Liberal Education, Fall 2003

Current Issue

Fall2003Vol.89No.4

Realigning Faculty Roles

Seen in the larger context of globalization, economic trends, and the changing academy, the nature of the faculty profession is radically changing from its traditional understanding of teaching, research, and service. This issue looks at what is happening on a micro level of campus life and the overall direction the profession is heading.

Table of Contents
President's Message
From 1818 R Street NW

By Bridget Puzon

Featured Topic

By Martin Finkelstein
A silent revolution in faculty roles should be seen in the context of current economic and global trends affecting the nature of higher education. What are these changes? What lies ahead? How should the profession respond?

By KerryAnn O'Meara, Regina R. Kaufman, and Aaron M. Kuntz
Current trends in higher education go beyond budget cuts to a variety of changed practices in higher education. Faculty leaders and administrators in dialogue can determine how to respond in ways that strengthen the profession and the education of undergraduates.

By Susan Traverso
In a time of transition in higher education, strengthening the dynamic interplay between faculty and their institutions, between autonomy and engagement, and between individual classroom environments and student learning outcomes is crucial.

Perspectives

By Devonna Sue Morra, John W. Flohr, and Jean Eckrich
Three mid-career faculty describe their experiences during a semester in Washington, DC, in which their expertise and interests were applied to professional work, their ideas honed through seminar discussions, and their disciplinary horizons expanded through professional enrichment activities. 

By James L. Pence
The practice of academic leadership requires the cultivation of habits of mind that connect the skills of the occupation with a sense of vocation. Together, these provide the engaged leadership needed to reach ambitious goals for students' liberal learning outcomes.                         

By Joseph Voelker and John Campbell
Can a college mission statement shape a general education program? Faculty at Franklin and Marshall College design foundational courses that address the goals expressed in the college mission statement.

My View

By Nate Olson
Through interaction with faculty at his liberal arts college and by study abroad, a student discovers the liberating effect of his education that opens up a worldview and clarifies his place in a global community and commitment to a global common good.

Previous Issues