Tag Archives: Curriculum

History on Thin Ice?

In his Opinionator blog at the New York Times yesterday, Timothy Egan argues that ”history, the formal teaching and telling of it, has never been more troubled.” According to Egan, the twin forces of educators caving in to corporate demands to … Continue reading

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Shaving Years Off the PhD in History

For years historians have wrung their hands about how long it is taking our doctoral students to complete their PhD degree. Six years? Seven? Eight? More? In fact, a 2008 report by the American Historical Association indicates that eight years is … Continue reading

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Productivity in Higher Education

Lately I’ve been thinking a lot about the issue of productivity in higher education. There are many ways to measure what we accomplish such as numbers of graduates, what kinds of jobs our graduates get, research dollars, patents received, research … Continue reading

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Why Assessment Gets a Bad Name

Regular readers of this blog will know that I am actually quite supportive of the whole idea of assessment in higher education. I am convinced that we need authentic forms of longitudinal assessment of learning in all of our programs, … Continue reading

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