000			03265cam a2200433 i 4500
001			17536592
003			BJBSDDR
005			20251104123536.0
007			ta
008			121120s2013 nju b 001 0 eng
010			_a 2012038526
020			_a9780813561349 (hardcover : alk. paper)
020			_a0813561345 (hardcover : alk. paper)
020			_z9780813561356 (e-book)
035			_a17536592
040			_aDLC _beng _cDLC _erda _dDLC
041			_aeng
042			_apcc
043			_an-us---
050	1	0	_aLA 227.4 _bZ53c 2013
082	0	0	_a378.73
100	1		_aZemsky, Robert M., _d1940- _945584
245	1	0	_aChecklist for change : _bmaking American higher education a sustainable enterprise / _cRobert Zemsky.
264		1	_aNew Brunswick, New Jersey : _bRutgers University Press, _c2013.
300			_ax, 243 pages ; _c24 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aTrapped in an Ecclesiastes moment -- A faculty encamped just north of Armageddon -- A federalized market with little incentive to change -- A regulatory quagmire -- A troublesome fractiousness -- A disruptive lexicon -- A different footprint -- A liberal arts conundrum -- A new peace treaty -- A stronger faculty voice -- A competent curriculum -- A federal commitment to fix, fund, and facilitate.
520			_aAlmost every day American higher education is making news with a list of problems that includes the incoherent nature of the curriculum, the resistance of the faculty to change, and the influential role of the federal government both through major investments in student aid and intrusive policies. Checklist for Change not only diagnoses these problems, but also provides constructive recommendations for practical change. Robert Zemsky details the complications that have impeded every credible reform intended to change American higher education. He demythologizes such initiatives as the Morrill Act, the GI Bill, and the Higher Education Act of 1972, shedding new light on their origins and the ways they have shaped higher education in unanticipated and not commonly understood ways. Next, he addresses overly simplistic arguments about the causes of the problems we face and builds a convincing argument that well-intentioned actions have combined to create the current mess for which everyone is to blame. Using provocative case studies, Zemsky describes the reforms being implemented at a few institutions with the hope that these might serve as harbingers of the kinds of change needed: the University of Minnesota at Rochester's compact curriculum in the health sciences only, Whittier College's emphasis on learning outcomes, and the University of Wisconsin Oshkosh's coherent overall curriculum
650		0	_aEducation, Higher _zUnited States.
650		4	_aEducación superior _zEstados Unidos _92316
650		0	_aEducational change _zUnited States.
650		4	_aCambio educativo _zEstados Unidos _916371
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBK
999			_c125690 _d125690