Undergraduate teaching and learning has faced external challenges throughout each historic period in Higher Education. Today the challenge to account for how students are taught and how they learn has become a prominent focus. Accountability, Pragmatic Aims, and the American University frames the debates on teaching and learning accountability in Higher Education.
Autorentext
Ana M. Martínez-Alemán is Associate Professor and Chair of the Department of Educational Leadership & Higher Education Administration at the Lynch School of Education, Boston College.
Zusammenfassung
Accountability, Pragmatic Aims, and the American University frames the debates on teaching and learning accountability in Higher Education. By examining significant historic periods in Higher Education, Martinez-Aleman explores the present apprehension about accountability in today's colleges and universities. Throughout the book's chapters, Martinez-Aleman uses the pragmatic philosophy of John Dewey to enlighten current understandings of professional freedoms and she also discusses democratic imperatives in light of accountability obligations: the teaching of undergraduates, data and empirical research on college teaching and learning, and the institutional policies for graduate student and faculty teaching development. This book reveals the tensions between the democratic character of the university-qualities that may seem irreconcilable with accountability metrics-and the corporate or managerial economies of modern American universities. Higher Education faculty, administrators, public policy makers, and students enrolled in Higher Education Masters and PhD programs will find that this book informs their practice and will serve to contribute to the debates on accountability for years to come.
Inhalt
1. Introduction: Accountability and the University's Democratic Imperatives
2. The Historic Purposes of Higher Learning in America and the Challenge of Accountability
3. Postsecondary Teaching
4. The Rise of Managerialism
5. The Academic Profession and Undergraduate Teaching
6. Higher Learning in the 21st Century University
7. Conclusions