refunds, Too
A medical dean at George Washington U. says the students learned the material through other work, even though their instructor didn't teach two online modules.
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At Babson, New Courses Begin to Expire From the Start
A college that embraced entrepreneurship long before it became fashionable applies the start-up spirit to its own curriculum.
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Art Schools Build New 'Foundation' Across Disciplines
Amid widespread change in their fields, schools and college programs cast a fresh eye on what artists will need to know from now on.
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Project Will Pay for 8 States to Test and Improve Gauges of Student Learning
The three-year, $2.2-million effort seeks to help the states chart a path by which they can raise, and document, students' level of achievement.
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In Improving Higher Education, Which Core Matters More: Skills or Curriculum?
Differences in definitions of quality lead to new debates over the importance of teaching practical skills versus specific knowledge.
