Free PDF Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities
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Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities
Free PDF Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities
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From Booklist
Taylor expands on his controversial 2009 op-ed essay in the New York Times that questioned long-standing traditions and practices of American universities, from tenure to strict delineation of academic departments. Worries about outdated practices in higher education are exacerbated by shrinking endowments of universities hurt by the financial crisis, a crisis threatening the very existence of some institutions. Taylor begins with a historical perspective, including Immanuel Kant’s enduring vision of the university and the evolution to overspecialization that drives academic disciplines, tenure, and the valuing of research over teaching. Drawing on his experiences at Williams College and Columbia University, Taylor also offers examples of creative solutions from multidisciplinary courses taught by shared faculty to teleconferencing technology. Universities might also consider partnering with other universities, museums, and think tanks and even franchising universities globally. Taylor argues passionately for more open ideas on what is valuable to learn, in what format and through what methods, for a generation raised on the Internet and iPods. --Vanessa Bush
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Review
“Mark Taylor—a deeply original scholar and nationally celebrated teacher—sees American higher education as a bubble about to burst. For your students’ sake, your teachers’ sake, your childrens’ sake, and your country’s sake, read this book while there is still time.” -Jack Miles “Sure to provoke heated debate, this book convincingly tells us what we don’t want to hear: our colleges and universities are no longer sustainable—either financially or programmatically. Mark Taylor provocatively calls for big changes, both in how we use technology to help deliver educational services and in the role of professors. We should pay attention, or we will pay an enormous price.” -Joel Klein, Chancellor of the New York City Department of Education “One of the jobs of a public intellectual is to warn us when he sees a fast-approaching freight train bearing down on us. In Crisis on Campus, Mark Taylor does that and much more. He offers specific and often radical suggestions about how to make higher education more fulfilling for students and more relevant to the networked world of the 21st century.” -Bill Bradley “This is a book that needed to be written and one that must be read. Mark Taylor not only reveals an unclothed emperor; he also provides guidance to those of us who would properly serve as weavers. The only thing better than reading this book would be to have written it.” -E. Gordon Gee, President of the Ohio State University “Feisty . . . Measured in tone but devastating.” -Christopher Shea, The New York Times Book Review “Provocative . . . Cogent . . . Taylor has written a manifesto informed by his experience and dedication to innovative higher education, and he has pointed us to fundamental problems that must be addressed. We should be grateful.” -Michael S. Roth, The Los Angeles Times “At heart, Taylor has an old-fashioned sense of what it takes for students to become good writers and good thinkers: for starters, a lot of practice at writing and thinking . . . Technology can’t make a better curriculum: that will have to come from reformers who, like Taylor, have not forgotten the value of good thinking, good writing and a well-argued essay.” -Naomi Schaefer Riley, The Wall Street Journal “Taylor demonstrates an exuberant willingness to take on academic conventions . . . His innovative proposals will generate thoughtful, occasionally angry responses from academic leaders and interested laypeople alike. Serious, challenging, and well-written.” -Library Journal “Taylor’s tone is neither whimsical nor utopian . . . He writes with urgency and conviction . . . Highly provocative and certain to stimulate.” -Kirkus “His radical proposals notwithstanding, Taylor’s dedication to scholarship and his concern for students is profound.” -Publishers Weekly “Taylor argues passionately for more open ideas on what is valuable to learn, in what format and through what methods, for a generation raised on the Internet and iPods.” -Booklist
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Product details
Hardcover: 256 pages
Publisher: Knopf; 1 edition (August 31, 2010)
Language: English
ISBN-10: 9780307593290
ISBN-13: 978-0307593290
ASIN: 0307593290
Product Dimensions:
5.3 x 1 x 7.7 inches
Shipping Weight: 12.8 ounces (View shipping rates and policies)
Average Customer Review:
3.3 out of 5 stars
11 customer reviews
Amazon Best Sellers Rank:
#839,143 in Books (See Top 100 in Books)
The book is an interesting discussion of needed college reforms. It has thought provoking ideas for every college instructor and administrator.
His proposals for change are of an overly pragmatic person.
In several places, the author drops in cliches, such as the need for students to study foreign cultures, for the purpose of enhancing their chances for success in the global economy. (I suppose to merely advocate the benefits of understanding various sorts of people, independent of which foreign culture they are embedded in, wouldn't generate as much justification for higher education). Then at the end of the book we get a forecast for the year 2020, with a somewhat cloying vignette of a young American, Luke, who has become fascinated with Islam because of an online course that he took in high school. Luke aspires to attend the NYU campus in Abu Dhabi, bypassing traditional aspirations for such institutions as Columbia or Williams. In his online learning experience with Islamic students "He is surprised not only by their differences but also by how much they share. His new friends like many of the same films and much of the same music, and have many of the same fears and hopes that he does." Well, the author is a Professor of Religious Studies, so by habit he probably cannot resist poking at any understanding we have formed about diversity. And to think that other university professors, who had researched cultural diversity, teach us that that Islamic people generally don't admire American films or pop culture. If diversity education is so complicated and ever changing, maybe students should spend their tuition money on other courses, until the diversity principles are more thoroughly established.By coincidence, at the time I was finishing the book, the 09/20/2010 edition of Newsweek arrived with an article titled "The trouble with going global". The NYU venture in Abu Dhabi campus does not get favorable reviews. Harassment of human-rights activists is mentioned. The article concludes "... we can't help but feel that ill-considered adventures abroad can only strain what's left of our higher education at home". The post-Columbia, post-Williams world maybe needed a better vignette.The author's specialty in Religious Studies handicaps the book in more substantial ways, at least for me: a lack of analysis of science and engineering education. I would not advise an American student to use a study of Confucianism, traditional Chinese painting, or other traditional Religious-Studies cultural lenses, for the purpose of figuring out why a young person in Nanjing is beating her at own her Western-reductionist game of mastering the principles of electrical engineering. It might be better for the American to study options for conceding the game and to study options for alternative career plans, based on a raw analysis of the international economy, rather than an analysis of cultural diversity. The author's personal saga, for example highlighting how the job prospects for current Ph.D.s in Religious Studies are so much different from that of his own generation, is certainly readable. However, the parallels with the experiences of degree holders in science and engineering are rather modest.Parts of the book are worthy of five stars: sharing verbatim responses to the author's incendiary NYT editorial, highlighting the impact of the financial meltdown on higher education, an analogous lack of fluidity and value in intellectual capital, eyewitness history of the epochs of identity politics and political correctness, the timidity of the aging faculty to embrace the online technology and networking, the timidity of universities to impose a yearly 5% salary reduction on tenured professors (unless offset by a 5% raise for meritorious performance). Much of the analysis about the educational failures of the university lecture hall has been stated elsewhere. The author makes a good case for the impending financial failure, as the large captive audience, a prime source of university revenue, is about to walk away.
STRENGTHS:Concise: 221 small pages with big font.Provocative: Big ideas and insightful critiques of the higher ed labor market, curriculum, organizational structure etc.Passionate: Taylor is passionate about teaching and learning, and believes that institutions of higher learning must evolve and reform to continue to thrive.WEAKNESSES:Solutions: Proposed solutions, beyond dismantling tenure (for the non-tenured) do not address fundamental issues of cost and access.Ahistorical: The current state of higher ed is not placed within an historical context, making analysis of issues and problems less informative.Economics: The economic aspects of higher ed are not analyzed. Chapter on tuition focusses on "sticker" price, not accounting for true costs of tuition.OPPORTUNITIES:Book Club: Great book to a campus book club - will get lots of discussion.Speaker: I bet Taylor would make a great speaker on campus.Readable: Book is short and an easy read - good chance that people will read for a discussion.THREATS:Elite Bias: Taylor seems to be writing primarily for institutions similar to where he has taught (Williams, Columbia) - failing to address the state of community colleges and other InstitutionsFor-Profits Excluded: Limited discussion of the role of for-profits in the educational landscape.Limited Examples: 'Crisis on Campus' would have benefited from more examples of innovative institutions, programs, and leaders in higher education.Have any of your read 'Crisis on Campus'? Plan to read? Thoughts?What are you reading?
A must-read book!!! -- if you want to see the latest plans for higher education of the globalist think-tanks...Why doesn't Taylor just say, "bring on the austerity measures!!!"American education has been dying a slow, prolonged, agonizing death since the onslaught of globalization and the corporatization of America. "Higher education" is just one of the symptoms.*But seeing how Taylor's "rationalization proposals" have made it into a well-praised op-ed piece of the NY Times* (one of the major corporate voices of America), look to see them brought into action, in the not-too-distant future.*"GRADUATE education is the Detroit of higher learning."[...]
Mark Taylor has no hidden agenda -- he wants what is best for the future of our youth, our educational system, and our economy. He succinctly lays out the historical foundation of higher educational institutions, the reasons for the current bubble crisis, and the reforms needed to avoid disaster and remain competitive globally. He addresses the need for bringing down the walls between disciplines, creating a global educational network using technology for new curricula and connections, and developing partnerships among non profit and for profit entities, institutions, government and businesses. These changes are necessary not only to address the escalating costs, but to address the educational needs of the changing workforce. Oh, and by the way, he says tenure has to go! This is no time to look the other way or stick your head in the sand -- nearly everyone has a stake in the outcome of this bubble, as with every financial bubble we have faced as a nation. The dialog is started -- read his cogent argument and make your voice heard!Sheryl DawsonCOO, Total Career SuccessAuthor,Job Search: The Total System (3rd Ed)
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