A New Agenda for Higher Education

In A New Agenda for Higher Education, the authors endorse higher educationâ??s utility for enhancing the practical as well as intellectual dimensions of life by developing a third, different conception of educational purpose. Based on The Carnegie Foundation for the Advancement of Teaching seminar that brought together educators from six professional fields with faculty from the liberal arts and sciences, A New Agenda for Higher Education proposes an educational aim of â??practical reason,â?? focusing on the interdependence of liberal education and professional training.

THE AUTHORS

WILLIAM M. SULLIVAN is codirector of the Carnegie Foundation’s Preparation for the Professions Program. He is the author of Work and Integrity: The Crisis and Promise of Professionalism in America and coauthor of Educating Lawyers: Preparation for the Profession of Law and Habits of the Heart: Individualism and Commitment in American Life.

MATTHEW S. ROSIN is author of Obsoleting Culture and was formerly a research scholar at The Carnegie Foundation for the Advancement of Teaching. He is currently a senior research associate at EdSource, an independent and impartial educational policy research agency that clarifies K–12 policy issues in California.

A New Model of Undergraduate TeachingA New Agenda for Higher Education proposes a model of undergraduate teaching that combines the academic with the professionally practical, focusing on the interdependence of liberal education and professional training. At its most effective, say the authors, liberal education provides students with the intellectual capacity to make sense of their environment and reflect on their place in the world. Professional education, by contrast, must provide the knowledge essential to a particular field of endeavor but also ways in which students can engage this knowledge for the common good. This book shows how both liberal arts educators and educators of professionals can collaborate to realize the goals of liberal and professional learning more effectively. It offers faculty a powerful set of examples of teachers who are working to sustain a broader vision of practical reasoning and public responsibility in their respective disciplines and in the lives of their students."The issues raised in A New Agenda for Higher Education are important to the shape of teaching, learning, career preparation, and the very values and priorities of the modern university." --Bobby Fong, president, Butler University"This is a well-crafted book based on what must have been a fascinating seminar. I felt that in reading the book I was part of an ongoing dialogue stimulated by the seminar. That's high praise coming from someone who is rather burnt out by years of talk, talk, talk in academia and who wants to see action, action, action for a change. But I realize that discourse frames action and this is a very constructive discourse." --W. Robert Connor, president, The Teagle Foundation

In "A New Agenda for Higher Education," the authors endorse higher educationA[s utility for enhancing the practical as well as intellectual dimensions of life by developing a third, different conception of educational purpose. Based on The Carnegie Foundation for the Advancement of Teaching seminar that brought together educators from six professional fields with faculty from the liberal arts and sciences, "A New Agenda for Higher Education" proposes an educational aim of A[Apractical reason, A[A focusing on the interdependence of liberal education and professional training.

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