The following is from the lead article in Washington University’s 2012 School of Arts and Sciences (A & S) Magazine. The article is about “…How Arts and Sciences faculty encourage new science students to stay the course…”.
“[Prof. X] brought a new way of teaching to campus…. To create a deeper level of understanding, not an easier course. …X scrapped the traditional lecture format… students are required to actively prepare for class… In a typical class, they hear one or more 10-minute lectures … talk about two-minute problems in groups… go home and rework the original set of homework problems… Students… were clamoring to get in…”
Compare that to the math professor at Carnegie Mellon who just received a Mellon College of Science teaching award.
“…While his homework problems are known for taking hours to complete…[he says this] trains [students] to think like mathematicians…” (See: https://www.cmu.edu/mcs/news-events/2019/0515_julius_ashkin_lr.html)
Recall these comments from Riesman’s book.
“…I seek to alert readers to what is happening …as students turn from being supplicants for admission to courted customers…”
“…I aim to show that the “wants” of students to which competing institutions, departments, and individual faculty members cater are quite different from the “needs” of students…” (See http://www.inside-higher-ed.com/david-riesmans-on-higher-education-the-academic-enterprise-in-an-era-of-rising-student-consumerism/ )
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