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Curriculum / 199393.133 Leonard Jeffries, African-American studies, and academic freedom, 121
93.135 Defining the limits of academic freedom, 124
93.137 Mother Jones on women's studies, 129
93.141 What the "great books" can teach, 134
93.152 Challenging the curriculum [State freedom of information act may be used to obtain communitycollege course materials], 149
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Curriculum / 199494.10 The perils of self-examination: MIT's academic dishonesty survey [promoting collaboration in theclassroom], 179
94.25 Limiting the role of lawyers [training ethical lawyers], 204
94.26 Before you start building that new residence hall [Arthur Levine on new technology in highereducation], 206
94.49 Creativity and mood disorders [Saint-Exupery: awakening the sleeping musician, the poet, theastronomer in each student], 239
94.56 Self-censorship on campus, 251
94.60 Vaclav Havel at Independence Hall [increased interest in religion; freedom grounded in areligious perspective], 258
94.67 Professor reinstated in sexual harassment case [Silva v. University of New Hampshire; WilliamKaplin on academic freedom and "hostile environment" sexual harassment; sexual innuendo andprofessional competency; Nadine Strossen on feminism and the First Amendment], 271
94.69 Silva v. University of New Hampshire [case excerpt; AAUP statement on academic freedom;Silva case compared with isolated incident of bad judgment], 275
94.74 The future is arriving . . . ahead of schedule [resistance to increasing tuition; decline inhousehold income; attraction of new technology; qualities of character and good social skills asimportant as academic knowledge], 281
94.78 Preparing our students for the workplace of the future [training students to collaborate in anatmosphere of trust; Alvin Toffler and Charles Handy say organizations will be smaller; review ofthe West Point Way of Leadership], 287
94.83 Making new efforts to ask old questions [growth of religious sentiment; medical ethics andreligion; mental health and religion; Saul Bellow on the soul contending with ideas that deny itsexistence; MIT physicist Alan Guth on the religious impulse], 298
94.91 Higher education and "knowledge work" [Peter Drucker on the evolving knowledge society;Science on how skills and knowledge will be taught; focus on applied science; hands-on training;importance of fostering a lifelong love of learning; Perspective of Dewey and Whiteheadaffirmed; Christopher Lasch on alienation of a highly educated American "elite"], 310
94.92 Silva case settled, 311
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Curriculum / 199595.2 The Stanford "what matters" forums, 314.
95.17 Community service may be required [community service and character education; oppositionfrom the Christian right; failed FERPA provision against "altering . . . personal values"], 341.
95.20 Jeffries case reversed, 349.
95.27 Character education--a national priority [the virtue of striving for virtue; need for social supportfor character education; Public Agenda survey shows deep current of shared values], 361.
95.50 Limiting student religious expression [setting reasonable limits on student expression in theclassroom; rejecting a paper based on religious content alone may violate freedom ofexpression; faculty member may not be ordered to award a grade, although final authority overgrades rests with the institution], 388.
95.57 The "Basic School" and the American college [creating disciplined communities with sharedvalues, based on universal human experiences; Ernest Boyer's list of seven virtues schoolsshould teach; value of community service; suggestions for a college ethical developmentprogram], 402.
95.65 Sexual harassment and the curriculum [court rejects hostile environment claim based on explicitsex education program; sex education program does not interfere with free exercise of religion; needed in conducting AIDS awareness programs], 420.
95.68 Truth or consequences [lawyers and lies; William Kunstler "adheres to a truth that is deeper thana factual one;" Foucault and poststructuralist perspectives; a renewed interest in truth-seeking;the relationship between academic freedom and the pursuit of truth], 425.
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Curriculum / 199696.24 Postmodernism deconstructed [physicist Alan Sokal published a nonsensical article designed toreveal widespread ignorance about science in the humanities, and to debunk the view that thelaws of physics--or efforts to follow objective standards in any field--are "mere socialconventions;" defense of postmodernism by professor Stanley Fish asserts the primacy of truth-seeking; Blaise Pascal on the hint of a greater truth], 488.
96.25 The media focuses on higher education [critical media commentary about higher education,including bloated bureaucracies; "let's make a deal" on financial aid; college elitism and the"Mercedes" syndrome; faculty: more politics, higher pay, and less work; students: drinking moreand learning less], 491.
96.26 A national debate on higher education [a crisis of confidence in higher education; children as anational priority; an emphasis on restructuring; competition from industry; the benefits ofcommunity colleges; comparison of community college and University of Pennsylvania classes;the importance of social skills and character development; promoting a sense of "reverence" inthe young], 494.
96.31 Thinking about the Web [Washington Post series on the World Wide Web; evolution of the "No-campus campus"; the pull of "real" communities, reflected in the management decisions of threehigh-technology companies; why real communities are important; James Q. Wilson and MichaelJ. Sandel on the formative power of small groups; Martin Buber and the "I and Thou"relationship; Roger Penrose on the unity between the human brain and the workings of nature],509.
96.34 Sexual harassment by teachers and peers [in Cohen v. San Bernardino Valley College, the U.S.Court of Appeals for the Ninth Circuit held that a tenured professor who used a sexuallyprovocative teaching style was subject to an unlawful "legalistic ambush" when the collegesought to discipline him for sexual harassment; a federal district court in Rubin v. Ikenberry, et.al. upheld a decision at the University of Illinois to discipline a tenured professor for repeatedsexual comments, inquiries, and jokes, in and out of class; the Office of Civil Rights (OCR) ofthe U.S. Department of Education issued a "Dear Colleague" letter, stating that schools andcolleges may be liable under Title IX of the Education Amendments of 1972 for peer harassmentthat creates a hostile environment; Economist on dangers of over-regulation], 517.
96.44 Religion in the campus marketplace of ideas [debate between Stanley Fish and John Neuhaus;Einstein on "cosmic religious experience;" Stephen Hawking on the "remarkable numericalrelations" seen throughout the universe, and "the search for logical self-consistency" in physics;J. Bronowski on the relationship between the arts, the sciences, and creativity. Religion, like art,isn't inherently hostile to discourse or experimentation--it simply can't be fully explained by thoseprocesses], 542.
96.47 Human nature in cyberspace [misinformation that circulates as fact on the Internet; student homepages may invite harassment; sexual abuse and sexual fantasies on the Internet; pornographyand e-mail addiction; advice to students about using the Internet wisely], 549.
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Curriculum / 199797.2 Ideas and trends: 1997 [diversity, individualism, and common purpose; promoting civility andreducing crime; a renewed focus on the meaning of teaching], 563.
97.15 The electronic university, part II [young people making the Internet part of their lives; Stephen J.Gould on the essence of good teaching; Charles Handy on small groups, affiliation, and trust;John Henry Newman and the attraction of physical beauty at Oxford; electronic communicationsshould not be used to remove people from campuses, but to attract them], 593.
97.36 A message for new students: the importance of academic integrity, [students as "consumers"encounter a "frayed moral curriculum"; interview with D.L. McCabe on faculty attitudes towardacademic dishonesty, including reluctance of many faculty members to report academicdishonesty allegations; data on high rates of reported cheating by secondary school students;D.L. McCabe and Gary Pavela: "Ten Principles of Academic Integrity for Faculty Members"],641.
97.39 The Boston University case: reading past the headlines [excerpts from Gluckenberger et. al v.Boston University], 646.
97.40 Reading past the headlines in the Boston University case, part II [the essence of federal disabilitylaw is individualized assessment; verification and assessment are essential; students shouldhave the opportunity to fail; college curricula need assessment too; the danger of portrayingstudents with learning disabilities as wards of big government], 649.
97.41 Accommodating religion in the workplace [America in the midst of a religious revival; "hostileenvironment" theory used by the religious right; Alan Wolfe: "I crave religious students"], 651.
97.46 The University of Phoenix and the future of higher education [the for-profit University of Phoenixmay become the future of higher education, if "traditional" colleges and universities forget thequalities that made them successful, including creating opportunities for companionship inshared activities, involving students in shared governance, and exploring fundamentalquestions], 666.
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Curriculum / 199898.14 New visions of ethics and a "unity of knowledge" [review of Edward O. Wilson's bookConsilience: The Unity of Knowledge; the methodology of science is the key to understandinghuman nature; "ethics is everything;" Human social existence . . . is based on the geneticpropensity to form long-term contracts that evolve by culture and moral precepts and law;"timeliness of Wilson's challenge to uninhibited individualism is reflected by a survey showingthat Ayn Rand's The Fountainhead "was named the favorite novel of the freshman class at theUniversity of California-Berkeley"], 715.
98.15 New visions of ethics and a "unity of knowledge," part II [virtues, based on self-restraint, commonthroughout the human family; retirement banquet exercise; value of good design and policepractices in creating community; Wilson's "biological" ethics fails to explain the sense ofempathy that appears in "great souls" like Gandhi or Tolstoy; interview with Elizabeth Kiss onapplied ethics on campus], 717.
98.16 Insuring clinical competency [assessments of clinical competency are a matter of academicjudgment; courts defer to academic judgments; discipline should not be disguised as anacademic judgment; courts view promoting clinical competency as a moral duty], 720.
98.20 A reflection on alcohol and student life [alcohol and the definition of self; forming a self inrelationship with others; forming a self by mastering emotions; forming a self by learning], 730.
98.29 Addicted to speed, part I [the accelerating pace of life in technologically advanced societiesseems relentless, destructive, and addictive; educators need focus on the importance of creatingenvironments where thinking, reflection, peace, and solitude are as important as speed,convenience, and superficial socialization],749.
98.30 Addicted to speed, part II [higher experiences seem to come in a realm of consciousness wherespeed and noise are replaced by serenity and silence; Rene Dubos on how human beingsrespond to nature; sound pollution may form the background music of the campus; Shakespeareon music and harmony; Admiral Byrd on the discovery of harmony in solitude; observation of aregular "silent meeting" at a Friends' school in New York], 751.
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Curriculum / 199999.1 Student moral development, part I [renewed national attention to student moral development; Akibe Lerner on multiculturalism and the diminished capacity for moral outrage; academic integrity policies kept the flame of moral development alive; Darwin on ethics; Sissela Bok and the Wingspread report on shared values that can be affirmed on campus], 806.
99.2 Student moral development, part II [Edward O. Wilson on "ethics is everything;" Derek Bok on the importance of student character development; twelve principles for the design of college ethical develop-ment programs], 809.
99.47 Helping students define success [review of Vanderbilt Law Review article by Patrick Schiltz on the practice of law and the quality of life; psychologists Myers and Diener on components of happiness; www.balancequest.com; Saint-Exupery on know-ledge and wisdom as components of happiness], 920.
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Curriculum / 2000
00.7 Evaluating clinical—and personal—skills [decision in Sreeram v. Louisiana State Medical Center holding that objective qualifications can not overcome evidence of deficient clinical skills; importance of personal relationships in medicine; Daniel Goleman on assessment of emotional intelligence], 947.
00.14 The duty of care and off-campus internships [In Nova Southeastern University v. Bethany Jill Gross the Supreme Court of Florida held that a university may be liable for the injuries suffered by a student assigned to a dangerous off-campus internship; Nova applied concepts articulated in prior cases; suggestions for reducing the risk of liability in off-campus internships; analysis of student-university relationship], 967.
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Curriculum / 2001
01.1 The lessons of managed care [disquieting similarities between the managed care movement in medicine—with its emphasis on speed, efficiency, cost effectiveness and minimal personal contact—and current styles of teaching at American colleges and universities; risks and benefits of electronic learning; the mystery inherent in the richest kinds of communication; the rise of the "busni-versity; education should be grounded in the realm of the personal, and in attention to soul craft], 1059.
01.2 The revival of humanism [humanism defined; humanists, like scientists, look for patterns; postmodernist direction of the humanities in American universities; science writers trying to insert humanism back into humanities; student affairs administrators often leading proponents of humanistic perspectives; resurgence of "values statements" and honor pledges; William A. Galston on shared values in America; John Dewey and humanism from a liberal perspective], 1061.
01.12 Spiritual emptiness on campus. [Review of an article by David Brooks in the April 2001 issue of The Atlantic ("The Organization Kid"). Brooks focuses on the characteristics and values of the "millennial generation" (Americans born in or after 1982) who he portrays as having led highly structured lives, organized by compulsive parents "to be group-oriented, deferential to authority, and achievement obsessed." Related interview with Colgate University religion professor Coleman Brown],1085.
01.15 Expanding the duty of care: Faculty academic malfeasance. [Johnson v. Schmitz, 119 F. Supp. 2d 90 (D. Conn. 2000): Relationship between student and university is contractual; courts may entertain a cause of action for institutional breach of a contract for educational services; court allows plaintiff to pursue the claim that "Yale [University] failed to deliver on its express and implied contractual duties to safeguard students from academic misconduct"; commercialization of higher education is likely to produce many more disputes between graduate students and faculty members about intellectual property], 1094.
01.32 The power of first impressions. [The July-August 2001 issue of Harvard Magazine reviews research by Harvard social psychologist Nalini Ambady on the power and accuracy of first impressions ("Snap Judgments Work!")], 2032.
01.38 Talking with students in times of crisis. [Responding to the terrorist attacks of September 11, 2001], 2039.
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Curriculum / 2002
02.38 Defending civility in academic discourse [Decision in Brown v. Li, holding that the University ofCalifornia at Santa Barbara did not violate the FirstAmendment or due process rights of a graduate studentby rejecting a master's thesis with an ill-mannered"disacknowledgements" section], 3055. 02.39 Defending civility in academic discourse, Part II [Academic freedom for professors affirmed; academicdishonesty is not protected expression; educators have broad discretion to define competency], 3058.02.49 Legal standards for modification of academic requirements [Students at private colleges may challenge academic decisions under an "arbitrary andcapricious" standard; holding of West Virginia's highestcourt in Bender v. Alderson-Broaddus College; (law and policy quiz)], 3085.
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Curriculum / 2004
04.7 Student religious objections to academic requirements [Axson-Flynn v. Johnson (10th Cir, 2004) (Mormon student refused to say the word "fuck" or take God's name in vain during classroom acting exercises; court deferred to educators' "legitimate pedagogical concerns," but remanded the case to determine whether individual exemptions favored one religion over another), 3228.
04.10 Moving "pre-beings" into the present [Students are so stressed about the future that they can't live or think in the present], 3233.
04.31 Ten Principles of Academic Integrity for Faculty, 3280.
04.32 Implementing the Ten Principles [Questions faculty members might pose to themselves before designing and teaching their courses; the classical heritage of teaching and friendship], 3282.
04.48 Tom Wolfe on campus life [If secular educators don=t help students explore what Socrates called the "examined life" religious fundamentalists will], 3322.
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