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The article discusses how some U.S. professors have changed lesson plans in response to the "Unite the Right" rally by white nationalists, neo-Nazis, and Ku Klux Klan members that was held on August 11, 2018 on the University of Virginia campus. It examines how the demonstration is being used by professors to initiate a discussion on race relations in the country.

What's needed to produce real change is intrinsic, rather than extrinsic, motivation. [ABSTRACT FROM AUTHOR]

The article discusses how teachers in the U.S. are adopting their teaching strategies and instruction amidst the shift to online learning during the coronavirus pandemic. It cites the case of Randolph College Professor Jennifer L. Gauthier as example. Other topics include how teachers and students contend with the pandemic's effects on motivation, attendance, attention spans and mental health, and the claim by Plymouth State University's Robin DeRosa on the need to innovate on course planning.

The article discusses the issue of the fight against white supremacy and humanities curricula in U.S. universities and colleges in 2021. The alleged role of protests over racism and police violence in the decision of the Princeton University classics department not to require proficiency in Greek and Latin for majors is noted. The author points out the possibility that such decision was due to declining enrollment. Also cited is the implication of using antiracism to explain curriculum changes.

The article reports on the curricular reform in universities and colleges in the United States. According to the article, the curricular reform emphasizes the interdisciplinary connections and skills for a changing world. It adds that higher education institutions are developing common learning experiences for undergraduates by focusing on general education.

The article discusses the study of art and design in the U.S. and examines how changes to the philosophies and practices of the art world have forced art schools to impose curricular changes for first-year students. Particular focus is paid to the interdisciplinary elements of art and design education and the shift among art institutions towards focusing on developing critical thinking, problem solving, and group work skills in students. The design course taught by University of the Arts professor Kristine Marx is highlighted and additional topics are explored including the use of technology in art education, the development of theme-based course design, and educational relevance.

The article discusses customization in curricula at law schools. The author notes that many law schools offer students a variety of choices in degrees, allowing them to specialize in legal areas such as environmental law or in other disciplines such as psychology or business. The educational organization Carnegie Foundation for the Advancement of Teaching published a report that concluded a majority of law students are receiving an inadequate education, leading many to support specialized curricula. Law professor Judith Welch Wegner suggests specialization will not improve law students' chances of being hired by a law firm. The University of Nebraska College of Law offers a program focusing on telecommunications and space law.

This article focuses on the need to introduce meditation in the education curriculum of the colleges of the United States. In a region dubbed the "the Buddha Belt" for its preponderance of meditation centers, Arthur Zajonc, a physics professor at Amherst College, is speaking to professors who have traveled from all over the country to Smith College about adding meditation and other contemplative practices to the college curriculum. When the Center for Contemplative Mind in Society at Northampton, advertised this curriculum-development seminar for paying customers, it received twice as many applications as it could accept.

Reports on the results of a comprehensive review of the curriculum of Harvard University in Cambridge, Massachusetts. Communication of students with faculty members; Development of Harvard College Courses program; Reduction in the number of courses students must take in their majors.

Reports on the plan of European colleges to standardize academic degrees and course credits, as of September 2003. Benefits of the reform; Countries supporting the changes; Opposition from students and faculty members.

Focuses on the action taken by the University of Chicago's history department in Illinois to replace several sections of its Western Civilization course with new courses beginning fall 2002. History of the university's core curriculum; Associations which opposed the university's action; Critiques from several publications; Reaction of professors in the program to the complaints.

Reports efforts of mathematicians to change the undergraduate mathematics curriculum at universities and colleges in the United States. Role of the Mathematical Association of America in the changes; How a real-world focus could help students to comprehend mathematics; Comparison of this reform to the calculus reform of the early 1990s.

Discusses the curriculum reform undertaken by Duke and Rice universities. Reasons for reform; Failure of an undergraduate curriculum at Rice University in Houston, Texas; Challenges to changing curriculum; The requirements of Durham, North Carolina's Duke University dubbed `Curriculum 2000'; How students are no longer allowed to opt out of classes at Duke; Comments of William Martin, a professor of sociology; How the entire faculty votes on curricular changes at Rice; Why the reform at Duke succeeded.

Details the efforts of business schools in the U.S. to revise their curricula in response to critics and competition. Testing of a Master's in Business Administration program at Indiana University; Michigan State University's graduate business school's offering of hands-on international-business training to its professors by sending groups of faculty members to Eastern Europe.

The article reports on the curricular reforms in universities in the U.S. Changes in the undergraduate curriculum are being planned at the University of Wyoming. The impact of competing interests such as academic politics and educational philosophy on curriculum changes is discussed. The improvement of the quality of general education continues according to the American Council on Education.

As a bribery scandal lays bare everything that is wrong in admissions, the Education Conservancy's Lloyd Thacker ponders higher ed's future and his own legacy. [ABSTRACT FROM AUTHOR]

It's all too easy for a senior administrator's incidental remark to be misinterpreted as a new demand. [ABSTRACT FROM AUTHOR]

The article offers information on curricular changes in general education and degree requirements unveiled in stages by Northern Illinois University in fall 2016. Topics covered include its adoption of integrative learning to make general education meaningful and useful, the challenges the university faced in implemented the curriculum into the daily acts of teaching and learning, and specific curricula rand pedagogical choices that professors need to make under integrative learning.

The article focuses on a subfield of literary studies in the U.S. The climate fiction genre focuses on humans' impact on the environment and changes the curricula of English departments across the nation. Moreover, the subfield depicts a future of a changed world and offers professors and students a bevy of books outside of environmental studies to anchor discussions of climate change and its consequences.

Diversity-hiring strategies, cultural-competence training, curricular changes, and a busy student-heritage calendar are among the efforts at MiraCosta College, in Southern California. But these practices are controversial and difficult, with setbacks and resistance at every step. [ABSTRACT FROM AUTHOR]

The article discusses the curriculum realignment at the University of Wisconsin at Stevens Point that eliminated liberal arts majors and allocating more resources towards career-focused programs.

The article discusses the role of data-based decisions in curriculum reform at universities and colleges. Topics include the use of either randomized controlled trials or quasi-experimental statistical techniques, the use of data analysis techniques to assess courses, and the use of research data obtained by other institutions.

The article offers advice on overhauling curriculum at a university or college. Topics include the role of communication between administrators and faculty in an overhaul process, a change effort at Plymouth State University in New Hampshire, and a curriculum change effort at the University of Colorado at Boulder's College of Arts and Sciences.

The author discusses the role of literature survey classes in college. He mentions the difficulties of including all the necessary material in the time allotted, the lack of flexibility, and ways that the curriculum for such survey courses can be revised to be more meaningful.

The author offers his advice on what university and college administrations should consider when seeking to close or suspend academic programs. Topics discussed include the financial aspects before and after program closures, shared-governance between administrators and faculty members, and the political aspects of closings that can create coalitions and advocacy groups among stakeholders.

The article discusses strategies college and university administrators can use to manage the process of eliminating programs. It suggests involving faculty members throughout the entire process, helping students transfer or complete their degrees on campus, and considering the emotional aspects on alumni and faculty.

The article offers advice on how college and universities administrators can mitigate some of the emotional pain and disruption for faculty members and students when closing academic programs. It addresses how to support faculty members who are laid off, students who need to complete their degrees, and the financial issues related to enrollment and budgeting.

The article examines the debate over Pathways, a revised curriculum at the City University of New York (CUNY) which reorganizes general-education credits around learning outcomes rather than disciplinary categories. It notes that many faculty members oppose the reforms and the process by which they were installed, leading to advertising campaigns, petitions, and lawsuits from both sides. School administrators supporting Pathways have indicated that the curriculum is streamlined while students' abilities to transfer credits has been simplified. Similar disagreements between faculty and administrators over credits for associate and bachelor's degrees in 1997 are covered.

In this article the author discusses science literacy in the U.S. and criticizes the many justifications that are used to emphasize science education as an integral part of higher education reform. According to the author reasons that are often used for focusing on science education are misguided, including poor performance by American students on standardized science tests, the relationship between science and technology, and citizen participation in the democratic process. He argues that 21st century higher education should be framed by a science curriculum, citing the fact that science can be integrated into all academic disciplines as an overarching concept.

The article presents a profile of Babson College and focuses on its role as a pioneer in the business school community for emphasizing the study of entrepreneurship as the basis of its curriculum. Particular focus is paid to the curriculum review process used by the school's administrators and faculty, in which they often experiment with teaching methods and content and then evaluate the outcome. According to the article, trends in business education in which more schools have focused on studying entrepreneurship have motivated officials at Babson to reform the curriculum and to engage students in authentic learning experiences. A class project for first-year students in which they operate a business is highlighted and comments from professors Ross Petty and Kent A. Jones are featured.

In this article the author argues that a majority of U.S. college presidents overlook issues associated with the changing global economy, as evidenced by results of a survey conducted by the think tank Pew Research Center regarding the future of American higher education. He comments that college presidents should focus on addressing issues such as college affordability, educational quality, and science and mathematics curricula in order for U.S. universities to remain as the world's best.

An essay is presented on suggestions to young faculty members on how to appropriately handle conflict among colleagues at universities and colleges. It presents characterizations of different types of enemies a faculty member may meet along their path to tenure which includes one who may be opposed to curriculum changes, one who tries to influence others through bullying, and one who is deceptively cynical.

The author compares the situation of college students in 2010 with that of students in the 1960s. In the 1960s, he notes, the curriculum needed change, students needed rights and enfranchisement, and the Vietnam war was in their minds, but tuition at state universities was easily affordable. In 2010, he notes, the curriculum is relevant and students have rights, but they must go into debt to afford college. He argues that the U.S. needs to invest in its young people.

The article discusses the debate over the need for college majors and minors. According to the article, 2006-2007 U.S. federal statistics show that the top 10 bachelor's level fields were the same as those of 1980-1981 but in a different order. Columbia University professor Mark C. Taylor believes that this is a sign of stagnation and published an essay in the "New York Times" newspaper calling for interdisciplinary education and problem-based majors. Robert M. Zemsky, author of the book "Making Reform Work: The Case for Transforming American Higher Education," states that an undergraduate degree should certify special skills. The argument from other scholars that the college major is still valuable is discussed.

The article discusses the innovative "Education in 3 Dimensions" program launched at Champlain College in Vermont, centered on three main components: life-skills workshops, an interdisciplinary core curriculum, and professional courses. College president David F. Finney called for the creation of the interdisciplinary core curriculum in 2005, to go with the school's well-regarded professional programs, and the office of student life was later asked to develop a program to teach students practical life lessons such as how to buy a car or plan a career.

Focuses on the curriculum reform among Master of Business Administration (M.B.A.) programs offered in the U.S. Purpose of the reform; Increase in the number of students who received master's degrees in business; List of several M.B.A. programs developed by universities.

Reports on a policy at California State University in Long Beach, California, to require students who need remedial help to complete those courses by the end of their sophomore year or leave the school. What the college is doing to reduce the number of freshmen who need remediation; The suggestion that students who need remediation should attend two-year colleges.

Discusses the criticism of Hugo F. Sonnenschein's proposals to increase enrollment and revise the core curriculum for the University of Chicago and his decision to resign as the president. A Web site describing the expansion plans as a cynical effort to attract wealthy students; Expansion projects; Comments.

Reports on Albertus Magnus College's plan to give the students the option of a three-year degree. `Tri-session'; Other institutions offering three-year degrees; Students' opinions; Questions; Probable effects.

Reports on the problem-based medical curriculum at the University of Hawaii's School of Medicine in Honolulu. Previous medical curriculum in the university; Factors that contribution to the university's decision to revamp its curriculum for first and second-year students; Emphasis on case studies rather than memorization.

The article focuses on the benefits and opportunities brought by non-mainstream students to educational institutions in the U.S. The courses and the curricula developed to aid non-mainstream students can help traditional students. Some courses are studied and revised. Cognitive tasks that span disciplines are delineated. The thinking and planning can be used by departments and faculty members for broader curricular reforms.

Information about a conference related to interdisciplinary education that was recently held in San Diego, California, is presented. The theme of the conference was "Rethinking the Curriculum." Mary E. Clark, a biology professor, who organized the conference, said that interdisciplinary education must change in response to the changing world. Many academic departments at various institutions have avoided collaborating on interdisciplinary courses in the past.

The article reports on the formation of unions by the students and teachers at the University of Warsaw in Poland in an effort to gain autonomy in classrooms and curriculum change. Teachers had joined the trade union known as Solidarity while the students were filing for registration of an independent union. The court however, did not grant their wish due to lack of trade. The students then forwarded their proposal to the ministry which had given them the right to elect the university's rector.

The article discusses the recommendations of the Conference Board of the Mathematical Sciences for some changes in Mathematics fundamentals for the ahead years of 1987 in higher education in the U.S. The changes are aimed to meet challenges in the computer age and the math-anxious society. Mathematicians are discussing the replacement of Calculus with simple arithmetic as one of the proposed changes. The board report indicated the decline of Mathematics popularity among students with a low rate of enrollment.

The article provides information on the movement made by the colleges and universities on re-appraising their undergraduate curriculum. Educational institutions are no longer convinced that the freedom they granted students in the 1960's comprises an adequate educational philosophy and some institutions have already reinstated the general-education requirements that were common at most colleges and universities in 1960's.

The article reports on the positive reception of the American Federation of Teachers (AFT) to a blueprint for school reform released in May 1986 by the Carnegie Forum on Education and the Economy. A report that includes recommendations for public school restructuring and making teaching a more professional occupation is endorsed by the AFT. A document of the AFT calls for schools to be reorganized so that teachers can have a bigger role in the management and curricular design.

The article reports on a circular on curriculum change issued by Jean-Pierre Chevènement, French Minister of National Education, asking French schools to place more emphasis on the applications of mathematics to scientific and technical fields. Chevènement appealed to all schools to give equal attention to subjects like science and technology, while following new practices of educational values to bring a conservative shift in educational philosophy.

The article profiles Mohammed S. Dajani Daoudi, library director and professor of American studies at Al-Quds University in East Jerusalem. Despite his training as a guerrilla with the Palestine Liberation Organization, the author notes that Dajani has become an activist for tolerance in part through his efforts to include the Jewish Holocaust in the curriculum in Palestinian schools. Particular attention is given to a student trip led by Dajani to the Nazi death camp at Auschwitz-Birkenau in Poland.

The article discusses how the movement to expand the number of people enrolling in and graduating from college has raised concerns from faculty members who argue the move may lead to the lowering of academic standards. It cites the role of this argument in recent controversies in Colorado, New York and Texas where administrators pushed through curricular changes. It notes that a lot of states are putting in financial rewards and penalties to speed up completion and crack down on excess credits.

The article reports on the recommendations to United States colleges by Joseph Katz of the Institute for the Study of Human Problems, who studied student development at Stanford University and the University of California at Berkeley. Katz said that colleges should offer a wider range of educational alternatives to students to cater to the diversity of students' interests and abilities.