How Scholars Trumped Teachers: Change Without Reform in University Curriculum, Teaching, and Research, 1890-1990

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Teachers College Press, Jan 1, 1999 - Education - 280 pages

Examining 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.

 

Selected pages

Contents

HOW THE INVENTION OF THE UNIVERSITYCOLLEGE LED TO A CENTURY OF DILEMMAS AND A TRADITION OF REFORM AT STAN...
13
HOW UNIVERSITIES TAME REFORM TO PRESERVE THE RESEARCH IMPERATIVE Or Why There Is Change Without Reform
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
Copyright

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Larry Cuban
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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 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...‎
Appears in 8 books from 1934-1999
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?‎
Appears in 9 books from 1904-1999
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...‎
Appears in 11 books from 1887-1999

References to this book

About the author (1999)

Larry Cuban is Professor of Education at Stanford University. He is co-author (with David Tyack) of Tinkering Toward Utopia (1995) and author of How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990 (1993) and Teachers and Machines: The Classroom Use of Technology Since 1920(1986).

Bibliographic information

TitleHow Scholars Trumped Teachers: Change Without Reform in University Curriculum, Teaching, and Research, 1890-1990
How Scholars Trumped Teachers: Change Without Reform in University Curriculum, Teaching, and Research, 1890-1990
AuthorLarry Cuban
PublisherTeachers College Press, 1999
ISBN0807770256, 9780807770252
Length280 pages
Subjects › 

Education / Higher
  
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