How Scholars Trumped Teachers: Change Without Reform in University Curriculum, Teaching, and Research, 1890-1990Examining a century of university history, Larry Cuban tackles the age-old question: What is more important, teaching or research? Using two departments (history and medicine) at Stanford University as a case study, Cuban shows how universities have organizationally and politically subordinated teaching to research for over one hundred years. He explains how university reforms, decade after decade, not only failed to dislodge the primacy of research but actually served to strengthen it. He examines the academic work of research and teaching to determine how each has influenced university structures and processes, including curricular reform. Can the dilemma of scholars vs. teachers ever be fully reconciled? This fascinating historical journey is a must read for all university administrators, faculty, researchers, and anyone concerned with educational reform. |
Contents
| 13 | |
| 61 | |
SCHOLARTEACHERS IN THE STANFORD HISTORY DEPARTMENT 18911990 | 91 |
A STURDY WAY OF PREPARING PHYSICIANS The School of Medicine 19081990 | 133 |
HOW RESEARCH TRUMPED TEACHING IN HISTORY AND MEDICINE | 165 |
SCHOLARS OR TEACHERS How Much Change Is Possible? | 191 |
NOTES | 207 |
REFERENCES | 251 |
INDEX | 265 |
ABOUT THE AUTHOR | |
Other editions - View all
How Scholars Trumped Teachers: Change Without Reform in University ... Larry Cuban No preview available - 1999 |
How Scholars Trumped Teachers: Change Without Reform in University ... Larry Cuban No preview available - 1999 |
Common terms and phrases
Abraham Flexner academic Adams administrators anatomy Bailey beliefs breadth campus century classroom clinical Committee compromises conflict core cultures curricular David Kennedy David Starr Jordan decades dents Department of History departmental Derek Bok dilemmas doctoral students Donald Kennedy evaluation Faculty Senate fessors Five-Year Plan folder Frederick Terman fundamental change Gerhard Casper graduate school graduate students Harvard higher education historians history department incremental changes institutions knowledge Kresge College laboratory learning lecture courses Lee Shulman medical education medical school medical students ment norms offer official curriculum organization organizational pedagogy President profes professors quality of teaching Ray Lyman Wilbur reform Report required courses research and teaching research imperative research-driven Robert Chase Robinson S1BB scholarly scholars scholarship School of Medicine sciences seminars senior small-group social Stanford University structures survey SUSM taught teacher teacher-scholar teaching and research teaching practices tensions tion ulty university-college university's versity Wilbur
Popular passages
Page 210 - It is not only the character of the instruction but also the character of the instructor that counts ; and, if the student has reason to believe that the instructor is not true to himself, the virtue of the instruction as an educative force is incalculably diminished.
Page 200 - At present the universities are as uncongenial to teaching as the Mojave Desert to a clutch of Druid priests. If you want to restore a Druid priesthood, you cannot do it by offering prizes for Druid-of-the-year. If you want Druids, you must grow forests. There is no other way of setting about it.
Page 191 - They have experienced wars, revolutions, depressions, and industrial transformations, and have come out less changed than almost any other segment of their societies.
Page 183 - To discover and to teach are distinct functions; they are also distinct gifts, and are not commonly found united in the same person. He, too, who spends his day in dispensing his existing knowledge to all comers is unlikely to have either leisure or energy to acquire new.
Page 23 - ... education, rather than the development of a technique in Political Science, Economics, or Law. We may judge that this was the approach of the faculty of Stanford University some years ago when a committee, in reporting upon certain changes in curriculum, including a required course in citizenship, said: "Generally speaking, all freshmen are either now or soon to be voters. Does not the University owe them a duty as such? If our tritest sayings are true, these freshmen are destined to become leaders...
Page 24 - They are forming the political and economic and social ideas that will characterize that leadership. And they are forming them now while the air is full of strange doctrines and without waiting for a critical and scholarly insight. Can the University not render a substantial social service by providing a sound basis of elementary scientific facts and principles by which the validity of these doctrines may be tested?
Page 118 - ... and a copy was placed in the hands of every student. Accompanying this material a dozen or more problems were set requiring independent and original thought on the part of the individual, and as much additional reading was suggested and encouraged as possible, especially from contemporary literature.
Page 19 - Their presence and example will be, perhaps, worth more to the student body a hundred-fold than the precepts and drill of the others. They set high standards of thought. They help to create the university spirit, without which any college is but a grammar school of little higher pretensions. And above and beyond all learning is the...
Page 210 - Thinking for a year past over the well-known report of the Committee on Academic Freedom and Tenure of the American Association of University Professors, certain outstanding facts, at first perhaps overlooked, are now evident : a.